Date of Submission


Document Type



Doctor of Education




faculty advisor, teacher educator, mentorship, induction procedures, sessional contracts


The faculty advisor role in Bachelor of Education programs in Ontario is complex and requires a sophisticated range of knowledge and skills. Faculty advisors support teacher candidates during practicum placements, teach weekly courses, communicate with associate teachers, and provide the important link between the university setting and classroom teaching. Despite their crucial role in the development of our future teachers, faculty advisors must contend with challenging issues within higher education organizations, including precarious employment, limited access to resources and professional development, and marginalized status in the university community. Issues of identity are raised in the context of inexperienced teacher educators who must develop new skills to teach adults, often following highly successful careers as school leaders. The Organizational Improvement Plan will explore the specific context of the faculty advisor at North Clarence University and will address the problem of practice, which is that too few faculty advisors are able to provide the consistent, equitable and knowledgeable support that is required by teacher candidates to make effective connections between their academic course work and classroom practice. Lewin’s Three-Step Model (Burnes, 2004) is paired with elements of Lewis’ (2019) Stakeholder Communication Model to frame the change process. Four potential strategies are identified to address the problem of practice: the development of a mentorship program, the implementation of professional learning communities, the introduction of celebration and recognition events, and enhanced induction procedures. The Organizational Improvement Plan includes both transformative and shared leadership approaches, with a focus on social justice, equity and democratic principles.