Feeds:
Posts
Comments

Archive for the ‘Change’ Category

Celebrating Normal?

normalAs people are returning from summer and attention is beginning to focus on the upcoming school year there seems to be enthusiasm over the normal year that is ahead. I have been hearing it from staff and parents.  People say, “you must be glad to finally have a normal year” or “finally it will be a normal start-up”.

I know what people mean.  Given the labour dispute that carried on into last fall, and the seeming treadmill of the last five years which has seen us in a cycle of potential job action, job action, post job action – repeat – it is nice this is not sucking up all the oxygen in BC education again this year.  But normal is an interesting word.  The more I hear it, the less I like it.

For me normal feels boring.  Normal is about average.  And our schools are about the exceptional.  More than ever we want to support our students and teachers to be anything but normal.  We want to tap into the passions of our artists, athletes, entrepreneurs, scientists and engineers in our classrooms.

I am reminded of this scene from the movie Soul Surfer:

So let’s have a year where we have conversations about curriculum for our modern world and assessment that makes a difference for learning.  Let’s have a year where we focus on excellence and equity. Let’s have a year where we teach and learn about residential schools, gender identity and our natural world.

Let’s embrace all the young people that will enter our classes the Tuesday after Labour Day –  who each have their own story and their own struggles and challenges.  And as they try to fit in, we need to remind them that normal is overrated.

And as the adults that have amazing opportunity to work with students, let’s commit to being better versions of ourselves this year.

But when we look to this year – let’s not let it be normal.

Read Full Post »

SA-Aug15-_Page_26_Image_0001(1)

This post is a duplicate of the article in the  AASA – August 2015 School Administrator Magazine.  

The entire issue (here) is dedicated to topics related to high school sports.

A superintendent’s case for a forward-thinking approach to interscholastic athletics addressing safety, cost and the balance with academics

His first reported concussion happened in youth soccer. His second came in high school football. A possible third head injury may have happened in pro football training camp. But when a rookie 24-year-old linebacker with the San Francisco 49ers, Chris Borland, decided to retire from the NFL in March, not due to injury but rather to prevent injury, the sports world uttered a collective gasp.

Parents and players have taken notice of Borland’s story and the growth in concussion research. In my 7,500-student district, I recently received an e-mail from a parent quoting Mike Ditka, an NFL Hall of Famer and legendary Chicago Bears head coach and tight end. While that may have surprised me, the provocative words he echoed did not: “If I had a young son today, I wouldn’t let him play football.”

More than ever, superintendents are being drawn into controversies around interscholastic sports. In just the past few months, news media have reported on a superintendent who resigned following the contentious termination of a varsity basketball coach; several superintendents drawn into student-athlete disciplinary cases over alleged hazing; a superintendent challenged by her community after she disciplined a football coach for an offensive sideline tirade; a superintendent who cancelled games against another school over the rival team’s “Redskins” nickname in support of his own school’s Native American population; and several superintendents caught in the middle of school board budget debates around financial support for school athletics.

Sports and schools have been interconnected for generations. Yet the rising tide of serious challenges is raising new questions about the sustainability of interscholastic sports programs. These deal with student-athlete health risks, competitive pressures from a social media-fueled public and tough questioning around the educational value of school-based programs when public revenues are stressed. Jointly, or in isolation, these pressures could lead to a scaling back, if not disappearance, of some school sports in the coming years.

Reigning Romanticism

To an outside observer, it seems as if high school sports never have been more popular. Varsity sports are big business, with communities investing in football and basketball facilities and major sports news outlets like Bleacher Report and ESPN giving high school athletics expansive coverage.

Beyond widespread media attention, several other factors support the notion that school sports will continue to thrive. Communities have a rich history of school sports, and nostalgia runs deep in our schools, notably in smaller communities whose sole identity these days may be tied to their public schools.

Adults often romanticize their own school sports experiences — from cheering on the football team to scoring the winning goal in a soccer match or a buzzer beater in basketball. Superintendents recognize the considerable pride that comes to a school and a community when a sports team wins a regional or state championship. Movies such as Hoosiers and Rudy continue to inspire us.

And unlike in other countries, where sports facilities used by pre-collegiate students typically are not located on a school campus, gymnasiums in North America generally are an integral part of school campuses. Given the physical connection, it makes logical sense that sports such as basketball, volleyball and wrestling will continue to remain within the school domain.

