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Breaking News: Track and Field Without Running? A New Era Begins!

April 1, 2025 by cultureofyes

Regular readings here know my love for high school sports and innovation.  This is why today is such a particularly exciting day for me.

Following rigorous analysis of 427 track meets, 217 scraped knees, and 2,341 cases of “excessive athletic enthusiasm,” schools across our district are implementing a groundbreaking “No Running Rule” in track and field events. This innovative approach, validated by the Club of Humans Indulging in Low-impact Living (CHILL), aims to revolutionize athletic competition while prioritizing what they call “mindful movement metrics.”

“Our longitudinal studies show that walking reduces adrenaline levels by 87% compared to running, leading to a 542% increase in pleasant conversation during events,” explains Loof Lipra, a doctor from Sweden who helped guide our research. As noted in the latest ISLA Journal of Deceleration Studies, “The correlation between decreased velocity and increased athletic satisfaction is statistically significant (p < 0.0001, n = very many).”  So what does this mean for us in West Vancouver? 

Event Modifications
The traditional track and field events have been reimagined with mandatory bubble wrap suits and mid-event hydration stations.

Power Walking Relays: Teams compete in synchronized power-walking, judged on both speed and style. Anti-perspiration zones featuring industrial fans ensure optimal comfort, with an emergency Axe Body Spray misting station on standby for those who take their strut a little too seriously. “The arm-swing technique is everything,” says Rockridge Principal and track coach Trevor Kolkea, demonstrating his signature “Pendulum Paradise” move, which has been likened to a metronome on a coffee high – though some say the lingering cloud of Axe gives it an extra aerodynamic boost.


Hurdle Hops: Athletes approach obstacles at a meditation-approved pace before executing a “mindful leap.” Each hurdle features a built-in relaxation chaise lounge for pre-jump contemplation, where athletes can meditate or safely adjust their bubble wrap suits.

Discus Dance-Off: Before gentle disc deployment, athletes perform a mandatory interpretive dance routine. Team Captain Meander Smith’s “Slow Motion Ocean” choreography has already gone viral on social media, inspiring a new wave of interpretive athletics.

Shot Put Plop: Replaced with aromatherapy beanbags, this event now includes a pre-throw breathing exercise and optional shoulder massage. Reports suggest that the scent of lavender has resulted in record-setting “plops” along with a pleasant night’s sleep.

Zen Javelin: Instead of running and throwing the javelin, competitors will gently place a foam pool noodle onto a plush target while whispering an inspirational quote. 

Safety Innovations
The district has invested heavily in new safety infrastructure:

1. Moving sidewalks installed around the track to prevent accidental jogging or sprinting
2. Recliners at 50-meter intervals for “motion meditation breaks”
3. Zero-gravity zones near the finish line to ensure absolutely no running occurs (though early trials reported athletes floating away if they moved too quickly)
4. Emergency cucumber water stations every 10 meters, chosen for their “hydration zen factor”
5. Mandatory pre-event naps in the district’s new “Velocity Recovery Pods” followed by rhythmic popping of the bubble wrap suits

Student Perspectives
“I used to feel pressured to move quickly,” says Sentinel grade 9 student Annie Stride. “Now I can finally express my true athletic identity through interpretive power walking.”

However, West Van Grade 12 runner, Dash Sprint, former 100-meter sprint district champion, seems less enthusiastic: “Next they’ll tell us the 3000 M needs nap checkpoints.” We have noted this suggestion for future implementation.

Future Developments
The newly formed Slow & Steady Conference is already planning additional innovations:

– Golf cart cross country, with competitors being driven in golf carts while politely discussing their athletic aspirations
– Replacing track surfaces with memory foam
– Installing hammocks in long jump pits
– Developing “anti-acceleration technology” to ensure perfect leisurely form

Similar initiatives are already being considered for other sports, including swimming (floating meditation), diving (before each dive, swimmers must communicate their intentions to a certified dolphin coach for feedback), basketball (stationary contemplation and defense by distraction: where no blocking or stealing will occur just soft spoken philosophical debates), soccer (seated ball appreciation) and hockey (players in the penalty box must journal about their feelings and recite a calming haiku about patience before returning to the game). Spectators are already lobbying for competitive shuffleboard on grass.

