Welcome to Our School

We are proud of our school and happy to welcome visitors into the conversation about learning.

img_4707

As a member of the VSB, I would like to acknowledge that we live, work and play on the unceded and traditional territory of the xʷməθkʷəy̓əm (Musqueam), sel̓íl̓witulh (Tsleil Waututh) andsḵwx̱wú7mesh (Squamish) Coast Salish peoples.

We are delighted to be able to show you around and encourage you to ask lots of questions.  The following challenges are to help you engage with our students and staff and understand some of the priorities at our school.  The staff and students touring you around the school will be able to give you some understanding of the history, our peer helpers program, Indigenous ways of knowing and breaking down the barrier between learning outdoors and learning indoors.

Challenge 1 – Look for evidence of the 7 principles during your observation.  It may be helpful to use the 7 Principles of Learning Chart.

The OECD has pointed out that the rapid advances in ICT have resulted in a global shift to economies based on knowledge, and an emphasis on the skills required to thrive in them.  At the same time empirical research on how people learn, how the mind and brain develop, how interests form, and how people differ has expanded the sciences of learning.  The result is that the educational community is now “rethinking what is taught, how it is taught and how learning is assessed”.

The OECD’s work on innovative learning environments was led by Hanna Dumont, David Istance and Francisco Benavides. Their 2010 report “The Nature of Learning”  identified seven principles of learning:

  1. Learners at the centre
  2. The social nature of learning
  3. Emotions are central to learning
  4. Recognizing individual differences
  5. Stretching all students
  6. Assessment for learning
  7. Building horizontal connections

Challenge 2 – Engage in a conversation surrounding the Spirals questions. 

The Spirals of Inquiry by Judy Halbert and Linda Kaser lists three questions that will find helpful in engaging with students and staff.  Students are encouraged to look closely, notice details and ask questions to encourage learning in all aspects of their lives.  Many staff are involved in inquiry projects to explore their professional questions.  Vice principals and principals in the VSB are using these questions to guide their professional growth plans.

  • What are you learning and why is it important?
  • How is it going with your learning?
  • What are your next steps?

Challenge 3:  Note the development of core competencies in the classroom.The New Curriculum:  You will note that competencies and concept-based curriculum are intertwined with learning standards in B.C.’s New Curriculum. Core Competencies have become the focus of learning and they use content to develop the three main areas:

  1. Communication
  2. Creative and Critical Thinking Skills
  3. Personal and Social skills

Challenge 4:  Find examples of Student Voice and Competency Based Assessment The new curriculum has shifted the focus from summative assessment to formative assessment.  Students are encouraged to identify their starting point and formulate a plan for growth.  The focus has shifted from a deficit model to “I Can” statements.  Students are invited to be active participants in determining how they learn and planning for growth in skills, strategies, and collaborative practices.

Challenge 5:  The Canadian Experience – Note examples in the school of how students are being introduced to the role of Indigenous populations played in the development of Canada and our perceptions of Canadian identity.

Wab Kinew, hip hop artist, author, broadcaster, politician, Ojibwe activist, and leader of the NDP Party in Manitoba, has said “Reconciliation is realized when two people come together and understand what they share unites them and what is different about them needs to be respected.”  Authentic reconciliation happens when people develop relationships with one another.

img_4850

Challenge 5:  Identify several different types of learning spaces and the types of competencies being developed in those spaces. 

We have several options for student learning at UHill Elementary School.  Supervision is required in all spaces.  Classroom teachers work with SSA’s (Education Assistants), Resource teachers, the principal and students to explore possibilities to maximize student learning in a variety of spaces and places.

