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EEA 644: Leadership III Internship

O’Nesseia Edmondson
Instructor: Gloria Antifaiff
Journal/Log (120 hours)
June 15, 2022

Date Time Reflection

Completed
29/12/2021 4 hours On December 29, Vicki and I met up at a coffee shop. After

not seeing one another for a few months, it was good to meet

up. Vicki became my first cohort friend through the first

group assignment we did together. I think we both truly

needed some connection, and this group assignment provided

a fantastic opportunity for that to happen. Our relationship

grew from that point on, and today we have a flourishing friendship. The Alberta Leadership

Quality Standard (2020) Standard #1 Fostering Effective Relationships states that A leader

builds positive working relationships with members of the school community and local

community by a) acting with fairness, respect and integrity and b). demonstrating empathy and

a genuine concern for others. We might not have been in a school setting, but the natural care

and respect for each other were evident in our conversations. We were both dealing with
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personal life difficulties and trying to balance work and studies. Who else to discuss such

matters than someone going through the same thing?

After a few hours of deep conversations about way more than our ‘Masters nightmare,’ we left

the coffee shop. As we entered my driveway, Vicki had a ‘grand’ idea. She suggested we begin

to meet every Wednesday night from that point on until we get our capstone done?

We would set goals every week and then meet to discuss what we accomplished or did not

accomplish and make adjustments and new goals to move forward. The LQS Standard # 3

Embodying Visionary Leadership states that A leader collaborates with the school community

to create and implement a shared vision for student success, engagement, learning and well-

being. Achievement of this competency is recognized by g) promoting innovation, enabling

positive change and fostering commitment to continuous improvement; and f). accessing,

sharing and using a range of data to determine progress towards achieving goals. We were, at

this moment, putting into practice what our instructors had been informing us to do. We were

living the LQS. I thought, “What an amazing idea!” We had immediately gained accountability

partners for our capstone, and now we felt like, yes, we can do this!

In my mind, this is what it is all about. As leaders, we have to find creative ways to empower

ourselves first and then those around us. This does not just happen in schools but also in our
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homes, relationships, and in fact, in all aspects of our lives. We are leaders, and leaders should

naturally find ways to empower themselves and others.

05/01/2022 3 hrs. 15 min Vicki and I met for our first official capstone meeting. We felt so excited! We created a slide

Cum Hours: 7 presentation to track what we do in our weekly meetings and have a commonplace to set goals
hours 15 min.
and expectations. Proverbs 29:18 says, "Where there is no vision, the people perish." So, we

needed a visionary plan of action, and that was our intention.

We both discussed what we had so far regarding the capstone topic, questions and research

problems. I felt stressed as I had met with Heather, and she thought I needed to figure out what

was the problem I truly wanted to research. I felt as if I had gone backwards. I was happy that

Gloria had us start so early, and I felt comfortable that I had a topic and could start working, but

when I spoke to Heather in the fall, I was very saddened. I was not sure where to go next. I felt

flummoxed! I had had conversations with my in-school mentor, and we had discussed several

things, but I still felt lost!

I wanted to feel like I had a good handle on this capstone thing, but it was not happening. Vicki

also had some concerns about her capstone ideas, so we talked a lot and wrote some things

down that we could try. We twisted and turned thoughts in all the ways they seemed possible so

we could walk away feeling like we had made some progress, which was good enough. We
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were happy!

We included on our slide possible topics, questions, notes and links that we could pursue in the

next week and beyond. We also had resources we needed to read for the next meeting. One was

to find and read three capstone projects to give us a clear idea of how the capstone should be

written. In addition, we wanted to know what other leaders had produced with the intent to use

their work as a guide.

Once we had made enough progress, we would try to meet with Heather again to see if we

could move ahead with writing chapter one.

Goals for the next week were set. Read three capstone projects, work on a metaphor to describe

our master's journey and write a half-page on our problem statement to take back to the next

meeting.

We wanted to motivate ourselves to keep going, ensuring our slides had a great background and

lots of animation. So we chose characters that represented each of us; Vicki would be Kermit,

and I was Cookie Monster. Haha.

We both are mothers to teenage boys and were experiencing new things with them that were a

bit hard to handle. So, Vicki suggested we text, I love you to them or just send a heart. So, we
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decided to send a heart for starts.

We also decided that once we had accomplished the tasks for the week, we should do something

for ourselves, whether it was to go for a walk/run, watch a movie or indulge in ice cream,

whatever made us happy and fulfilled. Of course, our focus is on how to help our kids, but I

once heard Dr. Jody Carrington say, “When the adults are okay, the little people will be okay.”

