# data[].attributes.headline
Leading Large-Scale Educational Change in the 21st Century: Educational Leadership Pre-, During, and Post-Pandemic. 

# data[].attributes.subject
Leading Large-Scale Educational Change in the 21st Century: Educational Leadership Pre-, During, and Post-Pandemic. 

# data[].attributes.body
Please remember to sign in to your UofT account

# data[].attributes.headline
‘People miss people’: A study of school leadership and management in the four nations of the United Kingdom in the early stage of the COVID-19 pandemic

# data[].attributes.subject
‘People miss people’: A study of school leadership and management in the four nations of the United Kingdom in the early stage of the COVID-19 pandemic

# data[].attributes.headline
COVID 19 – school leadership in disruptive times,

# data[].attributes.subject
COVID 19 – school leadership in disruptive times,

# data[].attributes.attachment_link.title
COVID 19 school leadership in disruptive times

# data[].attributes.headline
Moving Forward in the COVID-19 Era: Reflections for Canadian Education

# data[].attributes.subject
Moving Forward in the COVID-19 Era: Reflections for Canadian Education

# data[].attributes.attachment_link.title
Moving Forward in the COVID-19 Era: Reflections for Canadian Education | EdCan Network

# data[].attributes.attachment_link.description
As we begin to settle into remote learning, we must also begin to turn our attention to the inevitable task of planning for the future of schooling.

# data[].attributes.headline
Leading Schools in the COVID-19 Era: What have we learned so far? 

# data[].attributes.subject
Leading Schools in the COVID-19 Era: What have we learned so far? 

# data[].attributes.attachment_link.readable_text
Leadership, Policy, Well at Home, Well at Work
Leading Schools in the COVID-19 Era: What have we learned so far?

Topics to be explored include:

how our understandings of the work of school leaders is evolving;

the ways in which educators and their professional organizations are navigating ever-changing expectations of schooling during the present time; and

how schools can maintain a focus on the social justice and equity issues that have been laid bare as a result of COVID-19 and its impact on marginalized and racialized communities.

Meet the Expert(s)

Pamela Osmond-Johnson

Associate Professor of Educational Leadership with the Faculty of Education at the University of Regina; Associate Dean, Student Services and Undergraduate Programs

Pamela Osmond-Johnson, PhD, is Associate Professor of Educational Leadership with the Faculty of Education at the University of Regina and is currently Associate Dean of Student Services and Undergraduate Programs. Her scholarship focuses heavily on the work of teachers and teachers' organizations, in the areas of professional learning and educational reform more broadly.

Ann Lopez

Associate Professor, Teaching, OISE, University of Toronto

Ann Lopez, PhD, is a professor in the Department of Leadership, Higher and Adult Education at the Ontario Institute for Studies in Education, University of Toronto, Director for the Centre for Leadership and Diversity, and Provostial Advisor on Access Programs. A former secondary classroom teacher and school board administrator, her research and teaching focuses on equity, decolonizing and anti-racist education.

Jackie Button

Secondary School Administrator/University Instructor, Halton District School Board/Queen's University

Jackie Button, PhD, is an experienced instructor, course developer, and administrator in higher education at traditional face-to-face universities and online institutions in Canada and Australia. She is currently a secondary school administrator with the Halton District School Board and an instructor with Queen's University in the Professional Master of Education and Additional Qualifications for Teachers programs.

# data[].attributes.attachment_link.title
WEBINAR PANEL DISCUSSION: October 7, 2020 | EdCan Network

# data[].attributes.attachment_link.description
Leadership, Policy, Well at Home, Well at Work Leading Schools in the COVID-19 Era: What have we learned so far?

# data[].attributes.headline
COVID-19: Supporting Teachers in Times of Change

# data[].attributes.subject
COVID-19: Supporting Teachers in Times of Change

# data[].attributes.attachment_link.readable_text
Research, COVID-19 is here to stay, at least for the foreseeable future. Researchers from the University of Winnipeg surveyed over 1,600 teachers across the country to explore which conditions, in terms of resources and job demands, allow teachers to remain resilient when teaching during times of disruption and change such as the COVID-19 pandemic. Well at Home, Well at Work
Results of a national teacher survey on resilience and burnout during the coronavirus pandemic highlights how teachers cope with stress and change

Note: These findings are part of a survey series on supporting teachers during the COVID-19 pandemic. Survey responses were first collected in April/May 2020, when teachers had just begun to teach remotely. The survey was administered a second time in mid-June 2020. It will be administered once more in September 2020, when students (in most provinces) are physically back in school practicing safety protocols related to COVID-19. Stay tuned for updates on this survey series.

Meet the Expert(s)

Le Rés... Read More

# data[].attributes.attachment_link.title
COVID-19: Supporting Teachers in Times of Change | EdCan Network

# data[].attributes.attachment_link.description
Research, COVID-19 is here to stay, at least for the foreseeable future. Researchers from the University of Winnipeg surveyed over 1,600 teachers across the country to explore which conditions, in terms of resources and job demands, allow teachers to remain resilient when teaching during times of disruption and change such as the COVID-19 pandemic.

# data[].attributes.attachment_link.readable_text
Explore discussion prompts about how to lead during this time of crisis due to the COVID-19 pandemic.

Series 1

These online resources offer thought-provoking perspectives and pose important questions for education leaders to reflect on the skills needed to lead their schools through a crisis.

