It Takes Time

One of the things that I have discovered about the process of implementing change on a large scale is that it takes time. This statement may seem obvious and something of a no-brainer, but the implications are far-reaching. I am finding that this change project- introducing the MYP at our school- impacts different people in different ways. I should say that it impacts different people at different speeds. Personally, I am keen to move forward with the implementation process, and I believe in the capacity of our school to adopt the MYP. In my haste, though, I have noticed that colleagues are sometimes a bit more reticent. It isn't a lack of enthusiasm or lack of ability that holds people back, it is simply a matter of time. Without doubt, the change that we are embarking upon is significant, and it will impact how our teachers teach, and how our students learn. All for the better, mind you. How can you argue with a concept-based approach to teaching and learning that leads to greater student-directed learning, inquiry, and ownership? At the same time, teachers will benefit from a program of collaborative planning, curriculum mapping, and common unit planning that will increase collegiality and professionalism.

Why wouldn't we rush forward with such a program? Enter the finite resource of time. As a program coordinator, the challenge for me has been firstly finding a common time for collaborative planning, and secondly, deciding on a common platform for unit planning. I believed (and still do) that I had discovered a solution to the second problem. Selecting a program known as Managebac (see my previous blog entry) has provided our teachers with a comprehensive and powerful planning tool. It lays out the main aspects of IB planning very well, including the anticipated changes to the MYP Next Chapter that will be unfolded in the coming year. Built by former IB teachers, Managebac is a very good tool for planning, and a helpful resource for myself and the team of teachers in our intermediate (grades 7-10) division. It does not, however, solve the first problem, that of time. In some respects it adds another layer of time to an already busy staff.

So, when I tried to schedule November and early December group sessions, I was met with a series of obstacles, that can each be boiled down to a lack of time. So, it was back to the drawing board to see what can be done by way of implementation. The first consideration, as you can by now imagine, is time. A closer examination of the meeting schedule was called for, and thanks to the input of colleagues, and the willingness to accommodate, the planned sessions will now roll out over a period of previously scheduled meetings that will hopefully be easier on the staff, and the administrators who are responsible for developing the program.

So, it is a few steps forward, and at least one back, as far as program delivery is concerned. The hope is that the postponement will lead to a greater acceleration down the road when the really important timelines come into full view.

I Get By With A Little Help From My Friends

One of the positive outcomes of pursuing the IB MYP program has been the increased collegiality that has transpired amongst colleagues. I have noticed an increase in the amount of professional dialogue that has occurred since we have embarked upon this journey. Sure, teachers have always talked amongst themselves about their craft, and the day-to-day challenges that come with the job. Yet, in part because IB insists upon it, the level of discourse that occurs when collaborative planning is deliberate, is truly impressive. Teachers get together in groups of varying sizes to plan units using a common approach, shared resources, and an assessment standard that is known to all. In short, it is an approach that demands best practices and collaborative planning that is genuine, not forced. Because of the interdisciplinary nature of the program, teachers of different subject areas can get together to plan units that cover the same topic from a variety of subject perspectives.

An unexpected outcome of this process for me has been that I am now interacting with more colleagues from different departments, subject areas, and parts of the school. Recently, I sat down with an Arts teacher and we were looking at the assessment requirements for her subject area. It was an interesting process, and I learned quite a bit more about a subject area that I do not teach in. I was also able to get to know a colleague in a manner that was both professional and friendly. We each learned a few things about one another, and most importantly, learned from one another.

Anyone who has worked with IB recognizes that the program takes a while to unpack. There are many dimensions to it, and understanding it requires a team approach. Prior to entering a long weekend break, the lead teachers (those with IB certified subject training), and the Heads of Department (divided by subjects) took part in a mini workshop that examined curriculum planning using a system known as Managebac (http://managebac.com/).

Now, several of our teachers have a background using Managebac at the DP (Diploma Program- grades 11,12) level, and others have MYP unit planning experience, but none of us had MYP unit planning experience using Managebac. Fortunately, the IB network that I belong to (Southern Ontario) has a number of terrific professionals who are willing to share their time and experience. A colleague, experienced in the IB program with a background using Managebac, travelled from Toronto to share his expertise on curriculum planning. It was a productive session and helpful to a staff that is still very much learning about how the MYP program differs from past practice.

