Feeds:
Posts
Comments

Posts Tagged ‘basketball’

longshot

It was one of those magical nights.

Last Friday night I joined a sold out crowd at the Kay Meek Theatre (one of two sellouts of close to 500 people each that night) to see the premier of Longshot: The Brian Upson Story.  It was like a community reunion – for one night our community was transported back in time to 1982.

The Brian Upson story is hard to believe.  It feels like a script for a Hollywood movie, the kind that people would read and say, this is not believable enough.  With the premier of the movie, it has been told several times recently.  The short version of the story is that the West Vancouver Highlanders won their only provincial basketball championship in their history in 1982.  They won the final game defeating their league rival Argyle by a single-point, after losing to them three times earlier in the season in-front of a capacity crowd at the Agrodome in Vancouver. And it is far more than just a story of winning a basketball title, as the Highlanders were coached by Brian Upson, who, battling colon cancer had not been expected to live long enough to make it to the championships. He coached the team to the title, and passed away two weeks later.  This does not fairly tell the story – it is worth reading the full story.  In 2012, Len Corben described it as the most memorable sports story in the 100 year history of West Vancouver.  Recently, in anticipation of the film Rosalind Duane did a wonderful feature in the North Shore News and Steve Ewen did a feature that ran in both the Vancouver Sun and Vancouver Province.

This post is not about retelling the Brian Upson Story – others have told it far better than I ever could.

I have seen many student films.  This was different.  I thought I was watching an ESPN 30for30 documentary.  It was a professional film.  I have a vision in my mind what a school project film looks like.  But this blew me away.  Teacher Dave Shannon and his students had taken on an incredibly challenging project and done an amazing job.  And what a great reminder – when students do real work for a real audience they will rise to the occasion.  I realize they didn’t have much choice – they had to do a great job.  They were telling the story of the greatest sporting event in our community’s history.  They had interviewed Upson’s wife and children and the players from the team – they were all going to be in the audience.  And the students delivered.  This is one of those great reminders about school.  We too often don’t do real world work, but when we do it is magical.

And the power of real work was not the only reminder from the movie.  The movie reminded us of the power of high school sports.  All of the players, now 35 years later, spoke to the impact of the team and being part of the experience.  The crowd footage from 1982 was amazing – as 5000 people cheered on the teams in the final – many of them students.  It was something that connected the school.  Schools are more than just taking courses in the same room together, they are communities.

And the film also reminded us of the power of a teacher.  The players spoke about the profound impact Mr. Upson has had on their lives.  He helped make them who they are today.  Teachers and coaches have an enormous impact on young people and the movie serves to remind us of that.  It also reminded us that it is very often those connections outside the class that are most significant – for teachers and students.

Even though everyone in the room knew how the story would end – they cheered along.  When the buzzer sounded and the game ended the crowd in the theatre madly applauded.  We were all transported back thirty-five years.  Thanks to the students of the Rockridge film program.

Friday night was one of those special nights.  It showed the best of community.  And reminded us of the power of teachers, coaches and schools.  Pretty impressive.

Here is the Official Trailer for the movie:

Read Full Post »

Follow-your-Passion
It is hard to believe that one of the key tasks of January is to begin promoting our program offerings in our schools next September. This past month, our Board approved a series of new secondary school courses and programs. It is exciting to see a culture of innovation come to life in the program offerings that teachers, principals and schools are bringing forward – I absolutely love the passion-based offerings for students.

We have been offering academy programs for just over a decade.  It started with hockey and soccer.  For many years, students interested in a particular academy program would have to transfer to one of our high schools to participate.  We have changed this over time.

About four years ago, we began to talk about the idea of “one district, three campuses”.  This is based on the principle that students should be able to attend their local secondary school with their friends, but have access to programs for part of their schedule at another site.  It has not been a simple move.  There have been logistics to overcome – calendars had to be aligned so high schools all had the same professional development days.  Timetables also had to be coordinated.  In our case, we now have timetables at each of our high schools where the blocks in the morning rotate and the afternoon blocks are fixed.  So students have the same last period class each day.  This allows us to bring together students from multiple sites each day in the afternoon.

Our school schedules are built so students can complete core areas in the morning, and if interested, pursue specialty programming in the afternoon.

