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The Art and Science of Placing Principals and Vice-Principals

May 12, 2025 by cultureofyes

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.

Posted in Change, SD45 | Tagged , | 4 Comments »

Educating for a Superintelligent Tomorrow

April 22, 2025 by cultureofyes


How do we equip young people for a world that might advance beyond our expectations?

Mat Balez is a local West Vancouver parent. We have had several great conversations in recent years — and just last week, we sat down to talk about Replit, the future of coding, and how fast the world is changing for our kids. I find myself wondering more and more: How do we prepare children for a world that is changing faster than our educational systems?

Mat is one of those people I really value in my professional orbit — someone outside the day-to-day education system who from time-to-time sends me articles and ideas that push my thinking.

Recently, he posted a tweet thread that’s been sitting with me. It starts with a bold premise: Let’s assume superintelligence is going to happen within the next decade.

Then comes the question that matters most to people like us: What does that mean for how we raise and educate our kids?

Of course, there are valid debates about the timeline for superintelligence. Some experts suggest it could be several decades away, while others point to the exponential progress we are seeing as evidence of a shorter horizon. Regardless of whether it arrives in ten years or thirty, the direction is clear —  the implications for education are worth considering now.

Mat outlines five big ideas:

Teach AI “super literacy”

Make independent thinkers

Invest in scarcity

Preserve human connection

Double down on the basics

It’s a strong list — one worth amplifying and building on. And as someone who thinks a lot about learning, change, and leadership, I see it as both a roadmap and an invitation.

1. Teach AI Super Literacy
Mat’s right: AI is fast becoming a foundational skill. Not just for those working in tech, but for all of us navigating modern life.

But AI literacy needs to go beyond technical fluency. It’s not enough to know how to use the tools — we also need to understand their implications. What’s trustworthy? What’s ethical? What’s human?

We are raising kids who won’t just use AI — they’ll live in it. And the goal isn’t to be better than other humans at AI. The goal is to be more human in an AI-saturated world.

In the classroom: In some schools, students are beginning to analyze AI-generated essays — for example, essays on climate change — using critical literacy frameworks. In small groups, they identify factual inaccuracies, spot potential biases, and discuss what the AI missed in terms of local context and human impact. These kinds of activities mark a shift: we are not just teaching kids to write, but to think critically about how ideas are generated — and by whom.

2. Make Independent Thinkers
This one hit especially hard. As AI gets better at producing answers, our job becomes helping students ask better questions.

Let’s teach them to think deeply, hold multiple ideas in tension, and resist the temptation to outsource all their thinking to machines. Let’s create learning environments where students develop the confidence — and the discipline — to work through ambiguity and challenge their own assumptions.

If the car can drive itself, we still need to remember (and learn!) how to steer.

In the classroom: Some teachers are experimenting with “first principles challenges” — problems students must tackle without digital tools. The goal isn’t to romanticize pre-digital learning, but to strengthen foundational reasoning and decision-making skills. These exercises help students better understand when to rely on AI — and when to trust themselves.

3. Invest in Scarcity
Mat uses this phrase to point us toward the qualities that remain uniquely human: creativity, emotional intelligence, trust and leadership.

It’s a powerful reminder that as automation rises, it’s not just what we do that will matter — it’s how we relate, how we empathize, how we build community.

We often talk about preparing students for the jobs of the future. What if we also prepared them for the relationships of the future?

That said, a small caution: I don’t think we should frame these traits as competitive advantages. Scarcity doesn’t need to become the next educational buzzword. These qualities matter not because they are rare, but because they make us whole.

4. Preserve Human Connection
There’s a quiet crisis unfolding in this generation — one of disconnection and loneliness. It is something I have written about before as I discussed Jonathan Haidt’s latest book, the Anxious Generation.

As educators, we are in a position to protect what’s most essential: belonging, relationship, connection. Whether through daily check-ins, deep collaboration, or simply being fully present, we can model and foster real human interaction.

Technology is accelerating, but connection still happens at a human pace.

5. Double Down on the Basics
This is a beautiful reminder not to lose the thread. Despite all the disruption, there’s a lot that still works — and still matters.

Reading, writing, listening, speaking, thinking, moving. Respect, responsibility, kindness. These aren’t nostalgic ideas. They’re timeless ones.

So yes, let’s bring in the new. But let’s not forget what got us here.

Aligning With Our Commitments
Looking at Mat’s framework through the lens of our West Vancouver Schools commitments, I see powerful alignment. His emphasis on AI literacy and independent thinking directly supports our commitment to fostering innovation. The focus on doubling down on the basics reinforces our pledge to ensure strong foundations in essential skills. And perhaps most importantly, his call to preserve human connection reminds us that “all means all” — in a technological world, we must ensure no student loses access to the human relationships that make learning and life meaningful.

What would happen if we approached AI not as a replacement for human teaching, but as a catalyst for reimagining what human teachers can focus on? And how might we create spaces where students learn to view technology not as an inevitable force to surrender to, but as a set of tools they have agency to shape?

Getting Started: First Steps for Schools and Districts
For school leaders wondering where to begin, I’d suggest starting with a community conversation. Bring together educators, parents, students, and use local tech professionals as resources to explore these ideas together. What does AI literacy mean in your context? What human capacities do you most want to nurture?

