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Archive for the ‘SD45’ Category

Technology and Innovation – Where Next?

Posted in Change, SD45, tagged on April 1, 2024| 2 Comments »

When you are known for technology and innovation, you experience this ongoing mix of excitement and adrenalin at some points of the year and anxiety and worry at other points.

The question I get asked most is – “So, what’s next?”   I usually just want to snap back, “Come on, can we just do what we are doing for a minute before thinking about what’s next.”  But that is not our world, and if we want schools and learning to continue to be relevant for all learners we need to push the boundaries of what we are doing.

With that as an intro, I want to share today what I see as three of the next big moves for our schools.  I am not ready to make any announcements today, but when people ask “just what do those people at the Board Office do?” – the answer as one of “those people” is: I am working on these three strategic initiatives.

  1. Fully Virtual Reality Classrooms.  There is lots in the news about the space crunch in schools.  School construction is not keeping up with population growth and school districts are looking at a variety of new schedules to accommodate all the learners.  We are looking to do something a bit different.  We are considering having half of all high school classes occur in a virtual reality environment.  This means you would spend half the time in a physical class,  with the other half students will be wearing their VR glasses and haptic feedback suits and won’t need to physically present in the school building.  Art classes will occur in the great galleries of our world, biology classes will be under the sea and history classes will take place throughout Asia and Europe.  We will need half as many classrooms and schools with this new model.
  2. Anti-Gravity Physical Education Programs.  Obviously health and wellness is top of mind for students and families.  We have worked hard to lead the physical literacy work in British Columbia and across Canada.  And this year the Feeding Futures Program had helped solidify the work.  There is a lot of research on the advantage of doing athletic activity in an anti-gravity environment.  We would look to convert one of the gyms in each high school to an anti-gravity chamber, allowing students to experience sports like basketball and volleyball without the constraints of gravity.  If the research is true, this will see tremendous gains for our students in balance and spatial awareness among other key development skills.
  3. Time Travel Field Trips.  I am most excited about this option. I know, this sounds like some crazy science fiction, but for those who have been following along with the developments in artificial intelligence, you know this is likely going to be possible in the next several years, and we want to be at the front edge of this in West Vancouver.  We are partnering with Loof Lipra Technologies out of Sweden.  The idea would be that students could travel to different historical periods using cutting edge time travel technologies.  In addition to the traveling back in time we are also working with our Robotics teachers on travel to the future.  Our students will be able to learn about careers that don’t even exist now!  While not quite ready for testing yet, we would see our students currently in elementary school being able to have these kinds of experiences before they graduate grade 12.  The opportunity for our students to not just read or watch history but be part of history is something that is tremendously exciting.  And experiencing the future first-hand could inspire students to explore new opportunities and industries.

I do like to use this space to be transparent with the thinking of what is coming next.  While some might worry that others will steal their ideas, I think it is important to share key directions.  And especially at this time of year I have tried to make it a habit.  We know once we move to VR Learning, Anti-Gravity classrooms and time traveling field trips other will follow.  Sometimes you have to be first – and that is the blessing and the curse of being us.   

To catch you up on some of the other innovations I have shared in recent years, here is a list:

In 2012 I launched my FLOG.

In 2013 I made the announcement of Quadrennial Round Schooling.

In 2014 we formalized our System of Student Power Rankings.

In 2015 we created our Rock, Paper, Scissors Academy.

In 2016 we piloted the Drone Homework Delivery System.

In 2017 we introduced the Donald J. Trump Elementary School of Winning.

In 2018 we announced the construction of Soak City Elementary.

In 2019 we went back to the 80’s with the launch of the Belvedere Learning Academy.

In 2020 we embraced the latest in learning styles with our PBL (Pajama-Based Learning) Program.  

In 2021 we announced we were going out of this world with our Galaxy High Program.

In 2022 we modernized our schools with  New Nicknames for All of Our Schools.

And just last year in 2023 we embraced our expanded mandate with our Animal Kingdom Academy.

