Freedom Friday... Christmas Edition

One on the benefits of a school schedule that runs until a mere four days before Christmas is that it allows for a built-in excuse that is like the sound of music to the ears of a procrastinating shopper- why shop today for what you know can be bought tomorrow? That's what Christmas eve is for anyway. As I sit in my favorite coffee shop (shout out to Coffee Culture), avoiding the stores and malls, I found something else to do that doesn't involve the exchange of cash- blogging. A quick glance to the calendar tells me that there are three more days to get the few presents that my family allows me to be responsible for. Before you get the idea that I don't like Christmas, let me set the record straight- I love Christmas, just not the attendant shopping that comes with it. I said as much to my students on the last day of school before the holiday break. I told them that I love Christmas carols, the sweets and treats that come with the season, and of course the movie classics that run during this time of year. You can imagine their surprise when I told the class of grade eight boys and girls eagerly anticipating a holiday-themed penultimate class following a Christmas lunch that we would be having none of that stuff in our remaining period. Instead I promised them a portion of the greatest gift that a teacher can give- the gift of learning. Lest you think that I am some sort of classroom grinch, I told them that like all Friday afternoon classes (about once every two weeks in our schedule) they would have the freedom to work on whatever school-related project or assignment they chose. This is always a popular choice and usually a productive period. Throw in the statutory Red and Green day color, festive hats, some seasonal snacks and the students were relaxed and eager to show their stuff once they got over the initial shock that we wouldn't be watching Elf for the umpteenth time in the seasonal run-up to the 25th of December. We had been working on two very interesting units (honestly,ask the kids) focussing on the IB MYP units of study- How People Come Together to Form Nations (Humanities) and The Power of Words (Language A). Two boys who were awaiting their transportation to head back to China for the holidays eagerly shared their work on how Hong Kong was returned to the People's Republic of China. Another pair with a European background compared the origins of the formation of Italy with Canadian Confederation. Quite interesting. Others were keen to show how Instagram can be used to enhance descriptive writing. A few tackled a vocabulary lesson and then a really interesting event occurred. One student shared her personal work on a blog (and v.blog) that she is creating to bring awareness to the issue of teen depression and relatedly, bullying. Although only tangentially related to our units of study, the presentation sparked an excellent discussion about issues that all 13-14 year olds have an opinion on: self-esteem, fitting in, acceptable, exclusion, and mean kids. While it wasn't foremost in their minds, the discussion was very much related to the unit of study on the Power of Words, and even spoke to the kind of society (nation) that we wish to form as a people. They just had plenty to say about the hurtful nature of bullying, the pain of exclusion, and the challenge of fitting in that every adolescent faces. There wasn't a person in the room who didn't have something to say about the topics being presented, and before you knew it, time was up. To me the entire episode underscored the power of student choice, making work relevant (and rigorous), and having fun in the classroom. All on the eve of Christmas holidays. Lessons learned, and then it was time for eggnog and seasonal fun. Made me feel so good to be an educator that I might even splurge on some shopping... when I get around to it.

Bullying... Shifting the Balance

At a recent forum held at my school during Ontario's Anti-Bullying week (third week in November) I had the great pleasure of renewing my acquaintance with a professor at Brock University- Dr. Zoptito Marini- who is a leading researcher in the field of bullying. During our preliminary discussions, it was decided that we would emphasize the positive aspects that are required in school environments to address this problem. Specifically, the evening was framed within the context of community building. The focus was going to be on creating a school environment that shifts the balance in favour of those helping to build people up rather than bring them down. In his keynote address, Dr. Marini engaged an audience of students, teachers, staff, and parents on the root causes of bullying, how to identify it in its various forms, and most importantly, how to shift the balance away from rewarding bullies to empowering those who want to put a stop to bullying in schools. It was fitting that following the talk, a panel consisting of the head of student services (health center), a parent and counsellor, and two student leaders (male and female) weighed in on the discussion that was created. Each offered in her and his terms a message that was consistent with that of the keynote speaker. The discussion generated coalesced around the following three areas: 1. The need for a Community Values Statement. Possibilities for a school-wide campaign from grades JK-8 included: “Take a stand, lend a hand.” “Who can I turn to?” “Whose got my back?” “Don’t be a bystander, buy in.” “Talk, Walk, Squawk.” “Be an ally, be a friend.” 2. Identified (by students and staff) areas of concern around the school where bullying is most likely to occur: - change rooms - lunch room (need for an emphasis on politeness and good manners) - recess and playground - dorm (at our residential school) - cyberspace.

