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Calling all bloggers  – Leadership Day 2014   Dangerously Irrelevant

When Scott McLeod asks you to do something, it’s difficult to say “No”.  He is one of those connecting leaders in education.  The following tweet showed up in my feed this week:

Scott M

So, this is my first time participating in #LeadershipDay14 discussing leadership with digital technologies in education. It has been, and continues to be, a journey that takes me to different places on many levels. The following is a list of 10 things I have and continue to learn as a teacher, principal and now superintendent:

1)  More and more it is not digital leadership, it is just leadership. Just as digital literacy is giving way to literacy and digital citizenship is becoming simply citizenship, digital leadership is really just leadership. We live in a digital world, so it would be virtually impossible for educational leadership to not embrace the role technology is playing in our learning, teaching and in our schools today.

2)  You are never done.  There are many leaders, schools and districts that mistakenly embrace technology plans with the belief that one can implement technology like it is a thing — some sort of program.  Digital is a journey — the educational tools we use on that journey continue to evolve.  So, there will always be something else or new to learn.

3)  Digital doesn’t make things easier. I have said this before in different contexts, but there is still a belief digital technologies make teaching easier, or learning easier. They don’t — they make it different. However, when everything connects, digital tools allow learners to do things that could not be possible without digital tools.

4)  Listen carefully to the skeptics.  Those who question and challenge are an important part of the process. Yes, some will challenge for strictly political reasons, while others enjoy being the dissenting voice. My experience with those most closely involved in education, particularly teachers, is they will do amazing things if they think they are the right things for kids.  The culture needs to be developmental not judgmental.   If you have many skeptics — come back to why the effort is good for kids.

5)  Always start with learning goals.  Please don’t set out to have an iPad in the hand of every student as your ultimate goal. We want students to be connected learners. Now, let’s figure out how to make that happen.  And while you are doing this — also be sure you have a plan for equity. If digital tools are the answer for the learners who can afford them, we better figure out how we can put them in the hands of all learners.

6)  Make sure teachers have the tools.  I think almost all districts across North America are at least thinking about a plan to include personal devices in the classroom. This is great news.  But, before students walk into classrooms with devices, make sure you have a plan for teachers to have devices as well. We have the responsibility to ensure our staff have the tools they need to go where the kids are.

7)  You can’t microwave change.  All teachers, all schools, and all districts must go through the process. Yes, it can be frustrating that change is not happening as fast as a leader might hope for, or that the digital transition is lagging.  There are ways to support and encourage it, but trying to force the change will ruin it.

8)  Embrace the uncertainty.  I never trust people who speak with certainty about what schools will be like in five years, or what role technology will play. Same, with those in education who self-gloss themselves as technology or social media gurus.  I think we can be pretty sure about the skills our kids will need, but the rest is really uncertain and that is okay. Technology will not ensure our kids are prepared for the future, but we can be sure that in five years technology will play a greater role, not a lesser one, in our schools and in our world.

9)  Whatever you do — model it. If you want kids to blog, then the leaders need to be blogging. If you want schools to go paperless, then the district office needs to go paperless. And, if you want classes to be more learner-centred, the same should be true for staff meetings.

10)  For leaders — surround yourself with people who will push you and make you uncomfortable. There is nothing worse than being satisfied with status quo. Finding leaders who will take risks is not easy, but they are out there. We need them in our district offices and in our schools.

Community is the greatest part of the educational journey. From those who I work with everyday, to the amazing digital community, there are so many of us trying to figure out the way forward — part of that is doing our best for all of our kids in this digital world.

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Dad Updated Photo

I have been stuck.  This is my first blog effort in about a month.  It is, by far, my longest time away from public writing and it has been challenging to write.  While I know some might have hoped I would write about the job action that has cast a cloud over the BC public education system, there is little I could add that would not just be more noise. So, with less writing, I have been reading more.  And, something I read finally gave me the momentum to become unstuck.

I stumbled my way to the blog You Suck, Sir from a local Vancouver teacher.  As he describes the blog, “My students are funny.  Sometimes, it’s intentional.”  The blog is a collection of stories from the English teacher’s class over the last two decades — some absolutely great writing.  He recently wrote a post  answering a question about having a teaching philosophy.

