Why Learn French Learning French

Why Learn French Learning French

Learning French as a second language has many positive impacts for learners. In recent

research by Bialystok (2017), it was found that bilingual learners’ metalinguistic awareness was

as good or better than monolinguals. It was also found that students that were learning English

and French, showed an accelerated progress in learning to read. Similarly, these students showed

a large advantage over monolinguals in solving problems that need misleading answers to be

weeded out. This skill not only included language questions but also non-linguistic tasks, a skill

that is useful throughout through their lives. “Bilingualism enhances children’s cognitive and

linguistic development” (Bialystok, 2017, p.52).

The New Curriculum-

In 2013, a new curriculum for core French education was designed and mandated by the

Ontario Ministry of Education and was implemented in Ontario schools. A framework

accompanied the new curriculum document to be used in Ontario Schools entitled: A Framework

for French as a Second Language in Ontario School (2013). The Framework states that teachers

are expected to “support the core priorities for education in Ontario within the unique context of

FSL, identify and align effective practices in FSL to improve student confidence, proficiency,

achievement, engagement, participation, and retention...” (p.5). The first new goal changed the

curriculum by promoting confidence, proficiency, and achievement in core French programming.

The second goal is to increase core French student retention, and the final goal is to increase

Language in Ontario Schools, 2013).

thorough understanding (listening and reading), speaking (production and interaction)

and writing” (p.1).

The Council of Ministers of Education (CME) chose to use this framework in an effort to

develop more bilingual Canadians regardless of the French programming options they chose to

follow. The CME’s objective is for Canadians to be able to write, speak, and understand French,

as well as English, placing a large emphasis on oral communication in the new core French

curriculum (Canadian Parents for French Education, 2010). Although goals have changed with

the implementation of the new curriculum, the amount of time that is allocated to learning French

in Ontario has not. In the core French program, only one class per day is taught (110 course

hours in total over the semester) in French (Ontario French Curriculum, 2014). Past the grade 9

level, students are no longer required to take core French courses in order to graduate, which

24% post grade 9. In Ontario, only one grade 9 French course is required for graduation, giving

students the choice to discontinue core French courses past grade 9. In the data collected by

university (Statistics Canada, 2013). This high attrition rate can cause administration to shift

priorities to French immersion, a program that attracts more students to their school compared to

core French.

Working and living a region north of Toronto, many people do not identify with the

French culture. Not being in close proximity to Quebec, Sudbury or other Francophone

communities, the interest in learning French for cultural and employment reasons is lacking.

So Why Take French?

Aside from being a required course in the Ontario Curriculum and a requirement to get

the grade 9 French credit for graduation (from the core, French immersion or extended

programs), there are many other reasons why students should continue to learn French. Firstly,

French is one of Canada’s two official languages. This creates a significant demand for bilingual

employees in most government jobs. Although students may not see the initial opportunity that

youth. Israel (2012) states that with “the forces of modern information, communications and

transportation technologies... these technologies are strengthening our ability to connect to the

rest of the world” (p.2). As the world becomes increasingly connected, being able to

1.2 Organizational Context

The issues herein will focus on French programming in Ontario secondary schools with

specific reference to my current board and, in particular, the secondary school in which I work.

There are approximately 750 students and 118 staff members. There are approximately 96

Approximately 20% of our students are international students. Approximately 30% are of Asian

descent, and approximately 35% of students come from the Middle East and Europe. Having a

high number of English language learners (ELL) and students who are new to the country has

impacted the number of students who are enrolled in core French beyond grade 9. Many ELLs

are exempted from French or do not continue with core French past grade 9 because of the

priority being placed on learning English. Again, these factors have a significant impact on Core

as not many of the older couples are having young children. Due to the decrease, many French

teachers were made surplus, and remaining teachers were forced to teach courses outside of their

core subjects, as well as French Immersion courses, which resulted in an increased enrollment.

This, in turn, allowed for hiring more teachers. Consequently, this situation has caused the

administration to prioritize these program areas. It created a political environment leading to

The surplus had a residual effect on the remaining school staff. Current staff grieved the

departure of known colleagues since, socially, teachers had made strong bonds and friendships.

As a result of the surplus process, many teachers created cliques as a way to cope with the

changes. In addition, the existing staff was often forced to teach courses outside their comfort

zone which created negative relationships with administration.

not being treated fairly, their willingness to engage in initiatives being promoted by

administration has been diminished.

Finally, teaching French in Ontario can also be viewed through a political lens since

French is one of Canada’s official languages with English being the second. As prescribed by the

programming being mandated for high school past grade 9, many Ontario students undervalue

the importance of learning French. As presented by the Modern Languages Council (2015), not

only is French a part of our history and culture as Canadians, but it can also bring economic

1.2.1 Context and clarification

Within our school we have various levels of leadership. We have a single principal, two

vice-principals and then department heads. Each of these leadership roles have their own

complexities. As a department head, you are the defender of your subject. It is in your best

interest to ensure that proposed changes and initiatives will not be harmful to your subject and

your department members through changes and their individual needs. Principals, vice-principals

relationships that have been developed in the organization. As a leader you need to implement

changes but do so in a way that compliments the organizational politics and relationships.

Similarly, all three levels of leadership need to be able to differentiate situations and their

contributing factors, gauging relationships and possible solutions (Streufert & Sweezey, 1986).

They need to think on a multidimensional level in order to meet their organization’s needs. For

example: When implementing distributive leadership, principals will need to think about all the

various factors that will be affecting their organization. This includes different mindsets, types of

relationships, finances at a school board level etc.) Changes are multidimensional and need

leadership to reflect this. Leaders need to connect with employees yet still follow the processes

and tools that are required of them that are mandated by their board and the ministry of

education. Not only do they need to meet goals and help create a path to find success in

achieving the goals, they need to simplify complexities to their employees. It is their job to

ensure that what is being implemented is understood and followed by their staff, making sure that

anything that may be misunderstood or too difficult to understand is simplified and made

achievable by their staff.

In my organization, there are many forces that shape the work that the school leaders are

able to accomplish. There is the Ministry of Education, our board, finances and our stakeholders

(parents, staff etc). At the ministry level, finances are divided up between boards and various

technology, administration needs to give core French an equal portion of the supplies, resources

and finances that are given.

