The Team

For the better part of my life I have belonged to a team. At an early age I joined sports teams, played on them in school, and carried this out through my working life. I've captained them, played supporting roles on them, and coached them. I've enjoyed successes, experienced some setbacks, and learnt a great deal along the way.

It was with some trepidation that I faced a recent surgery- a relatively minor correction to a long-standing knee injury. No doubt the injury owed something to the many years of playing team sports. Soccer, basketball, football, and other contact sports can take their toll on the body.

Upon arrival at the hospital it was clear that the entire operation (pun intended) would be a team effort. From admission to release there must have been no fewer than 12 people who played a direct role in the proceedings of the day. Each had her or his own unique task, and each performed that task well. Even the volunteer staff of the hospital that provided simple things like the offer of a drink or a minute's conversation, did so as part of a larger team. It was appreciated.

The team approach was evident in the moments leading up to the surgery itself with the lead nurse even calling a timeout just prior to the start of the procedure. A check to confirm- with my assent- the area to be operated upon, the procedure agreed upon, and the degree of readiness all ascertained. It was impressive.

Indeed, in so many aspects of modern life a team approach is taken, and I believe, the result is beneficial to all concerned. Teamwork fosters collaboration, and collaboration fosters teamwork. Improvements and suggestions can come from many points of entry. These are all good developments, and should be embraced in an age that is more democratic and meritocratic. 

Can a team approach be applied with success in a field as traditional and resistant to change as education? I believe that it already has in the best schools and in the environments where learning is rich. A process by which a group of committed people dedicated to achieving a common purpose is very much like the teams I have enjoyed the most success with. Leaving aside trite comments, and hollow mottoes, there is no doubt in my mind that a committed team can achieve much.

Sharpening The Saw

Of course, I cannot claim to have invented the term, "Sharpen the Saw", it is the purview of the late Steven Covey of 7 Habits fame (https://www.stephencovey.com/7habits/7habits-habit7.php). However, an impending surgery got me thinking about this phrase. Is there any wonder? Surgery brings everything into sharp focus.

Sure, it is a routine surgery, if you can call anything routine that forces the body and mind into a temporary state of anaesthesia. The prospect of such things forces one to put everything into perspective, and to prioritise what is really important. That is the essence of sharpening the saw. Family, faith, and relationships come to mind for me.

Without doubt the most important aspect of my life is the family that I have been born into and helped create. One part of the equation is reaching an advanced stage of life, while the other has the balance of years ahead- hopefully. We can never be guaranteed what the future will bring, so taking full advantage of the time afforded to us is imperative. This is especially true of the ones we love the most, and spend most of our time with.

Faith is a highly personalised and uniquely individualised word. It means different things to different people, and there are certainly many to choose from in an increasingly diverse world. The important thing is to have faith. Faith that the universe will unfold as it ought to, and that people will do their best with what they have been given is part of the ethos I subscribe to. I trust and have faith that the medical community, especially the doctors and nurses I will be working with, will do best what they have been trained to do.

Relationships also come into clear focus at such moments. I am acutely aware that we have time for only a certain number of interactions or interpersonal relationships during our lives. This isn't meant to be morbid, it is just a fact of life. So, what is to be gained by having any of these interactions be anything less than optimal? Taking the time to ensure that I am positive, respectful, and fully engaged in all of the relationships I find myself in is important. Appreciating that others have a great deal to offer, and that I must add to, rather than detract from, the quality of relationships is fundamental.

It really shouldn't take moments like this to bring these priorities to the fore, but sometimes it does. It also shows that we can never take anything for granted in this life, and that every day should be lived to its maximum. Sharpening the saw. indeed.

Oh, and if I don't make it back safely from the hospital, please let this missive stand as a testament to all.

 P.S. I did make back o.k., and the message still stands.

Coming Full Circle

Although the work is not yet done, there was a sense of completion evident last week when I had the opportunity to present my Next Step project that I had been working on for the past 18 months. We often talk about relevance and rigor in the classroom and this was an opportunity for me to experience just that. The CAIS (Canadian Accredited Independent Schools) Next Step program invites candidates to produce a change project within their school, chronicle it, and then present the work publicly. While the formal completion of that process occurred for me during the summer when I was able to share my change project (Introducing the MYP at Ridley College) with colleagues and staff, I was invited to share my project at the CAIS Senior School Leaders conference.