The historic first No-Running Track Meet debuts today. Spectators are encouraged to bring recliners, expect cucumber water stations, and enjoy a full day of extremely measured athletic achievement.

It is this time of year we regularly look to bold innovations.  

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.

In 2023 we embraced our expanded mandate with our Animal Kingdom Academy.

And just last year we pushed the technology boundaries with several key initiatives including time travel field trips with Technology and Innovation – Where Next?


Happy April Fools’ Day!

(Note: Any resemblance to actual track events is purely coincidental. Please continue running responsibly, preferably faster than your teacher.)

And finally, thanks to this CBC – This or That from more than a decade ago that I thought was hilarious and was the absolute inspiration for this post.

AI was used to create the image at the top of this post.

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All Means All: A Commitment, Not a Checkbox

March 4, 2025 by cultureofyes

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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Why Is Everyone Talking About Longevity?

February 18, 2025 by cultureofyes

I was recently having a “walk and talk” with a West Vancouver colleague, and the first thing he said to me was “the next 20 years will be my best 20 years.”  It feels like I’ve joined a club – one where the admission requirement is reaching a stage in life where you start thinking seriously about the future, not just in terms of years but in terms of quality.

Lately, my group chats, social feeds, and casual conversations have been filled with book recommendations and podcast links—all on one topic: longevity. Peter Attia’s Outlive, Andrew Huberman’s deep dives into aging, Dan Buettner’s Blue Zones, and the latest from David Sinclair are making the rounds. I’ve lost track of how many times I’ve heard someone say, “You have to listen to this episode on how to live to 100.”

And I am guilty.  I made sure all our district leadership team had a copy of Peter Diamandis’ latest book, Longevity Guidebook: How to Slow, Stop, and Reverse Aging – and NOT Die from Something Stupid.  

Is this just the latest intellectual trend, or is something deeper going on?

Is It Just Our Age?

Most of my friends and colleagues are in their 40s and 50s, a point in life where health isn’t just a background concern—it’s front and centre. We’ve started seeing parents and older mentors struggle with aging, some well and others not. We’re feeling the limits of bodies that used to bounce back more easily. And we’re realizing that the choices we make today will determine whether our later years are defined by energy and adventure or by decline and limitation.

Maybe we don’t just want to live longer—we want to live better. And in my role in education, I see parallels between this longevity movement and what we strive for in education: long-term thinking, sustainable systems, and a focus on well-being.

From Hustle to Health—In Life and in Schools

In our 30s, the dominant narrative was hustle. Build your career, raise your kids, achieve as much as you can. But at some point, the conversation shifts from success to sustainability (while still keeping a good dose of hustle). This shift isn’t just happening in our personal lives; it’s happening in education, too.

But now we’re starting to ask: How do we design schools where longevity isn’t just possible, but prioritized?

We talk about longevity in life, but what about longevity in leadership? In a profession where turnover is high, how do we help educators sustain their passion, energy, and well-being over decades? Just as I’m thinking about my own health, I’m also thinking about how we create schools where people can thrive for the long haul.

The Science of Longevity—and Learning

Many leading researchers predict we are just a few years away from major breakthroughs—anti-aging drugs, advanced diagnostics, and other innovations. The challenge? Taking steps now to ensure we’re around to benefit from them.

We are already seeing this shift in action—take literacy instruction in our primary grades, where new insights into cognitive development are transforming classroom practices.

Like health, education has moved beyond short-term thinking. It’s no longer about quick fixes or crash diets; it’s about systems that sustain well-being and performance over a lifetime.

A Shared Shift in Priorities

The longevity conversation isn’t just about physical health; it’s also about how we want to live. We are thinking more about meaning, relationships, and the kind of people we want to be as we age. The same questions apply to our schools:

  • How do we build school systems that prioritize well-being, not just academic achievement?
  • How do we create environments where students and staff can flourish for the long term?
  • How do we make decisions today that will set us up for success, not just in the next five years, but in the next fifty?

So yes, maybe we’re all talking about longevity because we’re at that stage of life. But maybe we’re also just getting smarter about what matters—both in our own lives and in the way we lead.

Like my colleague said, “the next 20 years will be my best 20 years.” And if we get this right – not just in our personal lives but in education – it could transform how we think about learning, leadership, and well-being for generations to come.

As we rethink longevity in our own lives, how can we reimagine it in education—ensuring that our schools, students, and staff don’t just endure, but thrive for the long haul?