1.2.2 School mission

Our school mission is “Nothing but Our Best”. Teachers and administration at my school

Education, 2013, p.6). As a part of the requirements needed to graduate from high school, only 1

of the 30 credits that students must complete at the high school level are from the French

curriculum, that being grade 9 core French, grade 9 French immersion French or grade 9

The Ministry of Education clearly realized the importance of retaining students in French

programming beyond Grade 9, so there have been two goals introduced by the framework that

my school is striving to achieve: to “increase the percentage of students studying FSL until

graduation” and “to increase student, educator, parent and community engagement in FSL”

(Ontario Ministry of Education, 2013, p.6). As presented in research by Dicks (2008), student

students’ and parents’ negative opinions about core French, enrollment in secondary schools can

potentially increase.

1.2.3 Dominant ideological approaches

The dominant ideological approach that characterizes my workplace is neoliberalism.

involves individual and self-motivated teaching practices that promote competition. My school is

very focused on improving standardized test scores and is driven by test results. In our

community, many parents chose schools for their children based on the various schools’

In the school system, conservatism is the dominant ideological approach used in the

decision-making process. There is a standard, hierarchal approach to leadership and

decisionmaking. At the upper echelon of the organizational structure, superintendents often have

implementation of a successful change.

advertised as a program in which “graduates have more options than other students because they

may chose to study or work in both official languages” and “generally produce better French

Parents for French, 2008, p.1), funding is put towards French immersion rather than core French.

With 57% of students enrolled in immersion programs in 2000, they often become a priority to

administration, as they attract the needed enrollment numbers (Statistics Canada, 2003). Within

core French classrooms, when students are struggling or misbehaving, parents are often not as

supportive as they may be with other courses. French may not be seen as a priority compared to

subjects such as science or mathematics (Canadian Parents for French, 2002).

them with lesson planning and the implementation of professional development. The interviews

resources, support, and consistency within the department (Lapkin et al., 2006).

1.4.2 Frameworks

Applying a Political Frame (Cawsey, Deszca & Ingols, 2015) reinforces the idea of

having defined roles and power dynamics in an organization. There are varying connections,

relationships, and organizational politics that co-workers have with each other and with leaders.

This stresses the necessity of learning about the culture of the organization before imposing a

practice through the Political Frame, there are several key points to keep in mind when choosing

that need to be respected, considered and monitored within the implementation of the change

efforts (Bolman & Deal, 2008).

Bolman and Deal (2008) explain how leaders and organizations are able to use symbols,

as well as actions, to convey a particular message. Leaders and organizations are able to use

symbols and choose actions that represent the values or characteristics they stand for. Similarly,

there are certain myths and stories that become part of an organization, whether they are true or

false, which creates an image about an organization’s values (Bolman & Deal, 2008). This is

particularly important when dealing with the issue of systemic inequity between core French and

French immersion, as several “symbols” of core French exist in the perception and the opinions

of parents and students, which are not always accurate (Byrd Clark, 2008). The words “core

past. When thinking of “core French”, parents have preconceived notions of French

issues of this paper through the Symbolic Frame, it becomes clear that many teachers are

dedicated to making a change in core French programs, but because of the biases and

preconceptions that students, parents, and their families hold, core French educators are not given

recognition for the work they are doing (Lapkin et al., 2009). In order to make a longlasting

programs through the Human Resource Frame, there are several key points to keep in mind when

choosing a change path. This frame is particularly important in order to achieve systemic equity.

(Educational Research Service, 2000). When choosing a path using this frame, there is a focus

administrative support, positive reinforcement, and encouragement will help them feel

appreciated (Oregon School Boards Association, 2009).

1.4.3 analysis

Analyzing the issue of systemic inequity between core French and French immersion

Politically-

Politically, creating a change within a core French program needs to meet certain

protocols within my organization. In order to implement a significant change in terms of an

increase in resources, there is a sequence that needs to be followed. Firstly, a need for a refresh

and/or supplement of current resources should be presented to the administration. If the

administrators approve what is proposed, depending on the scale of the change (i.e., cost, budget

can work with other teachers or administration to present the change to the larger staff, followed

making principals cognizant of the need to adjust their curriculum priorities. The change needs to

meet the internal politics of the organization in order to be successful. It has to be presented in a

Economically-

they would be able to give towards core French. As well, there are grants and donations that

department heads and teachers could apply for in order to help support a change.

1.4.4 Equity continuum

The Equity Continuum developed by the Ontario Institute for Studies in Education (2011)

is a framework that can be used to gauge how equitable an organization is. Based on the

Culturally Relevant Pedagogy and Culturally Responsive Pedagogy in the United States, it looks

for high expectations in our practices, no matter the social identity of the people in the

organization (Ontario Institute for Studies in Education, 2011). The Equity Continuum causes us

to rethink what we are doing in our schools, so that school leaders can create an equitable

experience for all students. This Framework covers seven categories of equitable practice:

classroom climate and instruction, school climate, student voice and space,

family/caregiverschool relations, school leadership, community connections, and culture and

professional development. Within each of these categories, questions are asked to evaluate the

thinking and practice of equity in a school (Ontario Institute for Studies in Education, 2011).

they are implementing changes. Leaders are given specific categories to consider, such as student

voice and space, family/caregiver-school relations, school leadership, culture of professional

development, as well as community connections to consider. These categories are all very

important to monitor while changes leading to the equity between core and immersion programs

are made. Ensuring that the community (parents, family, and friends) and students have a

positive outlook toward learning French is extremely important. Similarly important is ensuring

When addressing the issue of current inequity between core French and French

immersion programming, teachers will have more available resources, allowing for students to

French streams at the discretion of school boards across Ontario. It is therefore crucial that the

core French program is viewed to be as important as other second language education streams.

With the equitable distribution of the budget, resources, and relevant professional development

by Ontario schools, the core French program may be seen in a new light, with biases quelled and

its educators appreciated. This, in turn, may result in staff retention within the core French

program.