This coming year we now have 10 different academy-style programs open to students from all schools.  We continue to be strong with sports – offering academy programming in soccer, hockey, basketball, baseball, rugby, field hockey, and tennis.  We have also now added mechatronics robotics and dance for next year.  The majority of these programs occur in the afternoon, with some classes before school and on weekends.  In addition to these programs we have several courses that are open to students from all schools – YELL (an entrepreneurship program that runs after school and partners students with business leaders in the community, FAST (First Aid Swim Training, where students earn credentialing towards becoming a lifeguard) and a District Honour Choir (that practices in the evening and performs locally and beyond).  In Art West 45 students can attend their own high school one day and every other day participate in a program that allows those passionate about arts to get extended time in this area.  It is the same principle for ACE-IT Carpentry where students attend the program every other day working towards their Level 1 carpentry credential.

In all we are now at about 15 and growing in the number of options we have available that allow students to pursue their passions as part of their school program – coming together with students from across the district who share these interests.

There is wonderful value in students attending their local school but we also need to find creative ways for students to pursue their passions.  Five years ago none of the programs existed that would allow students from a variety of schools to attend.  Now they are part of our culture.  A culture where talented teachers share their passions with students who are thirsty to pursue these areas.

I am not sure that what we are doing is transforming our system.  I can hear my friend Yong Zhao in my ear that we are maximizing the current system and not changing the system.    We are continuing to find ways for students to pursue their passions which is all part of building a system that is relevent, connected and engaging for our learners.

Read Full Post »

SA-Aug15-_Page_26_Image_0001(1)

This post is a duplicate of the article in the  AASA – August 2015 School Administrator Magazine.  

The entire issue (here) is dedicated to topics related to high school sports.

A superintendent’s case for a forward-thinking approach to interscholastic athletics addressing safety, cost and the balance with academics

His first reported concussion happened in youth soccer. His second came in high school football. A possible third head injury may have happened in pro football training camp. But when a rookie 24-year-old linebacker with the San Francisco 49ers, Chris Borland, decided to retire from the NFL in March, not due to injury but rather to prevent injury, the sports world uttered a collective gasp.

Parents and players have taken notice of Borland’s story and the growth in concussion research. In my 7,500-student district, I recently received an e-mail from a parent quoting Mike Ditka, an NFL Hall of Famer and legendary Chicago Bears head coach and tight end. While that may have surprised me, the provocative words he echoed did not: “If I had a young son today, I wouldn’t let him play football.”

More than ever, superintendents are being drawn into controversies around interscholastic sports. In just the past few months, news media have reported on a superintendent who resigned following the contentious termination of a varsity basketball coach; several superintendents drawn into student-athlete disciplinary cases over alleged hazing; a superintendent challenged by her community after she disciplined a football coach for an offensive sideline tirade; a superintendent who cancelled games against another school over the rival team’s “Redskins” nickname in support of his own school’s Native American population; and several superintendents caught in the middle of school board budget debates around financial support for school athletics.

Sports and schools have been interconnected for generations. Yet the rising tide of serious challenges is raising new questions about the sustainability of interscholastic sports programs. These deal with student-athlete health risks, competitive pressures from a social media-fueled public and tough questioning around the educational value of school-based programs when public revenues are stressed. Jointly, or in isolation, these pressures could lead to a scaling back, if not disappearance, of some school sports in the coming years.

Reigning Romanticism

To an outside observer, it seems as if high school sports never have been more popular. Varsity sports are big business, with communities investing in football and basketball facilities and major sports news outlets like Bleacher Report and ESPN giving high school athletics expansive coverage.

Beyond widespread media attention, several other factors support the notion that school sports will continue to thrive. Communities have a rich history of school sports, and nostalgia runs deep in our schools, notably in smaller communities whose sole identity these days may be tied to their public schools.

Adults often romanticize their own school sports experiences — from cheering on the football team to scoring the winning goal in a soccer match or a buzzer beater in basketball. Superintendents recognize the considerable pride that comes to a school and a community when a sports team wins a regional or state championship. Movies such as Hoosiers and Rudy continue to inspire us.

And unlike in other countries, where sports facilities used by pre-collegiate students typically are not located on a school campus, gymnasiums in North America generally are an integral part of school campuses. Given the physical connection, it makes logical sense that sports such as basketball, volleyball and wrestling will continue to remain within the school domain.

Three Pressures

The challenges I see school system leaders confronting in interscholastic sports fall into three categories.