Happy April Fools’ Day, everyone! While this might not all really be in the strategic plan yet, it is fun to think about what might be.  Here’s to a future where education knows no bounds, and where we’ll keep dreaming big and embracing the endless possibilities that lie ahead.

This blog post was assisted by Chat GPT.  The ideas were refined through a series of prompts with Chat GPT 4.0 and the image accompanying the blog was generated by pasting the post into Chat GPT 4.0 and asking for suggested images.  In an effort to be transparent with my own learning with generative AI, I will include a reference at the end of any posts that I used AI assistance.

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Embracing Physical Literacy: More Than Just Fitness

Posted in Change, Health, SD45, tagged , , , on March 11, 2024| 1 Comment »

 
I have written before (HERE) about the importance of not just moving more, but developing physical literacy skills with students.  This was pre-pandemic. And if anything the limited activity many had during the COVID-19 pandemic increased these challenges leading to what many are seeing as a health crisis.

In the world of education, we rightly emphasize intellectual growth, but the significance of physical health cannot be overstated. We are intentionally trying to do this differently in West Vancouver Schools. We are looking at the whole school environment to get students moving more often throughout the day.  For us physical health is not just about sports or fitness; it’s a comprehensive approach encompassing mental and emotional well-being, community involvement, and personal development.

During the pandemic new connections and partnerships were formed between health and education. And for us, this is translating into our work in physical literacy – it is not just about the “school’s job” to make changes, but it is also for the entire community to work together. Community partnerships can push us forward, positively impacting students’ overall health and wellbeing. This new physical health promotion video which is a product of our collective efforts in West Vancouver, shares our thinking:



The video showcases the importance of finding creative ways to promote physical activity and make movement matter.  Engaging students in a variety of activities, from yoga and dance to outdoor adventures, while also using simple but intentional movements in classrooms and hallways, highlights the diverse ways students can engage in physical health. It’s a reminder that physical health must be accessible to everyone, regardless of their athletic ability or interests. And we know that it is important for all of our students to be competent in key physical literacy skills.  Just like you have key literacy and numeracy skills to function in the world, the same is true with physical literacy.  When you are competent in movement skills, it is more likely you will  be immersed in diverse physical pursuits throughout your life because activities are more fun when you are physically competent. The focus is on enjoyment, participation, and the holistic benefits of staying active.

And we know the research is clear that physical literacy is linked to better academic performance and consistently embedding physical literacy in schools can have a positive impact on both physical health and academic achievement.

Physical health is a collective journey, where students support and motivate each other. This communal aspect is crucial, as it fosters a positive environment where students form new friendships, feel encouraged to try new activities in a variety of environments, and push their boundaries.

The integration of physical health promotion into our schools is a testament to its importance. It’s not just an extracurricular activity; it’s a fundamental part of student development. As the Province of BC moves to expand foods programs (through its Feeding Futures initiative) and calls are coming for a national program, this needs to be linked to the work in physical literacy – this is all interconnected.

The physical literacy work is essential for all of us. We need to continue promoting and supporting diverse physical health opportunities giving our students skills that they will value and be motivated to use for their entire life.  By doing so, we’re not just nurturing healthier bodies; we’re building stronger, more connected communities.

Note:  The visual at the top of today’s post was generated by me pasting this blog post into Chat GPT 4.0 and asking it to generate some options of images that could accompany the post. 

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Still Writing

Posted in Change, SD45, Technology, tagged , , , on February 29, 2024| 3 Comments »

I have been thinking about writing this week. The generative AI discussion is really making people think about what writing might look like in the future. It was less this though, and actually a quote from one of my favourite local writers in the media, that struck a chord with me. Howard Tsumura, who I have written about here before, and I have known and read for more than 30 years had this interesting quote when writing about the challenge of finding new writers to fill his shoes, “there is no issue finding young people who can take photos, shoot video or help broadcast . . .but finding writers even close to the standard of deadline writing with flair is nearly impossible.”

And I will put my biases out there, as someone who still subscribes to several hard copy newspapers, and finds joy in this act of blogging, I am on “team writing.”