1.4.5 Leadership philosophy and values

As a leader in education and a member of the French department at my school, there are

certain values, assumptions, beliefs and philosophies that I consciously and unconsciously follow

when making decisions on a daily basis. As Treadwell explains, “Organizational values and

associated forms of acceptable behavior will come initially from executive leadership ...

colleagues will always try to model the desired and expected behaviors” (Treadwell, 2006, p.2).

approach which improves creativity (Centre for Balanced Leadership, 2016). This supports the

issue of systemic equity between core French and French immersion programming, since

improving teacher recognition and improving the views of core French requires a balance of

Similarly, it will support distributed leadership by evolving from the top down approach.

the curriculum took place in 2013 (Ministry of Education, 2013) and was inspired by a need for a

change in core French programming. Students themselves carry a negative image of core French.

In research conducted by Kissau (2005), students were asked how their peers viewed core French

at the high school level. Here they found that 52% of students did not enjoy their experience

learning French.

If students are faced with negative images in our society, as well as at home, they are

coming into the classroom expecting the worst. Consequently, it is challenging for teachers to

change such pervasive negative viewpoints in a short period of time. Stigmas regarding French

have been passed on in society and home, which affect children’s attitude prior to entering the

classroom. These ideas are supported by research conducted by Callie Mady in 2010. The

motivation levels for learning French were compared between two groups of students: students

who were not born in Canada and started learning French in grade 9 and students who were born

in Canada and started learning French in grade 4. It was found that the allophone students used

learning French for a wider purpose (jobs, etc), were more positive about learning French, and

identified knowing French as a part of their Canadian identity. These students were more

The challenges that emerge when trying to address the main problem are that there are

many different stakeholders who are a part of the issue, which leads to the need of addressing

Similarly, as Kissau et al. (2005) found, this issue has existed for so long that negative core

French experiences are circulating and are widespread. According to Maldenovic (2000),

“aligning course objectives with changes in the whole teaching environment is a more effective

way to change student’s negative perceptions... changing the teaching method is not as effective

as changing the whole learning context” (p.138). This creates a great deal of work for

administration, core French teachers, and school organizations in order to change these negative

images. There are also few resources available to help support the issue of inequity between

programs. Without the allocation of adequate resources and funding, a resolution to equity seems

far-reaching. Collaboration time for core French teachers, adequate technology distribution to all

teachers, and tools for collaboration such as computers on which they can use Google Drive, are

all ways to support systemic equity between core French and French immersion.

1.6 Leadership-Focused Vision for Change

The vision for change includes improving the systemic equity between core French and

French immersion. Currently, core French teachers are left to cope with parents and students

Furthermore, in research conducted by Graham (2004), students aged sixteen to nineteen

organization. Teachers and students can be discouraged by their perceptions of success in a core

French classroom (Lapkin et al., 2009). Simultaneously, just as Graham (2004) found, students

In terms of the issue of inequity between core French and French immersion

programming, as well as the adjustment of curriculum priorities by administration, there needs to

be changes made to instruction methods so that students and parents can see that the program is

changing. This can be done by using technology and teachers collaborating together in order to

offer relevant course material. Having more engaging course work in the classroom can gain

student interest, consequently showing parents that core French program has changed. An

example of this is the new curriculum which was developed and implemented in 2013 (Ministry

of Education, 2013). It can give students the chance to create a new “symbol” of what core

French is about, motivating learners to have meaningful engagement in the core French course

and therefore increasing their learning. As Ryan and Deci (1999) explain, interest in a course

“increases the natural human propensity to learn” (p.3), thus creating the positive cycle of doing

Similarly, another of Bolman and Deal’s four frames, the Human Resource Frame, will be

considered in the change process for my problem of practice. Bolman and Deal (2008) describe

programs and within the program itself.

In research conducted by Hargreaves and Fullan (2013), the Human Resource Frame is

explored by looking at teachers as professional capital. In other words, it is viewing educators as

owned by the organization. In terms of the recognition of core French teachers, the authors

explore providing funding to core French teachers in an effort to increase collaboration and the

creation of courses that engage students, while meeting curriculum expectations. For example,

Alberta has put 50% of its financial resources towards teacher collaboration and has become one

of the two highest-performing provinces in Canada (Alberta Education, 2008). This principle can

be applied to core French in Ontario as an aid to reach greater equity. School boards across

provinces, such as Ontario and Alberta, can communicate and share resources to examine what

stakeholders, can increase teacher job satisfaction and the feeling of professional fulfillment.

This demonstrates that the inequity between core French and French immersion programs is a

2.3 Gaps between the Current and Optimal Organizational State:

core French teachers, as compared to French immersion teachers. In my organization, parents

and students are kept informed about the French programming through the use of newsletters and

interviews. These methods of communication can be used to help bridge this gap and help

Another gap that is occurring is teachers failing to convey the importance of learning the

French language. As Kissau (2005) found, many students do not appreciate the course or the

learning of a second language, which leads to teachers feeling undervalued and unappreciated.

The Ministry of Education Framework for French as a Second Language (2013) states that

students need to “look beyond the requirements of FSL programming in schools in order to

consider the wider benefits of learning an additional language and the important contributions

that need to be made by stakeholders” (Ministry of Education, 2013, p.5). By taking advantage of

Within the organizational components of my school, there are gaps that need to be

ownership within the profession. Lieberman (2011) explains that allowing core French teachers

to make their own changes, with a collective agreement of an end goal, will help promote the

Finally, there is a gap in the organizational culture within my school. Administration and

other subject teachers do not always support or value the learning that takes place in the core

French classroom (Lapkin et. al., 2009). This can take a toll on core French teachers, making

them feel undervalued for the work they do teaching French. This issue does not exist only in my

organization, as was discussed by The Ontario Public School Boards’ Association (2007).

According to a survey conducted by The Ontario Public School Boards’ Association (2007), one

of the biggest challenges core French teachers face is a “lack of moral support and respect for

French by school administration and non-FSL colleagues” (p.15). This is followed by a lack of

practical supports, such as appropriate scheduling, availability of classrooms, and acceptable

class sizes. These issues were found to affect twice the number of core French teachers, as

schools, systemic inequity between the core French the French immersion programs is evident.