3. Finally a classroom Protocol on Bullying that can be understood in the everyday language of a student emerged: a. Is this a disagreement/conflict or bullying situation? b. Have I clearly expressed my feelings/opinion? (to the other person, to an adult, to a parent or family member) c. Who can I turn to for help? (teacher, advisor, coach, parent, health center) d. Has the problem stopped? e. Do I feel safe and happy about myself at school? To be sure, our school community is a positive one and the incidence of bullying is quite low. That doesn't mean that we can't improve, because there is always room for improvement. The important thing is that we are addressing the issue in a comprehensive manner and involving the entire school community in the process. That is how the balance gets shifted.

Nations...United

For the better part of the past two months I have been involved daily with the coaching of our school's senior boy's soccer team. It was a whirlwind of activity and a greatly enjoyable experience to be working with these students on a daily basis. Having facilities that would be the envy of many professional clubs and university programs, Ridley College is well-equipped to be a leading program in Canadian independent school high school soccer. As an international boarding school we are fortunate enough to attract students from countries all over the globe. While the majority of players are homegrown (the Niagara region of Canada), a good number of players come from other countries. For example, it is not a stretch to describe the following play: Canadian boarding student goalkeeper makes a terrific save and calmly distributes the ball to his centre-half from France. A driven pass to the wing arrives at the feet of a German midfielder. A neat passing sequence between his midfield partners- from Spain and the Bahamas respectively- opens up a scoring opportunity. A Canadian born day student of Polish descent races to goal and neatly squares it across to his trailing American teammate, who drives the ball into the net for the winning goal. The scenario above would be very common in our school team that is a veritable united nations. That does not take into account the variety of indirect nationalities that are no more than a generation removed from the origin of their parents' birth: South Africa, Egypt, Brazil, and Mexico. The team was coached by four men born in Scotland, England, Trinidad, and Canada respectively. That makes for thirteen countries represented in a total squad of 20 coaches and players. Pretty remarkable when you come to think of it. Nations united at a proudly, and uniquely Canadian school.

Honour and Remembrance

It was a great honour to have been invited by the family of student Andrew Robichaud to participate in his commendation ceremony by the Canadian Department of Veterans Affairs. While the ceremony took place in London, Ontario this summer, it is only fitting that this blog be posted now.

As a grade 8 student at my school (Ridley College), Andrew was asked to create a meaningful Heritage Fair project that had real-life applications. He decided to do his work on that of a family member- the late Hon. Daniel J. MacDonald- Canadian WWII veteran, Member of Parliament, and Cabinet minister for Veterans Affairs.

His work became more than just a school assignment with a personal connection. It became a journey that continues to the present day, and will undoubtedly continue well into the future. The professional quality of his work can be viewed at: http://www.steppingstone.ca/oh-danny-boy-on-the-life-of-hon-daniel-j-macdonald/.

More importantly, Andrew gained a deeper appreciation for the sacrifice made by his late-uncle and the sacrifices made by all veterans of conflict. His work took him back to his maritime roots and the video that he created for the project gained national, if not international recognition. Andrew took part in a school trip to Vimy, France and continues to present his work and the remarkable story of Daniel J. MacDonald to veterans groups all over.

He made his school proud, his family proud, and his country proud through his efforts. For that he was honored by the Hon. Steven Blaney with the Veterans Affairs Commendation for Ontario in 2012.

Time Flies

Tempus fugit- time flies. Sometimes the truisms that we come across in life are right on the money. I had been on a steady writing program with my blogs, aiming to keep up the (at least) monthly pace on writing about the things that most interest me. Then late summer hit, and it was hard to get motivated despite the time that I had, theoretically, to write. Some technical glitches occurred at the start of the school year- I find it very difficult to blog using an iPad- and before you know it, it is already mid-autumn and nary a word has been written for my blog.

One of the key things I wanted to share involved the work that I did with a good friend on the building of a fence. I even had the title picked out: "good neighbors make good fences." Calling my part in the proceeding work, is a bit misleading. I handed the nails, planks, screws, and other equipment to my friend Geoff and his son, Zack, and they did all of the work from there.