Three Pressures

The challenges I see school system leaders confronting in interscholastic sports fall into three categories.

Athlete safety. Coaches and school leaders always will assert that students’ safety comes first in scholastic sports participation. But grim evidence from expanding medical research on the long-term effects of sports-related concussions indicates that brain trauma can cause permanent cognitive impairment, memory loss, depression, dementia and chronic traumatic encephalopathy, which can lead to erratic behavior and suicide.

We’re learning that it’s not just the bone-crunching body hits in football that cause injury. Successive sub-concussive blows, even in sports such as soccer, rugby, lacrosse and ice hockey, can cause as much or more brain damage. The recovery time can be longer for children and adolescents. Notably, the majority of injuries occur during practices, not in interscholastic competition. A recent study published in the journal JAMA Pediatrics indicated 58 percent of reported concussions in high school football occurred in practice sessions.

Most chilling, however, is the “culture of resistance” among players to self-report concussion symptoms. According to the Western Journal of Emergency Medicine, “High school athletes and those with scholarship possibilities especially will try to convince parents and coaches that they feel fine, in order to resume play.”

Other serious student safety challenges include physical harassment, sexual abuse and the ugly ritual of team hazing. These issues are forcing superintendents, like one last fall at a high school in New Jersey, to take serious measures — in that case, cancelling the school’s varsity football season in response to a hazing incident. Community and public reaction to the cancellation was mixed and only proves to demonstrate how difficult it will be to make changes to the nation’s most popular sport.

Blurring lines between school and community sports. Beyond health and safety concerns, sports themselves are changing. Basketball, volleyball and soccer, for instance, used to be school-based sports primarily. Now, it seems as if the school season is just preparing young athletes for the extended club season. The Amateur Athletics Union basketball circuits across the continent have youngsters playing dozens of games, even sometimes more than 100, during the “off season.” Colleges use the AAU programs as the go-to source for recruiting athletes, meaning parents no longer see school sports as the pathway to university athletics.

Coaching and profit motives in some community programs have professionalized youth sports and raised questions about where school-based sports fit into this new world. In the community, athletes can freely move between programs in a “free agent” environment, and coaches and sports programs can be talent collectors, while public schools hold to academic and residential eligibility rules that limit movement.

High school sports once were neatly organized into seasons that more or less matched the terms of the school year. Students could run cross country in the fall, play basketball in the winter and participate in baseball or softball in the spring. Over the last couple of decades, youngsters have been pushed into a 12-month calendar. This poses a challenge for schools that try to encourage students to play multiple sports at the same time non-school-based sports programs are stressing specialization.

The place of sports in school. One historical advantage for school sports over those in the community has been the cost of participation. In most school districts, there is no pay-to-play measure. This has changed in recent years. As school district budgets tighten, superintendents and school boards are faced with choosing whether to prioritize athletics or core classroom services.

We also are seeing the need to redirect revenue sources once targeted for athletics, such as those generated by campus vending machines and gym rental use, to support the overall operating district budget. I am faced regularly with turning down requests to financially support school sports in my district as teams rely on user fees and parent fundraising more than ever to cover costs.

While competitive sports in secondary schools engage small numbers of participants, we realize we need to find ways for all students to be active to support their physical and academic health. Given the alarming rate of youth obesity, there are concerted efforts to focus on sports that promote inclusive participation and lifelong fitness. Classes in yoga, dance and personal fitness are becoming more common in high schools and our physical education classes have decreased their attention to competitive sports while increasing their focus on lifelong fitness.

Finally, the increased emphasis on global academic competition in education challenges the place of high school sports in the future. When our nations are competing with Finland and Singapore on the international stage and the stakes for our students are rising, competitive school sports can be seen as a distraction. Do we want our great math teachers spending their nights preparing lessons or coaching basketball? (OK, the answer is probably both!) As the expectations ratchet up for educators in the classroom, it is harder to see where commitments to competitive athletics fit into the new definition of a teacher.

The Way Forward

As a school principal recently said to me, “If we were starting schools from scratch, do you really think we would include competitive sports when the community does them so well?”

