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The Art and Science of Placing Principals and Vice-Principals

Posted in Change, SD45, tagged , on May 12, 2025| 4 Comments »

Every spring in schools, one of the most anticipated emails arrives: our principal and vice-principal appointments for the fall. This post offers a window into how these important decisions are made—and why they matter so deeply to our school communities.

It is a tradition that always stirs interest. People read closely, scroll quickly to find their school, and immediately text colleagues: “Did you see the changes?” We have just shared our latest list in West Vancouver, with some leaders stepping into new schools, others taking on promotions and many continuing their important work right where they are.

These moves are never made lightly. There is both an art and a science to placing school leaders. It is one of the most important decisions we make each year—and probably the one we spend the most time thinking about.

Why Principals and Vice-Principals Move (or Stay)

We often hear, “Why are they moving? They just got here!” And other times, “They’ve been here forever—what’s next for them?” There’s no perfect formula. Some leaders stay in one school for over a decade. Others move after just a few years. Both can be the right call.

Yes, I’ve worked in a district before where all administrators were moved every five years. That’s one model. But considering I have been in the same district office chair for 15 years now, it might feel a little rich for me to set strict term limits for everyone else.

What I do believe in is fit, purpose and growth.

We want to place leaders where they will thrive—and equally as important, where they will help others thrive. We talk with them about what excites them, where they want to stretch and what kinds of communities might challenge and inspire them. For example, I have worked with administrators who specifically wanted to lead in schools with IB programs, French Immersion or particular cultural communities. These preferences matter. It is not just about filling roles—it is about building momentum and setting schools up for long-term success.

We Listen

Let me be clear: these decisions aren’t made in isolation. Our principals and vice-principals are actively involved in the process. We listen to where they feel they can grow, what new experiences they are seeking and where they feel most aligned.  Ongoing growth plan conversations often turn to discussions on opportunities for new experiences.

Sometimes they are ready for a new challenge. Sometimes they are in the middle of something they want to see through. And sometimes, they just love their school and aren’t ready to let go. I hear all of it—and it deeply shapes the decisions we make.

There have been times when a leader’s personal or family situation led us to delay a move or rethink a placement. These are real people—not just job titles—and we work hard to honour that. When a school leader is in the right place at the right time, you can feel it in the building. It shows up in the energy, the trust and the culture.

This year, one school community started a petition to convince their principal to delay retirement. At another, parents offered to fundraise so their principal might reconsider a job overseas. Neither plan came to life—but both speak volumes about the impact strong leadership has on a school.

What the Research Says

The evidence around school leadership placement is compelling. Studies from the Learning Policy Institute suggest principals (and vice-principals) typically need 5–7 years in a school to make a lasting impact. Anything less, and they may only just start to shape direction. Much longer, and the challenge becomes ensuring continued growth and relevance.

Research from the Wallace Foundation and others highlights that when leadership moves are done intentionally—and with input from the leaders themselves—they strengthen the entire system. Leaders carry forward lessons, ideas and a sense of continuity that benefits multiple communities over time.

This extensive body of research has helped shape our own approach in West Vancouver: balancing stability with strategic movement in a way that supports individual growth and system-wide impact.

And Yes—We Think About This a Lot

Whenever announcements come out, I hear the question: “Who decided this?”

Well—me. But never alone. These are collaborative conversations. This part of my work is deeply personal. It’s where people and strategy intersect. There is no algorithm for culture fit or team chemistry. It takes reflection, input and a lot of listening.

And I know how much it matters. Our principals and vice-principals aren’t just running schools—they’re building culture, guiding learning and shaping what school feels like for students, staff and families.

A Complicated Puzzle

Leadership placements are rarely straightforward. With so many voices, needs, and aspirations in the mix, we know there will be times when the outcome doesn’t match everyone’s hopes. That doesn’t mean people weren’t heard or valued—it simply reflects the complexity of balancing individual preferences with the broader needs of our schools and students. These decisions are never easy, and we approach them with care and humility.

And in the days immediately following these announcements, I often learn as much about our team as I do through any interview. The way people respond—whether they’re feeling excited, uncertain, disappointed, or all of the above—says a great deal. It’s not about masking emotion; it’s about how we carry ourselves through change. Those early reactions often reflect a leader’s sense of professionalism, perspective, and commitment to the bigger picture. I’ve come to really value that quiet strength and grace that so many of our leaders bring during these moments of transition.

Final Thought

I have been doing this long enough to know that leadership placements matter—to staff, to families and to communities. That’s a good thing. It means our leaders are making a difference.

Our goal remains the same: to put great people in the right places, support their growth and strengthen every school community in the process. At the end of the day, thoughtful leadership placements create the conditions where students can be successful —academically, socially, and emotionally—which is ultimately what all of this work is about.

The image at the top of this post was generated through AI.  Various AI tools were used as feedback helpers (for our students this post would be a Yellow assignment – see link to explanation chart) as I edited and refined my thinking.

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All Means All: A Commitment, Not a Checkbox

Posted in Change, SD45, tagged , , on March 4, 2025| Leave a Comment »

The phrase “all means all” sounds like common sense—after all, who would argue against it? But for it to be more than just a slogan, we must ask: What does it truly mean? And how do we ensure it becomes a guiding principle rather than an empty phrase?