The Doppenberg family (http://ritadoppenberg.com/) is a unique one. As a family they moved their entire unit- mom, dad, three school-aged boys- to Guatemala for half of a year to interact with needy locals and to assist a group of nuns in the running of a hospital for infants. True to their family values, the work they do there is more practical than missionary, with a heavy emphasis on work. By all accounts they make this work enjoyable, collaborative, and meaningful. The testimony of those who have helped them in this journey says as much. For more information you can check it out for yourself.

My fence got built, and in return I supported their cause in Guatemala, helping them build bridges between those of us who have so much, and those less fortunate who have so little. I had hoped to shed light on their work earlier as they are embarking upon a return to Guatemala this month. They will be supported by many friends and acquaintances who seek to make a difference in the world around them.

I wish them all Godspeed and will miss their friendship and companionship in the coming months. I also know that time does indeed fly, and that it won't be long before they return to tell us all about the rewards and challenges of living and working in an international setting, far removed from the comforts of home.

Change... the Only Constant

It hardly seems like yesterday when I finished a p.d. course at the Canadian Accredited Independent Schools (CAIS) Leadership Institute. It was hosted at a fine Canadian boarding school (Trinity College School) whose origins in 1865 pre-date the birth of Canada as a nation (1867 for the trivia hounds). It was the first week of July and the air was heavy with humidity and the heat of an Ontario summer. Not even the proximity of Lake Ontario- one of the Great Lakes- could provide relief from the sweltering heat. Thank goodness for air conditioning and the pleasant company of colleagues who made the experience not only bearable, but entirely enjoyable.

As July marches on, I find myself again situated at another distinguished Canadian boarding school, this time in Nova Scotia at Canada's first independent boarding school on the beautiful grounds of King's-Edgehill School (founded 1788) in Windsor, Nova Scotia. The summer weather remains hot during the day, but without the stultifying humidity that is found in southern Ontario. I am relieved to be able to gather my thoughts and write in this setting. A cool evening breeze lightens the mood.

These two historical schools may seem odd to have prompted me to write about the topic of change. In reality, they are two schools that have adapted well to changes over time and have continued to provide a high-quality educational experience. That each school started out for boys only (TCS and at least the King's College School part of KES), and now are proudly co-educational is but one example of the many positive changes that have occurred on these fine campuses. However, my point is not to focus on the schools, but rather the concept of change.

A module at the CAIS LI was entitled Change Management. It was a thought-provoking and well-taught module that examined the notion that change is inevitable and that schools had better manage change or else be prepared to be managed by change. We can all think of the many changes that take place in our schools and places of work, from the minor (moving nutrition break ahead or behind 5 minutes) to the major (adopting the International Baccalaureate program). Indeed, change is always occurring in subtle and not-so-subtle ways. The key is to manage, regulate, and otherwise control the change process in order for it to be successful.

While not new, one of the articles studied as part of the reading material focussed on the steps necessary to affect successful change. John Kotter's, "Leading Change: Why Transformation Efforts Fail", Harvard Business Review, 1995, provided an eight-step process that he claimed must be followed in order for change to be successful in any organization. He claimed that his research in the field revealed that each of these steps must be followed in sequence in order for change to take hold.

Without going into great detail, and in an effort to summarize, the steps are as follows:

1. Establish a sense of urgency.
2. Form a powerful guiding coalition.
3. Create a vision.
4. Communicate the vision.
5. Empower others to act the vision.
6. Plan for and create short-term wins.
7. Consolidate improvements and produce still more change.
8. Institutionalize new approaches.

No doubt each person can mull over the individual circumstances of the changes that occur in their institutions and determine the veracity of this process, but from my experience there is wisdom to be gained from this article. It also points out that change is the only constant.

School's Out For The Summer

The familiar refrain "school's out for the summer" made famous by the popular anthem by the same title is no doubt forever associated in the west with the roughly two month break that students and teachers take from the regular rhythm of the school year during the summer months of parts of June, July, and August. Yet, what does this welcomed break really signify? Is the time spent idly as the song implies? Do teachers spend every available moment planning new and inventive ways to inspire, organize, and teach their students? I suspect that the answer lies somewhere in between at that elusive point known as balance.

Personally I very much enjoy the change of pace. Normally I have been engaged in some capacity or other related to summer school teaching, coaching, or working at camps. For a teacher this may not seem all that different from the routine of school, but it is- for me, at least. Routines are different, dress more casual, and even the teaching and learning takes on a different hue. In some ways, because of the more relaxed nature of the interactions, the teaching became more personalized and the learning, deeper. As well, summer offers time for reflection and time to take care of individual needs whether they be physical, social, or spiritual in nature. Without sounding too deep, it allows for time to go for a run, eat more intentionally, and spend time in natural settings.