07/01/2022 3 hours We were scheduled for back to school on the 3rd, but due to the rise in COVID cases in the
Cum hours: 10
hrs 15 min. province, the minister pushed the winter break for kids back one week. However, teachers from

my school were still expected to be at work and use the week as a planning week. This was

good as I really got some forward planning done. It also allowed me to meet with my in-school

mentor to talk about my struggles with my capstone topic and problem statement. I showed him

the rephrased title I had thought of and the possible questions to go with it. He thought it was a

good topic, but we spent some time dissecting the questions to be more focused. I also had a

few literature review sub-headings written down, and we also rearranged them so that some

were merged together while others were left to stand alone. He also had several suggestions on

theories and references that I could begin to research to see if and how they could fit into what I

wanted to bring out in this capstone study.

We also talked about how I was doing overall with work and studies. I appreciate my mentor
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and just how sensitive and supportive he is, not just to me but to his entire staff. He truly is a

genuine servant leader. Thinking of Jon, I am brought back to the story of the exemplary leader

cited in the book, The Leadership Challenge, “He really set the example by being very

committed to his values, work, staff and organization.” (Kouzes and Posner, 2017, p. 74).

We then turned our attention to our school and some exciting ideas he has for moving the

school forward. Jon exemplifies a visionary leader. The LQS standard # 3 Embodying

Visionary Leadership states that A leader collaborates with the school community to create and

implement a shared vision for student success, engagement, learning and well-being.

Achievement of this competency is demonstrated by indicators such as a). communicating a

student-centred philosophy of education and based on sound principles of effective teaching and

leadership. It was an important meeting, and I thank Mr. Bolton for meeting with me.

2 hours Tonight, we decided to join the city university's zoom meeting on Brightspace, which took up
Cum hours: 12
hrs 15 min most of our time. It was an exciting meeting, and we learned quite a bit about the new

Brightspace platform that the university will be using moving forward. It did not seem too

complicated, but I guess we will see. As a leader I must be engaged in countinuos learning that

incorporates technology. The LQS Standard #8, Managing School Operations and Resources

states that A leader effectively directs operations and manages resources. Achievement of this
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competency is demonstrated by indicators such as: e). facilitating access to appropriate

technology and digital learning environments.

After the meeting, we met for a mini-meeting. We had not gotten the opportunity to read the

three capstone papers as was planned. We discussed our progress in other areas and then

decided to schedule another meeting for the upcoming Sunday night. We were both tired, so we

called it a night. Even leaders need to rest. Infact, it is extremely important for leaders to rest

and rejuvenate so they can make wise, informed choices.

16/01/2022 3 hours This weekend was our first back to classes. We had Law and Ethics with Dave Quick. An
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hrs 15 min exciting course from which I have already learnt some interesting facts that I did not know

before. I am still unfamiliar with many documents because I am an internationally trained

teacher. I got the opportunity to go through the ATA Code of Ethics. So, tonight we decided

once again to hold off on our capstone and take a look at the assignment Dave gave us. We will

be working together on our first ethics assignment, and we wanted to get it going while

everything from the class was still fresh in our minds. Plus, it would be a significant gain to get

this one done before the next class weekend when we get another assignment. We chose an

ethics model and spent the hours deciding on an ethical dilemma and walking through what the

problem was. We created a slide for our presentation and a working document for our paper.
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Since it will be a two-part assignment, we have decided to do them both simultaneously. We

made excellent progress tonight and have written down quite a bit of the information needed to

plough through the rest of the model.

We have identified all the documents that will be relevant to reference for this assignment,

found Administrative Procedures that apply and believe we are well on our way. We will meet

tomorrow night again for assignment part two!

18/02/2022 Hours 8 Today was a fantastic day. I participated in the Association of Independent Schools and
Cum hours: 22
hours 15 min Colleges in Alberta (AISCA) conference. As this is my second year with Destiny Christian

School, I had the opportunity of participating in the conference last year but in a totally different

setting, over zoom. Due to all COVID restrictions being lifted in time, the conference was held

in person in Calgary. The LQS standard #2 Modeling Commitment to Professional Learning

states that A leader engages in career-long professional learning and ongoing critical reflection

to identify opportunities for improving leadership, teaching and learning. Achievement of this

competency is demonstrated by indicators such as a. engaging with others such as teachers,

principals and other leaders to build personal and collective professional capacities and

expertise. This is what I got the opportunity to do today. Being with other professionals again
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for the first time in years made the day even more enjoyable and noteworthy.

I felt a sense of normalcy today that I have not felt in the past two years. I was able to sit with

colleagues from my school, and other teachers that I am sure were experiencing the same

feeling of nostalgia. The sessions were just as excellent and informative. There were not many

contact activities but what was done today was enough. Leaders are to continuously seek ways

to meet for the flow of information and great ideas to “travel ."On our own, we have limited

resources, but together we are an unlimited supply of greatness. Our students need us to be

current and authentic, and for this to happen, we must be forceful about our approach to

leadership and mentorship.