Athlete safety. Coaches and school leaders always will assert that students’ safety comes first in scholastic sports participation. But grim evidence from expanding medical research on the long-term effects of sports-related concussions indicates that brain trauma can cause permanent cognitive impairment, memory loss, depression, dementia and chronic traumatic encephalopathy, which can lead to erratic behavior and suicide.

We’re learning that it’s not just the bone-crunching body hits in football that cause injury. Successive sub-concussive blows, even in sports such as soccer, rugby, lacrosse and ice hockey, can cause as much or more brain damage. The recovery time can be longer for children and adolescents. Notably, the majority of injuries occur during practices, not in interscholastic competition. A recent study published in the journal JAMA Pediatrics indicated 58 percent of reported concussions in high school football occurred in practice sessions.

Most chilling, however, is the “culture of resistance” among players to self-report concussion symptoms. According to the Western Journal of Emergency Medicine, “High school athletes and those with scholarship possibilities especially will try to convince parents and coaches that they feel fine, in order to resume play.”

Other serious student safety challenges include physical harassment, sexual abuse and the ugly ritual of team hazing. These issues are forcing superintendents, like one last fall at a high school in New Jersey, to take serious measures — in that case, cancelling the school’s varsity football season in response to a hazing incident. Community and public reaction to the cancellation was mixed and only proves to demonstrate how difficult it will be to make changes to the nation’s most popular sport.

Blurring lines between school and community sports. Beyond health and safety concerns, sports themselves are changing. Basketball, volleyball and soccer, for instance, used to be school-based sports primarily. Now, it seems as if the school season is just preparing young athletes for the extended club season. The Amateur Athletics Union basketball circuits across the continent have youngsters playing dozens of games, even sometimes more than 100, during the “off season.” Colleges use the AAU programs as the go-to source for recruiting athletes, meaning parents no longer see school sports as the pathway to university athletics.

Coaching and profit motives in some community programs have professionalized youth sports and raised questions about where school-based sports fit into this new world. In the community, athletes can freely move between programs in a “free agent” environment, and coaches and sports programs can be talent collectors, while public schools hold to academic and residential eligibility rules that limit movement.

High school sports once were neatly organized into seasons that more or less matched the terms of the school year. Students could run cross country in the fall, play basketball in the winter and participate in baseball or softball in the spring. Over the last couple of decades, youngsters have been pushed into a 12-month calendar. This poses a challenge for schools that try to encourage students to play multiple sports at the same time non-school-based sports programs are stressing specialization.

The place of sports in school. One historical advantage for school sports over those in the community has been the cost of participation. In most school districts, there is no pay-to-play measure. This has changed in recent years. As school district budgets tighten, superintendents and school boards are faced with choosing whether to prioritize athletics or core classroom services.

We also are seeing the need to redirect revenue sources once targeted for athletics, such as those generated by campus vending machines and gym rental use, to support the overall operating district budget. I am faced regularly with turning down requests to financially support school sports in my district as teams rely on user fees and parent fundraising more than ever to cover costs.

While competitive sports in secondary schools engage small numbers of participants, we realize we need to find ways for all students to be active to support their physical and academic health. Given the alarming rate of youth obesity, there are concerted efforts to focus on sports that promote inclusive participation and lifelong fitness. Classes in yoga, dance and personal fitness are becoming more common in high schools and our physical education classes have decreased their attention to competitive sports while increasing their focus on lifelong fitness.

Finally, the increased emphasis on global academic competition in education challenges the place of high school sports in the future. When our nations are competing with Finland and Singapore on the international stage and the stakes for our students are rising, competitive school sports can be seen as a distraction. Do we want our great math teachers spending their nights preparing lessons or coaching basketball? (OK, the answer is probably both!) As the expectations ratchet up for educators in the classroom, it is harder to see where commitments to competitive athletics fit into the new definition of a teacher.

The Way Forward

As a school principal recently said to me, “If we were starting schools from scratch, do you really think we would include competitive sports when the community does them so well?”

This conversation really challenges me. I have coached varsity-level sports, I’ve been president of the High School Basketball Association, and I’ve seen the amazing and continuous benefits of school sports on the lives of young people. I would far rather be the superintendent cheering on the championship team than overseeing the demise of these programs — which is precisely why we need to take a serious look at competitive sports in schools moving forward.

At their core, our schools are about nurturing the brain. As I wrote in my response to the parent’s e-mail with his warning from “Iron Mike,” we need to play close attention to the evolving science of brain injury and take student safety seriously. But let’s evolve our sports rather than eliminate them.