  • The Classroom – indoor and outdoor spaces
  • Outside Learning Spaces
    • The Readers Writing Garden (outside)
    • The We Are One Rock Circle (outside)
    • The Soccer Fields or basketball court (outside)
    • The Buddy Bench (outside)
    • Sidewalk games
  • Resource Rooms
  • The Gym
  • Collaboration Spaces outside classrooms
    • Foyer in the main entrance
    • The Starry Night Room / Room painted yellow
    • The Garden Room – currently the in residence program, Project Chef, is in this room
    • The Main Foyer
    • Library
    • The Learning Lab / Maker Space Room
    • Gym
  • Active Learning Room (ALR) / room painted white
    • Ready Bodies Learning Minds
    • Peer helpers Program, a Grade 5 Leadership Program, at 11:45 am facilitated by The Community School Team
  • Places to Self Calm, work quietly independently, with a partner or small group
    • Peace Pod / room painted blue and decorated with saris
    • The Think Space – in the Office area

Challenge 6:  Breaking Down the Barriers:  Identify examples where learning outdoors is brought into the classroom and where indoor learning is brought outdoors.

The places where we live and grow impact our experiences and our perceptions.  Living in a temperate rainforest, attending school in the Pacific Spirit Park, and walking down to Acadia Beach impacts the knowledge our students are developing but also how they self regulate.

img_4304

I am a big fan of Twitter to keep parents informed about what is happening at the school by posting updates and pertinent information @UHillElementary and to further my own professional learning @CarrieFroese

We hope you enjoyed your visit!

Ms. Carrie Froese @CFroese

Principal University Hill Elementary School

Vancouver School Board, British Columbia, Canada

Inquire2Empower Blog carriefroese.wordpress.com

Advertisements

Reflections on Peace Education

The Germans capitulated and the Armistice was declared at 11 am on November 11, 1918.  The First World War, the war to end all wars, was over.  The parting words of Matthias Erzberger, the Catholic politician and chief German delegate negotiating the surrender to the French General Foch, were “A nation of 70 million can suffer, but it cannot die.”  There were no handshakes.  The conditions for the next world war had already begun.

Nov. 11, 2018 Vancouver, British Columbia, Victory Square Cenotaph (Photo by C.Froese)

A hundred years later, we still pause to remember, lest we forget and make the same mistakes all over again.  Wars have extended from military encounters to vague looming threats of nuclear war or terrorists targeting innocents or mass shooting targeting anyone defined as “an enemy”.  Leaders are able to be elected with angry rhetoric, a disregard for divergent opinion, and without a vision for a peaceful, global context or respect for human rights.   The most populous democracy in the world has nearly one mass shooting per day (2018 Gun Violence Archive) and a president advocating the use of torture and turning away refugees at the border.   The quest for a peaceful world seems increasingly uphill.

The League of Nations, an international body devoted to peace keeping, was the brainchild of Goldworthy Lowes Dickinson, a British political scientist in 1914 and precursor to the United Nations.  Drafted by British politician Lord Robert Cecil and the South African statesman, Jan Smuts, and supported by US president Woodrow Wilson, the draft was proposed at the Paris Peace Conference in 1919.   The covenant was established in the Treaty of Versailles on June 28, 1919 by 44 states.  This included 31 states that fought or joined the Germans in the Triple Entente during WWI.  Peace was on the table and there was global recognition that the cost of war was too high.

The signing of the covenant of the League of Nations 1919 (Wikepedia file:No-nb bldsa 5c006.jpg)

The focus on global peacekeeping of The League of Nations evolved into what we know today as The United Nations.  The United Nations Declaration of Peace and Freedoms was signed on December 10, 1948 and 48 countries signed the document that articulated basic human rights and a vision of a peaceful world where people were entitled to celebrate their religion and culture with their family and live free from war.  It has been translated into over 500 languages to date.  It continues to be the go to reference in discussion of peace and freedom.  It has become a measure of the moral integrity of our leaders and ourselves.  I believe it becomes the best way in which we can find our way towards leading a life in a peaceful context.

The United Nations Declaration of Peace and Freedoms has been simplified for use with children.  The conversations about peace and freedoms with children are perhaps the most hopeful.  It is when minds are open to new learning, imagination is ripe, possibility is endless, and ideas are being defined into passions.  My passion for human rights was ignited at an Amnesty International booth at Granville Island when I was a student at The University of British Columbia.  Learning about human rights and incorporating the fundamental beliefs into our lives, has the power to change the way people perceive the world and interact with each other.  It is content that facilitates the development of all of the core competencies in the New British Columbia Curriculum.  It requires communication, problem solving, and actively engages reflections of personal and social development.   It provides hope for the pathways being navigated by our students.

