Book Study FacilitatorAs a district leader, my role is to foster collective leadership and efficacy. One approach that I truly enjoy involves facilitating book studies. Book study groups promote conversations among teachers and school staff that will lead to the application of new ideas in classrooms and improvement of existing skills. It is a great way to focus on issues related to school change and also helps to build community in schools. Below are some examples of book studies that I have facilitated.
Why leaders must read?
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Coaching for Equity, by Elena Aguilar
Current book study facilitator with Surrey Schools staff including, a collaborative partnership with three departments: Indigenous Department, Priority Practices and Student Support. Begins November 2020. This will be my first virtual book study.
In the introduction to her book, Aguilar writes that to coach for equity, we must see inequities and know what to do about them. We must recognize how racism and white supremacy manifest in the classroom and we must have an idea about what equity looks like. In order to coach for equity, there is an expansive set of abilities that include knowledge (of coaching, of racism and white supremacy, of emotions); skills in coaching; the will and courage to interrupt inequities and reflect on one’s own practice; capacity (time to learn); cultural competence (awareness of own identity and understand of power dynamics of systemic oppression); and emotional intelligence (refined self-awareness to navigate own and others’ emotions). This book is for leaders who are committed to justice and freedom. This book is for coaches and leaders who are brand new to conversations about equity and those who have been engaged in these efforts for many years.
Link to article in the BC Superintendent's Journal InspirED: https://flip.matrixgroupinc.net/bcsb/2021/spring/#page=22
In the introduction to her book, Aguilar writes that to coach for equity, we must see inequities and know what to do about them. We must recognize how racism and white supremacy manifest in the classroom and we must have an idea about what equity looks like. In order to coach for equity, there is an expansive set of abilities that include knowledge (of coaching, of racism and white supremacy, of emotions); skills in coaching; the will and courage to interrupt inequities and reflect on one’s own practice; capacity (time to learn); cultural competence (awareness of own identity and understand of power dynamics of systemic oppression); and emotional intelligence (refined self-awareness to navigate own and others’ emotions). This book is for leaders who are committed to justice and freedom. This book is for coaches and leaders who are brand new to conversations about equity and those who have been engaged in these efforts for many years.
Link to article in the BC Superintendent's Journal InspirED: https://flip.matrixgroupinc.net/bcsb/2021/spring/#page=22
Ensouling our Schools: A Universally Designed Framework for Mental Health, Well-Being and Reconciliation by Dr. Jennifer Katz
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In this book study, I collaborated with my colleague Chas Desjarlais, District Principal Indigenous Education at the Vancouver School District. We journeyed with over 33 school based principals and vice principals to deepen our learning when it comes to mental health, well-being and reconciliation. Here is a sample of one of our sessions.
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Mentoring Matters, by Laura Lipton and Bruce Wellman
In this book study, I collaborated with my colleague Douglas Matear, District Principal, Alternative Programs at the Vancouver School District. We welcomed colleagues in our respective departments who served in teacher leaders roles, such as teacher consultants, school psychologists, speech pathologists, non-enrolling behaviour and inclusion support.
We had over 25 staff who met throughout 2018-19 school year and discussed the chapters in this must read book. A major focus for our book study was to differentiate the role of coach, consultant and collaborator. We celebrated our individual and collective growth as district leaders.
We had over 25 staff who met throughout 2018-19 school year and discussed the chapters in this must read book. A major focus for our book study was to differentiate the role of coach, consultant and collaborator. We celebrated our individual and collective growth as district leaders.