Football needs to be different because we know better than to continue to allow head contact in the game. The heads-up tackling initiative is a step forward. Helmet-mounted impact sensors may be another. Within the next few years, concussion management training for coaches and conservative “return to play” guidelines must be standard protocol.

We need to look at whether some sports are managed better in the community and, if so, perhaps we should stop offering them in schools. In British Columbia, we offer 17 different sports for boys and girls through our schools. Working with a mix of for-profit and not-for-profit groups, all those involved in sports need to jointly support high school student-athletes and not be in perpetual competition with one another.

For me, hearing community members tell “Friday Night Lights” tales of the past offers wonderful nostalgia and history, but it is not instructive about where we need to go next. Superintendents and other forward-looking system leaders must begin to envision competitive school sports for 2035, not 1955. The challenges individually are not insurmountable, but collectively they are a daunting set of factors. While I am convinced we could do nothing and school sports would continue for a while; looking 20 years out, like many other aspects of schooling, they may have to evolve.

Read Full Post »

girls sports

So, having outlined some reasons why school sports may endure in my last post, there are also some realities that lead one to see that there are a number of factors working against school sports right now.

In no particular order, here are some of the challenges that school sports face going forward:

The discussion around concussions and brain injuries seems to be growing all the time. And quickly, the conversations often move to sports that have or are perceived to have high levels of head injuries.  Two of these sports are two of the most popular in high school – football and rugby.  And to be very fair, both sports are trying to get out in front of the issue and make their games safer.  Examples include the Safe Contact Program in Canada that deals with heads-up tackling.   The issue of safety is not going away, and there are definitely voices that question whether schools should be active in sports that can be seen to be dangerous.

We have continued to see a decline in teacher coaches in schools.  Unlike, our American counterparts, high school coaching is almost exclusively a volunteer experience (there are some Independent Schools that offer a stipend).  And over time, there has been a shift from school coaches to community coaches.  I have seem some local data that shows the majority of coaches in almost all schools are non-teacher coaches.  There is a commonly told story that teacher anger at government and new teachers without the same values as those of previous generations are the culprits.  The story seems far more complicated and the real stories don’t make up these myths.  This issue seems part of larger shifts in society that see teachers putting on their parenting hats quickly after school and leaving to coach their own children who are now playing more sports and younger ages than ever before.  Teachers are also far more likely to be working as tutors or otherwise busy after school.

Also on the topic of coaching, we have moved from volunteers to professional coaches throughout youth sports. Soccer and hockey clubs no longer rely just on willing moms and dads as coaches but have technical directors to lead their clubs.  While some coaches are trained and certified in schools the vast majority are willing volunteers looking to connect with kids and support them knowing the power of sports to help connect young people to school and positive peer groups.  Somehow these types of coaches are not enough anymore as expertise is now becoming expected in both the community and in schools.

One of the advantages of school sports over community sports has been cost.  School sports have been far cheaper alternatives than those in the community.  This has been changing.  Now school sports are reflective of the total cost of the offerings, and often can be several hundred dollars for a season to cover referee, tournament and other charges.   While there are still some very inexpensive sports to run in schools, this has been changing.  There are also not the same sources of revenue to support school sports – traditionally some gym rental revenue, or vending machine revenue or monies from other sources could help support school sports – as budgets have got tighter these sources have disappeared.  Now, schools, like the community, are having to find ways to ensure all young people have access to sports.  And the cost issue does not seem to be going away.

Did you know there are 17 school sports in British Columbia?  I am sure you can name the first few quite easily – basketball, volleyball, football.  But did you know about curling, tennis and ski and snowboarding?  There are some questions of whether there are too many school sports.  Again not a simple issue.  I have coached some senior boys and girls soccer.  Now soccer is done very well in the community but there was something great about having students organize by schools and play using “school values” which are often different from the values promoted in the community.  Like UBC saw when they looked at reducing their university Varsity sports, any move to reduce the number of sports would be met with questions of “why us”?  It does seem unwieldy to try to offer so many sports particularly given the other challenges.

In referencing a need to look at our model in the past post, I did begin to make the argument that we are moving to a much more participatory culture with a focus of having all young people engaged and not just the elite athletes.  There is no shortage of news stories around the concerns over youth inactivity and governments of all levels around the world are working on strategies to have young people be more active.  And while “sports” are a great way and we need to be exposing more kids at younger ages to the range of options, “competitive sports” in schools are often about the few participating not the many.  While it is great to win provincial championships, there is definitely something to be said for having all students out running and playing.