21/02/2022 Hours: 6:45 min The reality that time is going by so fast has been pecking at my brain, and the fear of not having
Cum Hours: 29
my capstone project done in a timely fashion has been a constant concern. It was my plan to

have chapter one completed over the Christmas break, but I had unexpected family matters

interfering with my goals. As I reflect on my projects and the setbacks, I'm forced to take a

leader’s perspective on the situation. Indeed, setbacks are frequent occurrences for leaders in

schools. Plans are made with the expectation that they will work. But, inevitably, things do

happen that will alter those plans. So, how do I deal with the situation? Do I crumble under

pressure, or do I pull strategies from my toolbox that can help me navigate the way out? At this
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point, I thought, if this was an authentic leadership crisis, what would I do? I believe I would

pull on my support team. So I reached for my potential chapter one from ECC511 and took a

hard look at it. Was this what I wanted to honestly base my project on? Of course, it was, but

this paper was definitely not hitting the targets. So, I asked my husband if he would help me

figure this out. After pulling several types of research and reading and re-reading, we began to

throw new ideas around.

I think I ended up with way more questions than answers. Nonetheless, I felt that I had started,

and from here, it could only get better.

4/03/2022 Hours: 8 Today we had a day off from school, and I decided to rewrite chapter one. I was always sure
Cum hours: 37
that my interest was literacy. More specifically, what I want to accomplish from this capstone

project is how to help struggling readers at the middle elementary level. I had also gone through

several discussions with Vicki (my accountability partner) about possible titles, as this would

help navigate the direction I wanted to go. Finally, I decided on “Literacy Intervention: A

Holistic Approach to Reclaiming Non-Readers at the Grades 4-6 Level. I spent much of today

plugging key terms into search engines, reading and saving materials I thought would be

helpful. There is a lot of information on literacy, and I constantly have to be reminding myself

of my focus. I could quickly become sidetracked and thrown off course with the available depth
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of information that may or may not directly affect my topic.

I find myself thinking of leaders and leadership and how this past year and a half have tested the

strength of my fabric. When I started this course, I was not thinking of myself as a vice-

principal or principal. I merely wanted to learn. I felt quite a bit backward in my thinking, and

definitely, the education system had advanced without me. I realized that my desire to impact

the lives of children would not be effective in a new country unless I upgraded my

qualifications, so I went for it. But appreciate the uniqueness of leadership, its intricacy, and the

depth of its rewards if approached and navigated correctly. How can I be a good leader in my

field? It starts by putting the time and effort into those areas that spark deep interest. Touching

and changing lives one student at a time. Helping struggling readers is one aspect of education

that sparks my interest. So, here I will begin!

Success is no accident. It is hard work, perseverance, learning, studying, sacrifice, and love of

what you are doing. -Pele

17/03/2022 Hours 10 Our annual March PD took on the form of a half-day of learning followed by Parent Interviews
Cum Hours: 47
min from 1p.m. to 8 p.m. We met at 9 a.m. and engaged in our usual devotion and discussions. This

year our principal decided to engage the staff in a book study of The Secret Battle of Ideas

About God by Jeff Myers. This is truly an exciting read about worldviews and the place of
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God's ideas in a mixed-up world. The book explores what Jeff terms idea viruses stemming

from Secularism, Marxism, postmodernism and spirituality, and Islam. Each PD, we read a

section of the book and then prepared to watch the video and engage in discussions about the

content through specific reflective questions. Teachers are leaders and should be lifelong

learners. We do not just learn to teach the curriculum, but we need to be aware of what would

seek to distract and confuse our students. As leaders in our classes and schools, we may be the

only voice of reason some of our students hear. We, therefore, need to be informed and current.

LQS Standard #1 Fostering Effective Relationships states that A leader builds positive working

relationships with the school community and local community members. Achievement of this

competency is demonstrated by indicators such as f). demonstrating a commitment to the health

and well-being of all teachers, staff and students and g). acting consistently in the best interests

of students.
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My parent-teacher conference was a success. I am grateful to have parents who are supportive

of their children's learning and the school in our effort to provide their children with quality

education. I try to foster an open, welcoming relationship with all my parents. I also try to keep

them informed and current with classroom matters so they too can plan accordingly. The LQS

standard #1 Fostering Effective Relationships: A leader builds positive working relationships

with the school community and local community members d). encourages all leaders to create

opportunities for parents/guardians, as partners in education, to take an active role in their

children’s education. Our parents at Destiny are allowed to play an active role in their children’s

growth and development.