He starts:

Great question.  And I was reminded of it tonight when I got in touch with my sponsor teacher from 1995.  He’s well into his retirement now but he was a legendary teacher in his day and head of the English department in our city’s largest high school.  He took me under his wing and I got to observe how a master teacher runs his class.  And I’ll be honest: I didn’t see anything.  I had to report back to my faculty advisor all the things I’d noticed in terms of methodology and classroom management.  But I didn’t “see” anything.  It took me a while to realize why:  he made it look easy.  He had internalized everything a teacher is supposed to do.  I even confronted him about it one day to ask which educational philosophy he abides by, and he answered: “Listen to what they’re saying.”

This IS the challenge of teaching.  Maybe other professions have similar challenges, but it is difficult to define powerful teaching.  It is this blend of art and science the masters weave so effortlessly.  I grew up in a house of teachers. I can remember from a very young age watching my mom and dad prepare lessons. I knew they were good at what they did — I would hear it from my friends on sports teams and others in the community about how much they liked having my parents as teachers, but it was difficult to really understand exactly what they did that made their classrooms work. As I started my teaching career I would try to emulate how I thought they would teach; it was tough because there is just no ‘how-to’ recipe for our profession.

Returning to the blog, the author distills three main ideas:

1)  If you can’t address a student’s immediate needs, he won’t be available to your teachings.

2)  Do not compromise a young person’s dignity.

3)  Do not take anything personally.

Continuing his observations about his sponsor teacher:

The teacher I mentioned at the start of this, my sponsor teacher, said something that I’ve carried with me to this day: “I would do this job for free if I didn’t need money.”  At the time, I found this statement disturbing because there was no way I’d do it for free.  But I see now that he was talking about joy.  There is joy to be had in this career.  There is nothing more exhilarating than seeing a student suddenly “get” a concept she’d been struggling with. There are few things more smile-inducing than watching your grade eights help each other out with assignments while joking around with each other.  And the pure happiness of watching them really, truly enjoy learning—man, that’s the reason I returned to teaching after an eight-year break.

It is interesting the conversations I would have had/still do have with my parents about our profession.  They love the craft.  The would shun any attention for what they were doing — they weren’t doing it to be noticed, they were doing it for the students and their commitment to teaching.  It IS a pretty special profession.

The author finishes with words that are so true, “Teaching is about being a learner yourself.  That’s why, when it comes to being an effective teacher, we have to listen to what they’re saying.”

I have tried (and will continue to try) to use my blog to tell the many stories of students, teachers and others in our system trying new things and making a difference. And, like my parents, most are not looking for any attention, but it is still kind of nice when someone notices.

I guess I saw that firsthand this past week. I have spent a lot of time with my dad recently, he hasn’t been that well and we got to talking about the blog post on teaching philosophy.

It was pretty special because the sponsor teacher that the author, Paul, was writing about was my dad.

Thanks Paul.

Thanks Dad.

Keep Well Teacher Friends.  The joy will be back.

 

 Update – August 11 

My dad died last week, just a few days after his 72nd birthday.  You can read more about him here.   I am so glad that I got to share this post with him and I am so appreciative of all of the comments.  It is nice to know his story connected with so many of you.

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The_real_world_title_card

It is a real honour to speak at many spring graduation celebrations and, while I realize usually nobody is really there to listen to the superintendent, it is a chance for me to share some of my thinking on education, life and the real world.

So, in addition to congratulating our graduates, acknowledging our passionate and giving teachers and thanking our parents for supporting public education in every way in our community, I also tackled the issue of the ‘real world’ this year.  Here is an excerpt from the comments I shared at our graduation ceremonies:

Starting with my own high school graduation in 1991, this is the twenty-fourth consecutive year I have got to attend at least one graduation ceremony.  And, as much as our world has changed over the last 24 years, from MC Hammer and Sony Walkmans to Pharrell Williams and selfies, graduation is still quite similar – still relevant, still an important mark in life.  It is part congratulations, part acknowledging a transition, and a time to pause and take stock – to be thankful for what has come before and look forward to what is ahead.

I think people who say our job in schools is to prepare you for the real world are wrong.  If we have done it right this year and over the last 13 years, your school experiences have been very much the real world.

There is a notion that school is all about preparation. It really starts early – kindergarten is to prepare you for Grade 1 and it just continues from there.  We start giving you tests in primary grades because you will get tested in older grades and you need to be ready.  Some see school as continuing to prepare you for what’s next and, ultimately, the job of school is to prepare you for life after school.