This conversation really challenges me. I have coached varsity-level sports, I’ve been president of the High School Basketball Association, and I’ve seen the amazing and continuous benefits of school sports on the lives of young people. I would far rather be the superintendent cheering on the championship team than overseeing the demise of these programs — which is precisely why we need to take a serious look at competitive sports in schools moving forward.

At their core, our schools are about nurturing the brain. As I wrote in my response to the parent’s e-mail with his warning from “Iron Mike,” we need to play close attention to the evolving science of brain injury and take student safety seriously. But let’s evolve our sports rather than eliminate them.

Football needs to be different because we know better than to continue to allow head contact in the game. The heads-up tackling initiative is a step forward. Helmet-mounted impact sensors may be another. Within the next few years, concussion management training for coaches and conservative “return to play” guidelines must be standard protocol.

We need to look at whether some sports are managed better in the community and, if so, perhaps we should stop offering them in schools. In British Columbia, we offer 17 different sports for boys and girls through our schools. Working with a mix of for-profit and not-for-profit groups, all those involved in sports need to jointly support high school student-athletes and not be in perpetual competition with one another.

For me, hearing community members tell “Friday Night Lights” tales of the past offers wonderful nostalgia and history, but it is not instructive about where we need to go next. Superintendents and other forward-looking system leaders must begin to envision competitive school sports for 2035, not 1955. The challenges individually are not insurmountable, but collectively they are a daunting set of factors. While I am convinced we could do nothing and school sports would continue for a while; looking 20 years out, like many other aspects of schooling, they may have to evolve.

Read Full Post »

papers_1823409c

With a single tweet, the 83 year-old newspaper in my community disappeared. Of course this is nothing new, it is happening in communities across North America as the newspaper business continues to search for its place in the digital world.

RichmondReview

Community newspapers don’t get enough credit for the important role they play with our school system.  They are so often our storytellers.  They tell the narratives of our kids, our teams, our musicals, our art shows, our academic success and our commitment to service.  They also keep us honest and tell our stories of controversies like bus service changes or school closures , budget decisions and staff misbehaviours.  Community newspapers connect schools to community.  In the district I work, we lost one of our two local newspapers last year with the closing of the North Shore Outlook and now this past week, the community I live in has suffered the same fate with the closing of the Richmond Review.

I have tagged more posts “Change” than anything else on my blog.   I champion change.  And we are seeing this change play out in almost every industry.  It is why, I believe, sometimes change in education is so hard.  With so much change in our world, people often hold onto the traditions of school hoping that at least they will stay the same – romanticizing the world we used to have.  And I kind of get it – we are all in favour of change, expect for the things we don’t want to change.  Some of the change feels more like loss.

The Richmond Review felt like more than a community newspaper.  I remember the excitement growing up seeing my name in the paper for something to do with school or sports.  It was great moments of pride for kids and families if their name was in the newspaper.    While I will read the Vancouver Province, Vancouver Sun and Globe & Mail on an almost daily basis, I would read the community newspapers where I lived and worked cover to cover – I would love seeing stories of people I knew or better understanding the views of those I lived and worked with.

Over the years I developed wonderful relationships with several people who worked at the Richmond Review.  In particular Sports Editor Don Fennell became a friend.  I first spoke to him as a high school student, and then probably hundreds of times over the twenty-six years he spent at the paper.  Whether we hadn’t spoken since last week or last year, he had that great ability of picking up a conversation and making one feel so comfortable.  I love his quote in the final edition of the paper, “I don’t like good-byes; I love Richmond.”  Don and the others at the paper made the community better.

Of course earlier this year when a deal was announced that saw the other local paper the Richmond News and the Richmond Review come under one owner – it was clear something was going to change.  This story has been repeated across North America.  And while I might be a little jaded thinking how unfair it was to kill-off an 83 year-old community paper with two days notice in the middle of summer, it doesn’t change the fact that despite the greatest efforts newspapers have been unable to transition into a viable economic model in the new digital world.  Surviving, not thriving describes most of the local newspaper that continue.

But this blog is largely about education and what does this change have to do with education?  Actually a lot!

If teachers, coaches, principals, schools and school districts need yet another reason why they need to be storytellers in the digital age this is it.  Local newspapers have long been our storytellers and these stories are important.  We need to tell them.  It is not enough for our websites to be information rich, they need to be rich in stories of the people.  If the North Shore Outlook and Richmond Review are not around to tell stories of our great young soccer players, or the high school performance of Grease, or the students going to Africa to build a school we need to tell these stories.