16/03/2022 3 hours I have met with Mr. Bolton a few times about the upcoming Internship III project I have in
Cum hours: 50
mind. We have discussed the possibilities and have agreed upon an exciting project. We took

some time to think about the classes and how to fit reading buddy time into their schedules, and

we made solid plans for moving forward. In today's meeting, he also suggested I speak to the

staff about my projects at our upcoming PD. Thanks to Mr. Bolton for demonstrating

competence in yet another LQS expectation. Standard # 7 Developing Leadership Capacity

states that A leader provides opportunities for school community members to develop

leadership capacity and support others in fulfilling their educational roles. Achievement of this
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competency is demonstrated by indicators such as:

a. demonstrating consultative and collaborative decision-making that is informed by open

dialogue and multiple perspectives;

b. identifying, mentoring and empowering teachers in educational leadership roles.

I was happy to be offered the opportunity to do so. I left pretty excited and pumped up about the

Reading Buddy program. Mr. Bolton continues to exemplify what a great leader looks like. He

has been my supervisor for the past year and a half and I must say I have learnt so much from

him. I admire his ability to stay calm and focused amid smooth operations and on those

challenging days. He will ask his staff for prayers, but he maintains a positive outlook and

wears a permanent smile on his face. He fulfills the LQS standard # 3 Embodying Visionary

Leadership, which states that A leader collaborates with the school community to create and

implement a shared vision for student success, engagement, learning and well-being.

Achievement of this competency is demonstrated by indicators such as:

d). supporting school community members, including school councils, in fulfilling their roles

and responsibilities and e). promoting innovation, enabling positive change and fostering

commitment to continuous improvement.

18/03/2022 Hours: 8 Today was another day off from school. I felt that this would be another great opportunity to
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Cum Hours: 58 pour some more quality time into my research and writing of chapter one. The research is

extensive, and I become pretty overwhelmed at times. I find myself asking myself, how am I

going to do this? In moments the thought of the depth and breadth of this capstone project jolts

me into a frozen state. I wander off several times and have to bring myself back to focus, telling

myself that others have done it, and so can I. The more I read, the more excited I get about

putting this project together. During my research and writing today, I was brought back to one

of my classes with Dr. Antifaiff, where we talked about the leader observing from the balcony

and knowing when to be on the dance floor. As that image once again flooded my mind, I

thought about the kind of leader I wanted to be, and that was it. I do not want to be the leader

who stays on the balcony and watches the work being done. I want to also be a part of the work.

I want to be a part of the change process.

01/04/2022 Hour: 6 We had our monthly PD today, and I was also able to present the idea of Reading Buddies to
Cum hours: 64
the staff. The staff was excited, and so was I! It shows the fantastic team we have at DCS, as

this would just be one more thing for them to do, but no one was against the idea or even

showed any signs of concern. They were all in. They knew this would help me to accomplish

some aspects of my study requirements but also that this would benefit the students greatly.

They were enthused and asked several questions about how this was to be done, and I was more
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than happy to engage in the conversation, inviting the staff to feel free the throw in any ideas

they might have about how the project could be enhanced. This was my opportunity to put the

LQS standard # 2 Modeling Commitment to Professional Learning, into action. This standard

states that A leader engages in career-long professional learning and ongoing critical reflection

to identify opportunities for improving leadership, teaching and learning. Achievement of this

competency is demonstrated by indicators such as:

a. engaging with others such as teachers, principals and other leaders to build personal and

collective professional capacities and expertise;

b. actively seeking out feedback and information from a variety of sources to enhance

leadership practice;

c. seeking, critically reviewing and applying educational research to inform effective

practise;

d. engaging members of the school community to build a shared understanding of current

trends and priorities in the education system.

13/4/2022 hours: 1 Today the opportunity presented itself for us to test the Reading Buddy program, and it was
Cum hours: 65
terrific. So excited to start! The grades 7 and 8 students were misplaced and needed to be

engaged for some time. Mr. Bolton promptly suggested pairing them up with two lower school
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classes and letting them do reading buddies. This was a great idea. Grade 7 came to grade 4, and

grade 8 went to read with pre-K. The students engaged well with each other the program in

action left me with a thrilling feeling in my chest.

20-22/04/2022 Hours: 21 Easter break came when I was very much in need of a break. It has been a hectic year, and the
Cum hours: 86
time seems to be on wings. I feel I have no time to breathe with work, family life, and studies.

There appears to be no downtime.

My church decided to host a Billy Graham crusade this Easter running two services on Friday,

April 15 at 5 p.m. and 7 p.m. Being a part of the church choir, I also had to commit to choir

practice leading up to the event. With all of life's busyness, I do not want to neglect my solemn

duty to God and my Christian obligation to serve. It was an anointing evening, and we saw

souls come to Christ.

