This Additional Qualification course supports critical reflective inquiry and dialogue informed by the following concepts which will be critically explored through equitable, holistic and interrelated processes: - Advancing a culture of critical inquiry that collectively examines assumptions, beliefs and understandings associated with teaching and learning within the context of this AQ - Advocating for a culture in which the professional identity and practices associated with the views of teachers as co-inquirers, teacher scholars and teacher researchers working alongside student researchers is upheld in the co-creation of democratic, knowledge-rich learning environments - Fostering a critical community of practice that collectively examines and integrates Ontario;s curriculum, policies, frameworks, strategies and guidelines - Cultivating a school and/or system culture in which knowledge of First Nations, Métis and Inuit ways of knowing, cultures, histories and perspectives are meaningfully and respectfully included in teaching and learning processes as valid means to understand the world - Promoting a culture of shared leadership that thoughtfully examines critical pedagogy as a theoretical foundation associated with multiple ways of knowing and being in community - Collaboratively facilitating knowledge-mobilization and creation regarding the design, assessment and implementation of practices and/or programs at the local and district level - Nurturing a culture that collectively engages in the critical examination of pedagogical processes and assessment and evaluation practices that link curriculum to student interests, strengths, inquiries, needs, resiliency, wellbeing and mental health - Fostering a culture of critical and reflective leadership practices that is committed to creating and sustaining holistic learning environments that nurture the identities of students and their intellectual, social, emotional, physical, linguistic, cultural, spiritual and moral development - Fostering a critical culture of practice committed to thoughtfully examining collaborative leadership with students, in-school personnel, parents/guardians/families and the community to support the learning, identity, resiliency and well-being of the school community - Facilitating a critical culture of pedagogical practice committed to the thoughtful examination of a variety of resources, including technological and communication resources, to enhance professional knowledge in support of student learning, independence, well-being and agency - Promoting a culture of shared leadership committed to enhancing professional practice through ongoing collaborative inquiry, dialogue, reflection, innovation and critical pedagogy - Cultivating an ethical culture that openly engages in critical reflection and dialogue to enhance collective ethical leadership, ethical sensitivity and ethical efficacy - Promoting a culture of dialogue that critically addresses issues associated with environmentally sustainable practices, policies and pedagogies - Nurturing a culture of ethical leadership that critically inquires into practices to promote responsible and active environmental stewardship, social justice and democratic citizenship
This Additional Qualification course supports critical reflective inquiry and dialogue informed by the following concepts which will be critically explored through equitable, holistic and interrelated processes: - Advancing a culture of critical inquiry that collectively examines assumptions, beliefs and understandings associated with teaching and learning within the context of this AQ - Advocating for a culture in which the professional identity and practices associated with the views of teachers as co-inquirers, teacher scholars and teacher researchers working alongside student researchers is upheld in the co-creation of democratic, knowledge-rich learning environments - Fostering a critical community of practice that collectively examines and integrates Ontario;s curriculum, policies, frameworks, strategies and guidelines - Cultivating a school and/or system culture in which knowledge of First Nations, Métis and Inuit ways of knowing, cultures, histories and perspectives are meaningfully and respectfully included in teaching and learning processes as valid means to understand the world - Promoting a culture of shared leadership that thoughtfully examines critical pedagogy as a theoretical foundation associated with multiple ways of knowing and being in community - Collaboratively facilitating knowledge-mobilization and creation regarding the design, assessment and implementation of practices and/or programs at the local and district level - Nurturing a culture that collectively engages in the critical examination of pedagogical processes and assessment and evaluation practices that link curriculum to student interests, strengths, inquiries, needs, resiliency, wellbeing and mental health - Fostering a culture of critical and reflective leadership practices that is committed to creating and sustaining holistic learning environments that nurture the identities of students and their intellectual, social, emotional, physical, linguistic, cultural, spiritual and moral development - Fostering a critical culture of practice committed to thoughtfully examining collaborative leadership with students, in-school personnel, parents/guardians/families and the community to support the learning, identity, resiliency and well-being of the school community - Facilitating a critical culture of pedagogical practice committed to the thoughtful examination of a variety of resources, including technological and communication resources, to enhance professional knowledge in support of student learning, independence, well-being and agency - Promoting a culture of shared leadership committed to enhancing professional practice through ongoing collaborative inquiry, dialogue, reflection, innovation and critical pedagogy - Cultivating an ethical culture that openly engages in critical reflection and dialogue to enhance collective ethical leadership, ethical sensitivity and ethical efficacy - Promoting a culture of dialogue that critically addresses issues associated with environmentally sustainable practices, policies and pedagogies - Nurturing a culture of ethical leadership that critically inquires into practices to promote responsible and active environmental stewardship, social justice and democratic citizenship