In West Vancouver Schools, we are guided by three key commitments: fostering innovation, ensuring a strong foundation in essential skills, and embracing the principle that all means all. While innovation and foundational learning provide the structure, inclusion is the heart of our work. It is not a goal we reach but an ongoing responsibility—one that challenges us to continually adapt, reflect, and improve. Innovation connects to our work in AI and physical literacy. Our commitment to core skills is evident in our focus on literacy and numeracy. But inclusion—’all means all’—is broader. And if we don’t return to it with intention, it risks becoming just another phrase.

While inclusion is sometimes viewed narrowly as the work of Student Support Services, all means all extends to every student in every classroom. It is about ensuring that learning is personalized, responsive, and flexible enough to meet the specific needs of each learner. In West Vancouver, we have evolved from focusing narrowly on targeted interventions for specific groups—such as ELL learners or students with designations—to a broader recognition that, inclusive of priority populations and vulnerable learners, every student deserves personalized support, regardless of labels. Inclusion is not simply about bringing students into the same physical space—it is about ensuring they are truly seen, supported, and challenged in meaningful ways.

The Journey of Continuous Growth

The work of inclusion is never finished. There is no single program, policy, or initiative that will allow us to say, we have arrived. Instead, all means all is a mindset—one that requires us to ask difficult questions, recognize barriers, and continuously refine our practices.

We must ask ourselves:
– Are we designing learning experiences that reflect the needs, strengths, and interests of all students? For instance, when planning a project-based learning unit, are we providing multiple entry points and ways to demonstrate understanding?
– Do our structures, assessments, and teaching practices allow for different pathways to success? Consider how our assessment practices have evolved to include student voice and choice in demonstrating their learning.
– Are we leveraging all available tools—technology, data, and human insight—to support each student effectively? This might mean using learning analytics to identify patterns in student engagement or implementing flexible scheduling to accommodate different learning paces.

This is not about lowering expectations or making learning easier. It is about ensuring that all students have the support they need to succeed at the highest levels. In fact, we recognize that our parent community holds high expectations for their children’s success, and we are committed to partnering with families to extend learning beyond our classroom walls. All means all means ensuring that students who need more—more time, more flexibility, more challenge—get what they need without stigma. It means recognizing that inclusion is not about fitting students into existing systems but about adapting our systems to serve them better.

Innovation Enhancing Inclusion

Innovation is not just about technology but about mindset. However, emerging tools, including AI, have the potential to help us take our commitment to all means all further. I was recently in an elementary classroom and saw an educational assistant using AI to adapt a piece of writing in real-time, ensuring the content matched both the learning goals and the student’s current level. In another classroom, a new student to Canada was actively participating in complex class discussions through an AI translation tool, allowing them to share their insights while developing their English skills.

AI offers opportunities to personalize learning in ways that were previously unimaginable. It can provide immediate feedback that adapts to each student’s pace, offer multiple pathways to understanding complex concepts, and help teachers identify patterns in student learning that might otherwise go unnoticed. For families, these tools can bridge the school-home connection, providing ways to support learning in their first language and helping parents engage more deeply with their children’s education.

At the same time, we must approach AI with intention and equity at the forefront. This means ensuring all students have access to these tools, not just those with resources at home. It means carefully selecting and implementing AI tools that support our inclusive practices rather than creating new barriers. It means working closely with provincial outreach partners to expand and maximize access to technology for those who need additional specialized supports.  Most importantly, it means using AI to enhance—not replace—the human connections that make learning meaningful. When thoughtfully integrated, AI becomes another tool in our toolkit for ensuring that all truly means all.

Building Our Inclusive Future—Together

Our commitment to all means all is not about checking a box or meeting a target. It is about ongoing reflection and continuous improvement. It is about every student, in every classroom, feeling seen, supported, and challenged. And it is about using every tool at our disposal—our expertise, our creativity, and yes, even AI—to meet our most ambitious goal: ensuring that every student, no matter their starting point, has the opportunity to flourish.

There is no finish line. There is only the ongoing work of making all means all more real every day, supported by a community of educators, families, and partners who share this vision of true inclusion. By ensuring that every student belongs and thrives, we are not just shaping better schools, we are shaping a more inclusive society. This is how ‘all means all’ moves from words to action, from slogan to substance.

The image at the top of this post was generated through Magic School AI.  Various AI tools were used as feedback helpers (for our students this post would be a Yellow assignment – see link to explanation chart) as I edited and refined my thinking.

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Could AI Reduce Student Technology Use?

Posted in Change, Health, SD45, tagged , , on January 21, 2025| 7 Comments »

Ironically, by integrating generative AI tools in schools, we might empower ourselves to focus less on screens and more on human connection, simplifying tasks so that technology becomes a supporting player rather than the main act.

This idea has been rattling around in my head for a while now, partly because it feels so counterintuitive.  The image at the top of this post is a slide from presentations I have been giving lately on AI.   AI is often seen as another layer of technology that increases our dependence on devices, but what if it can actually do the opposite? What if AI’s ability to handle repetitive, time-consuming tasks allowed us to reallocate student time and focus on areas that emphasize creativity, connection, and collaboration?

Take the ubiquitous PowerPoint presentation as an example. Right now, students spend hours designing slides—choosing fonts, aligning images, and adjusting transitions—when the real value lies in the ideas they’re presenting. Imagine if AI could generate the slides for them in minutes, leaving more time for practicing their delivery, refining their arguments, or engaging in meaningful dialogue with peers and teachers about the topic. The focus shifts from the tool to the content, and from the screen to the human interaction.