Having to balance my studies, work, and personal life has allowed me to think about the world

of leadership and the demands of the job. Leaders are people, and they too have other aspects of

life that must be nurtured and maintained. I also believe that if a person serving in such a

capacity can find the right amount of balance, then chances are things will work out more

smoothly. In addition, a leader must possess the skill of prioritizing. Determining what is of

most importance and tackling tasks and responsibilities in a priority sequence will make life
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easier.

With that in mind, I decided to put God first this Easter. Yes, it took some sacrifice, but it is all

about it. I dedicated the first day of my Easter break to God and his outstanding work as I had to

be at church quite early for practice and run-throughs. I spent the next few days with my family,

enjoying a little downtime. This, I must say, felt awkward. It seems I can no longer sit without

thinking about all the work I need to get down.

Nonetheless, I enjoyed those few days of doing nothing. During the last three days of the break,

I dedicated myself to going back to my research and writing chapter one. I am making steady

progress but go back and forth between I know what I am doing, I have no clue what I am

doing! I am not sure that I am hitting the targets for each section of chapter one, but having this

time to read, write and reflect has been a natural gift. It is challenging to work, go to classes, do

assignments and plan for presentations, and do research for the study simultaneously. CityU

classes are on break for a few weeks, so this time really adds value. I tried to get a good amount

of reading and writing done as the time becomes divided once school and CityU classes start

again.
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25/04/2022 Hours 2 hours Today officially marks the start of my internship project,
20 minutes
Cum Hours: "Reading Buddies From." From kindergarten to grade
88:20
nine, the entire school has been paired to do reading

buddies once per week. Some classes have been paired up

and down. For example, grade 4 will read with grade one, and grade seven will read with grade

four. The enthusiasm that was seen and experienced today gave me great joy. As I sat down to

reflect after my class' second Reading Buddy session of the week, I found myself smiling from

ear to ear. I could not dismiss the sheer pleasure I felt as I basked in the feeling of excitement

after only two sessions. Right at this moment, I am brought back to Simon Sinek's "The

Why ."Why do we educators do what we do? It is to see our students flourish and find success

in every aspect of their educational journey. As a leader, I want to be the change I want to see.

How can I make leaders out of all my students? This internship project allows me to do just

that. The students are allowed to lead in their reading sessions and make a significant impact on

the lives of the younger students.

29/04/2022 Hour: 1 Today I received a surprise in my school mailbox. A letter from a grade 4 student who attends a
Cum hours:
89:20 min. school in British Columbia. In this letter, my class was tagged to participate in "the Great

Canadian Mail Race." What a fantastic idea, I thought. We have become so technologically
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advanced that people do not seem to use the mail for sending letters much anymore. Everyone is

now using instant messaging. To have students write to other students in other schools in

Canada is such an incredible thing. So we set out to do just that, including sending a reply letter

to this amazing boy who sent my class a letter. This activity got me thinking back to the sheer

pleasure I had as a child writing and sending letters to pen pals. Sadly all these things, which

held such powerful life lessons for youngsters, are slowly disappearing. So how can I, from a

leader's perspective, bring my students back to that place of engaging in more profound, more

meaningful activities that will leave them with priceless life lessons. The LQS, Standard

number 3 Embodying Visionary Leadership, states that A leader collaborates with the school

community to create and implement a shared vision for student success, engagement, learning

and well-being. Achievement of this competency is demonstrated by indicators such as e)

promoting innovation, enabling positive change and fostering commitment to continuous

improvement.

03/05/2022 Hours: 3 This marks the second week of Reading Buddies. The excitement of the program continues
20 Minutes
Cum Hours: among teachers and students alike. Since the program started in the latter part of the school
92:40 min.
year, teachers had to make leeway in their timetables to accommodate the time for reading

buddies to meet. This meant that classes would have to do reading buddies on different days of
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the week and according to what worked best for the buddy classes. This was carried out

professionally, and teachers quickly collaborated and created space and time for the program to

run smoothly. (Thanks to the DCS's excellent teachers for being teachable and having a growth

mindset). Kouzes and Posner (2016) cited that, "There's a leadership shortage in the world."

This shortage, they say, "is a result of three primary factors: demographic shift, insufficient

training and the prevailing mindsets that discourage people from learning to lead." I am

encouraged that our staff at DCS are among those that still foster a growth mindset.

A survey was sent to participating teachers to get a feel of how the program was going, what

they observed as students met together and if the time allotted for the reading was enough. The

survey showed 100% satisfaction on the part of the teachers. They expressed delight in seeing

the student interaction between our senior and junior kids. The 20 minutes time frame they also

felt was adequate reading/sharing time.

