Date of Submission
Doctor of Education
Yukon Education, Rural Education, Professional Learning Model, Rural Yukon Educators
Rural educators face challenges in accessing timely, relevant, and appropriate professional learning opportunities in Yukon due to the complexities of living and working in geographically and professionally isolated communities (Hellsten, McIntyre, & Prytula, 2011). Complexities surrounding the political landscapes within Yukon also creates a unique set of challenges. Adding to the challenges, Yukon education is also in the process of implementing a new curriculum model that attempts to be more holistic and considerate of the needs of the people living and working within the Territory (Yukon Education, 2011). The current change processes and vision for Yukon education provides a unique opportunity to implement changes to the way rural educators access professional learning (Department of Education, 2018). This Organizational Improvement Plan (OIP) suggests the creation of a rural based professional learning model using Kotter’s Eight-Step Change Model (Cawsey, Deszca, & Ingols, 2016) within Deming’s Plan, Do, Study, Act change model (Donnelly & Kirk, 2015) to guide change while providing a framework for those involved in the change process to follow. Obstacles, challenges, and contextual realities are explored and considered within the OIP as well. The goal of the change plan is to provide a working framework for how rural Yukon educators access and acquire pedagogical efficacy in areas of interest and need through a collaborative process with other rural Yukon educators. This model is designed with rural Yukon educators in mind, but may be adapted to meet the needs of other rural jurisdictions.
Postoloski, A. (2019). A Learning Model for Rural Yukon Educators. The Organizational Improvement Plan at Western University, 112. Retrieved from https://ir.lib.uwo.ca/oip/112