Productive p.d.

Scheduling two days of professional development to close out the term was bound to create some questions. Would it be productive, relevant, worthwhile, boring? Would there be buy-in, and would everyone contribute in a meaningful way? The goals for the professional development sessions were to enhance both primary and intermediate collaboration within a professional learning community (plc), and to further develop our understanding of IB through deepening awareness of PYP and MYP practices.

The first impressions suggest that both goals were met to varying degrees. A key element of the sessions involved sharing best practices. It was highly enlightening to watch colleagues interact with one another, each revealing their strengths, tendencies, and characteristics as teachers. Some were detail oriented, others more broad in scope. Personally, I chose to share a lesson that I found useful this term that involved the use of back channeling and the technology of TodaysMeet. Now, I am personally not a techie, but I have been enhancing my lessons through its use. We also recorded our discussions of the p.d. using TodaysMeet. I tend to be big picture thinker and teacher, and this was evident during the session. From time to time I needed to be reminded to explain my methodology, its purpose, and usefulness. It occurred to me that my students must have the same questions, reactions, and experiences.

Other colleagues were strong on detail. They shared the value of beginning with the end in mind; knowing the summative assessment well in advance and the way that it will be marked. Others spoke of lessons that featured a common protocol, allowing students to experience the benefit of consistency. Still others emphasized the value of peer teaching, editing, and coaching.

As the first morning proceeded there was a team cohesiveness that was developing as a result of the activities and most importantly, sharing that was taking place. By the time that the session ended it was clear that colleagues were on the same page with one another and that we each had a better idea of what the other was doing inside and outside of the classroom.

Moving From Me to We - Global Mindedness

Our school has an active extra-curricular program and character education program. This year we decided to match our programs to the IB Learner Profile and to become more community-oriented. A group of grade 7 and 8 students joined up for an activity entitled: From Me to We- Global Mindedness. Inspired by participation in We Day, held in Toronto, Ontario, Canada, the students brought awareness to issues such as poverty, economic inequality, and child exploitation throughout the world.

Two students became motivated to take the step of going to Kenya in order to truly make a difference. Last week they spoke at our Lower School Assembly about their upcoming trip to Africa in June-July of 2012. In conjunction with our younger students in grades 7 and 8, these two grade 10 girls used the opportunity to raise awareness about the needs of people in parts of the world less fortunate than our own. We take it for granted that children go to school; this is a luxury that many families cannot afford in many parts of the world. Going without footwear is something we would never countenance in the developing world; many school-aged children in Kenya do without these commonplace items. Clean drinking water is available throughout our homes, while many in Africa trek long distances to get the resource that is most vital to sustaining life.

Such comparisons are seemingly endless. However, raising a generation of students and citizens committed to closing the gap between rich and poor worldwide is surely a step in the right direction. That is the philosophy and motivation of Moving from Me to We- Global Mindedness.

Sorting, Sifting, and Reporting

Having enjoyed a leisurely Saturday morning that consisted of a sleep-in, a yoga session, and breakfast at our favorite diner, the afternoon turned to the weightier matters of report writing. If you factor in a car wash and watching a few extraneous football games, you might even say that I was procrastinating. You might be right, but not for the reasons you may think.

While I appreciate that in education there is a need to track student progress, record and report that progress to parents, students, and educational authorities, there is something fragmented and counterproductive about this process. Most schools adopt a system that requires sorting and sifting- placing grades and percentages on work done to date. There are undoubtedly good reasons for following this precedent, the most compelling being the university admissions process and the granting of credits.

Middle school teachers are not bound by the same constraints, yet most schools follow a system that is similar to high school. This seems counterintuitive to developments in education that call for differentiated ways of assessing student work, and longer projects that add relevance and rigor to learning, but are more complicated to assess. I favor frequent, but varied assessment of student work and a less rigid way of reporting student progress in a timely fashion. I expect that most schools, even innovative ones like my own, grapple with the right balance of reports, updates, and opportunities for encouraging student success and learning.

It would be great to hear what other schools are doing by way of change in this important area of school life. Meantime, it is time to turn off the distractions, and get back to sorting, sifting, and reporting.

It Takes Time

Day 2 of the IB PYP p.d. workshop at our school was both longer and and more involved. This was not surprising since the emphasis was on planning. Getting teachers together in similar grades, the workshop leaders (Nathalie and Jason) led the groups through the PYP Planner. While new to some, and familiar to others, the PYP Planner was used by all to construct new units of study in a collaborative setting.