24/05/2022 Hours: 3 Today was a beautiful day at DCS. Our school was blessed by a parent directly affiliated with
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95:40 the First Nations Métis and Inuit culture. their three children attend DCS. Their grade six

daughter designed a logo and asked her parents to make t-shirts for the school. Touched by their

daughter's creativity and genuine desire to honour and remember the children whose bodies

were found two years ago in Kamloop, the parents decided to make orange t-shirts for all the
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students and staff at DCS. The school requested that the shirts be worn today to support this

family and those children who lost their lives. Our school has fulfilled the LQS standard # 5

Supporting the Application of Foundational Knowledge about First Nations, Métis and Inuit

through this act. A leader supports the school community in acquiring and applying

foundational knowledge about First Nations, Métis and Inuit for the benefit of all students.

Achievement of this competency is demonstrated by indicators such as:

a. understanding the historical, social, economic and political implications of:

• residential schools and their legacy

c. enabling all school staff and students to gain knowledge and understanding of, and

respect for the histories, cultures, languages, contributions, perspectives, experiences and

contemporary contexts of First Nations, Métis and Inuit; and

d. pursuing opportunities and engaging in practices to facilitate reconciliation within the

school community.

This event has caused me to reflect on the day this story came out and the deep emotions that

surrounded the findings, not just for the First Nations people but also for all parents, for a nation

that could not fathom how something so utterly brutal could have happened in this country and

more so to the children. This story got worse as other residential school sites yielded the same
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dreadful reality. Not one, not two but hundreds of lost children, gone, never to be identified.

What a picture!

The caption under a similar image to the above is shown in a news article by Boyle Street

Community: "News of the discovery prompted grief, anger and calls to action across the

country. In Vancouver, hundreds of shoes were placed on the steps of the Vancouver Art

Gallery as a memorial. Similar gestures were done in Yellowknife, Regina and Toronto, as well

as in other cities." This was followed by these words: "Today we honour the lives of those

children, and hold prayers that they, and their families, may finally be at peace." - Grand Chief

Stewart Phillip, president of the Union of British Columbia Indian Chiefs (UBCIC).

What is my role as a future leader in this country? How do I help bridge a gap that is so vast,
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wide, and unimaginably painful? As a leader, I have to immerse myself in understanding this

culture and appreciating the diversity and originality the culture brings to this country. My duty

to all my students is to ensure that the First Nations Métis and Inuit culture is promoted and

vibrant in our classrooms and school.

25/05/2022 Hours: 2 Today was Mental Health day at DCS. The entire school got the opportunity to choose an area
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97:40 to participate in, and from 2 p.m. to 3 p.m., the whole school went into a wellness model.

Students got to choose from nap time, Zumba, colouring, playing outside, spa, writing &

reflection, board games and legos. Teachers staffed each center in different classrooms or parts

of the school. This is the first time that mental health awareness has been promoted at DCS on

this large scale, and the hope is that it will become a direct focus moving forward. Students

enjoyed this hour immensely, and although everyone did not get their first choice, they just
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wanted to have time to relax and self-indulgence. The LQS standard # 8 Managing School

Operations and Resources states that A leader effectively directs operations and manages

resources. Achievement of this competency is demonstrated by indicators such as:

a. identifying and planning for areas of need.

c. Aligning practices, procedures, policies, decisions and resources with school and school

authority visions, goals and priorities.

d. Following through on decisions made by allocating resources (human, physical,

technological and financial) to provide the learning environments and supports needed to

enable and/or improve learning for all students.

Scenes from our wellness day.

Board Game Legos Nap Time

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Two of our well-deserving teachers are taking a wellness break at the spa.

27/05/2022 Hours: 4 DCS students have spent another 4 hours and 40 minutes engaged in buddy reading in the last
Minutes: 40
Cum Hours: two weeks. The students continue to enjoy the program, and the buzz of sheer pleasure can be
102hrs 20 min.
heard as students meet each day in different locations to listen to and read to each other. Since

the beautiful weather started, several teachers have used the opportunity to take the classes

outside to read. The students enjoy this treat as it is a definite break from the rigour of the

classroom setting. It is essential that, as leaders, we continue to find ways to encourage and

challenge our students to tap into the potential that they possess. All our kids are leaders and

have something to offer that can enhance their learning and those around them. It gives me

much satisfaction to implement and monitor this program and document our students' progress

as they learn and grow together.

 27

Scenes from reading time.