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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Physical Literacy and Innovation: Building the Foundation for Lifelong Success

February 10, 2025 by cultureofyes

Over the past year, I’ve thought a lot about physical literacy. My earlier post, Embracing Physical Literacy: More Than Just Fitness, explored the concept of giving students the tools, confidence, and motivation to move—to make physical activity a lifelong pursuit. This picked up from a 2019 post, More Than Just Getting Moving, that shared the work of physical literacy mentors.  Yet as we move through this school year, I see physical literacy taking on new dimensions—from its role in mental health to its intersection with emerging technologies. It’s time to expand our understanding of how schools can make physical literacy a cornerstone of student success.

Why is physical literacy so important for young people today? For starters, it’s more than simply a “nice to have” complement to academic pursuits; it’s foundational. Recent studies like this one from 2019 on physical literacy and academic performance make a strong case for it. This conclusion was more broadly supported by a comprehensive review in the United States by the Center for Disease Control and Prevention (CDC) that found incorporating brief physical activities in classroom settings positively affected cognitive skills, attitudes, and academic behaviours, with none of the studies reporting negative associations. Academic success and physical literacy are deeply interconnected, with research consistently showing that movement enhances cognitive function, focus, and overall learning. When students engage in physical activity—whether through structured sports, active play, or simple movement breaks—their brains release chemicals that boost memory, problem-solving skills, and concentration. Schools that prioritize physical literacy not only help students develop coordination and confidence in movement but also create environments where learning is more effective. By integrating physical activity into the school day, we aren’t just fostering healthier bodies; we are actively improving academic outcomes, engagement, and overall student well-being.

Yet, beyond the numbers, there is a simple truth: movement helps kids thrive. It builds resiliency, fosters belonging, and provides a mental health anchor in an increasingly fast-paced and complex world.

Consider the challenges our young people face. With the rise of screen time—now averaging over eight hours daily for teenagers—and increasingly sedentary lifestyles, many students don’t engage in the kind of unstructured, active play that was once a given. The annual study in Canada from ParticipACTION scored our country with a D+ for physical activity for children and youth in 2024. The grade resulted from youth having insufficient physical activity, excessive screen time, and declining active play and outdoor movement. By integrating movement into daily life—not just in PE but across subjects and schedules—we can help students build the habits they need for lifelong health and well-being and move us up from this unacceptable standing.

West Vancouver participated in a study released in 2023 of grade 2 students from all of district elementary schools.  The research  assessed 319 children, with an average age of 7.5 years, evaluating them across five domains: running, locomotor skills, upper and lower body control, and balance. Findings revealed that 79% of the children were at an emerging level of motor competency, while 21% were at a competent level. On average, children engaged in approximately 111 minutes of moderate-to-vigorous physical activity (MVPA) daily, with those at the competent level participating in 15 minutes more MVPA per day than their emerging-level peers. The study highlighted the significant positive impact of parental support, especially logistical support, on children’s motor competencies. Additionally, the quality of school grounds played a role in enhancing motor competencies, with different aspects benefiting boys and girls uniquely. The research underscores the importance of both parental involvement and well-designed school environments in fostering children’s motor skill development.

The sum of all of this means that at the school and district level we need to stay committed on making physical literacy a deliberate focus.

I use this space a lot to write about innovation, and recently a lot about AI.  I do think there are some interesting linkages with both these areas related to physical literacy.  As I noted in a recent post, we are being explicit and strategic by identifying AI and physical literacy as our two key areas related to innovation in our district this year.  The intersection of AI and physical literacy represents a broader opportunity. In a world increasingly defined by technology, emphasizing physical literacy alongside digital innovation signals that we value the whole child. It says that while we prepare students for the future’s technological demands, we’re also committed to ensuring they have the tools to take care of their bodies and minds. One is not more important than the other; they’re two sides of the same coin. 

Looking ahead, we need to think bigger about physical literacy’s role in education. What if every student graduated not only with digital literacy but also with a foundational level of physical literacy? What if movement became as integral to our schools as math or reading? This isn’t just about preparing kids for gym class; it’s about equipping them with the skills to lead healthy, balanced lives in an increasingly digital world.  As we embrace innovation this year, let’s continue to make physical literacy a priority in our schools. We can build an education system that harnesses the power of technology while ensuring our students develop the physical literacy they need to thrive.

