Date of Submission


Document Type



Doctor of Education




English language learners, authentic inclusion, critical race theory, social justice leadership, marginalization, newcomers


This organizational improvement plan (OIP) presents a holistic, authentic, and proactive inclusion plan for English language learners (ELLs) at Graus Secondary School (GSS). It is framed around a problem of practice (PoP) that emerged due to an influx of newcomers to Ontario in 2016. This OIP proposes a solution to the inevitable exclusion that ELLs experience, builds on existing initiatives and offers additional support to administrators and school staff that maximizes authentic inclusion in the reception and inclusion of incoming ELLs. This solution, the author’s blended mosaic model of inclusion (BMMI), transforms the view of diversity from a fixed mosaic to a blended one that allows space for critical dialogue and authentic connection. This OIP is guided by social justice leadership and the PoP is framed by critical race theory (CRT) and critical sociocultural theory. The leadership approaches to change adopted are for a culturally responsive, social justice, and transformative leadership. Combined, these leadership approaches bridge gaps in the required conditions for equitable learning opportunities that are inclusive of and responsive to ELLs’ needs. A combination of Kang et al.’s (2020) and Deszca et al.’s (2020) change path models is used to outline the process of change. The change implementation plan outlines goals and priorities through the BMMI to close the gap between the current and desired states for ELLs. The monitoring and evaluation plan combines assessments before, during, and after change implementation, and the PDSA model, and is guided by the chosen change path model and leadership approaches.