Grades 4 & 7
 28

Gr. 2 & 5

Grades 1 and 4
29
 30

30/5/2022 Hours: 5 hours I spent the last few days working on chapter one of my Capstone. I am a bit overwhelmed since
Cum Hours:
107hrs 20 min I have been working on this chapter since March. I thought I would have been done by now, but

it is taking me way longer than I had anticipated. It is also causing some worry as I am now

wondering how long it will take to complete chapters two and three. My intention was to be
 31

done with my Capstone by the end of June, which is now looking rather bleak. I have not lost

all hope, however. I have faith that God will see me through this task as he has done the past

two years. An old teacher and mentor used to say, "What man has done, man can do." I can do

this!

The material is vast. There is just so much to dig into. It takes a lot of time to focus and figure

out the parts that match and the research directly related to my topic without straying off into

the abyss. Even at this late stage, I wonder what fits and does not. I still do not feel confident

enough to do this Capstone. I do not know enough. I do not have enough research experience

and materials to make this happen. I am scared!

I keep digging for answers, waiting to hear voices that speak clearly about what I need to

include in my paper. It does not happen. I spend so many hours researching and still come up

empty-handed, not because there is no information but because I do not know what I want to

say or include in my paper. So, I will give what I have to Dr. Antifaiff and pray, pray, pray that

it is not as bad as I think it is. If I get this chapter back with some good comments, I will have

the strength to tackle the rest of this paper. If it is horrible, I do not know what I will do.

As I sit here and reflect, a gentle smile floods my face. I think about all the difficulties a school

leader has to maneuver each day, and I am forced to take a deep breath and be somewhat
 32

grateful that I am not there just yet. I am thankful, however, for the preparation this experience

offers, as I know it equips me for what is to come. The LQS standard # 6 Providing

Instructional Leadership states that A leader ensures that every student has access to quality

teaching and optimum learning experiences. Achievement of this competency is demonstrated

by indicators such as h). interpreting a wide range of data to inform school practice and enable

success for all students.

4/6/2022 Hours: 4 hours ECC515 Leadership & Counselling Diverse Cultures in Education was our spring course, and I
Cum Hours:
111hrs 20 min. thoroughly enjoyed every minute of the learning. This was an exciting course, and I appreciated

the experience of looking back at my past. The course offered the opportunity to take an

introspected look at my culture, family dynamics and experiences growing up and how they

have influenced and shaped my leadership style, worldview and acceptance of diversity.

Since I grew up in a country where diversity is a part of our motto, I never thought I had any

issues with accepting and respecting diversity. Jamaica's motto is, "Out of Many, One People.”

Our country has Indians, Africans, Europeans, Chinese and several other races living there and

calling it home. We have all lived and cohabited in this country without much conflict. Each

race has its place and purpose, and together we build Jamaica land we love. I enjoyed taking

that walk down memory lane and could pinpoint the areas of my development that were formed
 33

and influenced by my family first, then my schools and broader society. I can safely say that my

upbringing and cultural experiences have shaped my leadership qualities. With being exposed to

our unique ethnic population growing up, I believe I am equipped to deal with the ever-growing

need for the inclusion of diverse cultures. Brian has done a fantastic job exposing us to some

cultures, such as gaming and gangs. Vicki and I did our presentation on those two, and the

research and learning were mind-blowing. Influential leaders will need to be aware of the

varying cultures that exist in their schools and be ready to bridge gaps so that all our students

can find success. The LQS, standard #4 Leading a Learning Community, states that A leader

nurtures and sustains a culture that supports evidence-informed teaching and learning.

Achievement of this competency is demonstrated by indicators such as b). creating an inclusive

learning environment in which diversity is embraced, a sense of belonging is emphasized, and

all students and staff are welcomed, cared for, respected and safe.

10/6/2022 Hours: 6 June 10th was our final PD Day of the school year and, as usual, a great day of learning. Our day
Cum Hours:
117hrs 20 min. started at 9 a.m. with coffee time and devotion (Relationship building – is very important). Then

we moved into our motivational activity, the Open Parachute session. We started out with a few

questions to think about as it relates to year-end and keeping kids engaged until the very end.

What can I do to ensure the last days of school are structured, productive and fun? Teachers
 34

were able to take some time to think about each question and write down some practical plans.

We then watched the Open Parachute video, engaged in some meaningful discussions, and were

able to respond to questions again, but this time for personal growth. During the Open

Parachute session, we got the opportunity to gather in groups of twos, threes and fours to

discuss questions and ideas. Hearing people's varying perspectives on the same topic is always

interesting. This was a significant activity that involved more than one aspect of the LQS.

We then took some time to review certain aspects of Curriculum 101. We watched an

explanation video and just got an opportunity to explore what is coming. Teachers will continue

to dive into this independently, especially those K-3 teachers starting this coming school year.

