CATHOLIC | ¢ Cio Bis: Form 2 Proposal Contract - PQP Leadership Practicum This form functions as a contractual agreement between the candidate, the Mentor and the PQP P1 Course Instructor (Practicum Advisor) It is to be used by the candidate to identify and propose the Leadership Practicum required in the Principal's Qualification Program Part 1 (PQP P1). This form is to be completed by the candidate and submitted to the POP P1 Course Instructor (Practicum Advisor) for approval BEFORE undertaking the project, oa Please redand check mark the following statement 9 acknowledge tat due to COVID-38,conltions in schoo boards re ‘erable and fi With his nmin, ectnowedge tat my Leadership Practicum wil need t be exe and sucessfully adptableas ‘hongingconliions require, which may hclude ransoning to vital endronment Section ‘andidate and Leadership Project Supervisory Information Candidate's Name: | Kathy Andrea Villarroel-Sponagle oct #: | 514986 Cell phone: Email Practicum Mentor's Name: Mentor: | Tanya Brancalion Cell phone: Email: PQP P4 Course Instructor Name: PQP Pi Instructor Name} Dan Compagnon Cell phone: Work Phone: Email:caTHoue |g cp FRINCIPALS" | 3 jm counci lz Form 2 Proposal Contract - PQP Leadership Practicum ‘Overview Choice of Practicum Option (Check One) XQ Option 1 - 60-hour Leadership Practicum (Option 2 - 40-hour Leadership Practicum + 20-Hour Observation Component Title and brief description of the leadership practicum: |Equity and inclusivity within the School- How to bring out student voice and identity? Collecting data using the Equity Continuum and using this information to inform and teach leducators on how to regularly integrate student voice and identity within Ithe classroom, Objectives and relationship of the proposed Leadership Practicum to the Principal's Qualification Program learning expectations and the Ontario Leadership Framework: A School and System Leader's Guide to Putting Ontar Leadership Framework into Action: Under the Catholic School-Level Leadership Framework, | would like to focus on the third pillar ‘Developing the Organization to Support Desired Practices’ for my practicum. My school is predominantly filled with students who have immigrated to Canada, come from low income households and/or live in single parent homes. For these reasons, | believe student voice is important within this school community, and working with teachers to develop programming around identity is important. Anticipated benefits of this project (professional and school system): The anticipated benefits of this project is for teachers to feel comfortable teaching and integrating culture, race and identity within the classroom. In turn. students will develop their voice, feel welcomed and included within the school communitycaruoulc |g cP Panceats |= > CoUNCIL Description of the criteria to be used in the assessment of the Leadership Practicum: Lwill be using the Equity Continuum as a before and after assessment of teachers and students. ‘Student identity and voice will be seen in the hallways of the school and classrooms, Proposal submitted by: ‘Candidate's Signature Date Kethy Villarroel Sporag| lo. 11/3/2022 Mentor Agreement: Tanya Brancalion agree to mentor the above-named candidate and have 4 read the CPCO Practicum Mentor Letter. Date Mentors Sgnatare “Towyou Bromealiow 1113/2022 Proposal Approved by: Date Aby Zl(Z2~ATHOLIC CD ies: Section C: Practicum Proposal - Detailed 1. The purpose of this form is to record the specific details of the candidate's proposed Leadership Practicum, 2. Candidates must submit this detailed plan to the PQP P1 Instructor BEFORE undertaking the proposed project. 3. Any and all modification(s) to this proposed plan must be identified on the form and initialed by the PQP P1 Instructor. Leadership Practicum Objectives Explanation of Activities Inform educators about equity and inclusivity in the school community. Organize a Google Slides Presentation on the current needs of equity and inclusivity within the school. Identify needs within the school. Create a survey for the school to complete on Equity and Exclusivity. Focus on the needs of the school and create/look for resources to provide an intervention, ‘Analysis results from survey. Collaborating with educators and building- lead discussions about the relative merits of current and altemative practices Use information from survey and begin incorporating student voice in the school such as framed photos of students, play cultural music, ‘establish, in collaboration with staf, students, ‘and other stakeholders, a commitment to purpose and vision which is embeded n the Gospel end Provide educators with resources available on equity and inclusivity. Building productive relationships with families and the community, Complete a summative survey to see if students and teachering Voice confidence and inclusivity is being heard and fet in the school community. Connecting the school to the wider environment develop and maintain partnerships with other Catholic institutions, organizations and outreach groups such as Saidat, Movement with Miguel, motivational speakers. Proposal submitted by: Cametetare’s Stgmarare Kathy flare Sporagle ‘Date 11/25/2022