So, you want another reason to start a blog or change your website?  We can no longer rely on the traditional community media to tell our stories.  And people still want to hear these stories.  We need to tell them.

We need to write, photograph and video what is happening in our schools and then bring it to people’s attention.  Kids still want to see their names in the newspaper – we just need to figure out what that looks like in our world.

Read Full Post »

desk

It seems I can’t go a week without hearing someone say that “sitting is the new smoking.”  And I have one of those rather terrible city commutes – often over an hour each way – that is a lot of time sitting.  So, I have been intrigued watching the furniture revolution happening in offices and in schools.  I took the plunge last August and got a Varidesk.  It is an adjustable desk that will rise so you can stand and work and lower so you can sit and work.

And . . .. I wouldn’t go back.

What I have learned:

  • I never lower the desk.  I did a little bit when I first got the desk but it was done more as a novelty.  I leave it so I can stand and work.  If I want to sit, I unplug my laptop and sit in a chair.  I don’t stand all-day but I am definitely standing for the majority of time I am in my office.
  • The standing desk has increased my productivity.  I find I am far more focused and engaged when I am standing at my desk.  I have always been someone who likes to move when I work, so I will work intently for several minutes and then stretch / walk and then get back to work.
  • I have less back pain.  In the post-40 year-old world of mine, like many I have developed a series of regular aches and pains. Standing has lessened my back pain and overall I have far less pain than from sitting for long periods of time.  It did take a little getting used to the first couple weeks, standing all day, but it is now just my routine.  Having a gel mat to stand on also really helped.
  • I get more “steps”.  This may mean very little to many of you but I am very conscious about my daily step count that is linked to my FitBit.  Just by working standing-up I will get a couple hundred steps an hour – rather than the zero I get sitting.
  • I still have to do a better job of being conscious about my posture.  Especially in the afternoon I will lean on the desk when I work, and probably just replacing the problems of sitting with a different set of problems.

I find the efforts around learning spaces in our schools to be fascinating.  I love the variety of options we are giving students from bouncy chairs, to standing desks to quiet spots in the corner.  I have visited a number of classrooms at both elementary and secondary that are creating a variety of desk options and also looking seriously at how they use space for learning.  It is not just our schools that are looking at standing desks.  Here is a recent story on the use of standing desks at New Westminster Secondary School and a CTV story on their use across North America.

The changes in our classroom are clearly much more than just technology.

And admittedly as a sample size of one, I am finding the standing desk has really changed how I work – helping my health and making me more productive.

Read Full Post »

Entrepreneurship1

You won’t find a lot of people suggesting we need fewer opportunities for creativity in our schools. That said, often people are slow to make the link that efforts around entrepreneurship are really creativity initiatives.  Discussions around improving student learning often focus on core academic areas, and yes, these are important, but we need more than that.

I have been very taken by discussions about entrepreneurship.  I know I held a traditional view of entrepreneurship, that the area of study was really about creating people for the world of business.  And yes, this is important, our schools are about so much more around the skills and qualities we want and the citizenship we want to foster.  My views around entrepreneurship have shifted.  I am persuaded by Yong Zhao, for example, who argues, “Bold entrepreneurs, bright new ideas and world-class colleges and universities . . . are what every country needs and more importantly, what the whole world needs to succeed.”  Zhao and others link closely the notion of creativity with entrepreneurship.  And it makes good sense.

Over the last couple of years, we have introduced three specific new opportunities that link young people to entrepreneurial opportunities:

Early Entrepreneurs:   In this program, participating classrooms each get a $100 micro-loan as startup capital, and asked them to raise funds for charity. Rather than running typical fundraisers such as asking for pledges, these classes used the money to start their own small businesses such as building bird houses to sell at a local market, selling green smoothies on Fridays, and creating family friendly events. These students were using their own creativity and imagination to turn our initial $100 loan into thousands of dollars for charity link to other established programs.  There is a great story of this at work at Lions Bay and their loan that turned into almost $1800 raised for building a school in Kenya through Free the Children.