As Lapkin (2009) and Kissau (2005) have found, there is an inequity between core French and

French immersion that needs to be addressed. Similarly, there is a lack of prioritization of the

stakeholders a role in decision making increases their sense of ownership of the change,

promoting its success. One of the key assumptions of this structural frame is that there is a

division of labour that draws on the stakeholders’ strengths (Bolman & Deal, 2013). Currently,

When analyzing my organization through the Human Resource Frame (Bolman & Deal,

French teachers. According to Bolman and Deal (2013), Human Resources require support,

validation, and rewards for the work they are doing within the school (p.37). From my

experience in my organization, teachers are not given enough tools, resources, or leave time, to

support the work that they are doing.

education and French educators can cause stakeholders to place a lesser value on learning the

French language and on French programming. In research by Mady (2013) as well as by the

Ontario Public School Boards’ Association (2007), Canadian students also hold the same

2.5 Mindset Theory

Framework for Leading the Change Process:

belief that they are incapable of succeeding in core French or are inevitably unable to learn a

second language. According to research conducted by the Ontario Public School Boards’

students can become more confident about core French programming, creating greater equity

between the perceptions of the two French streams. As presented by Dweck (2010), there are

several steps that teachers can take to promote a growth mindset in the core French classroom.

Creating a culture of risk taking within the course can help increase students’ willingness

to take chances and learn new material within the course. Focusing on accepting a challenge

when learning a new language, rather than simply ‘succeeding’, may benefit students, as it

promotes risk taking without the fear of a failing grade. This, in turn, would promote a ‘progress

for all’, rather than a ‘who knows the most’ environment. Academic risk taking would also allow

students to be open and willing to take on a subject in which they do not excel (Maldenovic,

2000). According to Maldenovic (2000), if students are not doing well in a course after

When examining core French teachers’ perceptions on being supported, research done by

Lapkin et al. (2006) found that 46.9% of the participants felt that school administrators were

French programing, and 68% of the participants indicated that parents were either not supportive

or somewhat supportive of core-French programming. This lack of support from their peers and,

most importantly, from the administration, highlights the inequity between French programs.

Similarly, core French is mandatory only at the grade 9 level (one credit). Without the

requirement to take French throughout all four years of high school, a lack of continuity and a

limitation on how many skills can be developed within the timeframe available are placed on

students. This makes it more challenging to change students’ mindframes or help them build the

skills they need to increase confidence in themselves and the programming. Courses like English

and mathematics are mandated in all four years of high school (a total of 4 credits per course) in

order to graduate. This allows for a sufficient strengthening of skills and abilities and gives

students the opportunity to work with multiple teachers. One required credit in core French does

2.6 Leadership Approaches to Change

the administrators must provide the informal leaders with appropriate supports and resources.

Similarly, there needs to be sufficient respect and trust between teachers in order for them to take

guidance or leadership from one another. Within my organization, the use of distributed

informal leaders taking on leadership roles could draw on teacher-teacher relationships and trust,

encouraging positive changes. As well, the use of distributive leadership could help with time

management and accomplishing tasks, which would make implementing this approach beneficial

While examining student attitudes, it becomes apparent that students in core French

classrooms need to believe that they can grow and that their skill sets are not dictated by past

experiences in French learning. In my organization, it is possible that some teachers may not

believe that the program and the view of the program can change. Similarly, there are students

who maintain their old beliefs through past experiences with the course. Both of these negative

views must be combated with a new perception of the program.

As discussed by Dweck (2006), both teachers and students need to be motivated to be

able to meet professional and academic challenges. Working with the growth mindset, leaders

can help encourage teachers to become informal leaders and empower them to contribute to the

is now an integral part of the curriculum, a new addition that is attempting to draw on students’

personal interests (Ministry of Education, 2013). Authentic learning can create passionbased

Dweck (2010) explains how a fixed mindset comes from stakeholders having a static

definition of themselves and their capabilities. Therefore, working on increasing their flexibility

would have a significant impact on their fixed mindsets, and I believe that such a change is

possible within my organization. A greater degree of collaboration would give teachers the

opportunity to learn from each other, increasing their capabilities. The use of current teaching

methods, such as differentiated instruction, could give students a different type of French

education experience, opening up the flexibility about their abilities in core French. This is

something that informal leaders could encourage within our school, simultaneously helping

develop a growth mindset in our students. This would have a positive effect on creating systemic

equity between core French and French immersion, as well as provide administration with a

reason to prioritize core French along with other programming.

2.7 Possible Solutions to Address the Problem of Practice:

When looking for potential solutions to help core French teachers feel more confident and

2007), there are several methods that can be attempted. Firstly, teachers need to have

administrative support as well as be provided with additional resources in order to be successful

methods, such as servant leadership and distributed leadership.

In distributed leadership, leadership responsibilities are distributed amongst people other

than administrators. Within my organization, the administration (principal and vice principals)

leaders. I am also able to support administration during this change process, helping promote

communication and the willingness for change. Lieberman (2011) explores how teachers can be

given leadership tasks in order to help make a change within an organization. In my school,

that changes are being made (i.e., use of Google classroom, etc.). These changes can be promoted

through parent nights, newsletters, and classroom lessons and activities. Leithwood, Mascall and

Strauss (2009) conclude that many schools that use this type of leadership strategy have high

performance rates, which may encourage administration to utilize this framework within the

To be capable of using this option as a solution, specific resources need to be available.

Critical Organizational Analysis:

The major gap that exists in the organization is an inequity between the core French and

French immersion programs. As Lapkin, MacFarlane and Vandergrift (2006) explain, core

French teachers fight stigmas on a daily basis, and their work remains unacknowledged.

our principal is given funding for technology. Although the money is there, often core French is

overlooked, giving the technology to other departments.

2.13 Possible Solutions to Address the Problem of Practice

When using resources to help make a change, consultants can be used to work with

department heads. Currently, one consultant per subject is funded by the board. As described by

Lawler , “the consultant is to act as a resource person in helping a teacher and administrative

group to deepen understandings and become proficient in the use of new techniques necessary to

develop the most desirable kind of school program” (1951, p.219). Core French teachers are able

to work with the consultant in an effort to strengthen course programming, and consequently,

effectively with their core French consultants. Providing a release time will allow teachers to

work with and to learn from the consultant in order to improve their teaching practice. This will

require time and additional funding to pay for teacher release time and new resources. Finally,

To do this, time and additional human resources are needed to do the work and to be

visible in the community. Both solutions correlate to the current organizational culture within the

school. Similarly, both solutions will help alleviate stress by sharing the responsibility of

leadership and working with administration.