Each of these instances demonstrate that there is great value in professional sharing, collaborative planning, and working with colleagues whose paths wouldn't ordinarily cross.

The MYP Framework- Cutting the Cloth

Working towards the implementation of the MYP is a process. At times the process seems slow and deliberate, and then there are moments of high activity. It is a learning curve for all concerned. The challenges of adopting the program at our school are twofold. Firstly, the MYP spans two schools, and secondly, the two schools are on different timetables. This makes for some difficulty in collaborative planning- a key element of the MYP program. There never seems to be adequate time to get together with teachers in the two schools, save for the useful and deliberate times when we do so at the designated days for professional development. Once term starts, it becomes a very difficult process.

That said, it was all the more rewarding that we were able to set aside important planning time for all teachers in grades 7-10 at the start of the current year. It was good to be able to exchange ideas with colleagues across the school divide (Lower and Upper). Fresh ideas were circulated, challenges identified, and teachers in each school were able to work professionally together for perhaps the first time on a common exercise.

A simple curriculum planning exercise was undertaken in which teachers from grades 7-10 identified in broad terms the content of their courses throughout the MYP continuum- in our case, grades 7,8,9,10. They were then asked to examine the main concepts that lay underneath the course content. Mathematics teachers identified concepts such as connections, Humanities teachers change and conflict, Physical and Health Education balance and so on. While not an easy task, the exercise generated a great deal of discussion and allowed teachers to see the larger picture of both their subject area and the broader concepts being taught.

Finally, there was the opportunity to have some fun and show off the creative side of things. Subject teachers were given a blank sheet of paper, cut in the shape of a t-shirt or tunic depending on your perspective. While presenting the subject overview and concepts taught, they were asked to come up with a phrase or slogan that best describes their subject within the MYP. The results were both amusing and insightful.

Sciences: "Connections and Conundrums."
Mathematics: "Limitless Connections."
Design: "Where Science and Art Break Even."
Physical Education and Health: "Balance is the Key to Health and Well-being."
Humanities: "Where we are and How we Got Here."
Language A: "Communicating and Understanding Our World."
Language B: "Your passport to Global Citizenship."
Arts: "Creativity in Action."

These were obviously first steps, but steps made in the right direction. The MYP cloth was cut, and now the process of fitting it to size begins.

Collaborative Planning- Working Together for Student Success

As our grade 7-10 intermediate team begins the school year in late August and early September we will be embarking upon a fresh challenge. We will be unpacking the International Baccalaureate Middle Years Programme (IB MYP) in preparation for our (hopefully) eventual accreditation to teach this program in our school. We began teaching the IB Diploma Programme (IB DP) for the first time last fall, and have applied for authorization to teach the IB Primary Years Program (IB PYP) next year. I know, there are a lot of acronyms associated with this program. But if you consider the chronology it has been the senior grades (11 and 12) first, the primary grades (JK-6) second, and lastly, the middle grades (7-10).

One of the challenges of implementing the MYP at our school is that it spans two separate parts of the campus in two distinct schools, that operate with two different schedules. This is not an insurmountable problem, it just requires some thinking. It will be imperative to be able to bring together all of the teachers in grades 7-10 who will be teaching the MYP, even though teachers in grades 7 and 8 belong to one school, while those in grade 9 and 10 belong to another. At the close of the 2012-13 school year we had a one day exercise that did just that. It was a very productive day, providing the forum for a healthy exchange of ideas between teachers, and giving positive energy and momentum to the implementation process. It also demonstrated that there is a fair bit of work ahead.

A recurring question is why is there so much planning involved in the MYP? The short answer to that is that IB places a strong emphasis on matching the written, taught, and assessed curriculum. That is, it expects that you teach what you planned on teaching, and that you assess what you taught. It is simple and sound pedagogy, but not easy to ensure. The MYP also places great stock in collaborative planning amongst teachers, and I believe that this a real strength to the program. So, we began that process in the spring to close the last school year, and we will start 2013-14 in the same fashion.

In fact, I believe that the role of collaborative planning is critical to the overall success of our adoption of the MYP that I have made it my own tagline for the foreseeable future: “ We become better professionals when we work together to improve student learning.”