It used to work out perfectly – there are three natural terms to a school year and three sports seasons.  Of course the era of a sport being done in a single season is over.  In the old version, come November the volleyballs would go away and the basketballs would come out.  Then come spring break, the basketballs went away and out came the track spikes.  Now all seasons spill into one another.  It is hard for coaches to coach multiple sports and the community quickly picks up the parts that the school is not doing as almost all sports at high school are year-round.

Traditionally schooling has been very localized. The sense of global competition was not ever-present as it is today.  As the academic competition increases, school sports are often seen as an add-on for teachers and students.  Teaching has never been more difficult and the expectations around the profession are at an all-time high.  Do parents want their math teachers coaching volleyball for 3 hours a night or prepping their lessons?  Of course the answer is probably both.  But this is a huge challenge as teachers invest more time in their lessons to support students and students invest more times in their studies to be competitive in the global learning race, sports can be seen as a nice extra but not part of the core for school.

Our current set of rules are all about schools, yet increasingly our system is about students.  The system of school eligibility is about creating a fair playing field for all schools.  There are a number of eligibility policies in place to keep this.  And this has largely worked.  We have an ongoing trend of students taking courses from multiple locations, often a blend of face-to-face and online courses and it seems likely that students will increasingly be defined less by being a member of one school.  So, as a student takes a couple of courses at one school, a few at another and still other with a third institution online – how do we deal with this in a school sports eligibility sense?  School sports are built around the “school” as the centre point but personalizing learning is about the “student” at the centre.  And while I was a vocal leader of creating a fair playing field for schools I see the world shifting.

Try this out.  Find a really good high school volleyball or basketball player and ask them – who do you play for?  In these two sports that have been primarily school sports throughout time, most kids will not answer with their school but their club.  Students now primarily identify with their club not their school.  This has happened fast – I see it with my own elementary aged children.   Yes, kids play sports for the school but this is not seen as their primary identification.  While yes, in some sports in some communities the high school is the primary or only game in town – there are no sports left where the majority of training and growth happens in schools.  Student athletes compete for their school but they play for their clubs.

Parents no longer see school sports as the pathway to university athletics.  One of the great appeals of school sports to families has been that they open doors to a university education.  Students are now regularly seen through club programs and students could receive full scholarships in a “school sport” without ever playing that sport in high school. Colleges and universities are also looking to bypass school programs creating their own club structures that feed their university programs rather than relying on high schools to develop their future players.

And of all of the challenges, I think the biggest one might be that potentially the community does a better job than schools of providing competitive sports.   Public and private providers in the community may be better at offering competitive sports than schools.  I wonder, if schools did not currently offer competitive athletics would there be a push to start them?  I think the answer is no.  The number of community, not-for-profit and for-profit groups offering competitive athletics is growing exponentially.  And while some of the offerings make me cringe, there are many fabulous opportunities for young people in the community that did not exist even a decade ago.  And while not perfect, groups like KidSport are helping make community sports accessible to all families.

I don’t think there is any one of the challenges in on the list that is insurmountable.  It is more about the cumulative effect of them all.  And to be clear, I am definitely not convinced that the loss of school sports would not be without huge repercussions for schools from overall student engagement, to morale to achievement levels – it might be a future reality though.  And if sports remained in independent schools and not public schools I think we would see a mass exodus from our public institutions.

While we are envisioning teaching, learning and schooling of the future we better add athletics to the conversation.  If we don’t, there will be more voices like Amanda Ripley, making the Case Against High-School Sports.   For me, hearing stories about finding our way back to the 1970’s when schools dismissed and Empire Stadium was full with students for track meets or the glory days of basketball championships at the Agrodome are great stories but not instructive.  We need to get to figuring out the role of schools in competitive sports as we go forward.

And while I am convinced we could do nothing and school sports would continue for a while, looking 20 years out we need to think of what new model will work.

Read Full Post »

1951-52_Old_Forge_High_School_Basketball_Team

This is the first of two posts on the subject of school athletics.  I was planning to start with a series of reasons why today’s students may be the final generation to see sports in school as we know them but instead I am saving that for my next post.  For this first post I want to outline five reasons why school sports may continue well into the future.