The resources can help education leaders discover new ways to manage and maintain relationships, foster agency, support professional learning communities, sustain teaching and learning, as well as guide reflection.
How do I lead in a time of crisis?
The COVID-19 pandemic has brought about a dramatic interruption in the way we lead. This resource offers insights on what questions are most helpful to be asking right now to help you lead through crisis.
View resource here How do I sustain our community and our relationships?
Leaders are now being asked to work in circumstances most have never experienced before. This discussion prompt offers tips for surviving school closures, managing distance learning, and moving into the 'new normal'.
View resource here How is COVID-19 changing the balance of power?
Leadership in a crisis has to balance taking quick decisions and leaving room for agency. This online resource further explores the concept of agency and how leaders can help create a safe environment for others to engage with their own agency in times of crisis.
View resource here How is teaching and learning changing a little and a lot?
As students and teachers learn to do things differently as a result of the pandemic, this is an opportunity to reimagine what teaching and learning could look like in the future.
View resource here What are we learning as a teaching profession?
New networks have been created overnight as professionals reach out to each other to share ideas on how to continue to work effectively despite the COVID-19 crisis. As teachers learn to do things differently, this is an opportunity to reimagine what professional learning could look like in the future.
View resource here What are we learning as leaders?
Developing a capacity for leadership is a dynamic and evolutionary process that has learning at the centre. IB leaders need to draw upon a range of intellectual capabilities when learning about the context of their school, confronting problems, and exploring new opportunities. Explore the IB leadership intelligences.
View resource here
Series 2

Our second series of leadership resources offers leaders perspectives and guiding questions to support their preparation for a 'return to school' and an unpredictable future, with consideration for the needs of the entire learning community.

Explore these resources on your own and with your team, with reflections around the following topics: returning with an appreciation of well-being, leadership strategies and priorities, designing learning, and reflecting on and remembering the collective experience.
How can we use our experience to re-design education?
Returning to the classroom will for most be a joy but the approach to teaching and learning will have developed into a new normal. Teachers and students will return with new skills and expectations. Embracing the new normal and incorporating the tools that work well in our remote learning will serve us well as we move between the physical and virtual world.
View resource here How do we create future looking strategies in a world that is so uncertain?
Being a strategic thinker at its most basic simply means thinking a few steps ahead - but those who make a habit of looking not only further ahead but even around the corner (Rosaolind Torres 2013) are the ones who are now proving to be the most successful. How school leaders can engage more with strategic thinking in a time when crisis management seems to be the core of every day work, is the challenge. Schools should be prepared to juggle between providing remote learning at home and providing face to face teaching on the school campus.
View resource here What are we learning? Where are we right now?
Metacognition is one of the hallmarks of IB philosophy of leadership. Allowing for collective reflection of the impact on individuals and the community, can help us identify how we faced unimaginable challenges and empower us to consider the impossible, possible.
View resource here What do we need to consider as we prepare to return to school?
COVID-19 (coronavirus) lockdown measures have closed schools for over 90% of the world's student population as a strategy to help prevent the spread of the virus. For varying reasons, in May 2020 a number of countries have started to reopen them. However, school systems must also plan for local or national viral resurgence. Preparing means being ready for multiple waves of closures and reopening, which will entail blending remote and in-person learning.
View resource here What should our priorities be as we go back to school?
How do we best support staff and student well-being? What adaptations of teaching and learning are needed to embrace new technologies and the vast array of exceptional tools available now and how do we decide what to take into the new future? Consideration of the reconstruction of the school day becomes a priority with potential emphasis on themes and concepts and less on heavily constructed content driven curricula. With experienced flexibility of how, when and where learning is taking place, how does that change our priorities for the future?
View resource here What story will we design together to help build understanding of the present an hope in the future?
Great stories get you delving into who you are, too. Schools have been good at telling compelling stories, often enshrined in their mission (what they do) and vision (where they are going) statements. Great teachers have always known how to use a story to teach an important idea or to drive home a point.
View resource here

# data[].attributes.attachment_link.description
Explore discussion prompts about how to lead during this time of crisis due to the COVID-19 pandemic. These online resources offer thought-provoking perspectives and pose important questions for education leaders to reflect on the skills needed to lead their schools through a crisis.

# data[].attributes.headline
Leading Large-Scale Educational Change in the 21st Century: Educational Leadership Pre-, During, and Post-Pandemic. (POWERPOINT)

# data[].attributes.subject
Leading Large-Scale Educational Change in the 21st Century: Educational Leadership Pre-, During, and Post-Pandemic. (POWERPOINT)

# data[].attributes.body
By: Carol Campbell

# data[].attributes.attachment_link.title
Professional learning to support teachers’ agency, judgement and identity

# data[].attributes.headline
International Council of Education Advisers Report 2018-2020

# data[].attributes.subject
International Council of Education Advisers Report 2018-2020

# data[].attributes.attachment_link.title
International Council of Education Advisers Report 2018-2020

# data[].attributes.attachment_link.description
This is the second formal report of the ICEA relating to their second two-year term (2018-2020) of work.

# data[].attributes.headline
Beyond coronavirus:The path to the next normal

# data[].attributes.subject
Beyond coronavirus:The path to the next normal

# data[].attributes.body
Pages 16-20

# data[].attributes.body
Throughout her presentation Carol emphasizes the critical role effective leadership plays in education, especially during a time of crisis. She also shares a series of recommendations to prepare schools and their leaders for future disruptive periods of schooling. Did any of the recommendations surprise, intrigue or resonate with you? What connections, if any, can you make to other readings? What do you anticipate will be the challenges/opportunities for someone in leadership tasked with implementing these changes/recommendations?

In what ways can Culturally Responsive Leadership support school leaders in navigating and responding to the challenges/opportunities of the pandemic as well as confronting the status quo to create change, close gaps and ensure success for students?

# data[].attributes.attachment_link.title
Educational Change and Leading in a Time of Crisis (Kelsey)-7