Hosted at the Kingbridge Centre ( http://www.kingbridgecentre.com/#home )in King City, Ontario, this was an excellent venue for any presentation. It was also terrific to see many former colleagues who had moved on to other schools and were participants at the conference. The venue was perfectly set in the rolling hills north of Toronto, a fall snowstorm covering the area in white.

Upon entering the convention area you could not help but be inspired by the remarkable surroundings. Everything about the centre placed those present at ease- speaker and participants alike.  Before presenting I had the opportunity to reflect upon the journey that this project had taken. In its formative stages I was still coming to grips with what the MYP itself entailed. Given that the MYP was going through considerable changes with the Next Chapter phase being introduced, there was a great deal of new information to digest. As well, understanding that change is a long, slow process was also part of my learning curve. Taken together, there was much to unpack over the two summers that the program ran.

It is said that the teacher arrives when the student is willing. Thus, I was both student and teacher over the duration of this project. It was at this stage that I felt that the project was truly completed, and very much looked forward to sharing it. I enjoyed the moment tremendously, was inspired by speakers I shared the lectern with, and gained an appreciation of what it means to come full circle with a project.

In part, this blog was meant to be part of the change project itself. It served as a means of recording the process of change. As stated at the outset, the work of the change is not yet complete, and there is much work to be done in terms of implementation. Where we go next will be interesting, and the journey continues. No doubt there will be plenty to write about as the months unfold, but this phase is now complete and the circle is now complete.

Who Reads Newspapers, Anyway?

Early this school year the following exchange occurred:

Teacher: Who reads newspapers?
Student: Old people.

The context was the important role that newspapers played in the role of communication of ideas during the pre-Confederation of Canada. That is, the period just before Canada became a country in 1867. Many will be familiar with the influential position that George Brown held as editor of the Globe newspaper, forerunner to the Globe and Mail,  self-proclaimed as Canada's "national newspaper."

Turns out, the precocious teenager was spot on. She identified a key change as supported by the following article:  http://www.people-press.org/2012/09/27/in-changing-news-landscape-even-television-is-vulnerable/
Relevant statistics show that younger people are less inclined than previous generations to get their news from traditional media outlets, newspapers, and television stations included.

It will come as no surprise that print newspaper readership is down, while most people get their news from online sources, many of which do not fall under the umbrella of traditional media. The classroom exchange prompted a great guffaw, with me leading the laughter.

For full disclosure, I do have a subscription to a daily print copy of the Globe and Mail, and I consult it regularly, mostly for analysis and depth. I am also more inclined to get my news online, with Twitter feeds from all over the world providing the primary sources of information. To be sure, it is an eclectic mix of news outlets, each providing a nice cross-section of relevant news from around the globe.

Some have described this phenomenon as disruptive media. There is certainly nothing routine about this way of staying up-to-date. News can be accessed at any time, often from unconventional sources, including from observers who may or may not be employed by the media source reporting on the news. Students have even more inventive ways of staying au courant.

From a pedagogical perspective, and using the lens of MYP, the discussion above pointed out the value of teaching concepts as opposed to content. Even the concepts of time, place, and space were broadened in the classroom exchange which led to a discussion about communication, change, and continuity. Indeed, the narrow limitations of content were broken wide open in that one classroom moment that prompted a much richer discourse that was not confined within the usual parameters.

Final thought: I wonder if my students will be more inclined to read this article given its online source.

One thing for sure, they won't have to wait for it to be potentially published in print and delivered to their home. They can read it off of my Twitter feed or blogspot, if so inclined.