School sports have always been a big part of my life, as a student, a teacher and a parent.  Some of my most wonderful friendships are because of connections I made through school athletics.  I do think we are in rapidly changing times, and suggesting that school sports may slowly disappear from our schools is not too far-fetched (As a bit of a preview I think issues like cost, safety, available coaches, onerous regulations and increased competition are all challenging school sports).  That said, I find a number of compelling reasons that may mean the obstacles will be just that obstacles, and school sports will continue well into the future.

Here are five reasons that can lead me to believe those of you watching your children play school sports, will get to repeat the rite of passage with your grandchildren.

Firstly, nostalgia is big in schools.  One of the qualities that people like about schools is they generally look the same for children as they did for their parents.  Adults often romanticize their school sports experiences – from cheering on the football team, to scoring the winning goal in the soccer game. School rituals are often slow to change thus one could argue school sports are not going anywhere.  There will be too much of a push to keep them.  And while one can point to some jurisdictions around the world that don’t have them, they never have.  School sports are such a part of the fabric of our schools.

Somewhat related, is that high school sports receive much more media coverage that community sports.  When the media chooses to shine a light on school sports the public watches and listens which then influences the decisions young people make around sports.  We are especially fortunate in British Columbia with Howard Tsumura at the Province Newspaper.  No other major daily paper in the country gives the attention to high school sports as the Vancouver Province and Howard’s work, like his recent piece on why he loves high school basketball, helps ensure school sports are in the public eye.  From our major daily newspapers, to television to local community papers there is far more coverage for teenagers playing school sports than those playing community sports.  And this, in turn, helps to continue to support high school sports programs.

While there are many others in the community offering sporting opportunities, school districts in British Columbia, and across North America, own most of the gymnasiums.  So when it comes to sports like volleyball, basketball, badminton and wrestling, it makes sense for schools to offer them since they have the facilities.  For outside providers to offer these sports they have to pay gym rentals which can be often cost prohibitive.  In other countries gymnasiums are like hockey rinks in Canada, and community facilities.  As long as schools own the places where sports take place they will continue to be primary providers of the sports.

Another real potential for school sports is that, like with so much else in our schools, sports programs will evolve and new models will be created.  I am particularly vested in this as we are trying just that in West Vancouver.  For us, we have taken one of the primary school sports, basketball, and wrapped some programming around it (HERE) that help support athletes, develop coaches and keep students at their home school.  For better or worse, sports have changed where almost all sports offer year-round options and training begins at much younger ages.  School sports and community sports need to form new partnerships so that students are not left to select between playing sports at school and the community. There also needs to be different entry points – so you can have a team that has a range of commitment levels but all those involved have access to training and support to meet their levels of interest.  Our thinking around new models, is that rather than have all students attend one school with a particular sports passion, how do we support them at multiple schools, so they can continue to compete for their home schools and we can reinforce the value of inter-school competition.

Another possibility to ensure the long-term viability of school sports is some sort of new hybrid model of recreation and competition.  There is clearly a global push to have all our students be more active.  Our traditional sports have often been about selecting some students to participate in a model where a small percentage of the student body actually participate.  There are exceptions like football and rugby that have larger numbers, but it is generally true that school teams are quite small given the overall population of many schools.  One possibility is that a new group of sports emerge / reemerge that have larger teams and are more recreation based.  We have seen this with the growth of Ultimate in schools. Another possibility is that increased resources shift from inter-school teams to in-house intramural programs

There are major shifts happening in schooling.  And so many shifts with the nature of teaching and learning.  It is interesting that so far most of the discussion around school sports seem to be about trying to return them to some glory days of the past.  In the next post I will outline some real challenges that seem to be facing school sports moving forward.

There are many who would argue that they just couldn’t imagine schools without sports as we know them. But that is not really the purpose of this post – it is not about whether they are important, it is about the drives and blockers to their long term success.

As I talk to athletes and coaches and read stories in the newspaper, in many ways school sports are continuing to make a difference like they always have before.  And, of course, they have a lot going for them to assume this will continue into the future.

 

Read Full Post »

homework1

If you read other edu-bloggers, you will have likely seen these posts that are spreading. I had shied away from doing one myself, but it was only a couple of posts ago I committed myself to becoming more involved in the education blogging community. How it works is colleagues in your network “tag you” with a homework assignment to share 11 random facts about yourself, and then answer the 11 questions provided, and then invite 11 others to answer 11 questions asked of them.

I am somewhat skeptical — it sounds like a pyramid scheme.  I know when I was seven I was supposed to send five postcards to people I knew and within three weeks I was going to get 400 postcards from people around the world — my mom said I wasn’t allowed to do it.