Or consider note-taking. Today, students often type madly while their teacher is speaking, their eyes glued to their laptops or tablets, trying to capture every word. AI tools can now summarize lectures in real time or even generate notes automatically from audio recordings. With this burden lifted, students could engage more fully in discussions, ask thoughtful questions, or simply listen. This reallocation of attention—from typing to thinking—is where the potential lies.

And it doesn’t stop there. AI can analyze data for science projects, generate essay outlines, and create study guides tailored to individual needs. Each of these tasks, currently requiring significant screen time, could be offloaded to AI, allowing students to spend more time on hands-on experiments, peer reviews, or physical, collaborative activities like building prototypes or role-playing historical events.

 From Efficiency to Human Connection

Initially, it’s easy to think about these shifts in terms of efficiency—getting more done in less time. But I believe there’s a deeper opportunity here, one that’s more human. By removing some of the digital drudgery, we can refocus on the things that make education rich and meaningful: relationships, creativity, and shared experiences.

What if, instead of students individually creating digital flashcards for hours, they spent that time playing learning games together? What if the hours saved from not editing videos for a media project were spent brainstorming as a group or rehearsing for a live presentation? These shifts could bring back the human element that has sometimes felt crowded out by screens.

Even more intriguing is the potential for AI to free up teachers in similar ways. If AI can help with grading or lesson planning, teachers might have more time for one-on-one conversations with students or for designing experiential learning opportunities. The classroom could become less about sitting behind screens and more about shared exploration and growth.

Innovation in AI and Physical Literacy

In West Vancouver, we have been discussing innovation around two key areas: AI and physical literacy. This juxtaposition is intentional, as we begin to think about how these two seemingly opposite areas can work together. On one hand, AI has the potential to simplify and streamline tasks, freeing up time. On the other, physical literacy emphasizes movement, health, and engagement in the physical world. Together, they could create a more balanced and holistic approach to education, where technology supports human connection and physical activity rather than replacing it.

Earlier this month we did a session with school and parent leaders that looked at innovation in these areas and the linkages and it was met with a lot of interest.  My colleague, Assistant Superintendent Sandra-Lynn Shortall also wrote an excellent blog post on some of her thinking in this area earlier this month, Bots, Bodies & Balance: Embracing AI, Movement and Co-Regulation in Education.


A Work in Progress

Of course, I recognize that this vision might be naïve. Technology has a way of creeping into every corner of our lives, and the idea that AI will reduce overall screen time might be overly optimistic. It’s entirely possible that the efficiencies created by AI will simply lead to new tech-based activities filling the gaps, perpetuating the cycle rather than breaking it.

Moreover, this transition would require deliberate choices by educators and school leaders. AI won’t automatically shift the focus to human connection—we have to intentionally design learning environments that prioritize it. This involves rethinking instruction, supporting teachers, and ensuring that we use AI as a tool to enhance, not replace, the human elements of education.  

Embracing the Paradox

The idea that more advanced technology could lead to less reliance on technology feels paradoxical, but perhaps that’s where the real promise lies. If we can embrace AI as a means to simplify, streamline, and refocus, we might find ourselves in a world where technology truly supports learning rather than dominating it. It’s a shift from using tech for tech’s sake to using it as a tool to deepen our humanity.

This is still a work in progress for me—a mix of hope, curiosity, and skepticism. I’d love to hear from others: Do you think AI could lead to less technology use in schools? What would it take to make that happen? And how do we ensure that the efficiencies created by AI translate into richer, more connected learning experiences for our students?

For this post, I used several AI tools (Chat GPT, Claude, Magic School) as feedback helpers to refine my thinking and assist in the editing process.

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My One Word for 2025 – Thrive

Posted in Change, Personalized Learning, SD45, Technology, tagged , , on January 7, 2025| 4 Comments »

As change accelerates at an unprecedented pace, particularly with AI, 2025 calls for something deeper than speed—it calls for thriving. After a year devoted to acceleration in 2024, I find myself drawn to a word that represents not just progress, but flourishing in every aspect of leadership and life. Whether it’s coaching youth sports, lacing up my shoes for morning running, or leading groundbreaking AI initiatives in our district, “thrive” captures the essence of what I aim to achieve in 2025. Thrive also more broadly speaks to me as not just a professional goal, but one that hits my personal goals as well.

This marks the 10th year of my “One Word” tradition. Looking back at 2024 and “accelerate,” it was a year of urgency and innovation. We embraced the challenge of supporting AI across our district and networking with jurisdictions around BC, Canada and the world. We advanced literacy and numeracy initiatives and focused on mental and physical health. The pace was intense but rewarding. While acceleration was about building momentum, thriving is about sustaining and flourishing with that momentum.

Why Thrive for 2025?

Sustainable Innovation

Thriving means not just keeping pace with change, but shaping it thoughtfully. In the fast-evolving AI landscape, it’s about balancing innovation with educational fundamentals. We’ll approach AI integration like I approach basketball coaching – start with the fundamentals (critical thinking, collaboration, creativity) and then layer in innovative tools that enhance these core skills. Just as a strong defensive foundation enables more dynamic offensive plays, strong teaching fundamentals will ensure our AI efforts enhance learning rather than overshadow it.

Collective Growth

True thriving isn’t just about individual success; it’s about collective achievement. Watching young athletes develop skills, seeing educators embrace new technologies, and spending meaningful time with family all contribute to a sense of shared growth. Thriving lifts us all.