In our digital age, where visual content reigns supreme, it’s no surprise that we find an abundance of talented young individuals adept at photography, videography, and broadcasting.  I am so impressed by them in our schools. Their ability to freeze time in a photo or bring an event to life on screen is nothing short of remarkable. These skills are invaluable, and the ease with which students pick up cameras or manage live streams is a testament to their adaptability and tech-savviness.  I have great admiration for them.  I wish I could do more of what they do.  I wish that the posts you read here had more photos and videos to help tell stories and bring my words to life.

However, there’s a different kind of magic in written words – a magic that seems to be fading in the backdrop of high-definition images and live-action videos. The art of writing, especially under the pressure of deadlines and with a flair that captures the reader’s imagination, is a rare find among young individuals today.  This is not to say we don’t have good writers, but sometimes I feel like we have fewer writing storytellers with our young people.  And yes, I know this is all in a world of murkiness now with the ever growing power of generative AI.  Can’t Chat GPT just do this, why do we need to do it?

Writing is not just about stringing words together; it’s about storytelling. It’s about painting a picture so vivid that readers can feel the adrenaline of the moment and it is about conveying the emotions, the passion, and the spirit of the situation in a way that resonates with those who were there and informs those who weren’t.  It is something I have tried to get better at – and I have found that my most read posts here have not been my technical pieces of writing or my opinion pieces, but those times I have been able to tell a story and make you feel like you were actually in our schools or with me on a particular journey.

The challenge lies not in the lack of talent but in nurturing the interest and honing the skills required for this kind of writing. Just as we encourage young photographers to look beyond the lens and videographers to see the story in every frame, we need to inspire young writers to find their voice and use it powerfully.  We can’t say we are producing good writers if we are just producing good technical writers.

In our schools  we must continue to create spaces where writing is celebrated and where young writers feel empowered to explore their creativity. And even at a time when we see traditional print media being some of the worst job security out there, we need to be encouraging students to contribute to school newspapers, blogs, or social media channels.  These can give them a platform to showcase their work and build their confidence.  And while there may not be as many jobs in the future for using words to tell stories as there have been in the past, I am not ready to abandon its importance.

The quest for young writers who can craft stories with style and meet deadlines is not an impossible one. It’s a journey that requires patience, encouragement, and a collective effort to ignite a passion for writing in young people – in schools and our community. As we continue to marvel at the stunning photos and videos that capture the essence of our school events, let’s also strive to find and nurture the writers who can bring those moments to life in words. 

Thanks Howard for the prompt this week.

On the topic of generative AI – I am going to start playing around with using AI generated imaged to accompany my posts.  In the past I have largely used stock photos with some personal photos.  The photo at the top of today’s post was generated by me pasting this blog post into Chat GPT 4.0 and asking it to generate some options of images that could accompany the post.  

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A Changing Vibe to Snow Days

Posted in SD45, Social Media, tagged on January 30, 2024| Leave a Comment »

The first text came about 6:15 AM.  It was from a now retired former school superintendent from a local district.  It was short and to the point.

You have gotten soft. It is not even snowing anymore.

He was half-joking.  But it definitely speaks to some changing expectations as earlier this  month, our district, along with many others locally had two snow days.

When I started as superintendent 14 years ago. There was an unspoken code with colleagues.  We don’t call snow days.  Snow days are a sign of weakness.  Maybe I am overstating it a bit, but I think I went seven years without calling a snow day.  Now, it feels like I call at least one every year.

I have written before about snow days.  I last wrote about them in January of 2020, A Social Media Snowstorm.  Here is part of what I said:

Of course, the truth of it is that making snow day decisions sucks.  You can be sure that half the people think you make the wrong decision.  I get lots of emails about how decisions get made – and it is a bit of art and science.  The goal is to keep schools open whenever possible.  Snow days are a huge inconvenience, and often force parents to take unplanned time off of work, and have huge ripple effects beyond just our schools.  That said, we have to be sure it is safe for our staff, who often travel from long distances to get to work, and safe for our students and families who need to walk or drive to school to be able to attend.