Actually, when you are in kindergarten you need to be in kindergarten – it is its own thing and not just a preparation for something else. And Grade 12 is also its own thing.  And so, as Grade 12s, I know particularly, in recent months, you have kept one eye on what is next – acceptance letters for university, travel opportunities and job offers that have come forward – sure our job is to prepare you for the real world, but hopefully school has been the real world.

The real world is about community.  The real world is about working with colleagues, making mistakes, learning, trying again – hopefully, that has been your year and your school career.  The real world is the collaboration that leads to the amazing arts performances at your school, the tremendous results in athletic competitions and the determination that leads to outstanding marks in the classroom.

The real world is about learning from wise mentors – and, we are so blessed with amazing, passionate, giving and talented teachers.

So, tonight is less about stepping out into the world, but more about celebrating your place in our world – a wonderful school career and the optimism of what is to come.

It is great to work in the West Vancouver system  — an education system that is not only committed to preparing students for the real world, but is the real world.

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links

This past week I participated in the  Network of Inquiry and Innovation (NOII) Symposium:  Stories of Change: Pictures of Possibility.  My presentation was entitled Innovation That Sticks – Real Examples from Real Schools.  I think we can easily get caught up in the theoretical of what schools could be and fail to recognize the shifts occurring right in front of us.  In our district (and I know of others), teachers and administrators are finding new ways to connect to students.  The experiences for our students are quite different from even five years ago.

One notion that seemed to particularly resonate with those in attendance was my latest thinking around scaling.  I openly admitted, over the last seven years in West Vancouver, I have often considered the idea of “scaling” — how do we take an idea from one school, which is clearly making a difference for learners, and replicate it in our other schools?  The following two slides from the presentation reflect my most recent thinking on this:

innovation 1

 

innovation 2

 

I have moved away from the language of “scaling our work,” to “networking our work.”  We are not trying to create ‘sameness’ in our classes and schools; rather, we are trying to support the good work in one site by connecting it to the good work in another.  I have written before about the power of networks in West Vancouver and British Columbia and I believe this is one of the characteristics that differentiates B.C. education from so many other regions — it is the connection across schools, districts, levels and disciplines — all focused on improving student learning.

So, rather than seeking to scale work, our focus is on diffusion.  At some point, there are so many connections with the ‘new’ they become the ‘normal’.  We are seeing this with our inquiry work in West Vancouver on all levels — we have teachers embracing the PYP / MYP International Baccalaureate approach; others, use the Spirals of Inquiry as a basis of their work, while others use Understanding by Design to ground their approach. They are all taking similar approaches to learning and connecting to each other as inquiry-based learning has taken hold in all of our schools. The learners are as diverse as the learning, and while I know some would appreciate the simplicity of  “just doing it all one way” we are finding huge power in the autonomy of teachers and schools as part of the new learning network.

The work of innovation in our schools is not a program, it is not something we can announce, proclaim or implement.  It is an ongoing shift to adjust our system to meet the needs of students in a way that is reflective of the world they are living in.  The power of networks — connecting people and ideas as part of a community — is key to our story of success in West Vancouver.

The full slide deck from my presentation is below (if you receive this post via email you will have to open it in the site to view):

 

 

 

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Photo Credit - Tara Zielinski
Photo Credit – Tara Zielinski

Really?  Twitter with Kindergarten students?  That was my first reaction.  While I think Twitter is a great way to connect and share ideas, I didn’t really see it as a tool for our youngest learners.

So, I have learned something.

I first learned about the project via Twitter (of course) last Friday. From the Hollyburn Elementary School Twitter account came:

First Tweet

This tweet is a great example of why all superintendents need to be on Twitter.  It is such a great way to see a sampling of the work going on in the district.  It is such a wonderful way to ‘drop in’ on the learning in various classrooms and schools across the district.  It was this tweet that led me to be in the class three days later — a great way to take advantage of our connected world.

So, back to my reservations.  When I first heard a kindergarten class was tweeting, my mind jumped to all that could go wrong instead of all that could go right. In a controlled environment, guided by the teacher, these young students are learning about digital literacy. Their parents, many who are also new to social media, engage with them in the class and the students can connect to the world!