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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The Missing Link: What High Schools Can Learn from University Data

January 28, 2025 by cultureofyes

In an era increasingly influenced by data, one glaring blind spot in education that exists is understanding how our high school graduates perform in university and what that tells us about the effectiveness of our K-12 systems. When asked how our graduates are performing in university, I usually can offer only anecdotes rather than evidence—despite leading a district that prides itself on being data rich.  As a credit to our high school and career counsellors, we work hard to keep track of what all our students do after high school – in our case about 95% go to post-secondary within a year, but after that we don’t know much. As a school superintendent, I find this gap deeply frustrating, especially given the wealth of data universities already collect on everything from course grades and completion rates to student engagement metrics and academic support utilization and the great work of the BC Council on Admissions and Transfer to track students through their post-secondary journeys.

We know how students perform within the K-12 system. Graduation rates, student satisfaction surveys, FSA and Graduation Program exams, and course completions are tracked and analyzed. But once students leave our system, the data trail cools. Universities maintain detailed records on student performance across academic programs, tracking not just grades but also participation in support services, course progression patterns, and even early warning indicators of academic struggle. They can analyze how students from different regions, districts, and even countries perform. Some enrolment managers in higher education even track success rates based on the school district and school they came from. But what’s missing is an effort to bring this data together to create a clear picture of how K-12 systems influence university success.

Imagine if we had access to data showing how students from our district or our province fare in first-year university math compared to students from Alberta, or even students internationally. If Alberta students consistently outperform others, it prompts important questions: What are they doing in their high schools to set students up for success in math? Could we adapt some of their approaches? This isn’t about competition; it’s about collaboration and learning.  One example I have of this, that I still reference more than 20 years later is this study from UBC that is a version of what I am describing.  From 1995-2005 UBC posted this data in math and physics.  It was actually students from Alberta that outperformed all others in 2005 (humble brag – West Vancouver students were next). This kind of data opens a lot of other questions, and I don’t want to speak absolutely about what it really says – but at least it starts the conversation.

Of course, implementing such data integration faces legitimate challenges. Privacy concerns must be carefully addressed through robust anonymization protocols and clear data governance frameworks. Where small numbers exist, 5 year running averages can anonymize data while providing useful trend lines. The cost and complexity of building integrated data systems can be significant, but a lot of this work is already being done – there are potential efficiencies to be gained from greater collaboration between the K-12 and post-secondary sectors. Some will argue (rightly) that university success shouldn’t be our primary metric, given that many students choose different paths, and these efforts would imply K-12 is just intended to be university prep. And to be clear, having data from BCIT and other trades programs would be as valuable as from universities as we focus on success and not any particular endeavor.  An additional challenge we face in West Vancouver is that, while only 5% of students in BC attend university outside of the province, our figure stands at 50%, many heading internationally to Europe or the US. This substantial outbound migration of students further complicates our ability to track and analyze our post secondary trends. But even having just BC data is a useful start. These are valid concerns, but they’re not insurmountable obstacles—they’re design parameters for thoughtful solutions.

The benefits of such integration would extend far beyond district offices. Teachers could gain insights into which instructional approaches best prepare students for university success, refining their methods accordingly.  Students and families making college choices would have better information about which high school programs align with their post-secondary goals. Curriculum developers could identify gaps between high school preparation and university expectations. College readiness programs could target their support more effectively, using data to identify where students typically struggle in the transition.

Too often, we rely on gut feelings or isolated anecdotes to assess whether we are preparing students well. Teachers and parents share stories of graduates excelling (or struggling) in university, but these stories, while valuable, don’t provide the comprehensive insights we need to make systemic improvements.

The structures needed to bridge K-12 and university data systems could start simple: regular data-sharing meetings between district and university leadership, standardized reporting templates that align high school and university metrics, and shared research projects examining student transition patterns. Over time, these could evolve into more sophisticated systems that provide real-time insights while maintaining student privacy.

By building a bridge between the data collected in K-12 and the outcomes measured in university, we can better understand where we excel and where we need to improve. We’ll gain insights into which practices, curricula, and support systems genuinely prepare students for post-secondary success. More importantly, we can act on these insights to give all students a better chance to thrive, whether their path leads to university, college, trades, or the workforce.