Depth and Breadth

Like training for a marathon, thriving requires both speed work and endurance. It’s about growing deeper in our initiatives while broadening their reach. Whether it’s making new learning approaches and tools accessible for all educators or deepening relationships within my community, thriving ensures our progress is impactful and lasting. For example, this year, I am focusing on spending more time in classrooms learning with and from teachers using AI in their classes.

Balance

Thriving captures the delicate harmony between pushing boundaries and maintaining well-being. Balancing district leadership, being involved in youth sports, running, blogging, and family time demands intentionality. For me, this means protecting my early morning runs as devotedly as I guard time for family dinners and summer basketball trips, and approaching my district leadership with equal enthusiasm and presence.

Resilience

To thrive means to grow stronger through challenges. Whether it’s navigating the complexities of educational transformation or powering through the final stretch of a long run, thriving requires adaptability and the ability to turn obstacles into opportunities. My run streak is never boring – I plan to run at least 5 km everyday this year, just like I have for almost 4 years.

Impact

At its core, thriving is about making a meaningful difference. In our district, it’s about fostering environments where students flourish. In sports, it’s about shaping not just skilled players but well-rounded individuals. At home, it’s about nurturing relationships that energize and sustain us.

Moving Forward

As I look ahead to 2025, I’m excited to transform the momentum of acceleration into a year of thriving. Whether it’s crafting my next blog post, leading an AI initiative, coaching a game, or stepping out for an early morning run, my goal isn’t just to participate or succeed—it’s to embrace every opportunity fully and flourish in all I do.

I’m curious – what word will guide your journey in 2025? How does it reflect your hopes and aspirations for the year ahead? Share your word, and together, let’s inspire each other to thrive.

Previous One Word Posts:

2016 – Hungry

2017 – Hope

2018 – Relevance

2019 – Delight

2020 – Hustle

2021 – Optimism

2022 – Focus

2023- Coached

2024 – Accelerate

I used Chat GPT to create the image at the top of the post.  I also used both Chat GPT and Claude in the brainstorming phase of my word selection.  I described what I was hoping to accomplish in 2025 and used AI to help generate potential words from which to choose.

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AI in Education: A Year of Discovery, Anxiouness and Hope

Posted in Change, SD45, tagged , , , on December 17, 2024| 1 Comment »

This is not my last post of the year, but as we move through the middle December I wanted to pull together various threads and posts from this year on AI, and a few thoughts about what comes next. I find myself reflecting on what has been a transformative year for me as an educator, leader, and writer. Few technologies in my career have reshaped the way I think, work, and innovate as rapidly as AI has over the past twelve months.

This year, I have explored the opportunities and challenges of AI in education in a series of blog posts. It has been a journey of enthusiasm, curiosity, and learning, punctuated by moments of skepticism and concern. Now, as we approach 2025, I sense that we may be entering what the Gartner Hype Cycle calls the Trough of Disillusionment. And yet, I believe this is where the real work begins.

Here is my best effort at pulling together various posts I have written, presentations I have participated in and other learnings from this year:

Blog Posts

Gen AI – Governments, Districts, and Schools (May) Examining how British Columbia’s education system addresses generative AI, detailing the roles of the provincial government in providing guidance and resources, and individual school districts in implementing specific tools and fostering community engagement.

Leveraging Generative AI for Elementary Learners at Home (Sept) Offering parents practical advice on integrating generative AI into their children’s home learning, suggesting activities like using AI for writing assistance, personalized learning paths, and creative projects, while emphasizing the importance of safety and balance.

Exploring the Role of Generative AI in Supporting Governance (Sept) Exploring how generative AI can enhance school district governance by aiding in communication, professional development, policy drafting, strategic planning, and scenario analysis, advocating for a learning mindset among leaders.

Gen AI and the High School Sports Coach (Oct) This piece discusses the potential of generative AI to support high school sports coaches in areas such as creating training plans, simulating game strategies, preventing injuries, providing performance feedback, and developing skills, while acknowledging the importance of human judgment.

The Stages of Gen AI Adoption in Schools (Oct) Outlining a three-stage process for integrating generative AI in education: personal use by staff, professional use for tasks like lesson planning, and direct application with students, emphasizing gradual adoption to build confidence.

Leading the AI Charge:  Strategies for Forward Thinking Districts (Oct) Sharing strategies for school districts to effectively integrate AI, including designating leadership roles, forming cross-functional teams, creating clear guidelines, focusing on key applications, engaging the community, modeling AI use, consulting external experts, and participating in networks.

When AI Meets Education:  The Power of Diffusion Over Replication (Nov) A reflection  on the organic adoption of AI in education, advocating for trust in educators to adapt AI tools to their unique contexts, and promoting the diffusion of innovation through professional dialogue and shared experiences.

Video Presentations

The West Vancouver Story (Sept) – Cari Wilson, Megan Roughley and I share perspectives from our different vantage points on the use of AI in West Vancouver.  

AI Unlocked (Oct) – Presentation specifically for support staff in West Vancouver with an overview of AI and ways it could be incorporated into work that support staff do.  

Generative AI in K-12 (Oct) – Cari Wilson and I along with grade 12 student Jadyn Mithani shared our current work in AI and advice as part of a UBC speakers series.

Alec Couros Presentation (Oct) – West Vancouver has worked with Alec Couros from the University of Regina as we grow AI understanding in our community.  This video is a presentation he did for parents in the community.

Where I am Learning

On social media, I am finding LinkedIn to be my go to place for AI learning.  If I identified a couple people to add to your network they would be Adam Garry and Leon Furze.  Adam works with school districts across North American, including West Vancouver, as we look to thoughtfully plan for AI use in our systems and Leon is out of Australia and digs deep into both practical and ethical considerations around AI.