Learning from Wab Kinewo

I’m getting ready for Wab Kinew’s visit organized by Vancouver Kidsbooks this Wednesday.  I finally read his book The Reason You Walk (2017 edition) from the stack beside my bed.  This book brings to life the negative impact of residential schools on the parenting of the children who attended. It is a very personal story of Wab’s relationship with a father suffering from his years in residential school.  I will never understand what overtakes people that allow themselves to treat human beings with such cruelty, let alone the most vulnerable. Repeatedly.  This is one of the dark stains on Canada’s reputation as a country that champions human rights.

Many of us have witnessed the apology for residential schools to Indigenous People in Canada by Stephen Harper when he was Prime Minister in 2008. The question that lingered was “What now?”  Certainly the first step was acknowledging what had happened and why it happened.  The attempt to “Kill the Indian in the Child” can only be understood in the context of cultural genocide.  As a country, we have a long way to come back from decisions that were made in our infancy as a country but sustained for way too many years after.

Wab Kinew has written a book that is truly a book about acknowledging what has happened but also moving beyond the atrocity of residential schools.   Wab Kinew (pg 211) tells us: “Reconciliation is realized when two people come together and understand that what they share unites them and that what is different about them needs to be respected.” That is an achievable goal to strive towards. And I am inspired.

The title of the book, The reason you walk or “Ningosha anishaa wenjii-bimoseyan” comes from the lyrics of an Anishinaabe travelling song. Wab Kinew’s dad, Ndedeiban, passed on the teaching to him: The words are interpreted as a direct message from the Creator aka God (The Reason You Walk, pg. 252):

  • “I am the reason you walk. I created you so that you might walk on this earth.
  • I am the reason you walk. I gave you motivation so you would continue to walk even when the path became difficult, even seemingly impossible.
  • I am the reason you walk. I animate you with that driving force called love, which compelled you to help others who had forgotten they were brothers and sisters to take steps back toward one another.
  • And, now my son, as that journey comes to an end, I am the reason you walk, for I am calling you home. Walk to me on that everlasting road.”

This book is as much about a father-son relationship as it is about larger political issues. It helped me to better understand my own mother’s long lingering journey towards death. And the all too soon deaths of my aunt and brother.  This book is testament to the fact that different faith traditions can speak universal truths that cross religion denominations.  As human beings, we are all on the same journey of joys, defeats, celebrations and sorrows.  The end goal is to allow people to define their own journey and support each other along the way.

Nature as a Catalyst for Learning

False Creek Community Garden beside Vancouver Seawall August 2018

There is no teacher like direct experience to engage the head and heart in the process of learning.  Data about students becoming less curious as they move through the school system, is heart-breaking.   It begs the question – Why?  When my children were preschoolers, the day revolved around playing in the backyard, discovering new backyards of playmates and going to the park.  On sunny days they were dressed in  clothing to protect sensitive skin and exposed bits were slathered with sunscreen.  Other days included sweaters or “muddy buddies” or rubber boots or snowsuits.  Bottom line, those preschoolers were going outside for an adventure filled with fresh air and exercise and access to the wonders of the natural world around them.  Awe, curiosity, delight and question upon question were the standard of the day.

Richard Louv (2006) raised the alarm about our students who are increasingly demonstrating a “nature deficit disorder” in his book Last Child in the Woods.  The nature deficit is something being experienced on a much bigger scale.   Baby boomers are perhaps the last generation to be pushed out the door to “Go play outside and be home by dinner”.  Accessible hand-held technology, less green space and a heightened sense of fear fed by the media, keeps  adults as well as children inside with repercussions for engagement with nature, physical fitness and mental health.  Some doctors are writing park prescriptions to assist patients in dealing with depression, high blood pressure and stress.  Groups like Wild About Vancouver, have initiatives to encourage people of all ages to get outside and get active.  The Japanese started a movement called “Shrin-yoko” or “forest bathing” in the 1980’s to improve physical and mental health.   It has taken the world by storm.  Regular “forest bathing” opportunities were scheduled in Vancouver’s 400 hectare rainforest, Stanley Park,  this summer and many other forested parks with around the world because going outdoors, looking, listening and breathing needs to be taught.