I have been “tagged” twice, so below my facts are answers to both sets of questions.

11 Facts About Me:

1)  I love routines.  I know that is not considered to be a good thing by many, but even on vacation I love a schedule with a sense of tasks being accomplished.

2)  I have a geographic tongue — this feels like over sharing, but only about 1% of the population have one.

3)  I would prefer to speak in front of 500 people than make small talk in a room of 10.

4)  I was 39 years old before I travelled outside of North America.

5)  My wife and I went to the same high school but didn’t know each other (she was one year older); she may have been a little bit “cooler”. We started dating  when we on the staff together at that same high school and I was assigned to be her “mentor”.  After we were married we taught on the same staff for one year before I took a job in Coquitlam.  I also spent one year – my first year – teaching on the same staff as my mom.

6)  Last spring break our family filmed an episode of the Property Brothers – Buying and Selling.  It starting airing on HGTV in the United States on January 1st and starts airing in Canada on January 7th on the W Network.  We learned a lot about how “real” or “not real” reality TV really is.

7)  I am in my 26th year of being involved with coaching basketball / basketball administration — my first coaching assignment was in 1988, coaching the Grade 7 boys at Woodward Elementary School in Richmond.

8)  I loved playing the saxophone in high school, but now I regret that I never really learned to play the piano.

9)  I feel a connection to West Vancouver because my grandfather taught at West Van Secondary in the late 1930’s and early 1940’s.

10)  My peak weight was 248 pounds but I have spent the last 20 years weighing about 195 pounds.

11)  I know that this trait is really not that popular these days in schools, but I am very competitive and I really like to win.

Questions from Johnny Bevacqua

1.  What keeps you up at night?  My four-year-old daughter — she is still not keen on sleeping through the night in her own bed

2.  What would you consider comfort food?  All-you-can-eat sushi

3.  What is one thing you would change about your job?  My house and my job are too far apart – I would make them closer together

4.  What is one thing you would change about schools today?  Stop valuing some courses (e.g. sciences) more than others (e.g. arts and  trades)

5.  What is one piece of advice you would give to someone?  Go for it — there is always another job

6.  The biggest inspiration in my life is___________________?  My wife — she is awesome!

7.  What was the first music concert you attended?  Probably Fred Penner.  Without my parents, I think it was Harry Connick Jr.  

8.  What is the first movie you attended?  Swiss Family Robinson

9.  Other than work, I have a passion for_____________________? My family

10.  If you wrote a book, what would the title be?  Either “Go Where the Kids Are” or “Just Win Baby!”

11.  When I grow up I ______________________  will just be a big kid.

Questions from Tia Henriksen

1. What are your favourite and least favourite colours?  Favourite — blue; least favourite — brown

2. What was your favourite subject / least favourite subject in school?  I loved History 12 and never liked (or was very good at) Art

3. Where were you born? In a hospital

4. What was your lowest grade in your post-secondary classes? In what class?  C in Urban Geography of Thailand (poor course choice)

5. What is the best characteristic you received from your mom? Appreciation for traditions

6. What is your favourite childhood memory?  Spending time in Naramata, and later in Penticton, with my grandmother every summer

7. How old were you when you learned to swim?  Probably about five – we did lessons every summer at South Arm Pool in Richmond

8. Is Disneyland really the Happiest Place on Earth?  YES — I love theme parks and I like to have the entire day planned out

9. What’s your favourite video you’ve watched recently on social media?  Dean Shareski’s TEDx Talk from last spring

10. If you could plan it, what would your last meal consist of?  Sushi and lemonade

11. What makes you happiest?  Watching my kids play sports

11 Random Questions for You:

1.  If you could only watch one television station what would it be?
2.  Looking back at your schooling, what was the silliest rule your school had?
3.  Who is the greatest ever Canuck?
4.  What is the greatest rock group of the 1980s?
5.  What is something education related you have changed your opinion on over your career?
6.  What is the warmest place you have ever been — and how warm was it?
7.  Poorest fashion trend you have seen in schools in the last 10 years?
8.  What was more frustrating to deal with in your school — Pokemon cards or silly bands?
9.  Describe your favourite high school teacher in four words
10.  What is the best reason to go on Facebook at least once a day?
11.  If blogging was outlawed tomorrow — what would be your reaction?