When I visited the class earlier this week, I learned of parents that were now following the class, and a great home  / school connection.  It was wonderful to learn with the K students about their Happiness Project and how they were sharing it through Twitter with the world.  On day two of the project, the lessons were already very impressive.

why what

So, what do K students tweet about? They are tweeting because they are happy; to spread happiness around the world and to communicate and connect with people outside their classroom.  And, they have adopted a simple rule when deciding to tweet, one everyone can learn from: “if it is helpful, tweet it; if it is hurtful, don’t tweet it.”

The students were completely engaged in their Happiness Project, and the use of Twitter was part of the hook and a great introduction to social media.  If we want students to engage ethically with social tools, we need to teach and model and that is just what I saw happening in the classroom.

Makes Happy

 

I look forward to virtually following the Hollyburn Happiness Project and the many other classes and schools sharing their learning beyond the classroom walls through Twitter with a range of other social tools.

The Hollyburn story is another fine example of a teacher taking a risk and being a learner herself!

It is always great to see what is happening in our classrooms.

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West Van Image

Checking in on what our leaders are writing about gives a great sense of the current topics and issues percolating in our schools.  In the age of encouraging our students to be public digital writers, we are so  fortunate to have a number of our leaders modeling the way.  What is so interesting is that the ideas from our schools are influencing each other and one feels the diffusion of new ideas and practices.

Bowen Island Community School is one of many schools in our district looking at the shift to learning commons.  School parent, Tess McDonald, recently wrote a guest post on the shift that is taking place.  The parents are clear partners in the shift.

Libraries are turning into Learning Commons; places with flexible furniture that can be moved around to accommodate small or large groups. They have books on movable shelving that doesn’t block the natural light, areas for creating multimedia presentations, listening to guest speakers, using technology that may not be in every home, and yes, reading. There is a librarian but he or she isn’t wearing tweed, but an imaginary super suit! This person is an expert about books and writing, and finding information, and connecting people to the right source, and helping them see bias, and questioning ideas. This person is ready to help you create and question and connect too. (Here is where I admit that, after reading Seth Godin’s blog post on the future of the library, I wanted to become a librarian. It is here, if you are interested).

Another district-wide effort has been in the area of self regulation.  In classrooms and schools across the district the work on Stuart Shanker and others is coming to life.  Cypress Park Vice-Principal, Kimberley Grimwood, has been a leader with this work and recently described what it looks like in the classroom:

We have embraced a number of programs and practices to help teach our students about emotions, mindfulness, and social thinking. In addition, the IB program integrates many self-regulated learning components each and every day.  Specifically it helps to develop the cognitive domain and reinforces reflective practices to allow students to continue to develop their ability to be metacognitive (to think about their thinking). You may see students taking a moment to breathe along with our MindUp chime, or express which zone they are in according to the Zones of Regulation. Or, they may tell you how their engine is running thanks to the Alert Program.  While self-regulation is not a program or a lesson plan, it is a lens through which we are viewing students’ behavior and through which we are teaching them to view their own behavior.  No longer is a behaviour good or bad, but rather we want to understand why, and provide students with tools and strategies to make good choices and to be successful learners each and every day.​

Lions Bay Principal, Scott Wallace, used the blog of the primary school to describe the seemless transition that takes place for young learners between all the different offerings in the school.  It is a true community hub:

Lions Bay Community school is a shining example of quality early childhood education.  Nestled in the woods along Howe Sound, the outdoors provides a perfect backdrop for a child’s self-exploration.  In fact, all three facets of this learning environment; the Before/After School Program, facilitated by the North Shore Neighbourhood House (NSNH); the Preschool for 3 and 4 year olds, supported by a parent run Board; and the Primary school, part of the West Vancouver School District, are all interconnected.  Each unique program draws on the same philosophy that a child should learn to explore their natural environment and ignite their curiosity.  The adults that assist the children at each level are committed to fostering the child’s sense of wonder and provide opportunities and resources to investigate their questions.  For children and parents this seamless organization provides for optimal learning.

There is a lot of interesting work taking place with assessment and reporting in our district and around the province.  While student-led conferences are not new, they have definitely moved more mainstream over the last couple years.  Ridgeview Principal Val Brady makes the case for why they can be so valuable:

Students should be included and actively involved in the process of evaluating their own learning and sharing their perceptions of their progress with their teachers and parents. When students are meaningfully involved in this way, they deepen their understanding of the learning and evaluation process and they grow in their ability to take ownership of this process.  Student ownership of learning results in student empowerment…a powerful motivating factor in the learning!