Similarly, summer offers time for professional balance to take place as well. Time permits course work, professional reading, and personal reflection to take place. For me, there is nothing better than the opportunity to pick up a book that has professional and personal impact, and to read it at a leisurely pace. So far this summer it has been The Power of Habit, by Charles Duhigg. The well-written tract has implications for building positive classroom routines as well as helpful and healthful personal habits. Despite being on holiday I have been rising at 6 a.m. daily and following a routine that has been personally rewarding and quite productive. In essence I have been adhering to the habit loop outlined in the book: cue (gentle awakening alarm), routine (meditation, reading, exercise) and most importantly, reward (healthy food, morning coffee). Next week I embark on a professional development course in which I look forward to deepening my understanding of leadership at independent schools. The challenge will be to keep the routines going as it is a residential program. A gentle ring tone from the cell phone, a shorter morning routine, and a mid-morning coffee break should do the trick. I also look forward to renewing friendships, acquaintances, and international relationships that have developed over the years. Who really believes that "school's out for the summer"?

A Tale of Two Cities

Recently I had the opportunity to visit the cities of Toronto and Montreal- two of Canada's most historic and pre-eminent cities. Denizens of Halifax and Vancouver may take exception to that statement, but the east and west coast sites play a different role in the Canadian dynamic. Less than six hours apart by highway, central Canada's two largest cities are pivotal to the economic, political, and cultural milieu of the nation. They are a study in contrasts though. Toronto is a magnet to the multicultural fibers that run through Canada, attracting new immigrants, and the ambitious from all walks of life. While it is a diverse city, the common thread is the ability to function in English. It is the lingua franca (common language) that connects all people and cultures despite the variety of ethnicities. There are no doubt many of its inhabitants who have a second language capacity, but it cannot be guaranteed to be French, one of Canada's two official languages.

By contrast, arriving in Montreal one is immediately aware of the dual language capacity of this unique city. Over the airwaves, on the advertising signs, and in the everyday chatter, the city expresses its bilingualism in a variety of forms. The French language presence is obvious and the city embodies the francophone with ease. It also accommodates those of us who are primarily English-speaking. Yet, I find that whenever I am in Montreal I feel compelled to try my luck at French. To be sure, I mangle the grammar and test the resolve of even the most patient shopkeeper, but invariably I am indulged and the communication gap is bridged. It is always reassuring to know that even if I can't communicate clearly in French, the average Montrealer will be able to communicate in English. This fact alone compels me to want to develop my own language skills further, and makes me proud to live in a country that at least attempts to be bilingual, if only in name rather than numbers.

C'est la vie.

Gone Fishin'

With a return to school it almost seems as though March break took place ages ago. It hasn't though. This is the first week back to school and the busyness of it all is already gearing up. It feels good to be back in the swing of things, though. Classes are stimulating for the mind -hopefully for the students as well as me. It feels good to be back coaching soccer outdoors. This is the first time in my memory that our school teams have been out on the fields this early in March. Usually our Canadian winter snow lasts well into March and even April or else the rains prevent the fields from being playable. But here we are, the grass is green, the temperatures mild, if variable, and it feels terrific to be running around in shorts.

During the March break it was mostly all shorts. I spent a week's family vacation in South Carolina for the first time. Normally it is Florida or else a 'staycation' locally. Myrtle Beach S.C., was a welcomed destination as a family member recently purchased an ocean-front condo on a stretch of the strand that was beautiful and quiet. It was the perfect spot to recharge, re-connect, and reflect. Each morning I awoke early to greet the sun, taking the opportunity to pray, meditate, and greet our most famous burning star with some gentle yoga- sun salutation, of course.

My 12 year old son took a sudden interest in fishing and that quickly became his primary focus for the holiday. We were able to find a long pier in Garden City, S.C., and it was "fish on" from there. More aptly, "stingray on" and "sandshark on" for they were the only catches (and releases) we had during our time there. It was exhilarating as well, and priceless to be able to share quality time just enjoying the sunshine, warmth, and camaraderie of a shared experience. No tall tales involved, just a few catches and some excellent tips from nearby fishers with a great deal more experience than me and my son.