The timing of this post is really important.  It is just a couple of months before our entire school system was thrown into flux with COVID – when opening, closing, or doing a bit of both at the same time became the norm.   And now, after the COVID experience, things have changed around calling snow days.  The community seems to have shifted and the “line” of the snow day has moved.  Without the empirical evidence to support this claim, I feel like snow days are easier to call, and more readily accepted than they were before COVID.  Here is what I think has happened:

  • The growth in digital tools mean many classes (particularly in high school) can stay connected via virtual classrooms and learning is moved virtually but they sense of “falling behind” is less than it used to be.
  • More families have some increased flexibility with one parent working remotely, or having the ability in an emergency to work remotely thus limiting the childcare crunch caused by a snow day.

It is hard to quantify this, but on an “about once a year” basis allowing kids a day to play in the snow and enjoy weather which in our part of the world is still very rare, is a fun break and supports well-being – something that has got ever increased attention.

Now, I don’t want to trivialize this at all.  I get that massive imposition of many families of a snow day.  I also know it means some people who intersect with the school system will lose work / pay for the day.  It is just worth noting, that I think the community values have changed.

Again, a very small sample size.  We had two snow days in mid-January.  I was expecting a barrage of complaints for not opening, especially on the second day.  They didn’t come.  I heard from other local districts that had snow days – the response was similar.  The only really negative feedback I got that week was a criticism for not having a third snow day because of the lingering ice and snow on the sidewalks and some side streets.  If this was 2019 and we called a second snow day, my inbox would have been full of angry emails.

Of course community values can swing back.  But it will be interesting to see if the tolerance for snow days will be on the list of lasting impacts of the COVID pandemic.

 

 

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My One Word for 2024 – Accelerate

Posted in Change, SD45, tagged , , on January 9, 2024| 2 Comments »

I heard the phrase, “superintendent as accelerator”, a few months ago and it really stuck with me.  It is a dynamic and forward-looking theme that is about motivating to lead with a sense of urgency, embracing innovation, and driving positive change throughout all my work.  Just what I am looking for in 2024.  It is my year to accelerate.  

This is the 9th year of my “One Word” Tradition. You can see the full list at the end of this post with all the links.  Before I get into 2024, let me talk about 2023 – and my word “coached”.  I know we often just put the best version out on the internet of what we want people to see, but honestly, I didn’t do well meeting the goals captured by my 2023 word for the year.  Coached was built around a commitment to being coached.  I joined a professional network, where I participated in regular coaching calls, set goals, read (a lot), listened to motivational talks from a variety of industries and generally tried to embrace being professionally coached.  And it started well.  But I just didn’t follow through all year in a committed way.  I think I need the accountability of a personal coach rather than just being part of a group, and I needed to be more clear about what specifically I wanted to be “coached” on.  So, it wasn’t what I might have hoped – but still some good learning.

And onto 2024.  And accelerate.  I think all the energy around generative AI has definitely contributed to my choice of words for this year.  I also like the implied urgency that comes with the word. 

To describe it in more detail, I like accelerate for this year because:

It is about pace – It is not just waiting around for innovation and improvement within the school district. It signals a proactive approach to achieving goals.  I think about our work around numeracy and transitions in our district and how we want to accelerate them in 2024.

It is about pushing boundaries – Back to the generative AI topic among others, accelerating is about embracing innovative strategies to enhance the learning experience for our students and the professional development of staff.

It is about adaptability – In our rapidly changing landscape of education, “accelerate” underscores the importance of adaptability and flexibility. It encourages us to respond swiftly to emerging challenges and opportunities.

It is about technology – Accelerate aligns with the adoption of innovative technologies and teaching practices. It encourages us to explore cutting-edge approaches that can modernize the educational experience for both students and staff.

It is about focus – We have a clear strategic plan, and a framework to enhance student learning that are guiding documents for our work.  Accelerating is about setting ambitious but achievable targets and mobilizing resources effectively to meet those objectives.

It is about student learning – The ultimate goal of acceleration is improved student success. As the world changes quickly around us, we  focus on initiatives that accelerate learning experiences, ensuring that students are achieving their full potential.

I am excited about using accelerate as a theme for my work in the year ahead.

What is your word for 2024?