Scottish Independence and Canada... Finding Connections

It seemed strange to students that I started our Canadian history course this week with a discussion on Scottish independence. At first, the class thought that it was due to the not insignificant contributions that the Scottish made to the foundation of Canada. Our first Prime Minister was born in Glasgow, Scotland, just like I was. But, no that wasn't the hook. We started with a current article featuring the leader of the Scottish National Party admonishing his country folk to seize the moment and make history. A map exercise to engage the visual learners was undertaken, and a recent version of the national anthem "Flower of Scotland" was played to stimulate the environment. Even the Simpsons were thrown in for good measure. https://time.com/3372547/the-simpsons-groundskeeper-willie-scottish-independence/

The point of the exercise? To demonstrate that people come together in different ways in order to form nations. Furthermore, that nations come and go, and that concepts such as Time, place, and orientation and related concepts such as Change and Power, are lasting and transferable. This is an approach that teachers of the IB Middle Years Program (MYP) are quite familiar with. They are used to teaching concepts that are applicable across many settings.

It was a moment of real satisfaction when one student clearly made the connection between the topical issue of Scottish independence and the content of Canadian history that deals with the period just prior to the formation of the nation known as Confederation. The formation of nations is both global and timeless. This student recognized that the concepts of change and power are applicable across the globe.

Canadians are particularly interested in how this referendum will be settled given the many historical ties to Scotland and the United Kingdom. As well, Canada grapples with the challenges associated with Quebec separatism which has historically held referenda on its continued union with the country.

How will Scotland vote? That's too close to call for now, especially on the eve of this historic moment. As an educator, though, I am pleased now that my own students have a better understanding of how nations are formed, and sometimes taken apart.

August School Bells

It used to be that Labor Day in Canada signified the (immediate) onset of school and the start of another school year. For me it is now the August Civic Holiday- a holiday weekend that isn't even recognized in all provinces of the country. But it is in Ontario, and that is where I teach. So, with the passage of the unevenly observed Civic holiday on Monday, it is now time to turn my thoughts back to the world of work. Sure, there will be leisurely times ahead in the month of August in the lead-up to the start of school in September, but the month now signifies that a portion of time needs to be set aside for academic matters. In order to be ready for the challenges of a new school year, the mind needs to get back into the discipline of thinking about the year ahead (2014-15).

This morning I enjoyed a lazy second cup of coffee and looked out upon gardens that were being soaked by a steady summer rain. It afforded me time to gather my thoughts about the year ahead and think about some of the imperatives that it will entail. An immediate priority for me will be our school's application to become MYP authorized. This will be a major undertaking that involves a great deal of work and the efforts of many faculty members. It will also be a great opportunity for our school to re-examine curriculum delivery in grades 7-10, plan collaboratively, and further develop a professional learning community with a unity of purpose. This will be a busy and exciting time.

When I was a student I gave little thought to the work that teachers did over the summer. I probably assumed that they just showed up at the same time as students and got to work on what they knew best. Sure, I saw the cars in the school parking lot prior to Labor Day, but really thought little about how much thought and attention went into the preparation stage of teaching.

As a teacher I came to know that a great deal of a school's success depends upon that preparation phase. As an experienced teacher, I now know that the time for such preparations arrives earlier and earlier. I look forward to the formal week of professional development that takes in the last week of August. I also have started the daily discipline of setting priorities, keeping administrative tabs, and giving thought to the framework of the school year.

Yes, there will be time for a few more leisurely second cups of coffee, but in my mind the August school bells have started to ring.

Changes Lessons

Throughout the year I have been chronicling the process of changing our school's intermediate program in this blog. I have examined several aspects of this change project, mostly from a programming perspective.

What I have not yet examined is how the process changed me personally. This is an aspect of the process that I was asked to consider as the formal part of the CAIS Next Step program draws to a conclusion. The actual work of implementing the program is ongoing, but I was asked to consider three ways in which I was personally impacted through the change process.

For me the following three things have been noticeable.

time
trust
self

Of course there are time constraints upon the completion of any project, and generally I was able to meet the guidelines (and sometimes deadlines) that were required to complete the work. The most compelling lesson about time was that it is a critical component of any project or work-related activity. The simple take-away is that time is a valuable commodity, and one that must be respected throughout the process. There were moments when it was clear that more time was needed in order to complete certain tasks. I needed to back away from my own timeline and respect that others needed more time to absorb the change. This was especially true during the MYP unit planning meetings that were established. Colleagues needed more time in order to fully complete the tasks.