It may be trite to say, but I think we definitely became hooked. There is something fulfilling about the simplicity of a day spent in nature amongst pleasant company, and time spent doing little more than hoping for a catch on the end of a line.

Meaningful Connections

Perhaps it is something that is shared around the globe with schools that run for three terms, but the one in the middle always seems a squeeze to me. At our school it is at least two, sometimes three weeks shorter than the others. Yet, there is no shortage of activity that is packed into that condensed timeframe. Intermediate and senior division plays, junior and intermediate speaking competitions, sporting championships, debates, ski club each demand time, and of course the classroom load never lightens with interesting and exciting things happening there too. With less than a week to go before an annual March break, there is still much to be done before putting the term safely to bed.

In the midst of all that activity I had the privilege of accompanying a team of Middle Years teachers to an IB-MYP conference in New York City for a four day professional development opportunity. It was a great bonding experience with the team and professionally enriching. There is always a buzz of activity in The Big Apple, and we were stationed in the heart of mid-town, close to Central Park and a host of other famous landmarks.

It is remarkable how much can be learned simply by sharing a meal with colleagues, and New York offers the perfect opportunity for trying new delicacies. In fact, I was going to title this entry: Going beyond the kale; artichokes, mushrooms and other interesting tales. It would take too long to explain the references, suffice it to say that we enjoyed some great meals and laughed heartily in each other's company. We each shared something of ourselves and learned a bit more about each other personally. When you are embarking upon a new journey as we are by introducing a new curriculum (IB-MYP), the benefits of this more meaningful connection cannot be overstated. The only drawback is that not all members of our staff were able to participate. This will happen over time as the program is introduced, but in the short term only a corps of grade seven teachers were able to be involved.

Sharing useful strategies, new practices, interesting approaches to teaching and learning is always a direct benefit of professional development. This conference proved its worth in that regard in many ways. While not every moment yielded new learning, the process of making meaningful connections that can best occur in-person, face-to-face, and in real-time was achieved. If nothing else, watching how other school teams interact, bond, and grow, revealed to me that our school has some terrific colleagues with the potential to really grow collaboratively as we move further along on this journey. As a school with students from over two dozen home countries of residence, I believe that our school is perfectly poised to take advantage of the benefits that accrue with international-mindedness.

The sharing of information at our most recent staff meeting by those who attended the workshops demonstrated that more meaningful connections come with collaboration.

Me To WE Day

Lower School students (at Ridley College) took the opportunity to raise awareness about global hunger through participating in a Me to WE Day. The popular philanthropic organization started by Marc and Craig Kielburger of Toronto, Canada, will be the direct beneficiaries of the fund-raising efforts of Ridley students in grades 4-8 who raised over $230.00 during a day of awareness of global hunger. The day was led by grade 7 and 8 students as part of their extra-curricular program.

The Lower School Me to WE Team, in conjunction with Chartwells Food Services (the in-house school food provider), organized a One Plate Lunch whereby students were encouraged to have only one serving of what was on offer at lunch. Very little encouragement was needed as all students, including primary students, complied with the request. This was all the more impressive given that a delicious Chinese buffet was on offer. Chartwells contributed a portion of the savings in support of Me to WE, and the students enjoyed a casual dress down day for a twoonie ($2.00 coin for those who are non-Canadian).

In all, it was a small step for change and global awareness of a much bigger issue. While a fair amount of teacher-direction was involved at the outset, it was the students who ultimately communicated the initiative to the wider community and organized the day. It is interesting to note that in the long run, gaining a broader understanding of both community and global issues is the way forward towards building an extra-curricular program that has deeper meaning. Judging from the response of the school community, this is a direction that will be well-received.

The World's Game- At Ridley

An enthusiastic group of soccer players turned out Sunday for a Winter Soccer Showcase at my school, Ridley College, in St.Catharines, Ontario, Canada. This event featured current Ridley players, and selected guests from the local Niagara soccer community. Guest Coach Chris Williams (former player with Canada and Vancouver Whitecaps) had this to say about his experience at Ridley:

"Thank you again for today's session. It was a pleasure to work alongside you. A session like today provided a clear indication that fundamental instruction and overall guidance in our sport needs to be applied constantly to youth players. "

Coach Williams worked alongside Clayton Rosario (Elite Soccer Development, Ridley College Technical Instructor) and Paul O'Rourke (Director of Soccer, Ridley College) to deliver the session that was aimed at creating a healthy competitive soccer environment, and establishing the fundamentals of defensive play. Several coaches from Ridley and the Niagara soccer community were on hand to take part in the coaching workshop and were able to continue with their own professional development in the game.