And here are my previous words linked to the posts:

2016 – Hungry

2017 – Hope

2018 – Relevance

2019 – Delight

2020 – Hustle

2021 – Optimism

2022 – Focus

2023- Coached

All the best for the year ahead!

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A West Vancouver Schools Holiday Tradition

Posted in SD45, tagged , , , , on December 21, 2023| 4 Comments »

Our District Leadership Team has a tradition, now 10 years strong, the week before the holidays – Our “Great Cookie Delivery” or “Cookiepalooza”. It is our attempt at a personal way to express gratitude and build and live the culture we are so proud of in the school district. And it is a lot of fun!

I love the size of the school district we work in –  about 7500 students, just over 1000 staff and a geography that lets you get around to all the schools in a day.

So, that is what we do.  We load up our cars at 6 AM with cookies, with the goal of delivering to every staff member by the end of the day.  We do most (probably 80-90%) in person and the rest are left in staff rooms.  

And of course, we do it in costumes.  As someone who dislikes Halloween for the costumes, for me this is probably the most difficult part.

But traditions are fun – and here is a look at our holiday tradition over the last decade:

This year – we wished everyone a Merry Swift-Mas.

In 2022, we were a team of holiday bakers.

In 2021, the lumberjacks were delivering cookies across the district.

In 2020, it was a COVID-era Santa-hat wearing Stormtrooper delivery.

In 2019, there were the not quite 12 drummers drumming.

In 2018, it was gingerbread people delivering the gingerbread.

In 2017, it was a Hawaiian holiday themed cookie delivery.

In 2016, the elves were left to delivery cookies across the district.

In 2015, we were wearing our Christmas jammies to delivery the cookies.

In 2014, we were all about the ugly Christmas sweaters.

 In 2013, it started with  Santa and his helpers  delivering the cookies.

Our team changes.  Time moves on.  But traditions keep us connected.

Hopefully with colleagues at work, or with friends and family you too have some wonderful holiday traditions.

Wishing everyone a wonderful break! 

I will have one more post – my “Top 3” that will come out before the end of the year.

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World Teachers Day 2023

Posted in Change, SD45, tagged , , , on October 5, 2023| Leave a Comment »

Happy World Teachers Day!

I really like the theme this year – the teachers we need for the education we want. This commitment is absolutely true in West Vancouver as we work to support learners.

No fresh content from me this week, but I want to take this World Teachers’ Day to share some of my favourite posts I have made on this day throughout the years.  One of the rewarding parts of being able to write here on this blog is celebrating teachers from my life, and our profession more broadly.  Teachers make such a difference, but they often do so quietly.  

In 2011, I wrote about Mrs. Caffrey.  I had her for grades 2,3 and 4.  I arrived in her class unable to read and without any confidence, and left her class three years later, a completely different student.

One of the key role of teachers is that of mentors for other teachers.  In 2012, I highlighted some of mine in The Good Fortune of Mentors.  I have been thinking recently about the different roles that teachers play in their schools and their professions at different times in their career.  One of the key things experienced teachers do is support those newer to the profession.  

How Many Can You Name? was the challenge in my 2016 post.  And this challenge is a good game to play.  Get out a piece of paper, or open a new “Note” on your phone and start naming your K-12 teachers.  It is usually easier with those from elementary school than high school as it was typically 1 each year.  I think you will be surprised with just how many teachers you can still name – and maybe, as you are thinking of them, it would be a good time to look them up and say thank you.  

And last year, in 2022, I wrote a post  Teachers reflecting on the state of the profession.  In re-reading it, I still feel this all strongly today.  We need to treat teachers well.  Teaching is a profession that we want to attract the very best, and how the community treats the people currently in the system will play a large part in if they stay, and if the best of the coming generations choose teaching.

And while not published on World Teachers’ Day, at the end of the 2022 school year I wrote a post on 26 teachers who have had a major impact on me in 26 Years, 26 Teachers, 26 Lessons that celebrates much of what we are celebrating today about our profession.