Taking the Next Step

During this summer break I had the occasion to participate at the Canadian Accredited Independent Schools Leadership Institute. Over the past four summers I have had the pleasure of working with colleagues from all over the country who have been honing their teaching and administrative skills and sharing their best practices. At the end of the first week in July I graduated from Leadership Institute and moved on to what is known as the Next Step program. This is a national cohort of teachers who have a particular change project in mind that will lead to school improvement in their respective schools. I have had a few weeks to mull over the task of of implementing my particular change project, and believe that the most pressing work needs to be done in the following three areas:

1. Mapping- 

Although my change project (Introducing the International Baccalaureate Middle Years Program to the Intermediate Division) has been given both board and administrative support, and therefore carries the official imprimatur of the school corporate, it is still very important to map out the terrain. While our school administration is aware of the nature of the project, it will be important to touch base with the leadership team to make sure that my goals in terms of planning meetings, tools and resources, are compatible with the school's scheduling and budget requirements.

Also, in terms of mapping the terrain, I am aware that there will be greater support for the changes that I am anticipating if there are certain resources made available to teachers. As there will be significant curriculum overhaul involved, teachers will need two key supports. The first is time. Early in the process it was identified that the IB demands that teacher planning time be may available and demonstrated to be in place on the school schedule. Before school begins these timetables must be set in place, and it will be important that the planning meetings are not seen as an "add on" to the current schedule. Similarly, a curriculum mapping resource will ease the process of overhauling the curriculum. Funds will need to be made available for such purposes.

2. Marshaling-

There is plenty of urgency for this change project. A formal application to the IB to implement the MYP must be made within the next year to 18 months. Consultation and verification visits need to be scheduled in advance of that, and the school will be inspected for its readiness to implement the program. Collaborative planning, course and curriculum overhaul, assessment and teaching practices each need to be given a closer look in order to be IB ready.

It will be critical to develop a large and healthy coalition of colleagues who are committed to the successful implementation of the program. I know that the change project will impact all areas of school life, and it will be important to have the support of key decision-makers in order for the project to be successful. Changing school culture requires changing the conversation and developing healthy relationships. 

3. Motivating-

Linked to the previous point is the challenge of communicating the message and motivating others to move the process in the right direction. Towards that end, I aim to build upon the bright spots that I have already seen. All teachers at the school have been part of a one day "Introduction to the MYP" in-house workshop. There were plenty of positive signs that the staff is ready to take on this challenge. These are the bright spots.

I aim to work with all intermediate staff in the coming year to further to assist them in their understanding of IB-MYP, and I aim to use the bright spots that I have seen and those eager to support the process in order to bring about greater collaboration. Two sessions- each consisting of two hours- have been set aside during the August start-up period for the purpose of MYP planning. During these sessions I intend to map out the process ahead, communicate the imperative of what we are doing, and motivate colleagues to take ownership and professional pride.

From the time of my submission of the Next Step proposal in the spring, through reading Switch , to the sessions at the Leadreship Institute, it became clear to me that a project that potentially involved curriculum overhaul, collaborative planning, assessment, and school culture was too great. To borrow from the authors of Switch, one of the things that I learned was to "shrink the change". So rather than focussing on all four of the areas listed above, I have decided to focus my change project on collaborative planning. The other three areas will form the basis for the ongoing work, but collaborative planning will be the focus for 2013-14. 

Using the language of Switch, it will be critically important to appeal to both the rider (I know that there is logic in the process that we are engaged in), and the elephant (I feel as though I am part of something important that will improve student learning). The path is beginning to unfold and I believe that success is not only possible, but certainly attainable if we all work together towards a common goal.

Letting go...and watching it take off

Recent end-of-term work by students in grades 7 and 8 (years 2 and 3 of MYP) covered a wide variety of material in history (Humanities) and English (Language A) class. By turns students covered topics such as the Arab spring, Vancouver hockey riots, the development of shelter in the military, and the importance of national symbols in history class. In English students examined the root causes of genocide, the power of words, and what William Shakespeare would have done with Twitter. Answer: 2B R not 2B- :).

The units of study were: the Rebellions of 1837, and A Midsummer Night's Dream.

Yet, the students were able to delve much further into the topics because the focus was concept-based rather than content-based. The shift in focus is a significant one. It is also a major tenet of the educational philosophy of the International Baccalaureate. Scholarly journals (http://blogs.ibo.org/positionpapers/2012/07/12/concept-based-teaching-and-learning/) demonstrate the importance of such an approach to teaching and learning. Making learning contextual, meaningful, and relevant to the lives of students is fundamental. Yet, as a teacher the obvious interest and expansion of learning by students is proof positive that such an approach is the way forward in education.