West Bay Elementary has been looking at assessment and reporting.  Principal, Judy Duncan, described the work of her staff in a recent post, outlining the different factors that they have considered as they have looked at drafting a new report card:

When the West Vancouver School District invited school learning teams to apply for innovation grants, a group of teachers jumped at the opportunity to explore a more comprehensive way of communicating student learning.

What did our team consider while drafting a new report card?

·     The shifts in the province and how other districts are responding

·      The IBO (International Baccalaureate Organization) requirements to report on the five essential elements (knowledge, concepts, transdisciplinary skills, Learner Profile traits/attitudes, and action)

·      Recently released B.C. Draft Curriculum documents

·      What was missing in the current report card

·      How to report on the breadth and depth of the learning in a clear, comprehensive manner

The full post explores the comprehensive and inclusive approach the school has taken to looking at the reporting issue.

West Van Secondary Principal Steve Rauh recently described how students are using technology in powerful ways to stay connected, even as they travel the globe.  We can all be a “digital fly on the wall” as students are engaged in learning around the world.  Rauh, in citing several examples of students on trips using blogs and other digital tools to stay connected compares it to his experiences as a high school student:

I also remember being fortunate enough in my grade 12 year to participate on a school athletic trip to Europe. A privileged experience for many youth both then and now, and quite often one of the most memorable experiences of their high school journey. I also remember on that same trip diligently selecting and purchasing several postcards along the way to mail home to my family to show my appreciation for their support, as well as to update them on our travels. The final memory I have of this tale is of leaving that stack of postcards, duly filled out, addressed, and stamped, on the overhead luggage rack of a train somewhere between Munich and Berlin; they were never seen again, and their existence questioned when I returned home.

It is not just school leaders that are using their blogs to share what they are seeing and learning.  West Vancouver School District Secretary Treasurer Julia Leiterman focused on aboriginal education recently with her blog and the power she has seen with First Nations learning in our district and how it has had an impact on her:

I can’t fix the old wrongs, and I don’t know whether our work in the schools will inspire our First Nations students, or whether they need inspiration in the first place.  I hope I’ve been using the right words, but I don’t even know enough to be sure I’ve been politically correct here. What I do know though is that I’m grateful that our First Nations neighbours have agreed to partner with us, because thanks to their willingness to share, what I finally, truly feel in my heart is respect.  And that’s a good start.

Huy chewx aa.

So the quick scan of the district – some themes emerge – ones reflected in these blog posts, but ones I see alive in so many of our classrooms and schools.  This sampling nicely summarizes the new work that is taking place.  I am seeing a shift to learning commons, self-regulation, strong early learning connections, powerful efforts around assessment and reporting, new ways of using technology to stay connected and a commitment to aboriginal education and our partnership with the Squamish Nation.

It is an exciting place to work!

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Google

Thomas Friedman recently wrote a piece in the New York Times on “How to Get a Job at Google.”  As I read the comments of Laszlo Bock, the Senior Vice President of People Operations for Google, the more I found that Google is looking for many of the same attributes in its employees that we are looking for in West Vancouver, when we hire principals and vice-principals.

One of the more common questions I am asked is just what does someone need to do to secure a school principal or vice-principal job?  The truth is there is no one thing or an exact path.  In West Vancouver we do receive dozens of applications for any job opening, and many of these candidates have all the required boxes checked for what is needed in these leadership positions.  Many who apply believe there is a certain ‘formula’ in getting a job as a principal or vice-principal, but I haven’t seen it yet. I have heard,  “you need to be on district committees,” or “you need to have experience in multiple schools; to have experience in different subjects and at different grades.” And the list goes on.  In the end, our view is similar to that of Bock, “Talent can come in so many different forms and be built in so many non-traditional ways today.”