As we recognize World Teachers’ Day 2023 – all the best to all those in West Vancouver and beyond – thank you for all you do to equip students with the knowledge and skills they need to navigate the challenges of life, fostering personal growth and critical thinking.

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Expanding Our Mandate in Schools – West Vancouver Schools’ Animal Kingdom Academy

Posted in SD45, tagged , on April 1, 2023| 7 Comments »

Much has been made about the expanded mandate for the school system. In British Columbia, this mandate now includes early learning and our system is continually reinventing itself. K-12 is no longer a stand alone system – we are a human learning system. As many see it, we are really now a system that spans people’s entire lives.

West Vancouver has already been a leader in expanding our reach.  We know we have a great brand and one of the world’s top systems, so we want to continually look to go to new places.  We were first with full day kindergarten, a leader in international programs, a power player in the academies world (you have heard about our robotics haven’t you?) and today I am pleased to announce our next expansion.

Beginning in the fall of 2023 each of our schools will no longer just service the humans in our community but we are launching  Animal Kingdom Academy  programs attached to every one of our schools in the district.  We have been leaders in human education, and we can do the same for your pets.  We have been leaders in digital literacy and physical literacy and we are always looking at what is next.  We know animalia literacy will be crucial to be productive citizens in our world.

Beginning today, you can enroll your pets for school starting in September.  All pets are welcome.  We are building our expertise to support dogs, cats, birds, fish, and small mammals, and each pet will have an individualized program to support their specific needs.  In future years, we plan to expand our offerings to pets in the broader community. 

International Head Frankowski with 2 students  registering.

Of course with the challenges already in funding in the education system, there will be questions on how this new program will be funded.  The core funding for the program will be through the government’s pet tax on all pets in the community.  There are a variety of other ways that we will get supplemental funding for the Animal Kingdom Academy including bake sales (think regular human bake sales with cupcakes but for your pets), onsite petting zoo – we know people will pay top dollar to snuggle your pets, and door-to-door sales of pet goodies (if you think kids selling cookies at your door works well, you should see cute dogs coming to your door to sell pet treats).

We know we have the expertise to do pet education differently.  

And of course it is not just the pets that will benefit.  This will also completely change how we educate our students in K-12.  All of our students will learn about pet care and responsibility.  We see this initiative as key to supporting the mental health of our students and their needs around learning empathy and compassion.  

The courses our students take will also now be different.  At each grade approximately

Principal Finch is all in at Sentinel.

40% of the curriculum will be dedicated to pet learning.  There will be lessons related to pet care, such as learning about different types of pets and their needs, how to train pets, how to groom pets, and how to recognize and respond to pet behaviors. As part of their annual culminating project, students will become bark-itechts – learning to design and build their pet’s dream house.

Students will also get to take better advantage of our natural surroundings, as students and their pet fish will be part of an integration program where they learn to improve their swimming side-by-side in the ocean.  And of course every morning will begin with the “feline flow” – a chance for our pet cats to lead the entire school in morning stretches.  

Principal Evans with a brand new student.

Some of the courses that pets will take during the day include:  athletic agility training, aquatic fitness, behavioural modification training, relaxation and wellness massage, and dance choreography and performance.  Of course different animals will have different starting places in these courses.  Fish will have a head start in the water-based courses, and dogs and cats may have an early advantage with some of the agility training.  This issue of varied starting places is no different in school when some students have a head start over others in certain areas.   We would anticipate our pet test scores to be top tier, just like our human test scores.  All pets will take the P-SAT (Pet Scholastic Aptitude Test) each spring and rankings will be published by school.

Principal Ratz expects waiting lists at Westcot.

This new learning direction will lead to some changes on each of our campuses.  Half of all school grounds will be dedicated for animal use.  Knowing the high number of dogs that will likely be attending, artificial turf areas will be installed in various hallways to accommodate the needed potty areas.  Desks in most classrooms will be replaced with large cushions and been bag chairs so they can be used by human or pet students.  School cafeterias in the high schools will sell wet and dry pet food and water fountains built for

1st registrant on Bowen Island.

pets to hydrate themselves will be installed in all schools.  