There were other moments when urgency was required. A degree of pressure needed to be applied in these instances so that we could move along in the authorization process. This was especially true of the need to get online and use the MYP unit planners on Managebac in order to at least become familiar with IB terminology and the correct manner in which to develop units. The final product could be developed over time, but a start needed to be made. Whether it was allowing colleagues more time, or pressing matters forward, the commodity of time was most valuable in this project. Like an elastic band, sometimes it needed to be stretched out, and sometimes it needed to be snapped back into shape.

A second realization that became apparent is that the project is bigger than me. As Coordinator, I had an integral role in the development of the MYP program, but I was by no means the only one involved. School administration, staff, teachers and students, parents and the wider school community each had a stake in the unfolding of this major school change. Thus, it was critical to develop trust.

Trust in others was required throughout the year in various ways. At points in the year it was important for me to let go of the ideas that I had, and to accept that another plan might be a better course of action. This was especially true in the area of collaborative planning. While IB does not compromise on the need for collaborative planning time for all MYP teachers, various scheduling models needed to be considered in order to achieve this end. I needed to trust in the process, and trust that those tasked with the responsibility of making the changes would make good on their commitment. I am happy to report that this came to fruition and I am grateful for the support that was provided. It was an exercise in trust and collegiality. Many colleagues stepped forward just as they had promised.

The final personal takeaway should, perhaps, have been the first. It was clear to me early on in the process that in order for me to be successful with this project, I needed to be in good shape. Yes, that meant taking the time for exercise, better nutrition, and finding balance between my various commitments. To do that I needed to place self first. I know that it seems counterintuitive in our driven workplaces to place self before work, but that was nonetheless true. Before I could commit to a full day of work, attend to various tasks, and complete this project, I needed to be healthy and ready to face the day. Regular exercise, healthier diet, and dedicated down time helped put me in a proper frame of mind. This provided me with the strength, stamina, and focus that was required in order to see this project through to its conclusion.

In effect, the lessons of time, trust, and self will be the most important elements that will guide my future work on this project and all others to come.

MYP Projects- Making it Personal

I recently returned from Atlanta, Georgia for an IB workshop at the Atlanta International School (AIS). This was an MYP conference co-hosted by an organization known as CASIE ( http://www.casieonline.org/home), who work in conjunction with IB and the AIS to organize professional development for IB teachers. CASIE also works with the Harvard Graduate School of Education on something known as Project Zero, an initiative to make learning visible and to develop deep understanding. I must say that I was impressed by the work of all of the partners in this enterprise. They coordinated and hosted excellent professional development that benefitted a large number of educators from all over the world. Clearly, all those involved were committed to excellence in education.

The workshop that I was involved with was MYP Projects. It was expertly led by Patricia Villegas, an  educator with a rich knowledge of IB and the role of the personal project within the MYP. The Personal Project is one of the key distinguishing features of the MYP program. It involves the creation of a self-directed personal project by a student in the 5th and final year (grade 10) of the MYP. It is inquiry-driven over a sustained period of time, with students beginning to plan the project up to a year in advance of its completion. The work is student-centered and personal in nature. Students choose whatever topic that personally inspires them to learn more about something that interests them. Personal projects can range from the particular- learning more about the life cycle of certain insects- to something broader such as whether new technological developments in fuel consumption can lead to greater self-sufficiency in the developing world. The point of the exercise is that students will be challenged to examine a topic through a global context that will lead to new insights and deeper understanding.

Of course any student who embarks upon such an ambitious project must be supported along the way.  IB does a thorough job of providing a framework for the completion of the project- milestones for accomplishing certain tasks, information on academic honesty, and guidelines for students and project  supervisors. In short, it provides all of the information required to complete a successful project, provided that the work gets done.

Over the course of the three-day conference, participants were involved in a series of activities that helped educators understand the MYP Personal Project process:

It was a terrific way to meet colleagues from all over the world- many with a great deal of experience in working with Personal Projects, and some, like myself, learning all about the projects for the very first time. It was an exceptionally rewarding experience and personally engaging, enriching, and fun.