Bock identifies five key attributes in hiring:

  • learning ability — the ability to pull together disparate bits of information and process on the fly
  • leadership — when faced with a problem at the appropriate time you step in and lead
  • ownership — the feeling of responsibility
  • humility — the ability to step back and embrace the better ideas of others
  • expertise — it is important, but less important than the other four

The list really speaks to the skills we are looking for with our school administrators and the kind of attributes we are seeking in our leaders. We want them to be able to be smart and make decisions on the fly; to lead — not only from the front, but to feel like their school is theirs; to step back and allow others to share in the success and, finally, to have the expertise in many of the learning and management areas that are regular parts of the job.  Friedman is right, “In an age when innovation is increasingly a group endeavour, it also cares about a lot of soft skills – leadership, humility, collaboration, adaptability and loving to learn.”  This is why we almost always ask candidates about who is in their network and how they learn with their colleagues. We want our buildings to be about learning, and that includes our leaders being model learners themselves.

And, really, this entire list and conversation extends to the qualities we are looking for in our teachers. We want our teachers to be innovators, leaders, and owners of their classroom. We do want them to be humble and, yes, we want expertise — but I will take someone with the other four qualities and lacking in expertise rather than the reverse, any day. Good grades don’t hurt, but we are looking for more than that with our teachers and educational leaders.  I agree with the notion Friedman shares, “Your degree is not a proxy for your ability to do any job.  The world only cares about – and pays off on – what you can do with what you know.”

Of course, the teaching, principal and vice-principal jobs in West Vancouver involves different perks than Google (sorry about that) but it looks like we are looking for many of the same qualities.

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Fencing 1

Whether by phone, email, or in person, I get a lot pitches about just what it is we need in our schools. Actually, it can be quite overwhelming at times. So, when our District Principal of our Sports Academies said “I had to meet the fencing guys,” well, you can understand my skepticism.

Then, I met Igor Gantsevich, National Fencing Champion, World Cup & Pam American medalist. Now, several months later, there is something amazing happening in our district.  We have had well over 2,000 students exposed to fencing through their PE classes, and in six of our schools out-of-school fencing clubs have started up, with more clubs possible and a district-wide showcase envisioned. And, this may just be the beginning, as Diane Nelson, District Principal of Academy Programs said in a recent North Shore News story, “Our vision is an international academy on the North Shore where students from all over the world would come to train. We hope that students from West Vancouver would funnel into this academy and receive scholarships for Ivy League schools.”

I have never tried fencing.  My total exposure to it, until a few months ago, was watching some of it in Olympic coverage every four years, usually waiting for some other sports coverage, because despite it being part of the Olympic games since 1896, it is not a sport with a rich history in Canada. But Igor, the BC Fencing Association, and former World Champion Vitaly Logvin, and the current President of the international charity For Future of Fencing, are planning to change this.

sidebar-fencingInitially, we envisioned exposing students to fencing through PE classes this year, then looking at club programs next year and maybe an academy in the future.  The timeline is speeding up — with club teams this year and interest from families for academy programming in the near future.  As someone who grew up on hockey and ball sports, it is all quite amazing to see.   When we featured a story on fencing for our district e-news publication Learning Curve, the ‘click rate’ dwarfed everything else in the edition.  So what is going on?  I have some thoughts on this:

  • The fencing instructors are first class. Igor has a wonderful way with students and he has brought in former Olympic medalists to support him with the teaching. Teachers and instructors for these types of programs make the difference.
  • There is a fair bit of equipment involved and the providers have taken care of all of the first class modern equipment for students to use.
  • Although most students had previously never tried fencing, they had seen it at the Olympics or elsewhere, and there is a ‘cool factor’ to try it out.
  • Fencing is a multi-age sport that can be done together with girls and boys; so, it is very inclusive.
  • Since nobody has really practised fencing before, the skill levels are quite similar; when we divide up for soccer or basketball, even at the elementary school level, there can be a massive difference in skill levels which can be discouraging for some students.
  • Fencing attracts a different type of student than would be playing ball sports. As École Cedardale Principal, Michelle LaBounty, pointed out in the North Shore News article — fencing sparks student imagination.  “For students who do a lot of reading, fencing attaches an element of reality to their books,” she said. “It takes them to another time.”
  • The number of young people participating is relatively small in Canada, so the opportunity to compete provincially, nationally or internationally, is a real possibility.
  • While the sport does not have a rich history in Canada, it does in many other places around the world, and our community is very diverse. Many of our families grew up in countries where fencing is part of the culture,

It will be exciting to see what happens next. We want students to be more active and it is exciting how passionate so many of our students have become in such a short time about fencing. When I speak with Igor, he talks about the future Olympians he envisions from our partnership. It is quite incredible.

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homework1

If you read other edu-bloggers, you will have likely seen these posts that are spreading. I had shied away from doing one myself, but it was only a couple of posts ago I committed myself to becoming more involved in the education blogging community. How it works is colleagues in your network “tag you” with a homework assignment to share 11 random facts about yourself, and then answer the 11 questions provided, and then invite 11 others to answer 11 questions asked of them.

I am somewhat skeptical — it sounds like a pyramid scheme.  I know when I was seven I was supposed to send five postcards to people I knew and within three weeks I was going to get 400 postcards from people around the world — my mom said I wasn’t allowed to do it.

I have been “tagged” twice, so below my facts are answers to both sets of questions.

11 Facts About Me:

1)  I love routines.  I know that is not considered to be a good thing by many, but even on vacation I love a schedule with a sense of tasks being accomplished.

2)  I have a geographic tongue — this feels like over sharing, but only about 1% of the population have one.

3)  I would prefer to speak in front of 500 people than make small talk in a room of 10.

4)  I was 39 years old before I travelled outside of North America.

5)  My wife and I went to the same high school but didn’t know each other (she was one year older); she may have been a little bit “cooler”. We started dating  when we on the staff together at that same high school and I was assigned to be her “mentor”.  After we were married we taught on the same staff for one year before I took a job in Coquitlam.  I also spent one year – my first year – teaching on the same staff as my mom.

6)  Last spring break our family filmed an episode of the Property Brothers – Buying and Selling.  It starting airing on HGTV in the United States on January 1st and starts airing in Canada on January 7th on the W Network.  We learned a lot about how “real” or “not real” reality TV really is.

7)  I am in my 26th year of being involved with coaching basketball / basketball administration — my first coaching assignment was in 1988, coaching the Grade 7 boys at Woodward Elementary School in Richmond.

8)  I loved playing the saxophone in high school, but now I regret that I never really learned to play the piano.

9)  I feel a connection to West Vancouver because my grandfather taught at West Van Secondary in the late 1930’s and early 1940’s.

10)  My peak weight was 248 pounds but I have spent the last 20 years weighing about 195 pounds.

11)  I know that this trait is really not that popular these days in schools, but I am very competitive and I really like to win.

Questions from Johnny Bevacqua

1.  What keeps you up at night?  My four-year-old daughter — she is still not keen on sleeping through the night in her own bed

2.  What would you consider comfort food?  All-you-can-eat sushi

3.  What is one thing you would change about your job?  My house and my job are too far apart – I would make them closer together

4.  What is one thing you would change about schools today?  Stop valuing some courses (e.g. sciences) more than others (e.g. arts and  trades)

5.  What is one piece of advice you would give to someone?  Go for it — there is always another job

6.  The biggest inspiration in my life is___________________?  My wife — she is awesome!

7.  What was the first music concert you attended?  Probably Fred Penner.  Without my parents, I think it was Harry Connick Jr.  

8.  What is the first movie you attended?  Swiss Family Robinson

9.  Other than work, I have a passion for_____________________? My family

10.  If you wrote a book, what would the title be?  Either “Go Where the Kids Are” or “Just Win Baby!”

11.  When I grow up I ______________________  will just be a big kid.

Questions from Tia Henriksen

1. What are your favourite and least favourite colours?  Favourite — blue; least favourite — brown

2. What was your favourite subject / least favourite subject in school?  I loved History 12 and never liked (or was very good at) Art

3. Where were you born? In a hospital

4. What was your lowest grade in your post-secondary classes? In what class?  C in Urban Geography of Thailand (poor course choice)

5. What is the best characteristic you received from your mom? Appreciation for traditions

6. What is your favourite childhood memory?  Spending time in Naramata, and later in Penticton, with my grandmother every summer

7. How old were you when you learned to swim?  Probably about five – we did lessons every summer at South Arm Pool in Richmond

8. Is Disneyland really the Happiest Place on Earth?  YES — I love theme parks and I like to have the entire day planned out

9. What’s your favourite video you’ve watched recently on social media?  Dean Shareski’s TEDx Talk from last spring

10. If you could plan it, what would your last meal consist of?  Sushi and lemonade

11. What makes you happiest?  Watching my kids play sports

11 Random Questions for You:

1.  If you could only watch one television station what would it be?
2.  Looking back at your schooling, what was the silliest rule your school had?
3.  Who is the greatest ever Canuck?
4.  What is the greatest rock group of the 1980s?
5.  What is something education related you have changed your opinion on over your career?
6.  What is the warmest place you have ever been — and how warm was it?
7.  Poorest fashion trend you have seen in schools in the last 10 years?
8.  What was more frustrating to deal with in your school — Pokemon cards or silly bands?
9.  Describe your favourite high school teacher in four words
10.  What is the best reason to go on Facebook at least once a day?
11.  If blogging was outlawed tomorrow — what would be your reaction?

I Challenge the Following People to do their Homework:

I know it is a bit of a cop-out, but I will challenge all of those bloggers in the West Vancouver School District community to consider giving this activity a try.  I will  not call you out by name, but hopefully some of our Trustees, Principals, Vice-Principals and Teacher bloggers will take this on — and then, maybe challenge some of our student bloggers to do the same.

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Just two years ago, I was able to make a list of all the BC educators who were blogging.  Since then, the numbers have grown exponentially with numbers well into the hundreds of teachers, administrators and others who blog on a semi-regular basis.  It is wonderful to see how many people are sharing their thoughts publicly and modeling for our students the ethical and responsible use of technology, whether it is to build relationships or on how to share their thoughts.

While I have continued to attract more readers to my blog over the year, one trend I have seen is the number of comments on the posts are decreasing.  In past years, posts like this one on school sports and this one on learning in depth generated dozens of comments.  Now, I only receive one or two comments on a post.

This, of course, has made me wonder why?

Here are some of my theories:

My posts aren’t as interesting — Admittedly, I don’t write for the purpose of getting feedback.  I write about topics for a variety of reasons — mostly, I really enjoy the process of trying to work an idea out and put my thinking down and share it.  It is very possible that my posts aren’t as interesting or as engagement-worthy as they once were.  It is easy to default to writing safe posts.  Having had some of my words taken out of context and republished elsewhere, I am more conscious now of what I say and how I say it, and it may be limiting the quality of what I write.

My position limits discussion — It is a real challenge to write about education from inside the system and then invite discussion.  While I know my posts are well-read inside the school district, almost all of the comments come from outside the school district.  I also get it is a no-win situation to comment on a blog written by the Superintendent whether they might be challenging my ideas or supporting them.

The novelty has worn off — Blogging was new and fresh three years ago, but this novelty may have worn off by now.  We are an ever-changing social media society. Perhaps I need to crank up my Instagram presence to increase engagement?

I am not doing my part to participate — My commitment when I started blogging was that for every post I wrote I would comment on three others.  I think it is part of “the deal” about being a member of the community.  Over the last several months I have not lived up to this.  I do feel bad about this.  I read so many interesting posts, so many that help shape my thinking, but I don’t often take the time to write a quick response.

Twitter love is the new blog comment — We seem to be shortening our thinking to 140 characters.  Perhaps a quick comment on a RT (Retweet) is all that can be expected now.

So much to read, so little time to write — With the huge growth in the number of people blogging about education, it is exhausting trying to keep up.

Some People Aren’t Nice — It only takes one time to be personally attacked for a comment on a blog, and that person may never come back.  While education is a pretty safe landscape, there are some who move quickly from challenging ideas to insulting people.  Perhaps this is the reason why I see so many comments on my blogs I share on Facebook — it is a “safer” community with the authentication of IDs.

We Aren’t Good at Commenting — Commenting is difficult to do.  It is something that takes a lot of time when working with students and blogging. When we (students or adults) comment we want to be respectful, make a point that contributes to a conversation and say something to continue the conversation.

I do see the trend across many education blogs of fewer comments.  The danger is that without dialogue our blogs become newsletters.  And, it is the conversations around our blogs which keep them and the ideas alive.  It is great if these conversations happen around the water cooler, or the dinner table, but one of the real attractions to blogging for me is to have thoughtful discussions about interesting topics in the public realm.

I will try to do my part to re-engage with other blogs and be a more regular commenter.  The move to transparency with digital writing is something we should continue to support.

Any other theories why the commenting in the educational blog world seems to be drying up?

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