While this program will be great for raising the achievement of pets in our community, we know it will also be a way to further attract students to our school district.  Just as programs for other human members of families in schools can help make schools community gathering places, the Animal Kingdom Academy Programs can also do the same.  

It is going to be Pawsome!  

Director Nelson will be exploring a dog soccer academy program.

You will have noticed that there are some limitations to this program.  In our initial

Principal Campbell is excited for the outdoor learning.

offering for 2023, we are limiting enrolment to typical domestic animals (cats, dogs, fish, birds, guinea pigs etc.).  As I write this we have a team of structural engineers inspecting each of our schools for the maximum weight the 2nd storey of our buildings can hold.  We want to be inclusive and not discriminate, so hope to welcome cows, pigs, horses and other larger animals to our program in 2024.  And what will this mean for our students?  Starting in 2024 we will also have the first student rodeo academy program in North America!

Today’s announcement is the latest in the long line of innovative actions from our school district.  Here is the list of those from recent years:

In 2012 I launched my FLOG.

In 2013 I made the announcement of Quadrennial Round Schooling.

In 2014 we formalized our System of Student Power Rankings.

In 2015 we created our Rock, Paper, Scissors Academy.

In 2016 we introduced the Drone Homework Delivery System.

In 2017 we introduced the Donald J. Trump Elementary School of Winning.

In 2018 we announced the construction of Soak City Elementary.

In 2019 we went back to the 80’s with the launch of the Belvedere Learning Academy.

In 2020 we embraced the latest in learning styles with our PBL (Pajama-Based Learning) Program.  

In 2021 we announced we were going out of this world with our Galaxy High Program.

And just last year in 2022, we announced New Nicknames for All of Our Schools. 

Ripley will be part of  the IB Program at West Bay.

Principal Hayes registers Gryff for the fall term.

We know you have come to count on West Vancouver Schools to

continue to innovate.  And today’s announcement raises the bar again. Hopefully your April 1st is as good as ours!

 

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AprilMayJune

Posted in Change, SD45, tagged , , , , , , on March 27, 2023| Leave a Comment »

Welcome to the fastest, busiest and craziest month of the school year – AprilMayJune. Yes, you read that correctly. AprilMayJune is the wildest month of the school year.

We return from spring break this week, and others will be back next week, and when you do it is an all-out sprint to the finish line in June. I have written before about the rhythm of a school year, but there is something about the day after spring break until the end of June that is both continually exhausting and exhilarating.

I am sure almost all professions have a rhythm to them, but school is undeniably cyclical.  Until we abandon the agrarian schooling model almost all of us are on, that is not going to change.

So, just what is it that creates this unique post-spring break feeling?  

I think it starts with weather.  It just feels different.  We are still in winter going into the spring break.  This year, we had a snow day just a couple weeks before spring break, and now we come back to school, and flowers are out, daylight savings time has started, and the morning frost (at least for those of us on the west coast in Canada) is a memory.  

But it is much more than just the weather.  At the beginning of March, we feel like we have so much time left in the year.  And when we return – June looks very close.  In the classroom, the pace picks up.  Teachers realize that they are often a little behind on the content they hope to cover, so it is time to step on the accelerator.  For those of us in the Board Office, it is full on living in two school years – we are thinking about how this year ends, but spending as much or more time looking at calendars, budgets, and staffing for next year.  It is a time of year that takes some significant administrative effort.  

And of course it is the season of field trips for students, and track meets, school musicals and very quickly awards nights and graduations.  It is the event season, and staff and students have school commitments outside the school day on the calendar regularly.

And it just all runs together.  It is a full sprint.  There is a June 30th finish line.  And yes, some will work after this date, but many don’t.  Students and staff will be off for the summer not to return for 8 or 9 weeks.   

The “there is lots of time” feelings of February are replaced by the “uh oh we got to get moving” feelings  of AprilMayJune.  It is a 91 day month where the days feel long but collectively the time feels much shorter than any other month in the school year.

So, colleagues reading this, my apologies for all the calendar invitations you are receiving for events in 2024, it is only my AprilMayJune anxiety kicking in. Let’s get going!

