Merry Christmas!

As we wind down toward the winter break, I wanted to take a moment to reflect on some  highlights  that have stood out this year.

Once again, through the work of support staff, teachers, admin, parents and community volunteers, the elementary sports season (soccer, x-country, volleyball) has been outstanding.  Similarly, our high school teams are enjoying another strong season, having sent 5 teams to the provincial championships this year.

The Arts also continue to be vibrant with large numbers of students engaged in diverse artistic endeavours.  Drama and theatre programs have continued to entertain our communities and this year's Carolfest was another spectacular community showcase of tremendous quality. This past week, Smithers Secondary held their annual Christmas Concert for their Junior and Senior Bands (including the District 6/7 Band). A remarkable night before a packed house. Beyond the talent on display, what captivates me most is the level of engagement and enjoyment of all participants.  The students and adults that make these programs possible put in immense hours of work getting ready for the performance, and are enjoying every moment of the learning process together.  It is a pleasure to watch that interaction.

Enjoy the holidays:)

Power of Choice

What a busy and exciting time. Over the past couple of months the School District has been involved in conversations about expanding opportunities for students through examining the purpose and flexibility of our programs and facilities.  The first conversation involved a re-visioning of our alternate program, with the driving question being, "Is it meeting the needs of the students?" This conversation was begun with staff, carried on with alternate students and re-visited with staff again.  It has been a fascinating process, with all partners in the conversation pointing out that the program needs to be more flexible to permit students more choice.  Not surprisingly, the students were particularly quick to present these suggestions.  But how do we facilitate this choice?  Once you start to peel at this, the layers run deep, and hence the next conversation.

Closely tied to the flexibility and choice of the alternate students is the structure of our high school timetable.  Both of our high schools have different tumbling timetables which do not connect easily with the alternate program, other community services (such as NWCC), work experience, or other employment opportunities. To shed light on the timetable issue, Assistant Superintendent Mike McDiarmid invited the high schools and other partner groups to examine the possibilities that might arise from considering aligning the school timetable across the District and across other partner providers.  Again, the potential service to students from this conversation is stunning.  Stunning, but really not that new.  We are hearing of and seeing similar initiatives happening across the province and in other jurisdictions, but now, as students truly become aware of the choices before them, we are getting far more deliberate about enhancing personalized learning.

Learning Conversations

In the midst of the provincial dialogue, supervision schedules, and numerous other distractions, it is easy to overlook some of the remarkable professionalism that continues to flourish.  Through a partnership between the Local Union and the District, SD #54 has been fortunate to bring in Faye Brownlie to work with teachers in what is,  "A Leadership Series: Current and Effective Teaching Strategies Across the Curriculum".

In the first session, Ms. Brownlie engaged 20 local teachers, including guests from Burns Lake, Moricetown and Terrace. It was fascinating to watch Ms. Brownlie integrate specific learning strategies across a very diverse group of educators, while adjusting for and respecting the various starting points of the individual educators on this journey.  However, regardless of starting point,  there are some key questions we ask ourselves as we use assessment to inform instruction.

• What can my students do?
• What is missing? (What do I wish they could do?)
• What do I need to teach?
• Is my teaching making a difference?

Across this group, across our District, and across the Province professional activities such as this do make a difference in teaching and learning. Ms. Brownlie referenced the McKinsey Report (2007) which states:

"The top-performing school systems recognise that the only way to improve outcomes is to improve instruction: learning occurs when students and teachers interact, and thus to improve learning implies improving the quality of  that interaction."

It is through the ongoing professionalism of our educators that we will continue to lead as a top-performing system.  Ms. Brownlie is back in Smithers on December 1st for an evening Pro-D session and will continue her work with this group of teacher leaders on December 2.

Leading Learning

Last week, our District had the pleasure of having Bruce Beairsto join our administrators group and present some of his thoughts on personalized learning. While I do not have the time or space to encapsulate his entire presentation, I wanted to take a moment to share some of the particulars that stuck with me.

As we try to get a handle on the how, what and why of change as part of the personalized learning agenda, it becomes necessary to answer the following question:  What is the most compelling reason for changing the way schools operate? As mentioned last week, the rate of change in the world should be compelling enough, but that aside, how are schools in their traditional structures (as Sir Ken Robinson might put it) preparing students for a future we cannot imagine? And if we cannot imagine IT, what skills prepare our youth to handle IT?

