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Teaching notes support discussion of micro- and macropolitical dynamics and principals’ underexplored leadership roles in social justice.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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triggers the main conflict in the case?","Question",{"text":63,"@type":64},"A teacher is pressured by parents and a school board trustee for reading a book to the class about a family with two moms, after which the teacher no longer feels safe and decides to switch schools.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why does Jade have difficulty responding to the issue?",{"text":68,"@type":64},"Jade is facing rapidly increasing administrative workload, leaving less time to engage with the equity issue, as well as reduced opportunities to interact with students, families, and teachers.",{"name":70,"@type":61,"acceptedAnswer":71},"What is the role and focus of Jade’s equity committee?",{"text":72,"@type":64},"The equity committee, including the principal and vice principal, organizes both local and international equity-related initiatives, such as Indigenous flag introduction, Pink Shirt Day, Black History Month activities, and fundraising and support for communities 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Jim Ryan University of Toronto  \nAbstract  \nThis case describes the experience of a principal named Jade working in a diverse school in South Central Ontario. A teacher in Jade’s school had been confronted by parents and a school board trustee for reading a book to their class about a family with two moms. The teacher, no longer feeling safe or welcome, eventually decided to switch schools. Jade would have liked to be more involved in the issue, but given her mounting workload, found it difficult to devote as much time as she would have liked. This case is a starting point for discussion with educational leaders and teachers about the challenges of leading and teaching for social justice in a context where many are experiencing work intensification. The teaching notes are designed to help the readers understand the micro and macropolitical context in greater detail including perspectives and values of the key actors, particularly that of the principal. The role of the principal is underexplored and therefore often misconstrued or misunderstood. The principal of a school is expected to be an instructional leader, a human resources manager, and a leader for students and the broader community. They are primarily and ultimately responsible for too many aspects of the day-to-day operations and the lives of staff and students. This case raises important questions about the role of schools and the roles of principals within those schools.  \nKeywords: principals, accountability, workload, diversity, homophobia, heteronormativity  \nCase Narrative  \nJade was shocked when she received a resignation email from her star teacher Clarence, informing her of her decision to leave the school and the community; Clarence was one of Jade’s teachers and had been teaching and living in the community long before Jade became principal at South Central Elementary. How did things escalate so quickly? As far as Jade was aware, the episode involving this teacher had all begun with a minor disagreement (one Jade had hoped would be quickly forgotten) . Jade was overwhelmed and fearful this incident would become yet another issue for her to fit into her already over-full schedule.  \nSouth Central Elementary was a vibrant and diverse elementary school, serving students of diverse backgrounds from kindergarten through Grade 8. South Central was a desirable school, with relatively steady enrollment over the years, despite board-wide declining enrollment. Parents seemed to favour the K-8 model over other local K-5 schools and were moving into the catchment area so their children could attend. The school did well on provincial standardized tests. Many students were from middle-class families that held to socially conservative values. Often, these parents were forceful with the school about their beliefs that the school’s responsibility was to teach academics, and the role of parents was to teach family values. The community was known for being unwelcoming to same-sex families, yet the community worked hard to project a positive image.  \nThis was Jade’s third year as principal at South Central, and it was the second school at which she had  \nbeen principal overall. While initially challenged in her new administrative role, she had over the years come to enjoy the work—until recently. In the past couple of years, administrative work had begun to pileup on her and she found herself getting further and further behind on some of the tasks she valued. Jade wanted to spend more time with students and their families—working to create equitable and inclusive schools and communities. However, she found herself dealing with more paperwork which resulted in having less time to interact with the students, their families, and even the teachers. Among other things, Jade’s time was occupied with implementing increasing numbers of board-level and Ministry-level policies and regulati","cbCaitRC7bCzwW1e","https://ap.wps.com/l/cbCaitRC7bCzwW1e","pdf",186110,"English","# Abstract\n# Case Narrative\n## School Context and Community Climate\n## Jade’s Administrative Workload\n## Equity Committee Planning and Initiatives","[{\"question\":\"What incident triggers the main conflict in the case?\",\"answer\":\"A teacher is pressured by parents and a school board trustee for reading a book to the class about a family with two moms, after which the teacher no longer feels safe and decides to switch schools.\"},{\"question\":\"Why does Jade have difficulty responding to the issue?\",\"answer\":\"Jade is facing rapidly increasing administrative workload, leaving less time to engage with the equity issue, as well as reduced opportunities to interact with students, families, and teachers.\"},{\"question\":\"What is the role and focus of Jade’s equity committee?\",\"answer\":\"The equity committee, including the principal and vice principal, organizes both local and international equity-related initiatives, such as Indigenous flag introduction, Pink Shirt Day, Black History Month activities, and fundraising and support for communities abroad.\"}]","Promoting Equity in Contexts of Work Intensification: A Principal’s Challenge | PDF",1792083818,18]