The most noticeable element of this process was that this sort of planning requires an investment of time. It was a rewarding and enhancing exercise, but also time-consuming. The need for setting aside planning time for grade teams, subject teachers, and trans-disciplinary teachers was evident to all. There is no shortage of will amongst staff members to accomplish the laudable goals of the IB program. I dare say, staff  at excellent schools throughout the world are similarly inclined to achieve their program objectives. The difference is that with IB, the planning process is by necessity, collaborative in nature. To my mind that is an important element given that historically teacher planning has often been an individual pursuit. Yet, the rewards for planning in teams, small groups, and amongst colleagues are considerable.

No doubt the end product will be superior for the entire school community: students, teachers, family, and staff. It simply takes time.

Connecting Between Divisions

This afternoon offered a terrific opportunity for staff to connect between divisions through a professional development workshop. Ostensibly it focussed on teaching the IB Primary Years Program, but in reality a variety of grade divisions were represented from Junior Kindergarten through to grade 12. PYP workshop leaders led the entire staff of the Lower School (JK-8), plus select members of the Upper School (9-12), expertly in the foundations of the IB PYP program, its purpose, design, and application.

Like the IB itself, the exercises focussed on planning and collaboration amongst teachers. It is not always easy to get teachers together to plan, so this session was designed as a compromise. Teachers came in to school on a Sunday afternoon to get the workshops started for day 1, while the sessions will continue throughout Monday as the students stay home. This was considered the best way to approach the need for planning time, and the imperative of teachers getting together to do so. With the end-of-term fast approaching along with the accompanying need to complete reports, the trade-off of giving up a Sunday for a Monday without students, was quite well-received.

Tapping into the expertise of primary teachers more familiar with the program, the junior, intermediate, and senior staff enthusiastically co-mingled with one another and took their lead from the helpful workshops leaders who shared their expertise in all matters related to IB. Setting clear objectives from the start, the workshop leaders presented a number of activities that helped to unpack the complexities and nuances of IB in an enjoyable yet thought-provoking manner. The first day proceeded at a steady pace, and the appetite was whet for more. Fitting given that we ended as the dinner hour approached.

Coffee and Connectedness

As the November wind and rain herald the not-so-distant winter, it makes perfect sense to huddle inside and find warmth through other means. The coffee house offers the perfect venue. My favorite is Coffee Culture. Set inside an old bank building that sits squarely in the center of the main street in the downtown of my hometown, St.Catharines, Ontario, Canada, it is a popular but quiet place to connect and have a coffee. With comfy chairs and couches, sturdy tables and stools, it accommodates both work and relaxation.

This evening as a bright day gives way to a an early darkness, the emphasis is on warmth through coffee and the opportunity to collect thoughts on the day that was. A number of student presentations in a history class were both well done and thought-provoking. The use of technology continues to grow with each passing lesson. A live stream from Toronto was embedded within a news update, smart board technology was used to enhance presentations, backchanelling via TodaysMeet was done in small groups with a follow-up summary session. These measures each enhanced the quality of work and brought about greater engagement. Still, there were frustrations and setbacks, which only served to illustrate the point that all work is a process and requires perseverance, adjustment and tweaking.

A regular observation is that in a 1:1 laptop setting, students are easily lost in their own cyberspace, and like most of us who use technology, can disappear for long spans of time in their own thoughts and interests. Some of that time can be unproductive. I am eager to pursue methods of greater collaboration and accountability that will lead to greater connectedness, sharing and insight.

Come to think of it, the challenge is bit like the coffee house. As I look around the building there are twelve customers, and ten laptops. Many are paired up, but only one dialogue is occurring between people involving actual conversation. I'm not taking the moral high ground because I am one of those individuals with open iPad, lost in my solitary thoughts. Yet, we all search for connectedness, don't we? Why else would I be situated at the coffee house and not at home? Why else would I be blogging?

Indeed, we are social creatures, often looking to connect with the things that interest us, teach us, and inspire us. One of the unique features in this coffee house is that an original vault sits intact. It is a splendid example of sturdiness, craftsmanship, and durability. It is also slightly ajar. I have come to think that this is a good portend. We should all have space for our riches, treasures if you like, but for us to access them and share them, the door needs to be open, however slightly.