I tell my family Canada Day, July 1st, is my favourite holiday.  Not for the celebrations or parties, but it means stress can come down, and sleep can go up!

For all of you returning this week or next to school – students, staff and parents – embrace AprilMayJune – it is the most enjoyable month of the year. 

Oh, and if you do get stressed, consider my Play the Trap blog post from a few years ago as a good companion piece to this one.

Happy Spring!

 

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The School District Triangle of Success

Posted in Change, SD45, tagged , , , , on February 27, 2023| 6 Comments »

So, you want to be a high functioning school district?

Don’t we all.

As I look around at districts I admire for their consistent strong leadership I almost always find a district where the team of the Board Chair, Superintendent and Secretary Treasurer have an excellent working relationship.  While I see this in my life every day, it is also backed up by the literature.  In particular, there is a lot of research linking the success of school districts to the superintendent and board relationship. As Elizabeth Zagata references:

Superintendents and school boards play a pivotal role in the success of any school district. Research shows that districts with effective governance and a positive relationship between the school board and the superintendent consistently have better student outcomes. Indeed, the dynamic of that relationship can either hinder or help a district achieve its mission.

While not as often referenced in the literature, and while the superintendent is the sole employee of the Board, I would include the essential nature of the relationship with the secretary-treasurer (the CFO in a school district) to this conversation expanding it from a two-way to a three-way partnership.  It is the Board Chair who leads a Board in setting a strategic plan.  Then, it is a superintendent who leads a staff in bringing this plan to life and a secretary-treasurer who ensures resources are aligned to make it all happen.

My context is very unique.  I was appointed superintendent in the fall of 2009 and our current secretary-treasurer moved into that position in 2011.  And our current Board Chair joined the Board also in 2011, and assumed the Chair position in 2014.  We are in our ninth years together in these roles.  This continuity is very helpful.  Now, I am sure if we didn’t communicate well with each other, have a clear common vision or engaged in ongoing power struggles, the time together would be of little importance, but fortunately we haven’t had these challenges.

So, what are some of the things I think we do well?

We have clearly defined roles.  We don’t shy away from the conversations about responsibility but we are rarely stepping over each other.  For us, it starts with policy.  The Carver Model of board governance we have held for my time in the district keeps us honest in ensuring everyone is clear in their responsibility.

We have a shared vision.  In some districts, the secretary-treasurer is not a part of the education conversations; not in our district.  She is invested in the educational vision.  And it all starts with our Board’s Strategic Plan that we review and set (or update) during the first several months of the term.  The Board sets the high level direction and the superintendent builds strategies and structures to meet these goals.

There are no surprises.  We talk regularly.  In many cases, it is the superintendent with the board chair and the superintendent with the secretary-treasurer, and there is always efforts made so each of us shares all the information we have with each other.  We never walk into a meeting and are surprised with information any of the rest of us have or share.

We support each other.  It is crazy what I have seen in other districts.  In some places, the board chair sees their job to challenge the superintendent and secretary-treasurer, often in public rather than work with them.  And some superintendents withhold information from board chairs, and use it as power in their relationship.  And secretary-treasurers see their work as the “Culture of No” in slowing or stopping the educational goals of the Board and superintendent.  It is not hard, know what each other are tasked with and help each other be successful.

A simple question guides us.  Our Board Chair will often say, “Is this good for students?” and this drives our work.  When the answer is yes, this moves me to operationalize it and our secretary-treasurer to determine the financial implications.

I am lucky.  I have worked with four excellent board chairs and two strong secretary-treasurers.  And for the last 9 years, having the three of us in these same positions has been good for our school district community.  Continuity helps build trust, and trust helps make things happen.

The most important thing a board does is hire the right superintendent, and the most important thing a superintendent does is hire the right secretary-treasurer.  And the most important thing the three of them do is build a powerful team.

I have written previously on board governance and they may be useful prompts for others:

Board Governance – Small Things Can Make a Big Difference

How the Board and Superintendent Support Each Other

Doing Small Things to Improve Board Governance

The Impact of Boards on How Superintendents Spend Their Time

 

 

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