It’s time to move beyond gut feelings. In this data-rich era, we owe it to our students to let evidence help guide our decisions, helping us thoughtfully and systematically get better. The technology exists and is only improving with advances in AI. The data is there. Now we need the will to connect them in service of student success.

Thanks to West Van teacher Stephen Price for his assistance with this post.

Chat GPT and Claude were used to support the editing and proofreading process.  The image at the top of the post was generated in AI.

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Could AI Reduce Student Technology Use?

January 21, 2025 by cultureofyes

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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Some Digital Parenting Thoughts for 2025

January 14, 2025 by cultureofyes

I shared my “Word for 2025” last week, but I am still thinking about the year ahead.  I know in school-life the real new year starts in September, but January is a good time to reset and reassess. And just as we do that in school, I know it is happening in homes as well.

As we step into a new calendar year, it’s the perfect time for a refresh—a moment to reflect, reset, and renew our family routines. For parents navigating the complexities of raising children in today’s digital age, this moment feels particularly significant. And with the added layer of AI, this navigation is only getting more complex.

We live in a world where technology is seamlessly woven into the fabric of daily life. Devices offer connection, knowledge, and opportunities that previous generations could only dream of. Yet, they also pose challenges—especially for families trying to strike a balance between purposeful technology use and the very human need for physical activity, meaningful connections, and mindful living.

At school, we have been working hard to foster that balance. We’ve set limits on cell phone usage in schools across BC, not because we are anti-technology, but because we believe in purposeful use (Here is an infographic we have shared out this week in schools). What does this look like in practice? Students using computers to create digital portfolios of their work, collaborating on shared documents for group projects through Google Classroom, or using educational apps to practice math skills—all while maintaining dedicated time for physical activity, face-to-face discussions, and hands-on learning. These boundaries ensure our students’ well-being and physical literacy remain priorities. But this is not a task schools can do alone.  As I have written before, physical literacy and AI are side by side as key areas for innovation in West Vancouver.

Parents play a crucial role in shaping how their children navigate technology. As we rethink routines this January, let’s remember that our children are always watching. They notice when we set aside our phones during dinner, when we prioritize outdoor family activities, and when we engage in face-to-face conversations. Modeling thoughtful technology habits isn’t just important—it’s transformational.  At school events, it is often adults who demonstrate the poorest cell phone etiquette. 

Over the break a colleague of mine showed me an interesting iPhone feature.  Go to Settings, tap Screen Time>See All Activity. Scroll down to the area titled “pickups”.   This number is how many times you have picked up your phone that day.  It’s not just the kids who might be a little too attached to their screens.  Give it a try and be ready for a reality check!

This January reset calls for thoughtful conversations. Rather than banning or blindly embracing tech, engage your children with questions that promote intentional use: How does this app support your learning goals? What boundaries would help you balance screen time with other activities you enjoy? When do you feel most creative and focused while using technology? These conversations can help children develop critical thinking about their digital habits.

As a parent, this isn’t about perfection. It’s about progress—a commitment to staying engaged and aware as technology evolves. It’s about setting expectations that align with your family values, being open to learning from your kids, and creating a culture where tech is a tool, not a master. I know I used to HATE my kids playing video games, but now I realize they can often be a point of connection with friends out of school time.

In schools, we’ll continue to champion purposeful technology use while ensuring students’ physical and emotional development is front and centre. But as we know, what happens at home matters just as much. Together, we can guide our kids to be confident, capable, and thoughtful digital citizens.

Around our office, we have a walking club once a week at lunch and staff have started a run club to train for a race in March.  We are keenly aware that we need to model getting outside and modeling good practices with our own health. 

Here’s your January challenge: Choose one area of family technology use to reset. Maybe it’s establishing device-free dinner times, setting up a family charging station outside bedrooms, or planning weekly outdoor activities. Start small, stay consistent, and celebrate progress. This is the year to refresh, reset, and reimagine what it means to parent in the digital age.

I used both Chat GPT and Claude in the editing process and the image at the top of the post is also AI generated.

Posted in Change, Health, Parenting, Technology | Tagged , , | Leave a Comment »

My One Word for 2025 – Thrive

January 7, 2025 by cultureofyes

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.

Posted in Change, Personalized Learning, SD45, Technology | Tagged , , | 4 Comments »

My “Top 3” List for 2024

December 26, 2024 by cultureofyes

Here we are – a final post for year 15 on Culture of yes.