I also find podcasts super helpful.  There are lots of good ones, but the one I listen to every week is the TED AI Show with Bilawal Sidhu.

Of course, much of AI is just about playing.  I find myself going to AI first before Google, and regularly thinking if AI could add value – either efficiency or quality to the work I am doing.  


Reflections on the Year

As I look back, I’m struck by how much my thinking has evolved. At the start of the year, AI felt like an exciting frontier—a tool to experiment with and explore. By mid-year, it became clear that AI is no longer optional for educators. It’s a fundamental shift that requires us to rethink everything from pedagogy to policy.

Now, I see the cracks emerging—the Trough of Disillusionment. Educators are grappling with questions about bias, misinformation, and the ethical use of AI. Some are even questioning whether the promises of AI can be fulfilled. These doubts are natural. They are a sign that we’re moving beyond the initial hype and beginning to confront the complexities and possible outcomes.

Moving Forward with Hope

What gives me hope is that education has always been about people, not technology. AI is a powerful agent—but it’s our creativity, empathy, and leadership that will determine its impact. As we move into 2025, I am committed to continuing to push this dialogue and think about the impact of AI on our system today and into the future.

I am so appreciative of my network –  thank you for engaging with these ideas this year.  As I have regularly noted, it is the power of the network that is crucial in our AI work. Whether you’ve agreed, challenged, or simply reflected, widespread engagement has made the conversation richer and is crucial as we look ahead.

My “Top 3” Post will come next week, but for all wrapping up in schools this week before the break – Happy Holidays!

Ironically, I did not use a lot of AI in this week’s post.  The image at the top is generated in Magic School AI.

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Taylor Swift’s Masterclass: Lessons in Leadership for Schools

Posted in Change, SD45, tagged , , , , , on December 10, 2024| 2 Comments »

When the 2-minute countdown clock appeared on the jumbotron, the crowd was already in a frenzy. Our bracelets, which would soon flash in unison, hadn’t even activated yet. A 3+ hour phenomenon ensued—a concert that was part live music, part immersive storytelling.

This past weekend I joined more than 150,000 “Swifties” for the final 3 nights of The Eras Tour in Vancouver. While I felt like one of the few in the crowd who didn’t know the words to all the songs, nor did I have any bracelets to trade, I was taken by the amazing event that is a Taylor Swift concert—like nothing I had ever seen. Swift isn’t just an artist—she’s a master of connection, reinvention, and community building.

So, like any educator in the crowd who never truly clocks out, I was left wondering: What can teachers and leaders learn from her? What lessons do her concerts hold for us?

Reinventing Relevance

Taylor Swift has transitioned seamlessly from country music to pop and now to genres blending indie, rock, and even cinematic storytelling. She evolves not just to stay relevant but to stay true to where she is in life. In schools, reinvention isn’t just important, it is essential. The world is changing rapidly—students’ needs, societal expectations, and technology are all evolving. Like Swift, we need to find ways to stay relevant while staying true to our core values. Embracing change doesn’t mean abandoning the past—it means using it as a foundation to innovate and stay relevant.

Storytelling That Sticks

Swift’s songs resonate deeply with fans because they tell authentic, relatable stories. Her music isn’t just entertainment; it’s a connection. At the concert, the crowd became a single voice, shouting every lyric in unison – quite the testament to the power of a shared experience. In schools, our stories—both as educators and as a community—matter. One of the greatest powers of schools lies in the human connections we make with colleagues and students. Sharing the successes, challenges, and dreams of our schools can build trust and engagement with students, parents, and staff. Schools are at their best when they transcend the transactional and become spaces of genuine connection and shared purpose. 

Building Belonging

When you look at Taylor Swift’s fans, the “Swifties,” you see more than just an audience—you see a community. Swift has created a space where every fan feels seen and valued. Schools can learn from this by building strong communities where students, staff, and families feel part of something bigger. Whether through shared values, celebrations, or collaborative projects, the power of belonging cannot be underestimated. Swift’s concert was a celebration of community, like all our events in schools where we come together face-to-face. For example, our high schools hold Grade 8 retreats each fall to make students feel they are part of their new school community – mirroring Swift’s ability to foster inclusion.  

The Power of Details

If you’ve ever attended a Taylor Swift concert, you know the level of detail she brings to every performance—from the stage design to the secret songs in her setlist. Everyone was buzzing in Vancouver about what the secret songs would be the night we were there and they are a great example of both the personalization and commitment to every single detail. The 3 hours are tightly scripted but also made to feel completely real and authentic. These details create a memorable experience. In schools, details matter too. Whether it’s a well-planned field trip, thoughtful lesson design, or personalized feedback for a student, the little things add up to make a big impact. I recently visited a science class with a masterfully designed experiment. The students were completely engaged, and the real effort had been in the careful setup, not just the execution.

Lifelong Learning in Action

Swift’s career is a testament to growth. She’s learned from challenges, such as disputes over her music rights, and she’s used those lessons to become stronger. She was great when I saw her concert in 2015, but she is completely different today—an ongoing reinvention. Schools are the epicentre of lifelong learning. We teach students that growth isn’t just for the classroom—it’s for life. As educators, modeling this growth mindset in our work is essential. Using the Swift analogy of growth in the 9 years between her concerts in Vancouver in 2015 and 2024, schools could have been great in 2015. But if they haven’t changed in the last nine years, they may still be fine, but it’s a missed opportunity to evolve as the world has changed.