In letting go of the traditional modes of teaching (teacher-centered) and fostering greater student ownership of work, learning takes on an entirely new meaning. This shift has been gradual in our school, but noticeable. The level of engagement has increased and as a teacher I have been encouraged with the results. Developing and adopting the principles of the IB-MYP has allowed the process to accelerate and the uptake from students has been positive indeed.

Showtime

When I was younger and playing basketball in the 1980's the Boston Celtics-Los Angeles Lakers rivalry was in its prime. I will state my own preference upfront- Celtic Pride all the way. Perhaps not surprising for someone with my ethnic background who lived in South Boston as part of the immigrant experience. While I thoroughly enjoyed watching the Celtics and Lakers duke it out for basketball supremacy, always happy when Larry Bird and the Celtics got the upper hand, I secretly admired the Lakers for their "Showtime" brand of basketball. It was upbeat, creative, and exciting. The games were more of an event than a fixture.

It was with these sentiments in mind that I set out, along with my colleagues, to create an opportunity for students in the intermediate division of our Lower School (grades 7 and 8) to be able to showcase notable school work across all subject areas in our grade team. With an eye on the impending introduction of the IB Middle Years Programme (MYP), we wanted to create a forum whereby students would be excited to share their best work. The key components of the Intermediate Showcase were as follows:

- Personal connection (inquiry-based learning)

- Public presentation (audience/accountability)

- Lifelong learning (relevance and rigor)

Students were asked to share work that was personally relevant to them. Teachers were asked to select the best examples of that personal connection in their subject areas. The public presentation part was an audience consisting of classmates, teachers, and family members. In total there were over 125 people in our school auditorium- a facility that has a large stage space, big screen, and all the technological capacity anyone would need. The goal of course, is to inculcate a desire for lifelong learning, and an appreciation of learning for its own sake.

A variety of presentations took place. Some were live presentations including music and dance (Physical Education, Arts), others were powerpoint presentations (Humanities, Language A), still others utilized pre-recorded video (Language B), and several involved demonstrations that included a variety of media to present the work (Science, Technology, Mathematics). All subjects were represented and well-received by the audience.

As a first time exercise, the Showcase was well done and well-liked. Helpful feedback from students, teachers and guests assisted the necessary process of reflection, and moving forward, will provide the basis for improvement. While we have a long way to go to create the kind of legacy like that between Boston and LA, wouldn't it be nice if our students were able to have the same kind of exciting platform to showcase their work as basketball stars? Think of the kind of world we could create if our students' work was as valued as athletic achievements.

I will leave the final words on this post to a parent, who provided this unsolicited feedback:

"It was impressive to see the work being done by the students and I was very proud of my son's  presentation. Our experience at your school has been nothing short of outstanding.  I commend the faculty for all their time and dedication to the students in providing them with the education and tools they need to excel."

Building Bridges

As our school embarks upon the introduction of the International Baccalaureate - Middle Years Program- there are many challenges and opportunities ahead. Those who follow IB will know that the MYP program is perhaps the trickiest fit for most schools. In many ways the MYP is the critical piece in the IB continuum. It is the natural link to the work of the PYP, and it prepares students for success in the DP. I refer to it as the bridge of IB. As a stand-alone program it runs from grades 7-10, although some schools choose to offer the MYP program in year 1 (grade 6). Our school will offer it in year 2 (grade 7) because grade 7 is the start of the intermediate division in the Ontario context, and we will be offering PYP up to grade 6 level.

Because of this overlap in grades, the MYP can be found in both elementary schools and high schools. This makes for interesting planning because there is no one set model for MYP implementation. Many elementary schools in Ontario end at grade 8, while some incorporate grade 7 and 8 within high schools. Even at the same school there may be separate campuses or separate buildings for these grades as is the case with many independent schools.

All of this makes planning the MYP a more involved process. As the coordinator of a program in candidacy phase, I am still working my way through the maze of IB material. It has a language of its own- in the MYP itself there are command terms that are specific to instruction- and other descriptors that are unique. Then there are the various policy documents that need to be understood. It is all well laid out and quite manageable, but it is an undertaking nonetheless.