Fortunately, we are not alone.  Every jurisdiction is peeling this onion, and perhaps that is how we will get there, but unfortunately, there is no silver bullet.  We are not likely, as Bruce put it,  to "shrink wrap" this and send it out to a school near you.   And while the uncertainty creates unease, I think it makes sense and could be equally liberating. For if we believe we are preparing students to develop the skills they need to enter the unknown, an expectation of the shrink wrap solution would seem counterintuitive.

And what are these skills?  Bruce referenced several sources, such as Tony Wagner's Seven Survival Skills from his book, The Global Achievement Gap.

• Critical Thinking and Problem Solving
• Collaboration Across Networks
• Agility and Adaptability
• Ingenuity and Entrepreneurship
• Effective Oral and Written Communication
• Accessing and Analyzing Information
• Curiosity and Imagination

This is not to suggest the "3 R's" have lost their importance.  Indeed, as a foundation, they are more critical than ever.  However, they are also not sufficient, and doing more of the same will not better prepare our youth for an uncertain, rapidly changing world.

Driving Change

"He who rejects change is the architect of decay. The only human institution which rejects progress is the cemetery."
Harold Wilson


The pace of change in today's world is staggering, and our educational system, designed on an industrial model, has recently begun to meet this change head-on... perhaps even begun to embrace change.  However, systemic change is difficult. For some, the need to change will often suggest there is something "wrong" with what we are doing, rather than an acknowledgement that change is part of progress... a part of all of our ongoing personal growth. Indeed, change is part of all of our individual voyages of discovery.

Recently, I had the opportunity to attend a forum facilitated by Micheal Fullan, Valerie Hannon and Tony Mackay, where much of the discussion focussed on the right and wrong drivers of change, based on Fullan's article, "Choosing the Wrong Drivers".  I left the conversation with optimism on a number of fronts.

First of all, it is encouraging that, as a jurisdiction, we are looking at successful drivers of change while we are still considered high performing. Others have taken a more reactionary route. By entering the conversation we give notice of our desire to part of change, an agent of change even, rather than a victim of it, or the aforementioned cemetery.

Secondly, I am encouraged when the elements Fullan describes as essential to successful systemic change,  are foundational practices in the Bulkley Valley. Our District values social capital while working with our professionals to engage in activities that build capacity and deepen learning experiences and opportunities for teachers and learners alike.

This is not to suggest our school district is the finished product or that we have all the answers. We are not and do not. However, I do believe it suggests we are well positioned as an organization to ensure our youth emerge with the necessary skills and attributes of an educated citizen in the 21st century.

Welcome Back!!

What an exciting time of year. One of the things I miss most is the thrill and energy of students at the start of a new school year, so I was delighted to participate in a District school tour with our Board Chair and Assistant Superintendent last week.  Buildings were filled with wide eyes, smiles and happy feet! As I watched the energy of the children, I was reminded of the proverb, "From small beginnings come great things."

Our maintenance and custodial crews have done their usual sensational work in preparing our facilities.  Beyond the many visible projects completed, one less visible, yet mammoth project, needs mention here. Smithers Secondary had a massive boiler overhaul, resulting in a significant technical upgrade with environmental benefits through carbon reduction, while increasing cost efficiency.

Over the course of the day we had tour guides from Lake Kathlyn highlight aspects of their school, including their Code of Conduct.  Walnut Park showed off their new "Welcoming Blanket",

while Muheim was proud of their new asphalt playing surface.  Both Silverthorne and Twain Sullivan had significant staff changes and it was an excellent opportunity to meet them  Houston Secondary was pleased with their new video conferencing technology, allowing their students to enroll in Psychology through NWCC in Smithers, as well as opening many other education possibilities. Smithers Secondary has also made technological strides with a significant restructuring of their DL (Distributed Learning) program, under the guidance of District Principal, Matthew Monkman.

As we look ahead to the school year, many exciting opportunities exist for our students.  All levels of our organization have made this start-up an exciting success, and it is a reminder, perhaps now more than ever, that teamwork in education matters.