Leading with Influence

Swift isn’t just an artist; she’s a leader in her industry, using her platform to advocate for change and inspire her fans. Similarly, those of us in schools have the opportunity to influence our communities in positive ways. By setting an example, standing up for what matters, and leading with conviction, we can inspire students and staff to strive for their best. Teachers are the adults children spend the most time with after their immediate family, and this is an amazing opportunity to lead and inspire.

Empathy Is Everything

What sets Swift apart is her ability to make fans feel like she truly understands them. She is known for choosing the empathetic path, whether through small gestures at concerts or interactions with fans and this resonates with her supporters.  The crowd in Vancouver was the nicest I have ever been part of – a testament to the culture of kindness Swift fosters. This empathy is something schools should all embrace. Whether it’s understanding a struggling student’s needs or supporting a staff member, empathy builds trust, encourages resilience, and strengthens relationships.

Participation Breeds Engagement

Swift engages with her fans in ways that make them feel involved, from dropping Easter eggs in her social media posts to acknowledging fan-made bracelets. Schools can do the same by amplifying student voice and encouraging participation. When students feel heard and seen, they become active participants in their education, not just passive recipients.

Final Thoughts

Taylor Swift’s concert was more than a spectacle—it was a masterclass in connection, relevance, and leadership. As educators, we can draw inspiration from her ability to engage and uplift, to adapt and evolve, and to create a sense of belonging for everyone she touches.

Perhaps the biggest takeaway is this: in both music and education, it’s not just about what we deliver—it’s about how we make people feel. Swift understands this instinctively, and it’s a lesson we need to live everyday in our schools.

When we approach our schools with Taylor Swift’s energy, heart, and attention to connection, we create not just learning spaces, but thriving communities where everyone feels they belong. Because, like a Taylor Swift concert, schools should leave everyone feeling they were part of something extraordinary.

I have previously written about other musicians connecting them to education including Paul Simon and The Tragically Hip.

I used both Chat GPT 4 and Claude to give me feedback on various drafts of this post.

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Embracing the Trickies

Posted in Change, SD45, tagged , , , , on November 26, 2024| 4 Comments »

In education, we navigate a world full of challenges, each one demanding creativity and perseverance.  But some challenges are different – those that don’t fit neatly into categories or yield simple solutions. They’re not necessarily problems, crises, or opportunities—they’re just… tricky. You know the kind: situations with too many layers to unravel in one sitting or questions that don’t have a single right answer. When I hear someone describe something as “tricky,” my mind instantly goes to the iconic Run-D.M.C. song, It’s Tricky. If you’re already humming the chorus—“This beat is my recital, I think it’s very vital…”—you get it. Just like in the song, tricky moments require rhythm, effort, and a little bit of creativity to navigate.

So, what makes something tricky? It’s the layers. A tricky situation might involve balancing the needs of different students, navigating new technologies, or implementing a well-meaning procedure that not everyone fully supports. It’s the kind of challenge where the answers aren’t obvious, and sometimes you don’t even know the right questions to ask. Think about the first time we had to move to virtual learning overnight or tried to introduce equity-focused changes to deeply rooted and ingrained systems—tricky.

The beauty of the word “tricky” is that it reframes our mindset. Unlike heavier terms like “problem” or “crisis,” which can feel overwhelming, or even “opportunity,” which might feel overly optimistic, “tricky” sits in the middle. It’s a word that invites curiosity. It says, “This isn’t easy, but we’ll figure it out.” It’s nonjudgmental, leaving space for exploration, experimentation, and, yes, even failure.

Facing trickies in education requires us to lean on a few key strategies. First, curiosity over control. The best way to approach a tricky situation is with a willingness to learn. Instead of trying to force a solution, we can step back and ask, “What is this moment teaching us?” Second, collaboration over solitude. The best ideas don’t happen in isolation. When we come together, our collective creativity can turn the trickiest of challenges into manageable tasks. Finally, reflection over reaction. Trickies often tempt us to act quickly to resolve discomfort, but taking time to understand the complexity can lead to better, longer-lasting outcomes.

I’ve seen these strategies in action in my own work. A few years ago, we faced a particularly tricky challenge: how do we balance the populations at various elementary and secondary schools with minimal disruptions. We didn’t solve it overnight, but by involving students, families, and educators in the conversation, we started to chip away at it. The solution wasn’t perfect, but the process taught us how to listen, adapt, and build trust.

Trickies are part of the terrain in education—they’re not detours from the work but central to it. They stretch us, challenge us, and, when we embrace them, make us better at what we do. The trickies push us to innovate, to think more deeply, and to grow as a community.

So, the next time you encounter a tricky, channel your inner Run-D.M.C. Remember that it’s not just about surviving the challenge but finding the rhythm, leaning into the process, and maybe even enjoying the ride. “It’s tricky to rock a rhyme,” but as the song reminds us, tricky doesn’t mean impossible. Let’s embrace the trickies.

Thanks to my colleague Ian Kennedy, a seasoned educator and district leader for modeling how to embrace trickies with curiosity and resilience, and to the Roy Group for guiding our administrators in managing these complexities. 

Of course, now Ian knows I have Run DMC running through my head every time he talks about the trickies.  

The image at the top of the blog was created in Chat GPT 4.  Some of the research around Run DMC and their song “It’s Tricky” was based on a series of prompts in both Chat GPT 4 and Claude.