From there, consider forming a small innovation team — not just tech enthusiasts, but a diverse group across roles and with different comfort levels of these changes.  Their job isn’t to overhaul everything at once, but to identify meaningful, strategic entry points for these ideas.

Most importantly, create space for teacher learning. In my visits to schools, teachers and other staff are eager to engage with these shifts, but they need time, support and permission to experiment. 

So What Else?
Mat ends his thread with a call to continue the conversation — and I think that’s where the real opportunity lies.

The future will be shaped by those who are curious, grounded and willing to learn. But those voices won’t always come from inside our institutions. Sometimes the most important thinking is already happening — at the dinner table, in community conversations or in the inbox from a thoughtful parent like Mat.

We just have to keep listening. And keep showing up — ready to rethink, ready to collaborate and ready to lead with both head and heart.

I’m reminded that in education, we need to keep moving. To stay relevant, we must remain curious about the world changing so quickly around us. Whether we embrace all of these changes is open for discussion, but we should certainly be talking about them. One great piece of leadership advice I received long ago was that leaders in education need to see around corners so they can be the first to know what is coming next — conversations with people like Mat help me do exactly that.

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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Looking North: A uniquely Canadian path for education in an AI-rich world

April 7, 2025 by cultureofyes

There’s a moment right now—an opening that Canada, and more specifically Canadian education, has an opportunity to seize.

As we watch political discourse in the United States grow increasingly polarized, with education often pulled backwards into culture wars and ideology-driven mandates, it’s hard not to reflect on the different tone we can set here in Canada. While we certainly have our challenges, we also have the chance to chart a distinctly Canadian path forward—especially when it comes to preparing our young people for the future they are entering.

To do this well, we must also recognize that any national conversation about education in Canada must begin with a commitment to truth, reconciliation, and partnership with Indigenous communities. Indigenous education—led by Indigenous voices—is not a “strand” of our system; it is foundational to the work of designing what comes next. It is through authentic collaboration that we can build a future that is not only innovative but also rooted in respect, reciprocity, and relationality.

And make no mistake: that future is arriving fast.

We are entering a world increasingly shaped by artificial intelligence, automation, shifting geopolitics, a changing climate and a labour market that demands not just knowledge, but adaptability, creativity and collaboration. For Canada to thrive, our education systems must evolve with intention—not reactively, but purposefully, and with our eyes wide open.

This isn’t about throwing out the basics. Literacy and numeracy are, and must remain, foundational. But how we teach them, and what we wrap around them, needs to shift. It’s not enough to equip students with the skills of the past. We need to prepare them to navigate complexity, to make ethical decisions in a data-driven world, and to work alongside technologies that didn’t exist when their own teachers graduated.

And here’s where the opportunity comes in.

We are also approaching a federal election—an event that always brings reflection, but this time, it feels different. Whomever forms the next government will inherit a country in need of fresh thinking about what unites us. Amid global uncertainty and domestic division, education can be a powerful force for cohesion. It can connect the regions, bridge generations, and build the kind of future we all want to live in.

Canada has long held that education is a provincial responsibility—and for good reason. Local control supports responsiveness, cultural relevance, and innovation at the grassroots. But maybe now is the time to consider how we add a layer of national vision—not control, but coherence. A Canadian strategy for educational innovation that aligns our strengths, helps us scale what works and positions us not just as followers of global trends, but as leaders.

Some may rightfully question whether a national approach risks undermining provincial jurisdiction or local responsiveness. This is a valid concern that deserves thoughtful consideration. The vision here is not about imposing federal standards or centralizing decision-making. It is about creating connective tissue between existing initiatives, facilitating knowledge sharing and identifying shared priorities where collective action makes sense. In a world where AI and technology are transforming education everywhere, we can maintain our provincial distinctiveness while also learning from each other’s successes and challenges.

Right now, every provincial ministry of education is grappling with similar questions about AI in classrooms. How do we teach students to work alongside AI tools? What ethical frameworks should guide AI use? How do we prepare young Canadians for a job market transformed by automation and for careers that don’t even exist yet? These shared challenges call for shared solutions.

A coordinated Canadian approach to AI education could become our international differentiator—setting us apart from the fractured approaches seen in the United States and elsewhere. We could develop a distinctly Canadian AI education model that balances innovation with equity, technological advancement with human values and economic opportunity with ethical responsibility. This isn’t just about educational coherence; it’s about economic competitiveness and social unity in a rapidly changing world.

Imagine a national commitment to AI literacy and digital citizenship that becomes our educational signature globally. A collaborative approach to  education that honours Indigenous knowledge alongside scientific understanding. A shared investment in modernizing curriculum and assessment—not to standardize, but to reimagine and humanize.

We have done it before. From peacekeeping to public healthcare, Canada has often been at its best when we have looked forward with bold humility and quiet confidence.

There is nothing more future-focused than education. If we get it right—rooted in the Canadian values of inclusion, equity, innovation and reconciliation—we give our young people the tools not just to survive what is coming, but to shape it.

Let’s not wait for someone else to show us the way. Let’s lead—together.

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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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.

Posted in Change, Health | Tagged , | 2 Comments »

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.

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