Change For The Better

The process of change can be a difficult one. It is claimed that the human brain scans its sensory environment to discern changes, with the idea that anything new can be either a threat or an opportunity. I have been reliably informed by some experts who spend far more time studying these matters than I do, that the brain is an optimal efficiency machine, attempting to process everything it perceives in a binary fashion. Essentially it asks whether the changed landscape in front of it is worth the energy needed to bring it under control. Thus, humans are prone to avoid change unless it results in something of obvious benefit.

In examining major changes to a school culture such as those envisioned with the introduction of a new program it is important to anticipate a degree of resistance. It appears to be only human after all. Often proposed changes are examined through the lens described above. Is the change worth the effort? Will it require more work, and if so, what will the benefit be? These are the normal reactions to change that apparently most, if not all people exhibit.

When you consider that education tends to be a field that is more conservative than most, the challenge of change in this area is even greater. In his cleverly titled book: Seven Secrets of the Savvy School Leader ( http://www.robevans.org/Pages/pubBook_SevenSecrets.htm), Robert Evans points out that teaching attracts people who have an attraction to security and a strong ethic of service. Let's face it, the reward of money is not the prime motivator for teachers; the rewards are far more intrinsic and vocational in nature. Thus loyalty, familiarity, and continuity feature strongly in the field of education. For the most part these are good things, but not when you are trying to affect change on a large scale.

Introducing a program such as the IB into a school involves massive change. It impacts everything from what is taught at the start of a school year to when it is assessed (not necessarily at the end), and everything in between. It challenges schools to adopt a new framework for teaching and learning, and it places a particular onus on the student to be responsible for her or his own learning. During a year in which our graduates have taken their first ever IB Diploma Program exams (grade 12), and our Primary Years Program students (grade 6) have presented their first Exhibition of work, the impact of change has been noticeable. While the full evaluation surrounding program change will take place over time, and there may still be those who yearn for the past, the early indications are that the changes have been positive. A heightened academic profile has been noted at the senior end through the taking of the IB exams, while our younger students have transformed their own learning through the exhibition of work that is student-centered and reflects their personal interests.

In every respect this represents Change for the Better.

The Importance of Developing Student Voice

One of the most distinguishable features of the IB program is the image of the student at the centre of all of its programming. Although the program changes significantly throughout each stage, the student image is the same for the Primary Years Program (PYP), Middle Years Program (MYP), and the Diploma Program (DP). Placing the student at the centre makes a bold statement- the IB is a student-centered program at all stages of development. The image is linked closely to the Learner Profile which also runs throughout each stage of the IB. One of the traits of the Learner Profile is that of communicator.

We all know that communication takes a variety of forms in the modern world, much of it digital like this blogpost. However, a key aspect of communication that is sometimes underemphasized is student voice. I have had the great privilege of working with students in the areas of debate and public speaking since the start of my career. I can vividly remember the opportunity that was offered to me as a young teacher when I was asked to take on the debate and public speaking responsibilities at my school. It has remained an important part of what I do today as a teacher and administrator.

It would be too easy- and also untrue- to say that today's students do not engage in the speaking arts as readily due to the proliferation of digital media as a primary form of communication. Yes, the rise of social media has led to a massive shift in the way that we communicate, regardless of generational differences. But it is also true that the spoken word- debate, public speaking, and other forms of oral communication such as model United Nations- is as important today as it ever was. In fact, a case can be made that the need for well-organized, well-articulated thoughts will always be a key feature of healthy societies.

Developing Resiliency and Bouncing Back

Recently I had the opportunity of sharing some thoughts on the importance of developing resiliency. It was the start of term and the first week back to school after an 18 day lay-off. Second term reports had been issued, examined, digested, and perhaps even forgotten by the time school resumed. But the question in my mind was how should students, and teachers, and parents approach the notion of "failure"? In our quest for perfection there seems to be little room for error, mistakes are masked, and failure is often avoided at all costs. Yet, it is undeniable that making mistakes is a necessary part of growth, and in order to succeed you must fail, sometimes.

Having attended an excellent session on Approaches to Learning as part of our school's ongoing understanding of the IB program, I felt that there could be a clear connection to what I learned from the workshop coordinator (Lance King) and the start to the new term which always requires resiliency and "bouncing back."