Celebrations, Part Two

It is fitting that the retirement and long service celebration is closely followed by the graduation ceremony, as both mark significant milestones in our lives, and both are closely linked through hard work and service. 

The theme chosen by one of this years’ grad classes, is from a William Ernest Henley poem:

I am the master of my fate. I am the Captain of my soul

How appropriate.  The grads are at the magical place in time where the world is their oyster and they are firmly in charge of their journey, destination, and any contributions along the way. Dr. Seuss would say, “You can move mountains!” 
Thinking back to the earlier celebration and as they consider their future as “Master and Commander”, what will their contribution be? They are at this place, not just through their perseverance, but through the service of others- be they friends, parents, family members, teachers and other community members.  The service of others has helped in getting to this point, and knowing they had some hand in helping,  fills parents, family and teachers with pride.

One of the greatest gifts in education is being able to spend time with young people, making a difference in their lives… hopefully a positive one.  In a rapidly changing world, service to others remains a cornerstone of an effective society— an essential ingredient in leaving a better world for those who follow.

There is a Chinese proverb that unlocks the key to living well. It suggests, if you want to be happy:

For a day—go fishing  

For a month—get married   (insert clever comment)

For a year—inherit a fortune  

For a lifetime—help somebody else

With that, as these grads strive forward in control of their journey and destination, I encourage them to remember to give back.

The grads of 2011 are the bright candles of our community and I would remind them of their power, and the power of their actions, through Shakespeare’s, Merchant of Venice:

How far that little candle throws his beams! So shines a good deed in a naughty world.

To our retirees and graduates, congratulation, happiness, and long life.

Celebrating success, in education, matters. Have a great summer.

Celebrations, Part One

With the end of year fast approaching, we look forward to celebrating the success of our students, specifically through graduation ceremonies, and I will elaborate on these celebrations shortly, but first I'd like to discuss a different celebration.

Recently, we hosted our yearly celebration to recognize long service and pay tribute to retiring members of our organization. In a business where all of our energy is focused on kids, we do not always find the time to recognize the people who make the running of our business possible...who create and maintain the conditions and facilities within which learning becomes possible. Occasions such as this are one such opportunity to do just that. It is a chance to step back and formally say, THANK YOU! According to Muhammed Ali, "Service to others is the rent you pay for your room here on earth." We have had some good tenants.

It is often said that any team or organization is only as strong as the sum of its parts. Clearly, we are losing a lot of strength this year.  Call it strength, call it corporate wisdom… their contributions will be missed.  We are fortunate, however, that other members of our organization have had the opportunity to see them work and, like any apprentice, learn their craft through the example and instruction of others. 

Again, thank you, and best wishes wherever your future may lead.

The future belongs to those who believe in the beauty of their dreams. - Eleanor Roosevelt

Innovation

Innovation, is a word being tossed around the educational world, along with personalized and 21st Century Learning, and it is leading to more questions.  What kind of innovation? What innovation will drive personalized or 21st Century Learning?  Some are looking for the silver bullet.  That is unlikely. As mentioned earlier, that would be far too neat.  Moreover, neat would suggest the cautionary note that Alma Harris raises in Distributed School Leadership, when noting, "the danger is that we will build “new” old schools that may be architecturally more interesting, brighter, technologically more up to date, but essentially schools as we would recognize them.” 


As indicated by our Leadership Groups, innovation is occurring on an ongoing basis in our, and many other, districts regularly.  Our innovation may be as simple as our commitment to support building capacity in our professionals, enabling them to identify with 21st Century Learning and making 21st Century Learning attainable for learners.  The simplicity of this innovative practice is reflected in an often articulated belief that some of the most innovative practice occurs in rural or remote areas.  We do these things because we have to. Perhaps distance makes us place greater value on collaboration and it is through collaboration that we  develop a learning organization where:

 people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together. (Senge,1990)

We must create the conditions for innovation to occur, and as Charles Leadbeater states, “Capacity for innovation must be built up across the school, especially among teachers.”
For more thoughts on building capacity for innovation, check out Leadbeater's article "What Next" or his Ted Talk, shown below.

Building capacity, in education, matters.