Coming in the new school year, Destiny's leaders want to start our school's Leader in Me

program. This will begin to build and encourage young leaders in our school to take the

forefront. This is an inspiring initiative for our principal, and he's also excited for us to get

excited. He is working diligently on the shared vision to get our school ahead. Our school is

looking forward to this new and innovative program.

We discussed the year-end matters and a few things for the next school year. Teachers had

lunch together, and the afternoon was used for planning and preparation.
 35

As always, I enjoyed our PD. But, now, I have an even greater appreciation for the opportunity

as I can focus on the leadership aspect and take things away that are practical for learning

leaders.

13/6/2022 Hours: 2hrs 40 The final report on Reading Buddies was interesting. I was pleased with the feedback from
min
Cum Hours: teachers. Overall, I believe the reading program went exceptionally well. For the most part,
119
teachers shared that they and the students enjoyed the program. Some teachers also had

suggestions for improvement, which I found beneficial, especially for growth from a leader’s

perspective. I was able to discuss the program with our principal and the possibility of it being a

part of the timetable for the new school year and at a time when the entire school can be

engaged at the same time. I will be happy to see this in our school throughout the year. From the

feedback from teachers, I was curious about the research on reading buddies, so I researched

and found some really positive findings on the program. It was not one of my focused reading

strategies for my Capstone but has indeed become one that I will include. The program has the

potential to target several aspects of student development if used correctly and continuously, not

just in building literacy skills but also in relationships and friendship, leadership, motivation,

and so much more.

 36

Below I have included some feedback that was given.

 37

Did your students make comments about the program? If so, could you please share
a few examples of what was articulated. 5 responses

They enjoyed it. They liked the connection with the older students.
They often asked ..."Is it Reading Buddies today?" and when we missed it due to Wellness Day
Activities, several said, "Hey, what about Reading Buddies?", so I know they enjoyed it and were
looking forward to it each week. Always lots of big smiles and laughter when they were reading
with their buddies.
Is there reading buddies? Yay!!!
They liked seeing their big reading buddies each week. The Kinders and PreK both wished they
had more Reading Buddy days
I heard many students who looked forward to connecting with their reading buddies.

What about you? What are your final thoughts about the program? 7 responses
 38

I liked how the older students were modeling good reading skills and attitudes around reading
for my Gr. 3s. My students really liked connecting with the Gr. 8s and looked forward to it every
week.
It was a fun and educational experience for the children. I would like to see it continue next year,
perhaps on a two-week rotation and starting in September. Thanks for all the work you did to
organize this, O'Nesseia! You are a rockstar!
I enjoyed it and thought mixing the grades was so beneficial
I believe this program is better for bridging gaps in the student body population rather than
improving on reading skills. It would be most effective at the start of the school year, when
routines are being established in the Daily 5 structure within the school.
If the project focus was for promoting a good school culture and connecting the grades, I think it
was worthwhile. If it's focus was for increasing literacy skills, I don't think it is the right fit.
I liked it a lot. Great leadership opportunity and it shows the little ones that the big kids can read
and learn too.

14/6/2022 Hours: 1 This semester’s learning has been highly worthwhile. I thoroughly enjoyed ECC515 and was
Cum Hours:
120 thrilled with my internship project results. Our Reading Buddy program was terrific. The

students enjoyed the collaborative reading, and our older students got the opportunity to show

off their leadership/mentorship skills. I am confident that I have gained many more effective

tools to add to my ever-growing toolbox, which I know I will need as I venture into the world of
 39

school leadership. I am grateful for all the experiences and knowledge I have gained. Meeting

and talking with my in-school mentor were indeed growth activities. I have learned so much

from him. The City University courses have been well planned and delivered professionally and

carefully. I am happy that I chose to do this course, and I look forward to walking proudly

across the stage on June 25th, completing my Capstone and the exit presentation. I am actually

looking forward to just being done!

My master’s journey has been “An Ocean Wave.” It is a sight to behold, magnificent and
breathtaking. It can take you on a beautiful adventurous journey, but in the same breath, it can
also overwhelm you and take your feet right out from under you. If you are not careful and
remain in absolute focus, you can find yourself spiralling in an out-of-control whirlwind, losing
the very epitome of why you were in that wave in the first place.
 40

So excited for what is next!

References

Alberta Education. (2020, October). Leadership quality standard.   

https://www.alberta.ca/assets/documents/ed-leadership-quality-standard-english.pdf

Kouzes, J. M., & Posner, B. Z. (2016). Learning leadership: The five fundamentals of becoming an exemplary leader. John Wiley &
 41

Sons.

Kouzes, J. M., & Posner, B. Z. (2017). The leadership challenge: How to make extraordinary things happen in

organizations (6th;6th;6; ed.). John Wiley & Sons, Incorporated.

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