A link to Lance King's work on this subject is found here:

http://lancegking.wordpress.com/2013/04/02/the-importance-of-failing-well/

Now, it must be remembered that our school chapel consists of students in junior kindergarten-grade eight, aged 4 through 14. Quite a range, and quite a difference in terms of both accepting and understanding the role of mistakes in the learning process. Suffice to say that the message needed to be tailored to all students, as well as the adults (parents, teachers, visitors) assembled.

What better way than to show it first? So, with the help of three volunteers we showcased three ways in which you must make mistakes in order to improve. The first was a demonstration of juggling. A simple three ball demonstration took place as a grade 8 student entertained the group with his proficiency and enthusiasm for juggling. Along with a student who enjoys the sport of soccer just as much as I do, a challenge of keeping the ball in the air through heading was attempted. Finally, a third student with a love and aptitude for music performed an upbeat and bouncy piece entitled "Summer".

The twist was that at the outset of each demonstration mistakes were made, balls were dropped, and keys were missed in order to represent the notion that improvement can only take place when you learn from your mistakes. You cannot be an entertainer (juggler) without dropping a few balls, a skilled athlete (soccer) without repetition, nor an adept performer (musician) without working through the process of learning a new skill, and learning from your mistakes.

The same can be said of education, and life in general. A growth mindset (Carol Dweck:http://mindsetonline.com/) demands it, and experimentation is an important consideration too. When we learn from our mistakes, take responsibility for improvement, reflect on what we did and how we can make changes, the opportunities for success grow exponentially. We can all take heart from these lessons in resiliency and bounce back with enthusiasm.

MYP- What's In It For Me?- A Student Guide

As I continue to work through, think about, and blog the changes at our school relative to the eventual implementation of the IB MYP program, I am mindful that there are broad implications to this major shift. Teachers, students, staff, parents, and others will be impacted by the adoption of this program.

Recently, it was brought to my attention by a mentor, that I need to start thinking about these changes from the perspective of the people who will be affected most by the changes, and not just the people who are driving the process. Fair enough, and thanks, George. This blog post will focus on the impact of IB on those it affects the most immediately- the students.

There is no question that the IB Middle Years Program comes attached with both challenges and opportunities. Perhaps a good way to consider the broader implications, and to avoid the tendency to focus on teacher talk, is to look through the lens of: What's in it for me?

So, if I am a student about to face the introduction of a program that will impact my experience in the formative adolescent years (grades 7 and 8) and the first two years of high school (grades 9 and 10), what does this new program mean to me? Well, for a start, the IB is an internationally recognised program that prepares students well for academic success at college and university. Given that a primary motivation for attending our school often involves a future of post-secondary education, this is a pretty good place to start. Drilling deeper, given that there is a great emphasis on collaborative planning amongst teachers in IB, it is re-assuring to note that as a student I will be taught a common curriculum, with a common approach, and that I will be taught the same material as that of my friends.

It avoids the potential for taking sections of the same courses that are widely disparate. You know the familiar refrain: "My friend took the same course in the same year with Teacher A, who covered x, y, and z, while we only ever watched videos and studied from the text with Teacher B." Students- and they aren't the only ones- are very keen to notice differences in education, and the perceived fairness or unfairness that accompanies those differences.

Similarly, with an emphasis on clearly identified standards of assessment that is criterion-based, IB benefits students who want to know that they have been evaluated in the same manner as their friends. Although they may not reference it in the same way, they will benefit tremendously from grades that are accurate, consistent, meaningful, and supportive of learning (Ken O'Connor and Rick Wormeli, "Reporting Student Learning", ASCD, Educational Leadership, November 2011).

See, it didn't take long for me to slip back into teacher-talk, but I think that you see the point; students will be reassured in knowing that they are being assessed in the same way, by the same standards, by teachers who are, for the most part, teaching the same material in a consistent and pre-planned fashion. Students will also appreciate receiving grades that reflect what they have learnt, and moreover, that they are being assessed fairly relative to their peers.

What's in it for me? Plenty. These benefits may appear to be self-evident, but by stressing the underlying principles of fairness and consistency, students will be keen to grasp a program that addresses these two fundamentals of learning.