1. Tough Assignmenta documentary byJohn Walker Prespared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa

2. The normative (and formative)bureaucratic perspective How might Oakwood be viewed (i.e., where is it being successful and where is it being challenged?) through the descriptors of normative bureaucratic theory (e.g., effectiveness, efficiency, prediction, and managerial control)? Prespared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa

3. Loose Coupling What institutional elements and organizational participants are tightly coupled in Oakwood? What elements and participants are loosely coupled? How might these “couplings” be altered to create institutional improvement, better learning and teaching environments, and an enhanced school culture? Prespared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa

4. Talk as the Work How is talk used to build coherence, consistency, and meaning? How might talk be better used? Who, specifically, should be doing the talking, where should this talking be happening, what should this talking be about, and what are its intended consequences? Prespared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa

5. Gatto’s Seven Lessons Which of Gatto’s seven lessons do we see being “taught”? How might these lessons be systemically replaced by more productive, meaningful, and valuable teaching, learning, and administrative practices? Prespared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa

6. Mark Holmes*:Six Functions of Canadian Schools Intellectual-Vocational Aesthetic Physical Custodial Socialization Allocative *M. Holmes (1986), Curriculum Inquiry 15(1): 7-36 Prespared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa

7. How are each being realized in Oakwood Collegiate Institute now and what are the prospective consequences for students, teachers, and administrators? How might the realization and consequences of these functions be changed through informed and pragmatically sensible administrative actions? Prespared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa

8. Mary Metz on Ranking and Sorting How might the consequential differences between educational rhetoric and institutional practice described by Mary Metz – and which we see in our virtual visit to Oakwood Collegiate – be ameliorated through enlightened and pragmatic administrative measures? Prespared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa

9. In Summary: the connections problem How might the connections between action and meaning, practice and purpose, individual and institution, administration and experience, and intention and consequence be strengthened through administrative action and presence at Oakwood Collegiate? Prespared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa

10. Think Small, Think Carefully,Articulate Well Respond to the invitation offered in the assignment with precisely defined, institutionally practical, theoretically informed, and effectively stated proposals to make Oakwood a place where teachers and students can live and learn together. Prespared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa