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Archive for the ‘Personalized Learning’ Category

My PechaKucha Adventure

Posted in Personalized Learning, Professional Development, SD45, Social Media, tagged , , , , , on August 31, 2011| 8 Comments »

IF YOU RECEIVE THIS VIA EMAIL YOU WILL NEED TO GO TO THE BLOG SITE TO VIEW THE VIDEOS.

Held in the last days of August, the administrators’ meeting and conference is a key event for many districts across North America, and it is no different in West Vancouver.

So, last week we made our first effort at taking some of the aspects of an unconference to create a more participant-driven event for district principals and vice-principals. While the unconferencing allowed for more unstructured time, it also gave everyone the opportunity to make their own sense of session content.

Three videos (embedded below) were shown for morning discussions, and served as a spring-board when groups pulled their learning together for PechaKucha presentations in the afternoon.

And just what is a PechaKucha?

It is a series of 20 presentation slides, each displayed on the screen for 20 seconds (we modified it to 10 slides, for 20 seconds because of time constraints).

Along with my district colleagues, we did a run-through the day before based on these videos that were shared by Edna Sackson on her blog:

Our group found the process valuable in creating their presentations because it forced debate on the key aspects of learning.  If we debrief videos during a professional learning experience, we are rarely pushed to come up with key messages or takeaways. Definitely, the process built-in some accountability for us.  The PechaKucha format (20×20) also impressed upon us  to be succinct in our presentations.  If we went over the 20 seconds with one of our slides, we were cutting into the time of one of our own group members.

In selecting the videos, principals and vice-principals wanted material that challenged our assumptions and that linked to a number of themes we have been discussing:  inquiry, motivation, assessment and technology.

The first video we selected was the RSA Animate based on Daniel Pink’s book Drive:

The second video was the popular, and somewhat controversial Salman Khan TED Talks:

The final video was a segment from Nightline, that focussed on some of the findings from the Daniel Coyle book The Talent Code:

Thirty to 45 minutes of unstructured discussion followed each video and participants could discuss any aspect of the video with anyone. We also created a learning wall where each person wrote one key finding or idea from the video or conversation. Then, after lunch, participant groups of four to eight people put together and tried their hand at PechaKucha.

It turned out to be a very powerful way to synthesize and share our learning, and created a takeaway product that can be used for other purposes — more valuable than the binders of notes I have taken at events and have never looked at again.

As we continue to look for ways to change how we share information, and particularly how we use Powerpoint, PechaKucha is another strategy that has possibilities for both student and adult learning.

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Social Media: How District Leaders Can Build Community

Posted in Change, Personalized Learning, Professional Development, Social Media, tagged , , , , , on August 18, 2011| 9 Comments »

This Friday, I am presenting at the British Columbia School Superintendents Association (BCSSA) Summer Academy on how district leaders can use social media to build community.  I have embedded the slides below but, as always, they only tell part of the story.

This presentation is a departure from the one I gave two years ago at the same event (linked here) which focussed on Student Engagement in an Age of Distraction.  It focussed on the changes taking place inside and outside of education, while the new presentation is more about how we can use the new technology as part of how we can lead the change. In fact, if we want to have an influence and presence as education leaders, our participation in digital space is no longer optional.

There are always risks as we expose ourselves more publicly, but social media allows us to tell our own stories in our own words, to connect to new people and new ideas across roles and geography, and to model for others in our system — students, staff and parents — continuous learning.

I am closing with the quote: “don’t talk about it . . . be about it”. This is a call to all of us who lead in education because we need to model the way.

There is more content about social media, education and building community in this presentation, and in the coming weeks I will  devote a number of separate posts to share this information.

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I Blame You Twitter

Posted in Personalized Learning, Professional Development, Social Media, Technology, tagged , , , , , , , , on July 5, 2011| 3 Comments »

Twitter, or more specifically those who I connect with using it, has influenced my thinking and work in a number of ways. Although, from time to time, I do hear “Twitter is a waste of time,” my experience has been that if it is a waste of time you are following the wrong people.  While it is not the greatest tool for a discussion, or the best place to share deep, thoughtful commentary, it is a wonderful place to connect.

Here are the three ways it has influenced me as I look ahead to the next couple months:

My kids won’t be joining the library book club this summer

Every summer, we go to the local public library to get our sticker book and then make the weekly visits collecting stickers and exchanging books.  If there is one topic I have been most influenced on this year, it is likely the use of rewards and motivation.  From the powerful examples of Daniel Pink in Drive, to the sharing of Alfie Kohn’s work, to the thoughtful discussions around the use of awards in school from local educators like Chris Wejr,  I am much more conscious now of using external motivators.  I want my kids to love reading, and not because of a sticker.  I am not as firm in my belief as some of those on Twitter around external motivators, like stickers or candy, I am much more conscious of it now than I was a year ago.

I am not going to any major conference this summer

Once students leave for their break, it is often an ideal time for adult learning.  In past years, that has included attending a major conference — whether it be an event hosted by ASCD or the Building Learning Communities.  These major conferences are a wonderful way to be invigorated, connect to wonderful educators, and meet informally with many people who may only be previously known through their blog.  It is just not the only way to do it anymore.  There are many other choices and options.  Twitter allows me to drop in to a number of conferences across North America by following along with the conference hashtags.  Many of the major presenters are also streamed live for those who are not in attendance.  There is absolutely something about “being there” but it is not the only way.  For less money and travel I can sample a number of different events, and learn from a range of thoughtful leaders.

We are going to try un-conferencing with our administrators

I have been fascinated by the growth of the “un-conference” as shared on Twitter. So many people I follow describe their experiences as the best professional learning of their lives.  Whether it is the informal learning that is associated with TEDx events, the Edcamp events that seem to be all the rage in British Columbia, or a range of other participant-driven events, there are more people moving away from structuring professional learning around a series of “sit and get” Powerpoint presentations.  It is common to hear educators talk about Birds of a Feather events, lightning talks and world cafes.

We hold an annual summer conference with our school administrators and will try to model the un-conference format.  Our August event has often been heavy on information and outside speakers.  We will try to use some less structured formats that take aspects of the Edcamp model, and also experiment with Pecha Kucha (another term I hadn’t heard before Twitter).

I will probably blog a little less frequently over the next two months, but I will be learning and growing on Twitter.

All the best for a wonderful summer break and thanks for your ongoing support and engagement in this space.

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The Power of “THE NETWORK”

Posted in Assessment, Change, Personalized Learning, tagged , , , , , on June 13, 2011| 14 Comments »

We spend a lot of time talking about how our network influences our professional lives and how technology often assists in that networking. But, when B.C. educators talk about “THE NETWORK” it means something quite different.

For more than a decade, the Network of Performance Based Schools — school-based teams with an administrator and teachers — have focussed on  B.C. Performance Standards with some of the deepest, most powerful professional learning in our province.

Instrumental to this professional learning, Judy Halbert and Linda  Kaser have brought a network of teachers and administrators together in ongoing conversations about improving education opportunities for all students.

And just what is the Network?

The Network of Performance Based Schools is funded by the British Columbia Ministry of Education and is designed to improve quality and equity through inquiry, teamwork across roles, schools and districts, and a concentrated focus on applying coaching forms of assessment to assist learners to take greater ownership of their learning. Participation in the Network is on an annual basis and is voluntary. There has been a steady growth in Network membership since its inception in 2000.

Dedicated to the vision of EVERY learner crossing the stage with dignity, purpose and options, the network is supported by volunteer leaders in sixteen regions of the province.

Schools participate in an annual spiral of inquiry that provides the structure for their improvement and innovative work.  School questions, case studies, resources and reflections are shared in a spirit of generosity and curiosity. The BC performance standards provide a framework for educators, parents and learners in developing a deeper understanding of content area progressions and assist learners in answering three key learning oriented questions identified by John Hattie and Helen Timperley:

Where are you going with your learning? How is it going? Where to next?

The six key strategies of formative assessment are used to assist learners in taking ownership of their learning. Without clear learning intentions, the thoughtful use of criteria and informative descriptive feedback, it is virtually impossible for learners to answer these questions.

Judy Halbert and Linda Kaser have an amazing way of making everyone feel special in the Network —  they link what we do to the very best work they have seen and heard of around the world.  Part cheerleader, story-teller, social connector and deep co-learner, Judy and Linda have invited thousands of teachers and administrators to join in the journey.

The Network has brought the BC Performance Standards to life as guiding documents for teachers, administrators, parents and students as we continue to move from a sorting to learning system.  And, the Network continues to evolve; it has moved from a strict focus on reading, writing, numeracy and social responsibility to asking the essential questions about Aboriginal learning, healthy living, and focussing all of our work to be better tomorrow than it was today.

When asked about the one professional development experience I recommend for teachers or administrators, I always say “to get a team in the Network”.  The connections that come out of this participation can improve us as professionals, and help move our schools forward.

As another successful year of the Network comes to a close with the recently held Leadership Seminar and School Project Showcases / Celebrations around the province, much thanks goes to Judy and Linda for continuing to lead this conversation.  More than a decade in, the Network is one of the quiet, non-political and powerful ways that differentiates our system and how we work from so many others in North America.

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Making Transparency Concrete – Version 2

Posted in Change, Personalized Learning, SD45, Social Media, tagged , , , , , on June 8, 2011| 11 Comments »

In January, just as I assumed the role of Superintendent, I wrote about my efforts to be transparent in my work.  That post led to a column in this month’s The School Administrator Magazine from the American Association of School Administrators.

Below is the updated post (linked here) as presented in the magazine:

Making Transparency Concrete

by CHRIS J. KENNEDY

Transparency has become an overused mantra in the workplace, and in the public sector, in particular, leaders have faced an increased demand for transparent thinking and actions.

In my role as superintendent of a 7,200-student school district, transparency is about promoting accountability and accessibility, providing timely information for students, staff and parents about what their school district is doing. Essentially, it demystifies the work of schools and school districts.

Most people in our community have a clear idea of what teachers do, but there is much less understanding of what teacher-librarians, learning assistance teachers, school administrators, district staff and board trustees do.

Evolving Strategies
My goal around transparency is to help bring greater understanding of these important roles and of the full scope of the work we do in our school district. I have been overt in developing an evolving list of strategies to promote transparency, including these:

•  Offering the community multiple channels of communication. This includes traditional methods such as letters and telephone calls, as well as new methods such as social media and text messaging.

•  Distributing my contact information. Many were surprised when as a newly minted superintendent I gave this out to everyone. This information is printed on my business card; it is posted on my blog and on our district website. I don’t want anyone to ever say they don’t know how to reach me. Of course, sharing my contact information does not negate process, but it sets a tone and model for the organization.

•  Building a relationship with traditional and new media. It is often said education is poorly treated by the news media. We can change that by transforming complaining into engaging. This includes both traditional print media and new media. Dismissing edu-bloggers as “not influential” would be a huge mistake.

•  Sharing my cell phone number. Fifteen years ago, when teachers were first being set up with e-mail addresses at my school, I recall some staff were adamant about keeping their e-mail addresses private. They considered these to be private accounts, and they would only share their e-mail address on their terms. This was and is ludicrous because a school district address is not a private account. It is a corporate e-mail address, and our work is communicating with the community.

My cell phone also is provided by the school district, and it is my work phone. So I don’t really get the idea of not giving out this number. I can always choose whether to answer the phone, and I would much rather have people find me on a mobile number.

•  Recognizing my calendar is not a secret. I do have some confidential appointments on my calendar, and they are labeled as such, but I am open to sharing my calendar with anyone who is interested. I know most people in the school district, let alone the community, have only a limited sense of the work I do. The more people who understand the work, the greater the appreciation of the work.

•  Creating personal and corporate identities. It is important that we balance our personal identities in the context of our district identities. I am mindful of the separation between my own identity and that of my role in the district, but they are also closely connected. I allow our communications officer to manage all our corporate social media conversations.

•  Holding meetings at schools. Whenever a teacher or administrator wants to meet, I do my best to connect at their school and not in my office. While this is not always possible, most of our schools are within 10 minutes of the central office. As well, I often use these out-of-office meetings as an excuse to visit at least a couple of classrooms — it gives me a better sense of the tone in the school. The more I can connect as a “real person,” the better.

•  Sharing a bit about my life. I have four children; the oldest two are in school. They attend public schools. I have a personal interest in a great public school system in British Columbia. This is a careful balance, but we have public jobs, and people appreciate knowing some of the things in life, beyond the job, that drive us. I want to be personable, without crossing the boundaries of sharing too much that is personal.

•  Telling my story in my words. I blog for many reasons, and one of them is that I can share my messages unfiltered. I don’t have to worry about being misquoted or hope others will share ideas in a timely way. My blog allows me to connect in real time to the community. It is also a place for discussion and dialogue.

•  Thinking twice whether something needs to be on e-mail. Rather than sending e-mails with information to groups of people, if there is an appropriate place to post the information publicly and share the link with those who would be most interested, I prefer to do this. I use SlideShare to post PowerPoint presentations publicly rather than e-mailing the presentations to those interested. I am amazed how many times people have stumbled on information I have posted publicly and really appreciated the content.

I have said transparency will be a key aspect of everything I do, as will regularly asking questions such as “How could we do this in a more public and engaging way?” There is a lot to do, and this list will continue to evolve — in a public context, of course.

Chris Kennedy is superintendent in West Vancouver, British Columbia. He blogs at http://cultureofyes.ca and tweets at @chrkennedy. E-mail: ckennedy@sd45.bc.ca

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My Take on Librarians

Posted in Change, Personalized Learning, Technology, tagged , , , , , , , , on May 23, 2011| 18 Comments »

From my recent Slideshare presentations, I have had a number of questions about what my thinking is about the role of teacher-librarians?  Here is the slide that has generated some discussion on this and the one I use to explain how we, in West Vancouver, are trying to support digital literacy and move forward with inquiry-based learning:

We don’t have the ‘middle layer’ of support for our schools that some districts have; we have no district coordinators, helping teachers, district support teachers or other similar positions that many, particularly larger districts, have to support the work of the teacher and schools.

In part because of size, and in part because of vision, we have made commitments around school-based staffing; thus, we are required to develop a model to support digital literacy and other innovative learning relying on the work in schools with limited outside support.

I call this the “Just in Time” solution, where we have principals and vice-principals who are learning leaders.  Regardless of their technology skills, they know their pedagogy and find ways to connect learning goals to technology and, more importantly, provide leadership around curriculum and assessment.  We have also been overt in recent years with our postings and our hirings — having digital skills is an expectation for new principals and vice-prinicpals. They are our first circle of support, and we need to continue to support them to lead the learning (including digital learning).

Teacher-librarians are our second circle of support.  In a recent interview with Dr. Paul Shaker on Your Education Matters, I said that as we move forward “teacher librarians are more important than ever.”   My experience has been that next to the principal, the teacher-librarian is often key in moving the learning agenda forward.  In schools that are moving forward, it is very often the teacher-librarian, working side-by-side with teachers on staff, who find new ways of working with students.

The third ring of the “Just-in-Time” solution is key staff members; they are formal leaders like secondary curriculum coordinators, or informal leaders who have an influence on staff, who are able to help in the moment to support digital literacy.  Teachers cannot wait for a workshop in six weeks, when they are stuck now; they rely on our network of staff — formal leaders, teacher-librarians, and key teacher leaders — all working together.

I saw the power of the teacher-librarian working with Gordon Powell (click on his name to check out his great blog), when I began my teaching career at McRoberts Secondary in Richmond, and then later in Port Coquitlam, as Principal at Riverside Secondary working with Sue Kilpatrick and Ron Haselhan, who simply “got it” in their roles supporting and working with teachers and students.  I am hardly an expert on teacher-librarians, but I have now seen first-hand — in three school districts — the important leadership role they play.

My thanks to Moira Ekdahl, a teacher-librarian from Vancouver and a recent winner of the CLA Angela Thacker Memorial Award who, in her recent post here, did a much more articulate job of pulling together my thoughts around teacher-librarians.  On the topic of library transformation, the BC Teacher Librarians Association have a wonderful document: The Points of Inquiry.

As we lament that little change has taken place, or how slow the change has been, many teacher-librarians have transformed what they do to stay relevant and ahead of the curve.  We have many who are seeing their roles, as Seth Godin does, “as producer, concierge, connector, teacher and impresario” (Later, in this post, Seth stole my line about librarians being more important than ever).

Finally, one more place worth reading on the topic is Gino Bondi, Principal at John Oliver in Vancouver, and the work they are doing on a Learning Commons.  Thanks to Gino and Moira, Building a Learning Commons, is now on my summer reading list.

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Open Government and Education

Posted in Change, Personalized Learning, tagged , , , , on May 8, 2011| 23 Comments »

It has become clear to me that, in order to keep education as a relevant and prominent issue in the public, we must find new and innovative ways to engage with the community. Granted, the relationship between public education and the public, a situation not unique to British Columbia and reflected in other public sectors as well, is sometimes prickly and stressed. Nevertheless, as mentioned in a previous post, for public education and the for the sake of our students, the status quo is not an option.

This Wednesday I will have the opportunity to work with the newly minted Open Government and Community Partnerships Division at the BC Ministry of Education. The new group’s responsibilities include Citizen Engagement, Libraries and Literacy, Corporate Accountability and Families First. The group will also support the ministry’s core work and direction on personalized learning.

Its efforts regarding engagement is consistent with our work and our emphasis on the use of technology in West Vancouver to embrace increased openness. As such, the work session in Victoria is focused on three vital aspects we, in West Vancouver, have been nurturing — transparency, engagement and participation.

Also, in a previous post: Make Transparency Concrete, I wrote about how I conduct business; but I am especially interested in the larger, open-government movement, about its direction and its potential in regards to education. What does it mean for the classroom as well as for the educational system as a whole as we embrace the tenants of open government?

There are a number of interesting thinkers outside of the education realm with ideas around open government. We do some work with Stephanie Hayes in West Vancouver and I really like the six pillars she describes when considering social capabilities in the public service:

  • Communication
  • Engagement
  • Innovation
  • Trust
  • Collaboration
  • Alignment

These pillars are very similar to what we often describe as “21st century skills” in our classrooms. What we are chasing for our students is also what we need to be striving for as a system.

Another influential author on the topic of open government is David Eaves. His ideas — like those around the use of data in our system — challenge me.

And, it seems, around the world “open government” is the new rage. But I worry that we can easily be caught up in the buzzwords, and not fully understand the key concepts, core principles and strategies we need to implement for open government to occur.

It IS exciting the Ministry of Education is looking at the issue, and I am interested in hearing your thoughts on:

What does open government and citizen engagement mean to you in the context of education in BC?

For me, it starts as a change of mindset, and moving from the default setting of being private to becoming public. It’s a great opportunity to influence and connect not only the “what” of education but the “how” as we continue the journey forward.

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Your Education Matters

Posted in Assessment, Change, Personalized Learning, Technology, tagged , , , , on May 5, 2011| 3 Comments »

Last month, I had the honour and wonderful opportunity to be interviewed by Paul Shaker, Professor emeritus, Faculty of Education, Simon Fraser University, for a Shaw TV series, Your Education Matters.

The program is described as:

Your Education Matters is the only TV program in BC dedicated to addressing education issues beyond the headlines. Hosted by Dr. Paul Shaker, Dean of Education at SFU, the program provides insight and opinions from practitioners and scholars on education issues that matter for parents, students, educators and policy makers alike.

From decision-making for your child’s education to accountability and diversity in our schools to health education, Your Education Matters welcomes guests who explore the challenges and possible solutions for education issues, so viewers are informed and prepared to actively participate in making their family’s education experience successful.

IF YOU RECEIVE THIS UPDATE VIA EMAIL , PLEASE OPEN THE BLOG TO SEE THE VIDEO EMBEDDED BELOW

2011 May YEM from SFU Education on Vimeo.

There are a number of very interesting videos in the series, and  I encourage you to explore other interviews Dr. Shaker has conducted.

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The Class of 2022 – Some Feedback

Posted in Change, Parenting, Personalized Learning, SD45, tagged , , , , on May 4, 2011| 6 Comments »

When students are invited to our Community Forum, the students inevitably become the stars of the event. Take for instance last week’s final community forum of the current school year. Also attending was Education Consultant Bruce Wellman, and it was wonderful to work with him on this project.  The question we asked students, parents, teachers and administrators was, “What does the class of 2022 need to succeed?”  The conversation focussed around the necessary changes, and roles each person would have to help move our system to the system we want for 2022.  To encourage open discussion, we set up mixed tables of students, teachers, parents, trustees and others in the community and the interaction, the observations and the insights that emerged from that mix were telling.  The input from the students was particularly powerful.

A sample of some of the “takeaways” that participants left with included:

  • The importance of trust in the process of collaboration between teacher, student, and parent and the need to value everyone’s input
  • “Personalized” does not mean customized all the time — it is about the “human” in there
  • Be prepared to take risks and try something new
  • We need to build urgency into the system. We (our kids) can’t wait
  • We have to figure out how to communicate in ways students, parents and educators are on the same page
  • Parents need to be “involved” in some very different ways
  • We are talking about how things will be different some time from now, but what about changing something now? (Grade 5 student)

Here is one particularly thoughtful extended reflection from Jane, one of the local students who participated in the forum:

Tonight was the night of the Community Forum “What Does the Class of 2022 Need to Succeed?” hosted at Rockridge Secondary School where teachers, parents and students were invited to discuss the aforementioned topic and explore ideas such as how students will own their learning, how parents can support this learning and what teachers will do to guide this learning.

This opportunity was first presented to me by my challenge teacher, Lynn Chartres, in an email explaining the purpose of the forum and how students were being invited to participate and that I was one of those chosen students. Eager to attend a meeting of such sorts, I happily complied.

I happen to be particularly enthusiastic about events such as these where students are allowed to take part in these collaborations because I really feel that we have a lot of valuable ideas about topics such as this. I mean we are the third link in the chain, and I personally think that we as students have both a lot of experience and a lot of opinions about our education system, but most importantly, we take pride in our education and have a lot of ideas about what we can do to strengthen our system.  We are the ones that are being taught after all!

This brings me to my next point: how students will own their learning. And it is so vitally important that we do, for we do not all learn the same way and our strengths as individuals all lie in different places. I believe that it is the shared responsibility of the teacher, the student and the parent to help students explore that place and learn how to use the talents stored there to become a successful student and a successful individual.  However, we cannot be expected to fully embrace ourselves as passionate, knowledgeable learners if we are not given the tools and the inspiration to go the lengths it takes to get there.  Yet I am proud that I can say that we are taking action and that we are part of a healthy and dedicated educational system.

Furthermore, another key aspect is how parents can support this learning process. One of the important points that came up in conversation was that parents, especially in our society, need to give their children “breathing space” and recognize where to draw the line when supporting their children with school.  To learn, you need to makes mistakes and we need to be able to make our own mistakes. By over-protecting a child, you’re only really going to end up causing them harm in the end. If every step we take is monitored and calculated so that we can’t possibly end up treading off the path leading us to what is seen as “ultimate success,” then we ourselves will be unsuccessful as we will have no experience with the difficulties and conflicts that will arise in our adult life. What I believe parents can do to be as constructive in their child’s life as possible, is simply ask intuitive and stimulating questions about what their child has been learning and discuss what they too have been learning as an adult, then finding links between themselves, their child and the world around them.  This adds to the idea of holding on to the “dinner table ritual” and engaging the family in routine conversations – whether or not they be at the dinner table – that provide everyone with a chance to reflect upon what they learned that day and share newly formulated thoughts and ideas together. It’s a process that everyone gains something from.

My final point is – what will teachers do to guide this learning? With changing times come advances in modern technology, different forms of communication and a shift in the values that we honour as a society. And with such rapid, extraordinary change and overload of constantly expanding information at our fingertips, it is difficult to stay grounded.  As we change and move forward, our school system must evolve and adapt to the changes that are taking place. We must discover new ways of teaching a complex and technologically centred generation of young minds, while remaining true to the educational values that have been passed down to us by our predecessors. And, although I agree that it has come time to let go of our old traditions and teaching methods so that we can embrace the new generation of modern education, we mustn’t entirely disregard the ways of the past. Our old traditions gave us structure and form; something to hold onto that was unchanging and, although the time for those ways has ended, they should be always be remembered, honoured and respected.

Additionally, I feel that this “new era of education” encourages collaborative teaching methods that allow the teachers to share some of the power with their students and inspire creative and individual thinking. It is not reasonable in this day and age to simply tell students what they need to learn, what to do, how to do it and leave it at that. With that “one-size-fits-all” method of teaching, how would a group of entirely different learners and thinkers be expected to function? It is imperative that students have a chance to take in information, process it and then demonstrate their knowledge in their own, distinctive way. When given knowledge, one is given power and when the creativity and unique minds of a student come into the equation brilliant things occur. It is just a matter of providing an inspiring and passionate learning environment.

Overall, the questions that challenged how students will own their learning, how parents will support this learning and how teachers will guide this learning sparked a multitude of intuitive and innovative ideas that allowed the topic “What Does the Class of 2022 Need to Succeed?” to be analyzed and from a variety of viewpoints that lead everyone to better understand the original topic.

We are continuing to have great conversations as we help our system evolve, trying to follow the advice of Daniel Pink, “Talk less, listen more.”

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It’s not the tools . . . It’s the team

Posted in Personalized Learning, SD45, Social Media, tagged , , , , , , on April 29, 2011| 11 Comments »

Today, I am presenting at the Ontario Public Supervisory Officials’ Association Annual Conference (an equivalent group to the BC Superintendents Association) on their theme of Leading and Energizing Learning.

My presentation includes passages from my Opening Day presentation last fall in West Vancouver, the TEDxUBC presentation in October and a talk on personalized learning I gave in November. It is a wonderful opportunity to highlight some of the current, innovative practices in our district.  It is also about revisiting where we have been over the past 12 months, and an opportunity to begin specifically mapping where we need to go in the next 12.  Hopefully, the presentation will pull together a range of themes I and others in our district have been talking about, writing about and working together on over the year.

While I know sharing the slides of a presentation never really does the presentation justice, here is the slidedeck:

Here are the key messages I want to convey:

  • While we have a very strong system which produces excellent results, the status quo is not an option
  • West Vancouver — with its strong history of private schools — creates a unique set of circumstances different from most other areas of the province
  • We talk a lot about technology, but the first step is to develop learning plans and then we can determine how technology will support these plans
  • We have made tremendous strides with supporting teachers, but a lot more needs to be done
  • The biggest change for us over the next 12 months will be giving students greater ownership of their learning
  • We (as leaders) need to model the way

And, as the title of this post states, it IS about the team and not the tools.  We have an exceptional group of teachers and administrators leading the way in West Vancouver, with a supportive and progressive Board of Education, actively engaged parents, and students who are thirsty for relevant and engaging experiences.

It is truly an honour to tell our story.

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