Fortunately there are good resources both inside and outside of my school. I have been able to rely on the advice of colleagues who have gone through (and are going through) the certification process. IB provides an expert consultant who is on hand to help you through the process. And there are plenty of excellent colleagues from other schools who are both experienced and eager to share their experiences. The workshops and courses put on by IB are also excellent resources to help understand the IB continuum.

In many ways, these opportunities and resources are like the MYP program itself- bridges to success.

Of weapons and waves

You know you are not in Canada when you see a sign like the one above. On a recent vacation to Myrtle Beach, South Carolina our family made a stop at one of America's national parks. This one is located at the New River Gorge in West Virginia. Having passed this way many times on family trips to Florida and now South Carolina, we decided to stop and take in the grandeur of this natural wonder, agreeing fully with the Mountaineer state slogan of it being "wild and wonderful." I'm glad we did so, because the view was spectacular, especially on a sunny Saturday morning early in March.

The sign above- prohibiting food, drink, pets, and firearms- from the visitor centre was a stark reminder that the U.S.A. operates far differently from Canada in the matter of gun ownership. I won't delve into the debate on gun control that is raging in the United States today, except to say that there are strong opinions on either side of the issue, and this could be seen throughout our stay in America.

Taking the time to travel a country by road is a far different proposition than flying there. While driving has its disadvantages- road and weather hazards, length of time in closed spaces- in many ways I prefer it to flying. The reason is that there is so much more to observe, notice, and learn about a country when you travel by ground. On our trip Buffalo, New York provided the entry point to the U.S.A. Its mini Gotham-like architecture and industrial base soon gave way to green and fertile land along the Erie coast, including a reminder that native Americans were the first peoples of this great continent. Entering the state of Pennsylvania at Erie, the climb up to the Allegheny mountain range was both snow-covered and pastoral. This route through the State of Independence- I think I will always remember it more fondly as the Quaker State- was deceptively long. Another industrial base passed at Pittsburgh, and then the entrance to West Virginia a relatively short while later. This part of the drive occurred late into the evening so that it made perfect sense after a day at school and a long drive to rest for the night.

Thank goodness the following morning was a beautiful one in which the sights of the majestic mountains and the river-formed gorges could be seen in splendor. Driving through the mountain tunnels and peering over the edge of the ridge as you enter Virginia is both awe-inspiring and filled with trepidation. The steady descent through Old Dominion provides a nice contrast once the farms filled with horses come into view and the landscape evens out. The plains are even more evident once inside the state of North Carolina with the rich tradition of tobacco farming as clear as the red sandy soil. Winston-Salem and the cities surrounding it are a reminder of a time when tobacco was king in these parts. It is impossible to miss the evidence of the conditions which allowed this industry to profit- an agricultural economy, a plentiful cash crop, and a cheap and plentiful source of labour.

Sun-baked and flat, the land of South Carolina is very much like its northern neighbor, and driving through places such as Marlboro County, the small towns of the Palmetto state hearken back to a time when things seemed to move slower and life was less complicated. Of course none of this can be ascertained with anything like certainty when you are only passing through a place, but geography and history shape the present regardless of the place.

Even for a teacher of the social sciences this was of course, not the final destination. The Atlantic coast beckoned despite the feeling that the closer one got, the slower time seemed, almost like an ebbing tide. Holiday travel always seems to slow the closer you get to the end, especially when it is a beach you are trying to get to. Nonetheless, it was a great relief to finally arrive at North Myrtle Beach and hear the sounds of the waves breaking along the Grand Strand. The fourteen hour drive was taken over two days- deliberately so. It afforded our family the opportunity to see, experience, and learn more about our closest neighbor than a simple airport shuttle. The drive back was equally rewarding and enlightening.

Children... Amazing and Inspiring

Children have the ability to amaze their parents. Every once in a while my own children do something that is uniquely their own and I wonder to myself, how did that come about? Where did they get the inspiration to take on this challenge, accomplish that goal, or dream up such plans?

A little over a year ago I found myself asking these questions when our middle child (Jacqueline) approached us to express an interest in going to Kenya on a service trip with the Me2We organization. She and her close friend (Jaime) had been inspired to participate in a summer excursion after attending the mega event known as We Day- a combination of rock concert and social consciousness awareness. Started by the Kielburger brothers and the foundation they established-Free the Children-the traveling roadshow of We Day brings together a host of people committed to making a positive difference in their own communities and the world as a whole. Al Gore, Nelly Furtado, Martin Sheen, Justin Bieber, Romeo Dallaire, and the Dalai Lama are amongst those who have spoken and performed at We Day, many sharing the same stage on the same day in a free event filled with energy and fueled by youthful enthusiasm and much adolescent screaming. 