The day can best be described as step in the right direction for Ridley soccer. As an international school, we are fortunate to have players from all over the world. In the soccer showcase we had players from China, Korea, Jamaica, Nigeria, Cayman Island, and of course, Canada. Soccer is one of those unique sports that travels the globe with great popularity. Its language is understood by all players regardless of ethnicity. Still, in this particular setting the importance of effective and clear communication was underscored. Like in the classroom, the fundamentals were established, refined and developed through a variety of paired and small-sided games. Although there was a range of ability, gender, and age on display for this workshop, the smiles on the faces of players and coaches alike attested to the universal nature of the game. Enjoyment for all!

Leading

The notion of leadership conjures up a myriad of possibilities. There are as many theories, seemingly, as many as there are leaders. Educational leadership is no exception. A fundamental question to ask is: If I am a leader, then who is following me? In teaching, as in many other professions, seldom do individuals lead by their own talents alone. Usually there is a strong team in place to support the leader, and the strength of the team invariably determines the strength of the organization. Our society seems to overvalue individual accomplishments, personal success stories, and the valiant efforts of the single person. There is no shortage of accounts that speak to the individual overcoming seemingly insurmountable odds to lead a team or organization to greatness. It is the stuff of sports legends and business heroes. Without disparaging either, Tim Tebow and Steve Jobs readily come to mind as current examples. For the record, I am a fan of both for very different reasons.

Yet leadership, especially educational leadership, relies on the strength of teams. Coaches are only as good as the combined abilities of the players on their teams; principals and heads of school as effective as the staff assembled. It seems to me that one of the key challenges of educational leadership is the ability for the school leader to identify the collective strengths and weaknesses of the assembled staff. Through a variety of means the effective school leader will tap into, harness, encourage, support, and develop capacity in order to make a good organization even better. The reality is that the classroom dynamic is much the same. A teacher that can bring along all students is much more effective than the one who inspires only the bright lights. It stands to reason that effective 21st century school leaders will be aware of the strength of team, the importance of building capacity, and the imperative of sharing credit and success. It might not make for great headlines. It might go against the grain of societal expectations. It might even be difficult to achieve. Yet, the schools that can lead in such a way are bound to succeed in the long term. The same can be said for businesses and sports franchises too.

Leadership can be a lonely road to navigate if travelled alone. It can also be a well-trodden path if done in numbers. Leaders who intentionally bring their teams along with them- leading from either the front or the back- are more likely to enjoy the journey and the company.

New Directions

My first blog entry of 2012 is actually a carry-over from the previous year. It concerns the second day of our end-of-term professional development. In some ways though, it is fitting that the entry is dated for the new year for in this new year of 2012, as a school we will be further embarking upon our IB journey, and as far as the middle grades are concerned, we will be applying for, and hopefully implementing the Middle Years Program.

Our second day workshop specifically focussed on MYP planning. We were fortunate to be guided by a friend and colleague from an IB school in Toronto who is a trained IB workshop leader. This session was intended to be more informal and did not involve accreditation. In keeping with the themes of interconnectedness and employing technology when appropriate, the session was done over Skype. As is often the case, there was a technical glitch as we attempted to connect. Perhaps anathema in blogosphere, but I was reminded of the oft-used phrase, "To err is human, but to really screw up you need a computer."

Yet, even while we waited to the technical issues to be resolved, it was obvious that the collaborative exercises of the previous day had borne fruit. There was healthy professional dialogue centered around best teaching practices and team planning. Indeed, with only 6 hours until break of term, the entire session was both productive and positive. In short order, our connection came through and our guide (Grace) helped us to better understand the world of MYP, especially from the perspective of unit planning. Creating effective units of study was achieved in small team groups and the notion of interdisciplinary teaching was explored in a rudimentary form. It was clear from our deliberations that we were only scratching the surface in terms of our understanding of IB, but the really encouraging thing is that as a staff, we were embracing a new paradigm in terms of curriculum and team planning. The walls of individualism were breaking down, and greater team cohesion was filling the void. Indeed, it was clear that as a staff, and as a division, we were heading in a new direction.