{"id":{"repo_id":"uwo","oai_identifier":"oai:uwo.scholaris.ca:20.500.14721/26175"},"canonical_url":"https://search.dev.ndltd.org/etd/uwo/oai:uwo.scholaris.ca:20.500.14721/26175","repository":{"repo_id":"uwo","name":"Western University","base_url":"https://uwo.scholaris.ca/server/oai/request"},"display":{"title":"Disrupting the Status Quo: Leveraging collective teacher efficacy for the achievement and wellbeing of BIPOC and low socioeconomic students","abstract":"Abstract At Mel Morgan Middle School (MMMS) a high percentage of students are of low socioeconomic status (SES). Compounding this problem is data which shows that students at MMMS also experience significant academic challenges. Educational challenges for students of low SES are like those experienced by Black, Indigenous, and People of Colour (BIPOC). Faculty beliefs and assumptions about how to effectively educate students from low SES and BIPOC communities are posited as a problem beyond their control. Despite the Legacy Regional Centre for Education’s (LRCE) commitment to student success through policies and documents such as student success planning, inclusive education, and culturally responsive pedagogy, challenges still exist. As a solution to the problem of practice (PoP) this Organizational Improvement Plan (OIP) presents a solution to disrupt the status quo by leveraging collective teacher efficacy (CTE) for the success and wellbeing of all students. Explored through an Indigenous lens and highlighting the Indigenous principles of respect, responsibility, relevance and reciprocity, interconnection and collective action propel the solution to the problem. Essential to collective teacher efficacy is an environment which promotes strong relationships and collaborative teacher inquiry (CTI). As an administrative leader, continuous school improvement through the student success planning process and CTI will be explored through transformational, transformative, and adaptive leadership approaches. Guided by an ethic of care, collective teacher efficacy has significant potential to impact the education of all students. This is especially true for BIPOC and students of low socioeconomic status. Keywords: culturally responsive pedagogy, collective teacher efficacy, relationships, transformational leadership, adaptive leadership, ethic of care","abstract_html":"Abstract At Mel Morgan Middle School (MMMS) a high percentage of students are of low socioeconomic status (SES). Compounding this problem is data which shows that students at MMMS also experience significant academic challenges. Educational challenges for students of low SES are like those experienced by Black, Indigenous, and People of Colour (BIPOC). Faculty beliefs and assumptions about how to effectively educate students from low SES and BIPOC communities are posited as a problem beyond their control. Despite the Legacy Regional Centre for Education’s (LRCE) commitment to student success through policies and documents such as student success planning, inclusive education, and culturally responsive pedagogy, challenges still exist. As a solution to the problem of practice (PoP) this Organizational Improvement Plan (OIP) presents a solution to disrupt the status quo by leveraging collective teacher efficacy (CTE) for the success and wellbeing of all students. Explored through an Indigenous lens and highlighting the Indigenous principles of respect, responsibility, relevance and reciprocity, interconnection and collective action propel the solution to the problem. Essential to collective teacher efficacy is an environment which promotes strong relationships and collaborative teacher inquiry (CTI). As an administrative leader, continuous school improvement through the student success planning process and CTI will be explored through transformational, transformative, and adaptive leadership approaches. Guided by an ethic of care, collective teacher efficacy has significant potential to impact the education of all students. This is especially true for BIPOC and students of low socioeconomic status. 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In citing or referring to this thesis, use the DOI or handle from this page instead. Sample citation: Author name, \"Thesis title.\" (Year). Western University Open Repository. https://doi.org/10.71858/123456."]},{"key":"dc:description.abstract","label":"Abstract","values":["Abstract At Mel Morgan Middle School (MMMS) a high percentage of students are of low socioeconomic status (SES). Compounding this problem is data which shows that students at MMMS also experience significant academic challenges. Educational challenges for students of low SES are like those experienced by Black, Indigenous, and People of Colour (BIPOC). Faculty beliefs and assumptions about how to effectively educate students from low SES and BIPOC communities are posited as a problem beyond their control. Despite the Legacy Regional Centre for Education’s (LRCE) commitment to student success through policies and documents such as student success planning, inclusive education, and culturally responsive pedagogy, challenges still exist. As a solution to the problem of practice (PoP) this Organizational Improvement Plan (OIP) presents a solution to disrupt the status quo by leveraging collective teacher efficacy (CTE) for the success and wellbeing of all students. Explored through an Indigenous lens and highlighting the Indigenous principles of respect, responsibility, relevance and reciprocity, interconnection and collective action propel the solution to the problem. Essential to collective teacher efficacy is an environment which promotes strong relationships and collaborative teacher inquiry (CTI). As an administrative leader, continuous school improvement through the student success planning process and CTI will be explored through transformational, transformative, and adaptive leadership approaches. Guided by an ethic of care, collective teacher efficacy has significant potential to impact the education of all students. This is especially true for BIPOC and students of low socioeconomic status. Keywords: culturally responsive pedagogy, collective teacher efficacy, relationships, transformational leadership, adaptive leadership, ethic of care"]},{"key":"dc:title","label":"Title","values":["Disrupting the Status Quo: Leveraging collective teacher efficacy for the achievement and wellbeing of BIPOC and low socioeconomic students"]}]}],"canonical_facts":{"dc:contributor.advisor":["Keith, Erin"],"dc:creator":["MacDonald, Marjorie E"],"dc:date.accessioned":["2025-06-30T18:46:19Z"],"dc:date.available":["2025-06-30T18:46:19Z"],"dc:date.issued":["2021-08-13"],"dc:description":["The thesis cover page in the PDF document includes references to Western University’s previous institutional repository platform, known as Scholarship@Western, and links to that platform (beginning with ir.lib.uwo.ca). In citing or referring to this thesis, use the DOI or handle from this page instead. Sample citation: Author name, \"Thesis title.\" (Year). 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As a solution to the problem of practice (PoP) this Organizational Improvement Plan (OIP) presents a solution to disrupt the status quo by leveraging collective teacher efficacy (CTE) for the success and wellbeing of all students. Explored through an Indigenous lens and highlighting the Indigenous principles of respect, responsibility, relevance and reciprocity, interconnection and collective action propel the solution to the problem. Essential to collective teacher efficacy is an environment which promotes strong relationships and collaborative teacher inquiry (CTI). As an administrative leader, continuous school improvement through the student success planning process and CTI will be explored through transformational, transformative, and adaptive leadership approaches. Guided by an ethic of care, collective teacher efficacy has significant potential to impact the education of all students. This is especially true for BIPOC and students of low socioeconomic status. 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