The catch for this free event? Each person present needs to demonstrate a willingness to make a difference in the world, however great or small that difference may be. All leave with a renewed enthusiasm for life, many commit to making immediate positive change, and a good many take on the challenge of the service trip. For Jacqueline and Jaime that involved Kenya. They committed to fundraising and awareness raising in a manner that caused both sets of parents to take notice and ask the very questions outlined at the start of this blog entry.

Needless to say it was a significant event in their young lives, and through the contributions of friends and family, and the generosity of a company known as Savanta, the girls were able to live out this mission that their parents had no idea existed. Although the experience of going to Kenya in east Africa was sufficient unto itself, it was only the beginning of a journey that continues to deepen and broaden their horizons.

Helping to build a school in the rural village of Kisaruni, encountering the richness of Masai culture, and assisting locals to access life-sustaining water were formative moments unto themselves. It just so happened that the founder of the organization, Craig Kielburger, was on site to assist their endeavors. He was in Kenya with one of the organization's motivational speakers, Spencer West, who had just completed the remarkable feat of climbing the highest peak in Africa- Mount Kilimanjaro. It is all the more remarkable when you consider that Spencer has no legs, having made the climb partly on wheelchair, and mostly on his hands, and totally with the support of a team of friends. 

Spencer is a man who makes friends easily. He is perhaps the most inspiring person that I have ever encountered, and his message of hope transcends generations. He made a huge impact on the girls in Kenya and has helped propel their journey forward. Upon returning to Canada they vowed to have Spencer speak at their school, and again through corporate generosity  ( MGI Gordon) and a supportive school administration he was able to speak at Ridley College on a wet and cold winter night in January. His message was warmly received and embraced by a full house of students and their families, newly inspired to make a positive change.

As you can imagine, the desire to commit to international service has continued. This summer the goal is India. In less than six months Jaime and Jacqueline aim to embark upon a mission to assist a rural community, Udaipur, in western India. Again, school building will feature on this trip, as will local sustainability.

Friends, family, and generous benefactors gave the initiative a boost on a fun evening at a local restaurant (Frescos) that featured fine food,  terrific company, and goods and services provided by socially conscious local businesses. 

I guess it isn't just children who amaze, but these children (and many others) are truly amazing in what they have set out to do-make a positive impact both locally and globally.

Click below to view a short video made by the girls.

From Kenya to India

Click again if you would consider contributing to this Me2We service trip.

Me2We Fundraising Page

Disclaimer: We continue to be proud and amazed by the efforts and accomplishments of each of our children. Indeed, all children have the capacity to do amazing things.

Flipping Over into 2013

Much of the writing in the area of the use of technology in academic leadership revolves around the method known as "flipping". Flipping the classroom and Flipping the Staffroom are terms that are synonymous with this movement. The methods, although varied, basically involve changing or flipping the order of information to produce greater interaction between students or staff members during common meeting times- classes, staff meetings. To my mind it places on the back burner the broadcast aspect (lectures, note taking, announcements, bulletin items) that have traditionally featured prominently in schools, replaced by more productive interchange between participants during common meeting times.

There are a variety of ways in which teachers and school leaders can us the flip method. Sending out information using power points, videos, notes, that contains the broadcast elements in advance allows recipients the opportunity to review and become familiar with material. Thus, the common meeting time can focus on planning, discussing, and examining matters of mutual interest.

While I have only a limited experience of working with this method I have vowed to use it to a greater extent in 2013. I have found that "front-end loading" the information allows recipients (students, staff) to examine the material at a time and pace that the individual is most comfortable with. Of course it presupposes that individuals will read or become familiar with the material and be ready to discuss the content productively. This takes time, but being conscious of time is perhaps the greatest strength of this method. Let's face it, using time productively is critical in today's learning environment for both students and staff alike- not to mention families. Respecting that no class or meeting should be designed with activity that can be described as "fillers" - non-productive and limited in engagement- is a key driver behind this initiative.

With the first week of school in 2013 just completed, I look forward to assessing the value of this program in both the classrooms and meetings that I am involved with. As the calendar turns over, so too does the imperative to flip.