As previously explained, when using distributed leadership, leadership activities are

widely shared with and between organizations (Harris & Spillane, 2008, p.31). Leaders need

tools in order to share leadership activities within the organization as well as with other

organizations. Technology, in the form of applications and the internet, will allow for quick

communication and provide a medium for sharing. Teachers taking on leadership roles to satisfy

distributed leadership need to be provided with resources, in order to successfully complete the

organizational changes. Firstly, not all teachers have access to their own computers during class

time. Not having a computer available limits not only the activities that can be performed in

Resources that are computer based are also limited to core French teachers if computers

are not made available to them. Programs, such as Google Drive, are very useful resources to

confidentiality. This also limits the number of teaching resources available to teachers, since they

are not able to access and share resources with other teachers. Once all teachers have access to a

form of technology within the school, a joint Google Drive folder can be created in order to share

2.13.2 Consultants

the Ontario Public School Boards’ Association (2007), 40% of teachers said that they could not

access an FSL consultant. As teachers start to become informal leaders in this change process,

they will require support and guidance. Seeing as a lot of these changes will be subject specific,

consultants can be used as subject specialists who can help guide and offer resources to support

the teacher leaders (Lawler, 1951, p. 219). Many core French teachers feel that there are not

enough resources available in order for them to make changes. Similarly, if teachers do make

Consultants, having a “background of training and experience that provides knowledge

with special competency in that area” can give our teacher leaders the support that they require to

techniques. Consultants also work as the subject specialists at all high schools in the board

(Lawler, 1951, p. 220). Teachers in my school may not know teachers in other schools and may

not be aware of the issues other teachers may be experiencing. The subject consultant can act as a

2.14 Communication

If everyone takes on a leadership role without a defined plan or end goal, distributed leadership

will struggle to accomplish a set of prescribed or pre-determined goals. Formal and informal

leaders need to communicate between one another in order to ensure that everyone is on the same

path, as well as to keep others informed of the progress.

Currently, leaders in my organization experience difficulty communicating with teachers

on a regular basis. With the use of distributed leadership, our leaders will need to set aside time

to check in with their teachers’ progress and to ensure that their informal leaders are working

effectively on their own. Similarly, leaders need to use their words carefully in order to help

p.16). A part of being a good communicator is listening. Leaders at my school need to work on

listening to their informal leaders in order to make changes or guide their leaders to be

successful:

The leaders in my school have not had to lead teachers in the role of leadership. This change

creates a need to inspire and motivate leaders by the power of voice and communication.

Listening to and communicating with teacher leaders will help build strong relationships and

provide teachers with the tools to be strong leaders. Similarly, assigning teachers to be leader

figures in specific areas will help distinguish who the leader figures are. Specific teachers will

take on leader specific initiatives and be required to report back to the formal leaders - the

When addressing the issue of inequity between core French and French immersion, the

increased communication can help bridge the gap between French teachers and administration. It

gives teachers the chance to communicate with their principal and provide administration with

information regarding their course, the programming, and the amount of work that is put into

teaching an additional language. Improved communication can initiate the process of change.

Similarly, administration needs to continue communicating with parents and students. The

way that administration communicates with parents will also need to change. Having teachers

help improve the image of core French and provide leadership opportunities, such as trips or

events that parents can lead. Parents and students will then have to communicate in a positive

manner, promoting the core French program and the steps that our organization is taking to

2.15 Organizational Culture

make a change (Barth, 2004, p.8). It may take time to create a shared vision, but it is a crucial

component in creating a collective vision. It is important to show that as a leader, one is trying to

“bring in more desirable qualities to replace the existing unhealthy elements of the culture”

(Barth, 2004, p.10). In my organization, there are various stakeholders that require convincing to

Firstly, discussing with colleagues the importance of reaching equity between French

programs, as well as including administration and stakeholders in the change progress, can help

Similarly, by working with parents and students, leaders can help show stakeholders that the

negative perceptions and existing culture are rooted in misconceptions. Core French teachers

deserve systemic equity and equal access to resources, funding, and support within the

organization. Although this may take some time, by consistently showing our stakeholders the

importance of change, all those involved in the change will become more aware of the inner

workings of French programming and its value within the school system.

As Schein explains, “there may be elements of the culture that are a barrier and require their own

change program” (p.325). Information needs to be presented to my organization in order to show

members the importance and significance of change and how change will benefit the

organization. The change will require time and communication, as well as an individualized

change plan, in order to meet the specific needs of my organization.

that will work effectively with my problem of practice. Trying to change the culture of my

organization is another possible solution; however, it is also one of most challenging. Changing

the culture of an organization takes significant time and communication and may take years to

The proposal that I believe will work best with my problem of practice is distributed

leadership, coupled with increasing teacher resources. This solution will work best with my

organization since teachers in my school want to be involved in the change process. Members of

the organization appreciate having their opinions heard and having a sense of ownership;

however, even when given a leadership role in the change, teachers still require resources in

order to help them make the appropriate changes and decisions. This requires technology,

communication, and the help of consultants. By giving teachers the resources they need to make

their leadership tasks successful, a possible solution can finally be found.

increased resources to support our teachers and stakeholders.

2.18 Conclusion

In review, chapter two discussed an approach that administration can implement in order

to create equity between core French and French immersion programming. This approach

presents a method to change the existing symbolism and misconceptions of core French

programs, and to create a new positive view. This includes administration placing equal priority

on core French alongside other programs. Possible solutions to support these goals were

presented.

In chapter three, the discussion of this issue continues by presenting a new organizational

chart and a change implementation plan. Methods to communicate the change designed for a

specific organization will be discussed and followed by methods to monitor the change process.

Finally, a conclusion and future recommendations will be presented.

3.1 Introduction

When analyzing the systemic inequity between core French programs and French

immersion programs, it is evident that a change needs to be made within the educational

After analyzing the possible strategies that would help in this problem of practice, it is

evident that the approach of distributed leadership and the provision of additional resources may

help support positive organizational change.

