Spring 2024 - EDPR 510 G100

Special Topics (4)

Éduc et admin comme mentors

Class Number: 6247

Delivery Method: Online


  • Course Times + Location:

    Location: TBA

  • Instructor:

    Anne Marie Bilton
  • Instructor:

    Anne-Marie Bilton



This course requires students to investigate current theory, research and pedagogy related to a particular theme. Graded on a satisfactory/unsatisfactory basis. Variable units: 2, 3, 4, 5.


 Études supérieures professionnelles
Diplôme d’études supérieures en éducation
EDPR 510 Éducateurs et administrateurs comme mentors dans la communauté école francophone (Teachers and Administrators as mentors in the francophone community)
EDPR 577 – Études de terrain avancées dans le développement de programmes d’études III Programme: : Leadership et pratique innovante en éducation francophone en milieu minoritaire
Semestre 5: Printemps 2024

Dates de rencontre 9, 16, 23, 30 janv; 6, 13, 20, 27 fév; 5, 12 mars et 9, 16 avril
(les dates en caractère gras sont le cours d’enquête)

Prérequis: Les participants doivent être inscrits dans un Diplôme d’études supérieures.

EDPR 577 Études de terrain approfondies dans le développement de programme d’études III
Description de cours :
Ce cours est conçu pour soutenir le travail sur le terrain effectué ce trimestre. Les enseignants en apprentissage préciseront leur dernière question d'enquête, concevront des outils de collecte depreuves et mettront en œuvre une étude sur le terrain dans le but d'obtenir un aperçu de leur pratique et de leur contexte. Ce trimestre, il y aura plus d'accent mis sur les formes alternatives de collecte et d'analyse des preuves, en portant attention à la façon d'évaluer les preuves. De plus, l'étude sur le terrain de ce trimestre portera sur l'impact et l'efficacité des pratiques d'enseignement ou de la conception des programmes. Une grande partie de l'apprentissage se fera grâce à une réflexion critique de la pratique, une analyse des données et le dialogue.

Raison d’être :
La réflexion critique, l'autoformation et l'apprentissage professionnel sont des fondements qui soutiennent le changement sur les plans personnel et professionnel, la croissance et le développement. Ce cours permet aux enseignants en apprentissage d'explorer des théories, des méthodes et des cadres basés sur l’investigation, afin d'analyser la pratique de façon éclairée, d’examiner les pratiques pédagogiques et d'évaluer les implications de la prise de positions éducatives particulières. Les enseignants en apprentissage s'engageront dans des communautés d'apprentissage professionnelles afin d'analyser les lectures théoriques, de partager leurs apprentissages personnels et d'élargir les connaissances pédagogiques.

EDPR 510- Course Description:
This course provides a forum for educators to develop their understanding of mentorship and leadership within a community of practice., particularly those in French minority language settings. It is designed to foster critical inquiry into the networks of relationships and connections that contribute to collective practice. Situated intentionally at the end of the graduate diploma, this course asks educators to consider how they might draw on their emerging expertise to act in a leadership capacity, extending their professional identity and practice in a bilingual and bicultural context. Different conceptions of educational leadership will be explored to expand notions of what it means to lead authentically, ethically, and relationally (Bohm, 1996; Bordas, 2007; Senge, 2012; Servage, 2007). Participants will surface, examine, and (re)think notions of inclusive and community-based leadership, exploring the many ways teachers are shaping and engaging in reciprocal, collaborative practices within their classroom, school communities, and the broader linguistic minority community. The unique mentorship model present within the graduate diploma will also serve as a jumping-off point to inquire into different forms of mentorship and how one might actively apply them within different contexts, especially in settings where French is a minority language (Lipton, Wellman & Humbard, 2001). Participants will have the opportunity to explore the narratives and metaphors that frame their professional experience and identity in order to cultivate their leadership strengths. As Cajete (1994) aptly states, “The community is the place where the forming of the heart and face of the individual as one of the people is most fully expressed” (p. 165).

Educational Rationale:
“When community becomes the metaphor for schools…the organization is focused around relationships and the felt interdependencies that nurture them. Community is the tie that binds people together...to something more significant than them: shared values and ideals” (Sergiovanni, 1994, p.4).

Shifting the overarching framework for understanding school life from hierarchy to community acknowledges the networks of relationships and connections that contribute to collective practice. Leadership develops through these relationships and the interdependencies that nurture them, enabling community members to construct meaning and knowledge together. In this way, leadership within schools need not be restricted by conventional conceptions of formal authority and power but rather as emerging from the processes of participation, collaboration, connection, creativity and care. Engaging with one another in this community of practice creates a diverse exchange of experience and learning.

This shifting notion of leadership requires not only critical inquiry and conversation with others but also critical reflection on how one’s own history and worldview has shaped their professional practice and identity. “Becoming a leader of that sort—one who opens, rather than occupies, space - requires an inner journey. It is a journey into authentic selfhood, a journey toward respecting otherness” (Palmer, 2007, p. 161). As Cajete (1994) contends, community “becomes a story that is a collection of individual stories, ever unfolding through the lives of the people who share the life of that community” (p. 170). This ‘(re)storying of self’ combined with ‘tracking’ the stories of community, on-going action, and reflection on one’s being in the world and pedagogies creates the space to engage in shared inquiry and dialogue in ways that have the potential to deepen understanding of self and other within one’s community of practice. Through inquiry-based learning and critical reflection on research and theory, educators can become participants and leaders in the processes of educational change.



Assessment & Grading procedures:
Reflection and self-assessment are essential methods of assessment in a Graduate Diploma in Education course, along with regular feedback from the faculty associate, program mentors, sessional instructors, and peers. Teacher-learners are expected to carefully consider all given feedback during the program and make informed decisions about their growth in relation to the program capacities. The reporting of this growth will take place through the creation of a critically reflective learning portfolio in which each teacher-learner examines their growth in relation to the program learning goals or program capacities. The faculty associate will assign a grade of Satisfactory or Unsatisfactory based on the growth in the program capacities demonstrated in the critically reflective portfolio.


Department Policy Statement re Attendance/Participation:

Attendance and active participation in all classes are mandatory in order to attain an 'S' grade.

Because all classes are participatory, a teacher-learner must make arrangements with the instructor/faculty associate to complete readings/assignments to compensate for missed work.  It should be noted that teacher-learners who miss the equivalent of two or more classes may not be able to make up sufficient work to attain an ‘S’ grade.

A teacher-learner who is unable to attend a class due to exceptional circumstances must notify the instructor and/or faculty associate before the class and also contact other teacher-learners before the subsequent class to find out what was discussed and make up work missed.



Your personalized Course Material list, including digital and physical textbooks, are available through the SFU Bookstore website by simply entering your Computing ID at: shop.sfu.ca/course-materials/my-personalized-course-materials.

Graduate Studies Notes:

Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.

Registrar Notes:


SFU’s Academic Integrity website http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the university community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the university. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the university. http://www.sfu.ca/policies/gazette/student/s10-01.html


Students with a faith background who may need accommodations during the term are encouraged to assess their needs as soon as possible and review the Multifaith religious accommodations website. The page outlines ways they begin working toward an accommodation and ensure solutions can be reached in a timely fashion.