As another year comes to a close, I find myself looking back at 2024 and all the moments that made it memorable. It’s become a tradition for me to reflect on the year and put together a “Top 3” list—just a quick way to highlight the ideas, experiences, and surprises that stood out the most. 

If you are wondering what you might have missed, here are the previous years Top 3 lists:  2023 (here) 2022 (here) 2021 (here) 2020 (here) 2019 (here) 2018 (here) 2017 (here) 2016 (here) 2015 (here) 2014 (here) 2013 (here) 2012 (here), 2011 (here) and 2010 (here)

This isn’t about covering everything or being overly formal; it’s more like sharing a few of my favorite highlights from the year. So, grab a Booster Juice or settle in to a White Spot Pirate Pak and join me as I look back on what made 2024 special.  

Top 3 “Culture of Yes” Blog Posts which have generated the most traffic this year:

  1.  28 Reasons to Love Teaching from a 28 Year Veteran
  2. Thinking About the Anxious Generation
  3. Taylor Swift’s Masterclass:  Lessons in Leadership for Schools

Taylor Swift’s popularity is everywhere.  If I take a look at this year’s most read posts in a couple of months, the recent post about her will probably be number one. It is just much newer than the others ahead of it.  The 28 Reasons post was probably my favourite post to write, so nice to see it connect so well with people.  How people find this blog continues to be interesting.  For many years Twitter drove much of the traffic, now LinkedIn is a far more common place for people to find it.  And then certain posts, like when I write about parenting or sports, or Taylor Swift, are well shared through Facebook.  Overall the metrics show readership up about 25% year-over-year and numbers are the highest they have been in about a decade.  Still not at the numbers of 2011 – 2014 (the glory days of the edu blogosphere) but great to see that I can still connect with such a strong network.  Interestingly, the least read post this year was The Art of Staying Relevant.

Top 3 Shifts in BC Education in 2024:

  1. Limiting Phones in Schools 
  2. The growth of AI 
  3. Focus on literacy and numeracy

Looking more broadly, like many jurisdictions across North America, British Columbia put in rules to limit the use of technology, and in particular cellphones, during school time.  A couple takeaways from this change for me, 1) It went over very well with not a lot of challenges.  Students quickly adapting to new procedures, and the limits were flexible enough to recognize different rules for different ages and circumstances is important and 2) The fear of some that these changes would push back the thoughtful use of technology in schools did not come to fruition.  Students and staff are still using technology as appropriate, but are in most cases being more intentional.

I have covered AI a lot, including a full post (HERE), just last week.  BC has had a big advantage because of forward thinking work from the Ministry of Education.  The resources are available HERE.

And the refocusing on core learning skills of numeracy and literacy is an important focus, again in BC and beyond.  In part as a result of dipping results in international assessments, in part because of a sense that COVID had a negative impact in these areas, and a reevaluation of the topics that have dominated education conversations, these key areas are being given additional attention.

Top 3 Things I was Wrong About:

  1. Cell phones
  2. In-person meetings 
  3. AI resistance

Always good to think about areas where you have changed your thinking. And sometimes you just have a hunch that proves to be wrong. 

When it comes to cell phones, as I noted above, I expected the limitations on students to be met with more resistance from students (and also parents trying to get ahold of their children).  What happened was it really went smoothly.  Students knowing that other students also didn’t have access during class time seemed to have a positive impact for everyone.  And the flexibility (at least with the rules in BC) to allow technology still for purposeful class use meant digital efforts continued to move forward. 

I finally relented and moved a series of our administrator meetings back to in-person.  I had been a hold out thinking they should continue online. I liked the idea of our staff not having to travel from their schools – the chance to save travel time and also lessen time out of buildings seemed like a win.  What I was missing was that these meetings were an important connection point for people, and the informal meetings that often occur at these sessions are actually crucial.  

And I was sure parents were going to want AI banned in schools.  Not that it is possible, I was just expecting a repeat of the social media conversation from 15 years ago.  It has been completely different.  I think parents see that AI is changing their lives and actually they are often looking to the schools to upskill themselves.  I think our parent education sessions on AI are so well attended in part because parents know they need these skills for themselves.