 

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Beyond Adulting: Rethinking Life Skills in K-12 Education

Posted in Change, SD45, tagged , , on November 12, 2024| 2 Comments »

Recently, two insightful blog posts from my former West Vancouver colleagues and now superintendent colleagues Dave Eberwein in Saanich (his post here) and Sean Nosek from Abbotsford (his post here) have sparked fresh dialogue about our curriculum—specifically, what’s missing from it. Dave’s post, Why Don’t Schools Teach X?, and Sean’s, Beyond the Classroom: Preparing for Tomorrow, both tackle the growing calls for “adulting” skills in our K-12 system. While the desire for practical education in areas like budgeting, cooking, and basic repairs resonates with many, we must ask: Is K-12 education truly the right venue for these skills?

The push for “adulting” skills often surfaces as a critique of modern education. “If only schools taught more life skills,” the argument goes, “students would be better prepared for the real world.” Yet this perspective overlooks a fundamental truth: K-12 education isn’t merely about immediate functionality—it’s about building a foundation for lifelong learning and adaptability.  And yes, the truth is that schools should really be about both – preparing students with the immediate skills for the world and preparing them to be participants in shaping the changing world.

Our curriculum centers on core competencies: communication,  thinking, personal awareness, and social responsibility. These aren’t just academic abstractions; they’re versatile tools that students can apply across all aspects of life. The  thinking that helps decode complex literature can also untangle a confusing lease agreement. The collaboration skills honed in group projects translate directly to managing household responsibilities with your college roommates or family members.

Could we weave “adulting” skills more deliberately into existing subjects? Certainly. Mathematics classes already tackle financial literacy through real-world applications. Home economics programs teach food preparation and could expand more often to cover meal planning on a budget. Language arts and social studies naturally prompt discussions about housing, health, and personal responsibility through diverse texts and historical contexts.

However, we face real constraints. Each school day has limited hours, and every new addition to the curriculum means something else must give way. We’re constantly balancing depth against breadth, trying to cover an ever-expanding range of essential knowledge while maintaining meaningful engagement with each topic.

I am pitched dozens of topics each year by well meaning, passionate people with ideas on what should be included as part of the package of school.  And it is not that all these things aren’t important – should students know how to change a tire – yes, should they be able to do their taxes – yes, should they know first aid – of course, what about basic table manners  – absolutely!  There is no shortage of great things that it would be awesome if younger people knew – but when you come with an idea for school, also come with the item that you take out.  This is the challenge.  And moreover, we want to give students more choice in schools so a key goal of the last 20 years has been to make school more flexible and less restrictive.

I do think there are opportunities in  community partnerships. Many “adulting” skills—from understanding taxes to maintaining a car—are best learned through direct experience, often outside the classroom. Parents, community organizations, and local businesses can offer practical learning opportunities that complement, rather than compete with, core academic instruction.

The calls for “adulting” education, as both Dave and Sean note, reflect legitimate concerns about relevance. But perhaps the solution isn’t a dedicated “Adulting 101” course. Instead, we might focus on creating an education system that equips students with the foundational skills and confidence to master practical challenges as they arise.

As educators, our mission extends beyond preparing students for immediate practical challenges. We aim to nurture curiosity, resilience, and adaptability—qualities that serve students not just in managing daily tasks, but in navigating life’s broader journey. The key lies not in cramming more content into our curriculum, but in fostering a mindset that empowers students to tackle new challenges, seek out knowledge, and grow throughout their lives.

All that said, if my kids’ teachers could start teaching the recycling  process that includes putting the refundable cans in one bag and not just the blue box with other cans, and that cardboard boxes do not magically find their way to the yellow bag when they are thrown into the garage –  that would be appreciated!

What are your thoughts on this balance between practical skills and foundational learning? How do you see the role of K-12 education evolving to meet future needs while staying true to its core mission?

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When AI Meets Education: The Power of Diffusion Over Replication

Posted in Change, SD45, Technology, tagged , on November 4, 2024| 4 Comments »

A decade ago, while contemplating innovation I wrote (HERE) about how meaningful change in education spreads through diffusion rather than replication. This is an idea that David Albury has written and spoken about regularly and been very influential in my thinking.

As we navigate the integration of generative AI in our schools today, this principle resonates more strongly than ever.

The early waves of AI adoption in education brought familiar pressures – the rush to replicate successful models, the search for universal “best practices,” and the desire for quick implementation.  If we only purchase the “right tool” amazing experiences will be happening similarly in all classrooms. But just as we learned with previous innovations, the most impactful changes come when we allow ideas to diffuse naturally, adapting to each teacher’s unique talents and each school’s and district’s unique context.  And then those of us in district positions try to network this work together.

Every School Tells Its Own AI Story

Walk into any school in our district, and you’ll see how AI tools are being embraced in distinctly different ways. In one class, teachers are exploring AI as a tool for differentiated instruction, helping students who need additional support while challenging those ready to dive deeper. In another, AI is supporting timely feedback as the teacher looks to see how it can help students in their writing process. And in many schools, AI is being used to support the completion of the administrative tasks of teaching.

This organic adoption isn’t chaos – it’s exactly how innovation should spread in education. When we trust educators to experiment and adapt AI tools to their specific needs, we see more authentic and sustainable integration.