3.2.1 Strategy #1: Implementation of distributive leadership

Distributed leadership is an approach utilized by the leadership team in order to

distribute leadership responsibilities amongst informal leaders in the organization. There is a

strategic plan is to have administration help support the systemic equity between the core French

and French immersion programs. As an informal leader, I will encourage the use of distributed

leadership in my organization. If accepted by my administrative team, I can support the change

their trusted colleagues take it on. Our leadership team, in this case our administration, needs to

implement distributed leadership, and our informal leaders, in this case teachers and parents,

need to be allowed to take on leadership roles within the educational organization. Parents and

students need to be educated regarding distributed leadership in order to promote the importance

in the weekly newsletters. I can prepare updates to send out, helping to support this

As a part of this change path, there are several organizational changes that will be

implemented. The first change that will take place is the implementation of distributed

Change #1: Distributed Leadership-

Firstly, the administration will attend/read about the use of distributed leadership that is provided

by our board. Currently our board has various leadership education sessions available that our

administration can participate in to give them the tools they need to implement the change. One

Change #2: Organizational Hierarchy-

With the implementation of distributed leadership the organizational hierarchy will need

to shift. Currently, teachers report to department heads who report to vice-principals who report

to principals in order to make changes/decide on how to implement or control a change. With the

use of distributed leadership, there will be a new role of the informal leader that will come after

teachers and department heads. This way, teachers and department heads have someone to reach

administration.

Change #3: Distribution of Technology-

In order to improve the equality between French programs, there needs to be a fair

distribution of technology. In order to correct the inequitable distribution of technology between

change to how they divide this money. They will need to ensure that they are giving the core

French department a fair portion of the technology. For example: giving them an equal amount of

technology based on the proportion of course sections they have. Similarly, distributing

3.2.5 Plan for managing the transition

adjustment plan. Second, professional learning communities and their support in the change

process will be explained. Needed supports and resources will be explored, followed by a

discussion of the possible implementation issues and how these issues will be addressed. Finally,

long, medium, and short term goals will be explained, followed by the limitation of this change.

reflect employee concerns. During this stage, leaders can analyze school data to gauge the

progress of the change. For example, they can look at core French enrollment numbers or the

number of core French teachers who request a change to teachable areas.

First, administration can compare the number of teachers who request to leave the French

department to the previous year’s numbers. This can give the change team insight into whether

core French teachers are now feeling equally valued by administration and are willing to stay in

the positions. Student enrollment numbers in core French can also be compared. The number of

students who continued to take French into grade 10 can be compared to the previous year,

giving insight into the value and popularity of the course. Finally, Google Docs data can be used

to see how often and how frequently core French teachers are utilizing the resources shared

thorough this technology. The number of documents being shared and the number of people

sharing can be tracked. These numbers can be monitored to see if teachers start to share more

resources with each other or with consultants. However, when using this information, our

leadership teams need to follow ethical protocols. The data should remain anonymous

and should be used only to see if sharing has increased during this process. In order to guarantee

the anonymity of participation, staff having access to the information will be educated about the

importance of anonymity and the consequences of betraying this trust. Similarly, the procedures

will be outlined, giving staff steps to follow so that no discrepancies occur. For example, when

is generated regardless of this change path. Similarly, the board already has a contract with

Google Drive, making use of it for the collection of data free of cost. Using Cawsey et al’s.

(2016) Change Path Model, these three methods of tracking the change can take place during the

(2016).

of the change. The leadership group can be created through administration. Within my

organization, when there is a new initiative, administration invites interested teachers, as well as

asks specific teachers who they believe would be helpful, to create a leadership group to help the

change. They do this through announcing the opportunity at staff meetings as well as through

staff emails. The same will occur here to help create the leadership group to support the use of

distributed leadership. The leadership group can answer teachers’ questions or direct parents or

teachers to resources that are available and that can be of assistance.

This leadership group can be in the form of a Professional Learning Community (ETFO,

2015). According to ETFO, Professional Learning Communities focus on student learning,

developing school culture, professional collaboration, and results (2015). The community

developed within the organization can learn about the change and the resources that are available

to support it through administration. Administration can give them an idea of what they are able

knowledge to the stakeholders.

Administration will also have to work on their distributed leadership skills in order to

empower those they are leading. Participation can be encouraged by showing administration that

by learning about distributed leadership and how to implement it, they will be saving time in the

long run and be able to reach more people. To do this, administrators can attend information

open to new techniques and ideas to help the organization be successful. Implementing the

distributed leadership structure is an option that is cost and time effective. It also helps to develop

teachers’ skills and gives them the chance to share their strengths with the rest of the

C- Supports & Resources

2015). The administration needs to be knowledgeable in the use of this leadership strategy in

order to support the change path. Increasing the systemic equity of core French will be supported

by giving teachers unofficial leadership roles (becoming informal leaders) in which they will be

given credit and have decision making priority (Harris & Spillane, 2008). Having administration

knowledgeable in distributed leadership strategies can ensure that the full effect of this change

can be felt by the organization. Information and guidance to find resources or having someone to

organizational change. The informal leaders in charge of educating the staff about the changes

that will be occurring will be given the training needed to ensure that they are well informed

Another resource needed is technology and the financial support required to purchase the

technology, specifically hardware in the form of computers, projectors, and tablets (Granberg,

2000). An important issue is that many core French teachers do not have enough resources

available to them to support their teaching (OPSBA, 2007). This leads teachers to make their

own resources or searching for resources that they can afford to purchase (OPSBA, 2007). This is

not only discouraging but also leads to extra work that is unappreciated (Lapkin, 2006).

Having computers accessible to them in class, technology available for their students to share

(Granberg, 2000). The financial support that is needed is nothing extra than what is already

allocated to my school. Our organization is already given financial support for the purchasing of

technology. It is up to our administration to allocate the money equitably between departments.

be required to put in time-consuming, unappreciated work. Consequently, it will result in

improving the problem of practice.

