With the support of the Ontario Ministry of Education, the Catholic Principals' Leadership Development Ontario, Leadership en action and Principal Association Projects, the service partners for Catholic Principals' Council of Ontario (CPCO), L'Association des directions et directions adjointes des écoles franco-ontariennes (ADFO) and Ontario Principals' Council are preparing a series of three podcasts and three webinars for principals and vice-principals.
Through these series, principals and vice-principals will gain a better understanding of key changes in the curriculum and focus on implementation leadership strategies through a student-centered inquiry stance respecting equity and culturally responsive and relevant pedagogy.
These resources will support principals and vice-principals as they
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deepen understanding of the key changes to the revised Language curriculum, program planning for diverse learners as well as implications for assessment and evaluation
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consider effective leadership moves to support implementation of the curriculum with staff
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explore sample inquiry questions to provoke school-based learning and goal setting and
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engage in opportunities to interact with participants to ask questions and learn best practices from one another.
How will I lead the implementation of the new language curriculum at my school? Podcast
| Episode 1 - Getting started: engaging staff through a critical inquiry approach |
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Features Usha James from the Critical Thinking Consortium. Listen in on this 33-minute episode as Usha and our project leads from CPCO and the OPC discuss an inquiry based approach to leading the implementation of the Ontario’s Revised Language Curriculum (Grades 1-8) with a focus on leadership moves/actions to support principals and vice-principals in beginning this important work. |
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Episode 2 - Continuing the work: leadership moves/actions |
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Usha James from The Critical Thinking Consortium continues the conversation about leading the implementation of Ontario's Revised Language Curriculum (Grades 1-8), through an inquiry approach alongside our project leads from CPCO and the OPC. This 29-minute episode will focus on modelling the inquiry process. |
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Episode 3 - Going Deeper: Leadership Moves for a Critical Inquiry Approach |
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Usha James from the Learning Consortium continues the conversation about leading the implementation of Ontario's Revised Language Curriculum (Grades 1-8), through an inquiry approach alongside our project leads from CPCO and OPC and two principals from the field. This episode will focus on monitoring the work and considering next steps. |
| Linda Ford-DeCunha |
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Linda Ford-DeCunha recently retired after 34 years in the field of education. She has held a variety of positions including classroom teacher (Peel District School Board and Durham District School Board), Literacy and Numeracy Facilitator, Student Achievement Officer (Ministry of Education), principal and Durham District School Board system lead. In her most recent role as a System Lead, Linda contributed to the development of board professional learning plans and resources specific to the New Teacher Induction Program (K to 12), French and International Languages (1 to 12), and elementary curriculum (Literacy and Numeracy). Linda believes in the importance of creating safe, welcoming, and inclusive learning environments which foster collaborative inquiry and the development of collective efficacy. She is looking forward to her new role as the association project lead for the Implementation of the Language Curriculum. |
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Usha James |
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Usha James spent 12 years as a secondary teacher and five years seconded to Ontario Institute for Studies in Education (OISE) at the University of Toronto, as an instructor in the Initial Teacher Education Program and Director of the Secondary Program. Usha has contributed to The Critical Thinking Consortium (TC2), a non-profit Canadian educational organization, for many years and was appointed Executive Director of TC2 in 2016. She has worked with educators and administrators of kindergarten to post-secondary students, supporting their efforts to improve the quality of their learner’ and their own thinking. Usha has seen how an understanding of how to nurture quality thinking can deepen understanding and practice of assessment, instruction and curriculum design in all subject areas as well as significantly enhance efforts to create more equitable and inclusive environments and learning opportunities. She has worked extensively with administrators and senior district leaders to help them nurture thinking schools and systems, supporting their strategic and school level planning and building capacity in leadership teams to think critically about their practice. |
| Teresa Paoli |
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Teresa Paoli is a retired principal currently serving as an instructor and practicum supervisor with Niagara University in Ontario. Prior to her retirement, Teresa was a Student Achievement Officer with the Literacy and Numeracy Secretariat (Ministry of Education) where she worked alongside school principals, central staff and supervisory officers to support them with numerous ministry initiatives. She also served as the central coordinating principal for literacy and library services with the Toronto Catholic District School Board (TCDSB), working with central staff, principals and teachers to lead TCDSB literacy and library initiatives. She has experience as an elementary principal, vice principal, literacy coach/consultant and classroom teacher throughout her career at TCDSB.
Teresa has written and facilitated several Additional Qualification (AQ) and Additional Basic Qualification (ABQ) courses and has contributed to several literacy/library resources for the TCDSB. She is a long standing executive member and past president of the East York Scarborough Reading Association and continues to advocate for literacy and a love of reading in all her work. |
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Professional Learning Resource
This resource will support school leaders in leading the implementation of the 2023 Ontario Language curriculum (Grades 1 to 8). It is aligned to the Ministry of Education Key Changes - Language, Grades 1 to 8 document and includes a selection of potential leadership moves, inquiry learning questions and evidence of impact indicators.
Key Content Areas
- Introduction
- Vision and Goals
- Program in Language (Strands)
- Instructional Approaches in Language
- Cross-curricular and Integrated Learning
- Program Planning Considerations for Students with Special Education Needs
- Program Planning for English Language Learners
- The Role of the Learning Commons
- Assessment and Evaluation
This resource is also explored in a three-part recorded webinar series.
Professional Learning Resource
Webinar Series Recordings
Informed by the Ontario Human Rights Commission’s Right to Read Report, the revised Language curriculum reflects a focus on evidence-based strategies. Through this series, you will gain a deeper understanding of these changes while considering a variety of actions/leadership moves that support all educators in Grades 1 to 8 as they plan for and teach the revised curriculum.
| Webinar 1: A Leader's Introduction - October 16 |
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This 60-minute webinar provided an overview of some of the key changes to the Language curriculum with a focus on the first four areas of change: curriculum introduction, vision and goals, program strands and instructional approaches. |
| Webinar 2: Supporting Diverse Learners - November 28 |
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This 60-minute webinar considered key changes to the Language curriculum with a focus on program planning for students with special education needs, students with disabilities and program planning for English language learners. |
| Webinar 3: Assessment and Evaluation - January 24 |
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This 60-minute webinar provided an overview of some of the key changes to the Language curriculum with a focus on assessment and evaluation. |
For French language webinars, please visit www.adfo.org.
Contact(s)
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