The Heart of Diffusion is Trust

The key to successful diffusion lies in trusting our educators’ professional judgment.  I was speaking about this last week, and got the good question, “OK, so if this happens how do you respond to the parent of a child in one grade 3 class where no AI is being used when it is being richly used in the grade 3 class next door.”  This of course is not an AI issue, teachers have always found their own ways to adapt new tools in their classroom.  And what I have seen over 30 years is that when teacher A sees teacher B using something that is creating efficiencies and improving engagement and learning, they will want to be on the journey as well.

Rather than mandating specific AI applications or setting rigid implementation timelines, we’re creating spaces for teachers to explore, question, innovate and network together. We provide district-supported AI tools not to enforce uniform classroom usage but to support teachers and assure them that the tools they are exploring are safe to use with students. This approach acknowledges that our educators know their students best and are uniquely positioned to determine how AI can enhance their teaching practice.

Some teachers find AI to be a powerful tool for providing immediate feedback on student writing. Others are using it to generate personalized practice problems in mathematics. The common thread isn’t the specific application – it’s the thoughtful consideration of how these tools can serve their students’ needs.

Growing Together, Learning Together

As we continue this journey, we are seeing the power of organic networks forming among educators. Teachers are sharing their discoveries, challenges, and successes with AI integration, not as a blueprint to be copied, but as inspiration for others to adapt and build upon. This professional dialogue enriches our collective understanding and helps us navigate the ethical considerations that come with AI in education.

The future of AI in our schools won’t be determined by a single master plan or universal implementation strategy. Instead, it will emerge from thousands of small experiments, adjustments, and innovations happening in classrooms across our district and beyond. This is diffusion at its finest – messy, organic, and ultimately more transformative than any top-down initiative could be.

As we move forward, let’s remember that the goal isn’t to replicate success stories but to create the conditions where each teacher, school and district can write its own story of AI integration – one that reflects its unique community, challenges, and aspirations.

Interested in hearing 4 of these teacher stories?  Here is a video from a project we are doing with Dell and C21 Canada, supported in our district by Advanced Learning Partnerships and Dean Shareski. Such exciting times!

 

The image at the top of this post was created in Chat GPT.  Before publishing I used Claude as a grammar / spell check and to identify any statements that needed additional clarification or examples.

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The Art of Staying Relevant

Posted in Change, Personalized Learning, SD45, tagged , , on October 17, 2024| 3 Comments »

Staying relevant is an ongoing journey.

This is ground I have in part, covered before. In 2018, relevance was actually my word for the year. As said in that post in January of 2018, “I am desperate to be relevant.” And this still holds true and is even maybe truer. The deeper I have got in my career, the more I have wondered if my thinking is still current. With AI dominating current education conversations, I feel an even greater need to stay relevant—not just as a leader but as someone who has always valued the balance between tradition and innovation.

Staying relevant is about balancing future demands while staying rooted in core values—a balance that has felt increasingly challenging lately. My recent writings on AI are part of this journey, reflecting my effort to understand how these technologies fit into our educational landscape. I want to be in the mix with important conversations for our profession. Whether navigating AI’s rise in classrooms or leading a school district, relevance means more than keeping up with trends—it’s knowing which to embrace and which to let pass by.


Rooted in Values, Evolving with Purpose
No matter the speed of change, certain principles—trust, empathy, and consistency—act as anchors. In education, our work isn’t just to adopt new practices whether it is literacy teachings or physical activity practices, it’s to assess how they enhance the learning experience while holding fast to the human connection that students need. Having worked in West Vancouver for 18 years now, for better or worse, my values and principles are very clear and public. And during this time, I have seen education become far more student-centric and personalized.


Adapting, Not Just Adopting
The key to relevance is thoughtful adaptation. Take AI, for instance: it can enhance lesson planning and save time, but how do we ensure it aligns with our broader goals? I’ve learned in both the classroom and through sports that not every innovation will fit, and it’s okay to be selective. Relevance comes from refining the tools that genuinely serve our values.


Consistency as the Foundation for Innovation
Consistency often gets a bad reputation in fast-moving industries. However, it’s precisely this stability that enables innovation. By creating an environment where trust thrives—whether in the classroom or on the court—we allow space for risks and experimentation. In my recent post Consistency is Often a Key to Positive Change I wrote about how our long-term relationship with Dean Shareski had been instrumental in some of the key innovations in our district.


Learning Across Contexts
One of the most powerful lessons in staying relevant is recognizing how different areas of life intersect. My experiences in education continually inform my approach to coaching, and vice versa. Whether it’s understanding how to motivate a student or an athlete, the principles remain: build trust, stay consistent, and be open to learning. Relevance is about seeing these connections and applying them across all aspects of our work.

 

Practical Tips for Staying Relevant

Learn Something New Every Year: Challenge yourself to master one new idea each year.

Stay Engaged with the Next Generation: Relevance is often about understanding younger voices and perspectives. Having younger leaders in key positions in our district has been healthy for everyone.

Adapt with Purpose: Don’t chase every trend; stay true to what works, and thoughtfully integrate what aligns with your core mission.  I have often said, “If you think everything in schools is important you really think nothing is important.”

Ultimately, relevance isn’t just about surviving change—it’s about thriving in it. When I wrote in 2018 and said, “It is easy to do this year just like last year.  I know that in the long run, that will not work.”  This sentiment sure hits home and even with more urgency knowing that the number of years I have to contribute and make a difference is shrinking (and seemingly faster than ever). By staying grounded in our values and embracing purposeful adaptation, we remain relevant in education and life.

How are others trying to stay relevant with how quickly things are moving in education?

The image at the top of this post was produced through Chat GPT 4.

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