Ola Elshurafa | University of Western Ontario (original) (raw)

Papers by Ola Elshurafa

This Organizational Improvement Plan (OIP) capstone addresses the Problem of Practice (POP) perta... more This Organizational Improvement Plan (OIP) capstone addresses the Problem of Practice (POP) pertaining to the lack of a robust system of authentic formative assessment at the Department of Business Administration (DBA) in an Arabian Gulf University. A synthesis on the literature around formative assessment has informed a conceptual model for the POP which highlighted the importance of formative assessment and its positive influence on student learning. This OIP designs a comprehensive and systematic plan which guides change towards the improvement of the POP, targeting stronger system performance and enhanced outcomes for student learning. Using an organizational culture lens, this OIP examined cultural and contextual gaps within the DBA and pinpointed necessary changes to support the integration of formative assessment. Through the amalgamation of transformational and instructional leadership (Day & Sammons, 2013; Hallinger 2003; Marks & Printy, 2003) practices and using the Change Path Model (Cawsey et al., 2016) and Kotter's (2014) eight accelerators for change, this three chapter OIP sets a vision for change and delineates a foundational change plan for implementing formative assessment at the DBA. The plan centers around two goals: (1) building faculty capacity and (2) building cultural capacity. Strategies elected for the achievement of these goals include faculty Professional Development (PD), the formation of an instructional leadership team, peer coaching, Teacher Learning Communities (TLCs), faculty empowerment, and the promotion of values pertaining to assessment for learning within the DBA culture.

Leadership Case Studies in Education (2nd ed.) by Northouse and Lee (2019), the companion book to... more Leadership Case Studies in Education (2nd ed.) by Northouse and Lee (2019), the companion book to Northouse's (2019) Leadership: Theory and Practice (8 th ed.) is framed around the understanding that as educators, we are all leaders. This perspective is clearly articulated in the introductory paragraph: "By the very nature of what educators choose to do-facilitate the teaching of others-they are leaders" (Northouse & Lee, 2019, p. 1). A variety of leadership approaches are presented in the book providing a comprehensive overview of current leadership trends. Models and frameworks relevant to different leadership approaches are presented with supporting research and referencing. According to the authors, the purpose of the book is to "examine how leadership theories can be applied specifically to educational settings" (p. 2). Northouse and Lee (2019) aim to relate leadership theories to everyday leadership practice, thereby connecting the scholar and practitioner conceptualizations of educational leadership. A unique view of leadership is presented that highlights the significance of leaders' personal experiences, belief systems, and cultural backgrounds. Values associated with leadership practices, primarily centered around leadership influence and common goals, are also addressed. The chapters are organized around three main themes: (1) the leader's personal traits and competencies; (2) relationship building, trust, empowering, and influencing followers, and (3) leadership practices pertaining to current trends regarding internal school tensions and contextual influences.