Making technology accessible to core French teachers creates the need for financial

support, since technology is expensive. However, the board is currently funding the purchasing

of technology for schools on a progressive basis. Having the administration equally prioritize

core and immersion French programs and ensuring that the French department receives a fair

amount of technology can be a start to this process. Having a consultant work with the French

department and share his or her knowledge and resources can also be of help. Consultants as an

informational support are a valuable resource for French teachers (Government of Manitoba,

2016). Although consultants can be expensive, the board already funds a consultant per subject

matter. Having the core French teachers take advantage of this resource can be a valuable asset.

An informal leader within the French department or the French department head can take on the

role of inviting the consultant to meet different teachers as well as set up sessions or methods of

sharing information between the consultant and the teachers. This relationship can provide

teachers with resources, such as appropriate websites, books or teacher guides, so that the

Currently, time is a big factor in why teachers do not access consultants. The Ontario

Public School Boards’ Association (2007) found that 40% of teachers said they could not access

funding of professional development time, including time to work with knowledgeable

consultants. This support can help administration address the systemic inequity between the core

French program and the French immersion program.

D- Potential Implementation Issues & How They Will be Addressed

In the following section, two potential implementation issues and the methods in which

may take time and much convincing to help change the fixed mindsets about core

French.

Organizational culture and beliefs can play a large role in change management (McNeal,

2009). If staff does not agree with the changes, or if parents and students still do not see the value

employees, parents, and students by showing them how this change will positively impact them.

In the organization, motivation is important to ensure that our stakeholders continue to

implement and support the change (Woolfolk, 2008). Finally, building teams where staff can

work together to change negative perceptions, recognizing core French teachers, and acting as a

coach to inspire change and learning, are all important ways to change the existing negative

perceptions. Implementing a change of mindset (Dweck, 2006) and inspiring stakeholders to

make a change are important aspects in improving the problem of practice.

about the process. The positives of this change need to be stressed to staff along with the

simplicity of the change (the change will not require most of them to do any additional work,

etc.) Simultaneously, administration and informal leaders will have to continue updating parents

Another potential implementation issue is that our school does not have enough resources

come in and answer any questions that the teachers may have. This gives teachers a chance to

become acquainted with the consultant, possibly breaking down any barriers of being reluctant to

E- Short, Medium and Long-Term Goals

The goal of this change is to address the systemic inequity between the core French

programs and the French immersion programs in Ontario. Our long-term goal is ensuring that

teachers are given appropriate resources and human resource support for their course work.

resources to help staff learn and teach our informal leaders about the new strategy. Core French

classrooms will gain equal access to technology, leave times, course materials and resources, as

well as consultants. Our medium-term goal will be to ensure that these resources are being used

and that teachers are knowledgeable in their use. We will then work on informing parents about

the organizational change and encouraging parent participation. Informal leaders and

administration can present the change to parents at the monthly parent council meetings as well

Langworthy, 2014). Similarly, this PLC team can learn about new resources that can be helpful

and present them to the core French teachers. A PLC is an effective way to “merge top-down,

risks and be a leader in the implementation of the change (Ministry of Education, 2014).

The PLC provides staff, parents, administration, and students with a go-to group of

people to help them if issues or uncertainties arise. Having a variety of representatives on the

PLC team (teachers, administration, students, etc.) can give those implementing the change

someone to approach in order to get help if needed. Similarly, the PLC team will ensure that

those they are leading are following the expectations of the implemented plan. The PLC team is

responsible to ensure that the change is taking place regularly within the organization (Centers

for Medicare & Medicaid Services, 2014). To do this, the amount of involvement from the

stakeholders to implement the change and “to ensure that policies and procedures are in place

and being followed” (Kusserow, 2014, p.45) needs to be monitored by the PLC team.

3.4 Leadership Ethics and Organizational Change

As a part of this change path, there are many ethical considerations and challenges that

Underlying experiences and beliefs can present a challenge when working with the

Standards for the Teaching Profession needs to be followed (Ontario College of Teachers, 2006).

Following this framework, information needs to be presented to stakeholders in a neutral

way, introducing changes in a manner that will impact all stakeholders equally. This may present

a challenge, since in order to convince all stakeholders, materials need to be presented in the

most unbiased way possible. This will be done by administration and informal leaders by being

honest with those participating. Similarly, there will be open communication with those involved

so that they do not feel like information is being purposely withheld from them. Trust needs to be

built by the leadership guiding this change. For example, according to the Ontario College of

Teachers (2006), remaining neutral while going through the change process can promote a

“fairness, openness and honesty” (Ontario College of Teachers, 2006, p.1) with colleagues.

negatively affecting the results in the school, since the results may not necessarily hold true

(Jones, 2000).

Any conflict of interest needs to be fully disclosed by those leading the change. Similarly,

neutral third parties need to be included to ensure that stakeholders do not lose their trust in the

change leaders. For example, neutral parties can examine the change path in order to manage any

possible conflicts of interest before they arise. Following the “care” step of the standards, it is the

leaders’ ethical responsibility to communicate concerns and advocate for the best interest of

students’ education (Ontario College of Teachers, 2006). Furthermore, the leadership team that is

responsible for analyzing the data needs to be conscious of any bias as they present the change.

Education Statistics, 2010).

As we are using data that is collected by the school and the leadership team, we will have

ensured that the privacy and anonymity of those involved is secure. As explained by The

the plan, helping ensure its success.

The National Forum on Education Statistics (2010) found the following:

To help data handlers understand and exhibit standards of ethical behavior, education

organizations should: train staff about their ethical responsibilities, publicize the

expectations for ethical behavior, create explicit policies and procedures pertaining to

data ethics... Ethics training requires a resource commitment from school leaders:

securing skilled trainers... and allocating professional development time for staff to

learn and practice new behaviors (p.3).

During the implementation of the change, the leadership team, and specifically the people in

charge of the analysis of data in the form of the enrollment numbers, teacher department choices,

and Google Docs data, need to be trained how to analyze the data and ensure the privacy of

participants (Ontario College of Teachers, 2006). Having private data made available to them,

only to give insight on the progress of the change.

3.5 Change Process Communications Plan

organizational improvement plan since each stakeholder is an individual and has their own

reason for the success of the change plan.

French teachers’ work. The term D.I.A.L.O.G.U.E serves as an acronym for: Description,

IMessages, Asking Questions, Listening Actively, Open Acknowledgement, Genuine Support,

Understand First, and Emotional Self-Management. Following these steps, the change

implementation team will start the communication process with the various stakeholders by

during lunch hours, professional development days as well as our currently allocated leave times.