Teacher Leaders

As the school year draws to close, several of our leadership groups have met to discuss their work, growth and learning, and that of their students. One of these groups is a group of Math teachers from K to grade 10 who have committed to working together over the course of the year, examining their instructional and assessment strategies as they seek to increase student engagement and deepen learning.  The work has been stunning. All of the projects included teacher collaboration within and across schools as they became critical friends and professional learning partners.  Their work embodies the philosophy of "personalized learning". If that buzz word does not work, think best practice. There is no script, beyond their professional drive to enhance their craft and engage learners.  As many of the group mentioned in their inquiry report, it is messy, and it is hard work.

If you have not yet seen it, check out the Khan Academy TedTalk...

http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html

We followed that session with our final BV Leadership meeting on Sunday night where 22 educators met to report on their leadership inquiry projects over the past year.  The leadership group has spent the year discussing, debating, and demonstrating distributed school leadership while wrapping their collective minds around the opportunities and challenges posed by 21st Century, personalized learning.  Attached is a link to the 7 minute "teaser" for a UK production, "We Are the People We Have Been Waiting For". This documentary examines the role of education in our rapidly changing world, and was one of the pieces the group used as part of their exploration.  The entire video is 77 minutes.

http://www.youtube.com/watch?v=VRi8_fXz1D8

Both of these groups operate within, to use Chris Kennedy's phrase, a culture of yes.  They do not see the problem, only solutions and opportunities.  Moreover, they understand the critical importance of collaboration in building capacity and facilitating deep learning. Leaders, across our educational learning community, matter.

Hearts and Minds...

I recently had the opportunity to attend the Network of Performance Based Schools (NPBS) seminar in Richmond on May 15th and 16th.The seminar produced an outstanding speaker list, including founders, Judy Halbert and Linda Kaser, as well as well as Lorna Earl, Helen Timperly and headlined by Alma Harris. We were treated to a passionate plea for continued change in education, while being reminded of the breadth of learning regarding the impact on student learning through assessment FOR and AS Learning.  While there is a role for assessment OF Learning, our practice must have a solid foundation and body of FOR and AS if we are to create "thinking kids" and not "cramming kids". Moreover, if we are to create thinking kids, how can we make sure that:

o   More adults in our schools appreciate an aboriginal point of view

o   All aboriginal learners see themselves reflected in their school

o   Every learner in a network has 2 adults who are crazy about them

o   Work together so that the current knowledge base is part of practice

o   Every adult is genuinely involved in important, substantive and timely learning

o   ALL of assessment practices build learner meta cognition...confidence

o   Inquiry so that Every learner will cross the stage with dignity, purpose, and options

                                                                  (Halbert & Kaser)

The first two bullets reflect a key objective of many districts as we understand that better meeting the learning needs of aboriginal students will result in deeper learning for all, but the third bullet has become embedded in my heart.  I have always believed in the critical importance of each learner having ONE adult, but what if that person leaves?  Where is the support for that learner? That bullet also kicked off a theme that was woven throughout the presentations, the critical role of relationships in education.

Even as we embark on this journey into "21st Century Learning", armed better than ever with knowledge about how people learn, how assessment As Learning improves meta-cognition, the relationships remain as important as ever, if not more so. Kimberly Schonert-Reichl's session focussed on social and emotional learning as indicators of success that we might have neglected in our pusuit of grades, and reminded us of Aristotle's wisdom:

"Educating the mind without educating the heart is no education at all."

It was impossible to not reflect on the teachers who inspired me as a student through their passion, and through their interest in me and their ability to personalize learning in a way that captivated me. Similarly, those mentor teachers that helped shape my craft, remind me of the delicate balance that is teaching-- part science...part art... where relationships in education matter.

Welcome to Education Matters

The technological world is changing daily, allowing us to communicate and learn in ways previously only considered on Star Trek.  We have ongoing, immediate access to the best minds in the world, and we have the opportunity to share this information with parents and students in a similarly rapid fashion. Perhaps more transforming, however, is that we can engage students in ways we never have before.

I hope that information and thoughts I post here can generate reflection and further dialogue.  Through dialogue, at all levels, and with all stakeholders, we can ensure that best practice is at the heart of all educational matters.