Entrepreneurship – Ignite Your Passion:  We offer a number of programs for grade 6 and 7 students after school hours taught by secondary school teachers that allow these young learners to explore their passions in areas often not covered in-depth at the elementary grades.  One of the very successful offerings has been entrepreneurship.  As the course outline describes, “This course will empower the next generation to explore their interests in business, leadership and innovation. Students will have the opportunity to engage in topics such as leadership, communication, marketing, financial literacy, and entrepreneurship; culminating with developing their own business. Entrepreneurship students will gain real-world, leadership, and public speaking skills plus a confidence to take risks while exploring their interests and passions.”  One day I was there, I learned about Free Kicks – a soccer camp that was being run by a grade 7 student at Gleneagles Elementary School for younger learners at the school.  It was an amazing example of real world leadership at work.

YELL (Young Entrepreneurship Leadership Launchpad):   I have said in a number of venues, that the future of schooling looks like YELL.  It is real world experience for our high school students that does not just simulate real-life but is real-life. The program is “a hands-on, experiential accelerator for high school students interested in gaining knowledge and developing experience in all areas of business and entrepreneurship. In addition, YELL helps students interact with others across the school system with like-minded individuals, helps to build a community based framework to enhance innovation and provides a learning and development structure to foster innovation and advancement for future generations.”  The program is offered for students in grades 11 and 12.  It started in West Vancouver two years ago, spread to Coquitlam and Richmond this year, and is looking to grow to other school districts in BC and beyond over the next few years.

From Early Entrepreneurs with students as young as kindergarten, to Ignite offerings at the end of elementary school to YELL with our passionate senior students we are being far more explicit around entrepreneurial skills.  These on top of already established programs in these areas that continue to thrive.

It is not just about building business leaders but about the crucial skills we are seeing in these programs – we see our students gain confidence, collaborate and solve problem together and grow as leaders.   The types of skills we need to be highlighting for our students as they enter a world that is changing so quickly.

To come back to Yong Zhao, as we move forward, “We will need a lot more entrepreneurs and creative talents to develop new industries, new products and services and new solutions to the many challenges facing humanity.”

Finally, here is the slidedeck for my latest presentation, “Why we need entrepreneurial kids”:

(If you receive this by email you may need to open the website to view the slides)

Read Full Post »

river-349387_1280

I was pleased to contribute to the recently published paper – Shifting Minds 3.0 – Redefining the Learning Landscape in Canada.  The paper is authored by Penny Milton, the former long serving  head of the Canadian Education Association, and had contributions from more than twenty superintendents across the country, among others.

I have written before about the value of a national conversation in education.  Despite falling under the mandate of provincial governments there is huge value in building a learning network across the country.  As we embrace a post-standardized world, learning from jurisdictions across the country is essential, as we want all students in our country to be well prepared for the rapidly changing world.

There have been a number of papers written in recent years on the shifts in learning that we are seeing, and that we need to see, and I have given a lot of blog space to the great work I see on a regular basis in West Vancouver.  What is particularly valuable about the Shifting Minds 3.0 document is that the same conversations, the same areas of attention, and the same urgency, are being seen and felt across the country.   The work is both exciting and daunting:

The challenge for school district leaders is to extend the transformation to all classrooms and schools. Whole-system reform requires conditions that support educators in examining and reshaping the foundations on which their practice is built (leadership and management, as well as teaching) . . . Because education is complex and the stakes for students are high, a dual strategy of both improvement and innovation can offer a reliable way to maintain stability while enabling forward momentum.

The dual strategy notion of innovation and improvement is one we often talk about in West Vancouver.  Yes, the world has changed and the skills our learners need are changing.  But this change is within a context of having one of the highest performing systems in the world.  We are moving from a place of strength so stability must be alongside momentum.

It is interesting to see the work in British Columbia in the context of the country.  In reading this document, I get the sense that we are ahead with much of what we are doing.  The document describes three governance models and management approaches and we see all three in BC:

Central direction involves stakeholders in an iterative relationship of policy design and local implementation. This approach has raised academic achievement across the majority of schools. Success depends on feedback loops, with leaders and practitioners learning from and adjusting strategies as needed. Central direction can promote improvement in schools, but it limits innovation.

Non-intervention approaches allow school districts to respond to local contexts without the pressure of specific school improvement policies. In these cases, the central authority encourages rather than mandates the change. Some districts have been able to innovate under these conditions; others less so.