Top 3 AI Tools for education I have used (not counting ChatGPT):

  1. Brisk
  2. Magic School
  3. Claude

OK, full disclosure.  I had a very similar category last year, and I am using none of the tools now that I wrote about then.  This speaks to the fluidity in the space and how quickly things are moving and new AI tools are emerging.  I am also not calling these free tools, as although they all have free versions, they also have paid versions.  It is dangerous to get hooked on the free version of any of these products, and often features might start as free and move to the paid version or vice versa.  In looking at these 3 tools, I like Brisk particularly for secondary schools and for its integration with Google.  It is really easy to get started with for teachers.  Magic School is our core AI tool in West Vancouver, and it has a simple interface and I like it particularly for younger students as you can turn off and on specific parts of it.  And Claude is one I use more and more with writing.  It is  a competitor to Chat GPT and I find they offer a good contrast when looking for feedback.  I often use them in tandem with my writing.  Before publishing this post, both Claude and Chat GPT were used to get feedback.  

Top 3  TED Talks I watched this year that pushed my thinking:

  1.  What is AI Anyway?

2. How the US is Destroying Young People’s Future

3.  Sport Leadership:  Are We Lost?

Top 3 artists for me according to Spotify this year:

  1.  Paul Simon
  2.  Simon and Garfunkel
  3.  The Beatles

Not much to see here – other than for all the things that change in the world, my music tastes are not one of them.  The Beatles snuck in the bronze medal spot this year over James Taylor.  I am still my parents musical tastes.  

Top 3 Concerts I Saw This Year:

  1. Taylor Swift
  2. Bruce Springsteen
  3. Pearl Jam

OK, so my concert list is a little more modern than my regular musical listens (Of course I would trade all the concerts I see in any given year for one more Simon and Garfunkel reunion concert).  I have already referenced the Taylor Swift concert earlier as it led to one of my most read posts.  It was also a particularly nice event for me as I was treated to the ticket by my older daughter who was lucky to get some of the last minute tickets that were released.  Another artist who went for more than 3 hours, Bruce Springsteen, put on an amazing show.  And Pearl Jam was on my concert bucket-list and it was great to see them in-person.  I am always so impressed with how Springsteen and Pearl Jam make every show different.  

Top daily 3 streaks I still have going:

  1. 10,000 Steps
  2. Running 5 km a day
  3. Photo posting to Instagram

Yup – I can just cut and past my top 3 here from last year, and many years now.  It will be a bigger deal when any of these come to an end.  These streaks are all about discipline and consistency, qualities that I think are so important, and often in short supply today.  The steps streak in now at every day for 11 years.  I wrote about the running streak HERE when I crossed the 1000 day mark in October 2023, the streak is now over 1400 days, and I continue to post a photo every day – something that will hit 10 years or just over 3650 days of posting. photos on January 1st.  

Top  3 photos from this past year that make me smile:

A great West Vancouver leadership team tradition - Adult Pirate Pak Day!

A great West Vancouver leadership team tradition – Adult Pirate Pak Day!

I can vividly remember the story this young learner was telling me with his loose parts he was using.

One of many fun family traditions – strawberry picking day on Father’s Day Weekend.

I could have easily picked so many other photos.  I love going through my photos from each day to look back on the year – a great collection of work, family and friends.  I stopped making them public a few years ago, but I still post them to Instagram and archive them.  Scrolling through them will always make me smile.  

Final Thoughts

As I wrap up my reflections on 2024, I am once again struck by the power of traditions, both big and small, to anchor us through the whirlwind of change. This blog, my streaks, the music, the moments with family and colleagues—they remind me that even in a world reshaped by technology and shifting priorities, the things that truly matter remain steady.

This year has been one of growth and learning, filled with new challenges and exciting opportunities. Whether through conversations about AI, embracing the evolving landscape of education, or simply finding joy in a Pirate Pak, I’m reminded of the importance of staying curious, connected, and optimistic about what’s ahead.

To all of you who’ve read, shared, and engaged with these posts throughout the year—thank you. Your reflections, challenges, and encouragement fuel my writing and inspire my thinking. Here’s to stepping into 2025 with the same energy, passion, and hope that have carried us through this transformative year.

Happy holidays, and see you in the new year!

The image at the top of this post was created using Chat GPT.  I also used Chat GPT and Claude in my review and editing process for this post.

 

 

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

December 17, 2024 by cultureofyes

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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