We will then use I-Messages to communicate stories to the stakeholders, providing perspectives

and reasons for the need of program equity, followed by a discussion with the stakeholders

(Kehoe, 2013). The team members will be active listeners, being open to hearing stakeholder

concerns and attempting to address them as well as acknowledging stakeholder stories and

concerns. Finally, the change team members will ensure that they understand the stakeholders

prior to formulating conclusions surrounding beliefs. Finally, our team will manage emotions,

while staying neutral when stakeholders may voice concerns (Kehoe, 2013). This framework will

be used when communicating with the following stakeholders: staff, parents, and students.

3.5.1 Staff

One of the most important stakeholders in the change process is the organization’s staff. If

the staff is not open to implementing changes and providing feedback, then the change plan is

presentation or video so that the staff present can become aware of the issue and the upcoming

changes that will be developed. Staff will then be made aware of and consulted prior to the

implementation (Schein, 2010). An email can be sent to follow up and a brief presentation can be

in a way that suits its cultural dynamics, thus increasing the chance of success (Schein, 2010).

Announcements can then be made for staff to become a part of the change leadership

team, giving those interested a chance at becoming a part of the change’s development,

monitoring, and supervision. Husein (2013) explains how “employees who participate in the

decision-making process have higher levels of satisfaction and commitment to the organization”

helping the change succeed (p.47). The team can meet and develop the implementation plan,

which they can then communicate to the entire staff during a meeting to ensure that everyone is

made aware of what will be expected of them in order to support the change. Any concerns can

then be brought to the team’s attention, so that further communication and clarification can be

provided.

Once milestone dates have been hit and data has been analyzed, information can be

shared with the involved staff. All positive outcomes should be stressed and congratulations

should be given to the staff members who have been working hard on implementing the change.

The techniques used to communicate the change to students will take a different path. The

experientially as the change takes place. The teachers will present the change path to students

and position appropriate manner so that they can understand that administration is taking this

course seriously and changes are being made.

As their teachers are provided with more technology and resources, students will start to

attend lessons more frequently. This can validate that positive changes are being made.

Similarly, student experience and interest in the course will increase with the use of new

technology and resources that are being provided in the course (Granberg, 2000). This can

increase the learning of the language and in turn, increase the value placed on the teacher.

Core French school activities can also be provided to increase equity between the core

French and French immersion programs. This can come in the form of excursions or in-school

presentations (Behrendt & Franklin 2014). French teachers can regain the interest and respect of

stakeholders, in this case their students, by giving them the chance to reform relationships and

have some informal conversations with their students about the experiences. Thus, this new

understanding and communication can start to give teachers’ the respect that they deserve.

3.5.3 Parents

communicate with their parents about what has been happening in the classroom. Students may

tell their parents about new technology that has arrived or new types of activities that they may

have never seen before (Granberg, 2000).

With administration’s support of the change, core French teachers can create interesting

booths during parents’ nights, send out flyers and posters showing what has been improved in the

program, as well as organize exciting trips (such as going to France or Quebec). They can

advertise these initiatives in the community to increase awareness of the positive aspects of core

French (Husein, 2013). The promotion of the core French program within the community can

also serve as a way to give the core French program systemic equity. Generating community

spirit is an effective way to promote a change. It creates relationships and trust in employees and

management to continue to improve the programming (Husein, 2013). Informal parent leaders

who are a part of the change team can present the changes that are being made to other parents

and former students, which can help change the previously held perceptions of the French

program. Once the change is complete, parents can be given a second newsletter promoting all

the positive changes that have been accomplished and the positive effects the changes have had

on student learning. The same news can be posted on the school website.

3.6 Conclusion

3.6.1 Next steps

Once this change plan has been implemented, there are several next steps that can be

taken, depending on the outcome. If the change plan was not successful, further alterations can

be made to increase the systemic equity between core French and French immersion programs.

will be adapted, adopted or abandoned (Speroff, 2004). At this stage, the leadership team would

If the change is exactly what was needed to solve the problem of practice, then the

leadership team can share the findings with other schools that may be experiencing similar

appropriate choices for their organization.

If the change was deemed to be unsuccessful, further collaborations and discussions by

the change leadership team need to be conducted in order to create a change path that may be

more successful. With what is learned from this change, different leadership styles or techniques,

such as servant leadership (Greenleaf, 1977), may be explored.

To further the changes in the Organizational Improvement Plan, there are future

considerations that need to be examined. Further work can be done in looking into motivational

factors of why certain students continue to take core French (Woolfolk, Hughes & Walkup,

2008), more research needs to take place regarding the influence of leadership on core French

education, and finally, a method of maintaining and applying what has been done in the

organization in order help other organizations needs to be developed.

When creating a change path in an educational setting, there are many factors that can

have a positive or negative impact on the outcome of the change. In the future, the attitudes of

older core French students, not just the grade nines, should be explored. Investigating the reasons

they are excelling (Woolfolk, 2008). It can also inform administration and other leaders of where

there is a systemic inequity. If the teachers do not perceive the systemic inequity, the factors

contributing to this should be used in a subsequent change path.

In addition, with the implementation of distributed leadership, more work needs to be

done on the influence of leadership in core French education. In research conducted on

leadership and French as a Second language, it has been found that teachers that formally worked

in core French programs had negative experiences regarding relationships with school

administrators. This issue caused them to leave the department rather than improve the

fundamental issue with their leaders (Karsenti, Collin, Villeneuve, Dumouchel & Roy, 2008). In

cases where distributed leadership is not enough, more research in the area of leadership and

leaders’ relationships with core French teachers can be explored. This can provide more insight

into ways of mending the gap in core French programming. Research conducted by Milley and

Arnott (2016) found that some administration “assumed defensive leadership postures for

administrative reasons” and “Although the principals believed this to be a practical and necessary

approach, some also say it is insufficient for realizing larger ambitions for Core French” (p. 20).

In order to improve core French education, leaders and core French teachers need to work

If this change path is successful, how can we ensure that the changes being made are

maintained? Similarly, with our organization changing yearly, how can we ensure that the

3.6.3 Concluding thoughts