Enabling or permissive approaches encourage or support experimentation and innovation at the district and school levels. Some may enable innovation by the simple absence of a prescribed regulatory framework; others may develop specific innovations—for example, in curriculum or assessment. The advantage of this approach is that it allows the province to learn and try out alternative policy designs before attempting to replace one significant policy with another.

We also see all three of these approaches at work locally in West Vancouver.  We have spent a lot of energy  trying to foster enabling and permissive approaches, but it is important to use all three depending on the initiative and the circumstances.

Finally, the shifting system drivers described in the document are very useful.  It is not that the shifts are new, but it is an important reminder of their interconnectedness.  We are definitely shifting learning environments and pedagogies and working hard on shifting governance.  We are getting strong leadership from the province on shifting curriculum.  I see shifting assessment and citizen and stakeholder engagement, of the six, as the two we have the most work to do.  Very important to see they all must work together (double-click to open graphic in a full-page):

www.c21canada.org wp content uploads 2015 05 C21 ShiftingMinds 3.pdf

I encourage you to read the full document.  There are many documents on the topic of the shifts in education, from many organizations with many intended audiences.  This one nicely describes the challenge needed by those of us at a systems level.  It is an important challenge for us to continue to take on.

As the paper concludes, “change is inevitable; transformation is possible. System leaders create the conditions for transformation by encouraging leadership at all levels, imbued with the very attributes we are aiming to develop in young people—creativity, inquiry, collaboration, calculated risk taking, reasoned problem solving, and the capacity to learn from experience and face the next challenge.”

Read Full Post »

http://avaxhome.ws/blogs/igor_lv

You can call it a passion project, a portfolio, a capstone, a demonstration of learning – heck call it anything you want. More and more, as I see these type of expressions of student work at the end of school years or the end of school careers, I am becoming convinced they should be regularly part of our system.  And, in fairness, more and more they are the new normal in our schools.

Just over a decade ago there was a major push to move in this direction with the short-lived Graduation Portfolio.  There are numerous reasons why it was abandoned.  Two lessons I took from the experience, were 1)  at the time the technology was not good enough to do what we wanted in terms of documenting learning and it became a paper-heavy process and 2) a cumulative portfolio or project should not be simply the checking off of boxes as tasks are completed, it needs to be more meaningful.

There are numerous different examples of these demonstrations of learning in West Vancouver schools.  Some of these presentations are built into programs.  We currently have four International Baccalaureate (IB) Programs  in West Vancouver – two at the Primary Years level (PYP), and one at both the Middle Years (MYP) and Diploma levels (DP).  In each of these programs students have a structure to bring their learning together.  In the MYP Program, our Rockridge grade 10 students present an exhibition of their personal projects.

At Westcot Elementary, the Passion Projects represent seven months of exploration,  discovery and learning. Students are given one afternoon each week to pursue any area of interest. Nearly 100 grade 6 and 7 students follow their passions, blog about their progress and ultimately present to the school community in a culminating exhibition. Whether the finished product is a graphic novel, a fundraiser for school supplies for underprivileged children or an animated short film, students are encouraged to reflect upon the process each step of the way.  In this photo ( Credit – Cindy Goodman), Grade 7 student Rory Scott demonstrates the quarter pipe ramp for skateboarding he built for his project.

Westcot elementary passion projects

The most recent version of this type of learning I have seen in action in the Advanced Placement (AP) Diploma.  These grade 11 and 12 students take two courses – AP Seminar and AP Research. These courses see students doing team projects, research based essays, and public presentations – all in a context of student choice.  Students that take and score 3 or higher on 4 AP courses and complete the Seminar and Research course receive the AP Capstone Diploma.  The Capstone Diploma is being piloted in a limited number of Canadian schools, including Sentinel Secondary in West Vancouver.

As we look out over the next five years, it would be wonderful if all of our students get a chance to pull together their learning – ideally at least once in the elementary grades and again during their high school career.  As we work in the system to break down thinking of learning in content based compartments, there needs to be an opportunity for all our students to share their learning across curriculum and from inside and outside of school.

Read Full Post »

Older Posts »

Follow

Get every new post delivered to your Inbox.

Join 1,160 other followers