I Challenge the Following People to do their Homework:

I know it is a bit of a cop-out, but I will challenge all of those bloggers in the West Vancouver School District community to consider giving this activity a try.  I will  not call you out by name, but hopefully some of our Trustees, Principals, Vice-Principals and Teacher bloggers will take this on — and then, maybe challenge some of our student bloggers to do the same.

Read Full Post »

I write about the changing nature of learning and school quite often, but I would also like to credit district staff and the community, that when offered something different, they take the jump and sign-up.  In the West Vancouver School District, there is a lot of change occurring  within the traditional school day. To be sure, there is an emphasis on inquiry, social-emotional learning. digital access, but not as many examples challenging when learning takes place.  Generally, our schools operate from 9 a.m. to 3 p.m,  Monday to Friday, September to June. And, while some students take online (Distributive Learning) courses from other school districts, we don’t offer these in the district.

That said, there are three offerings for the upcoming school year I would like to highlight for their unique partnerships, flexible schedules, and for the amazing interest each have generated.  From Honours Choir, to Basketball and Entrepreneurship — the adage is “if you build it, they will come”, and it seems to apply nicely.  At the time of each offering, I wondered if anyone would sign-up; in the end, the happy problem was more sign-ups than supply.

Honours Choir

Music is a key component of each school’s program, and West Vancouver Schools proudly boast  music specialists in each of our elementary schools — a rarity in BC schools.  Until this year, we had not considered offering music beyond the school level because there are often opportunities for students within the community.  This year, the Board of Education approved an Honours Choir course offered on Wednesday evenings.  Many worried we wouldn’t have the 20-to-25 student enrollment required to run the course.  In the end, over 100 students signed up for auditions and the one choir opportunity became two. These students are required to be part of their own school choirs, and will now extend and challenge themselves every Wednesday night,  pursuing a passion and earning school credits while training with singers from all schools in the district.

Premier Basketball Academy

West Vancouver has been well invested in sports academy programs for a number of years, from soccer to hockey and tennis to baseball. However, basketball is unique in that it is predominantly a school sport.  So, the district has created a unique opportunity open to Grades 9 to 11 boys and girls from all three schools. This course allows students to earn credits while continuing to play for their “home” school, and to receive additional training in the mornings as well as other times outside of the school timetable. This will allow better access to the course for students from multiple schools.  Similar to the Honours Choir, students can pursue a passion in greater depth while not having to leave their school to attend the program.  One other key element of the program is we are  partnering with Basketball BC, who will be providing the curriculum and expertise to support the program.  Again, demand has exceeded capacity.

Entrepreneurship 12 / YELL

Entrepreneurship 12 is a Ministry of Education course offered in schools across the province.  A challenge we often face with these type of  specialty business courses (and other senior electives) is that about 10 to 15 students sign-up in each school,  but not enough to offer a course block in the timetable – leading to course cancellations.  Some creative thinking around format and scheduling has changed that.  The course has been rebranded YELL (Young Entrepreneurship and Leadership Launchpad) and partners business teachers with community resources which currently include Rattan Bagga, General Manager of Jiva Organics; Amit Sandhu, CEO of Ampri Group; and Punit Dhillon, co-founder, President and CEO of OncoSec Medical.  The course is offered after school, so students from all three schools can attend; students will connect with top entrepreneurial talent and participate in a business venture challenge — traditional business course meets Dragon’s Den.  Earlier this week, when I attended the information session in the West Vancouver Secondary Library, it was jam-packed with over 150 interested people.  Again, families are ready to embrace ‘different’.

So, what are some of my takeaways:

  • The idea of connecting with community resources is a partnership we are just beginning to figure out, and the community is willing and interested
  • There is a real interest  in depth and specialization to pursue passions
  • There are opportunities to go across-schools for collaboration outside of the timetable
  • We can find more options for students to stay at their home school for the majority of their program
  • Each of the three new offerings are guided by passionate teachers
  • The lines of school/non-school activities are becoming increasingly blurry

The creation of these courses has been an interesting journey, more so that my internal pessimist has been proven wrong with all three offerings. While I wondered if they would gain traction, all three are booming with interest, which makes me also wonder, “so, what is next?”

Finally, my thanks to the outstanding teacher leaders: Suzanne Fulton (choir), Greg Meldrum (basketball) ad Jo-Anne McKee and Shawn Anderson (Entrepreneurship) who are leading the way with these offerings. I am looking forward to seeing their progress and success in about 12 months from now as we slowly open up more opportunities outside the traditional school day.

Read Full Post »