Engaging with nature is a catalyst for curiosity and the learning that comes with it.  The first time I saw a “Bear in the Area” sign in our local park when we moved to Coquitlam a suburb of Vancouver, I did the research to find out what I needed to know.   I went online, got books to share with my family, and talked to neighbours and friends and even the police officer sitting doing his notes in the parking lot.  Sailing, biking, skiing, snowboarding and  hiking, all come with required background knowledge and a skill set to keep yourself safe.  Every time we try something new, we learn.

The Child and Nature Alliance is astute in pointing out that the best way to get children outside, is to go with them.   My husband and I now have adult children.  However since their pre-school years, some of our best memories and best laughs are beach, park, biking and ski/snowboard adventures or the times just after, like reading Harry Potter aloud with hot chocolate by a fire.  Of course, developing relationship during outdoor activities necessitates putting the phone away and giving your family and friends your undivided attention.

Scott D. Sampson in his book, How To Raise A Wild Child:  The Art and Science of Falling in Love with Nature (2015) identifies three pathways (EMU) as being most critical to promoting nature connection based on published studies in anthropology, psychology, education, neuroscience, and biology.

  1. Experiencefirst hand knowledge – experiential learning, multi-sensory opportunities, unstructured times, emotional connection
Black Bear searching for blueberries in Minnekhada Park, Port Coquitlam, B.C. Sept. 2018

“American kids devote more than seven hours daily to staring at screens, replacing reality with virtual alternatives” (Sampson, 2015, p.5).  As with the advent of any technology, humans benefit from the advanced development of their prefrontal cortex, and the thinking skills to decide how best to utilize the technology.  I am a huge fan of using phones, iPads and computers as tools to access information and communicate learning to a wider audience.  When I’m outdoors, I use the camera on my cell phone and my iPad to focus my attention and capture things I find interesting or beautiful or memorable or that I want to explore more later.  However just as I was instructed to turn off the television and go play outside as a little girl, parents and educators need to assume responsibility for the amount of screen time they allow for the children in their care to growth and lead healthy lives.

Germany is well-known developing a love of the outdoors.  I remember hiking with my family in Schliersee.  We were so proud of our stellar progress upwards on our hike, when we rounded the corner and not only had someone been there, but they had installed a bench.  Britain is also well known for a population that engages outdoors.  The British outdoor kindergarten movement is growing.  Italy is known for the Reggio Emilio discovery based school movement.  There is widespread recognition that children benefit from learning outdoors in the places they know well.  It is outdoors that they can access the materials, solve problems and feed the curiosity that form the basis for important learning.  This is the reality of place based learning.

The outdoor classroom does not close because it’s raining.  I have recently adopted the slogan I learned from Scott D. Sampson’s book, How To Raise a Wild Child (2015): “There’s no such thing as bad weather, only bad clothing.”  The rain in Vancouver  does present different opportunities for learning. while extending our understanding and appreciation what is is to live in a temperate rainforest.  When my daughter was 6 years old, we were travelling in Venice.  The rain started to fall and everyone ran for shelter.  Our family was quite delighted with the break from the heat and we splashed puddles down the centre of the street.  My little Vancouverite looked up at me, smiled and said “Oh, Mommy.  It smells like home.”  This is what the poet W.D. Auden (1947) must have been referring to when he coined the word “topophilia” which translates to a “love of place” to describe the bonds people form with the places where they live.  When you care about the place you live, both your heart and mind are open to the lessons they provide.  This necessitates outside experiences.

  1. Mentoringside by side exploration, mentors listen more than they talk, observe closely, inspire curiosity, “pull” stories from their mentees by asking questions that push the limits of awareness and knowledge
Ms. Phoenix discovering the mysterious appearance of tomatoes in the Butterfly Garden     University Hill Elementary School, Vancouver, B.C. – September 2018

I have been fortunate to be a teacher in British Columbia.  Teaching in Abbotsford meant the farm was in close proximity to learn about mammals, and the smell of manure in the air impacted learning about food systems.  In Coquitlam, spawning salmon at the end of a playground provided input for learning about life cycles and perseverance.  My current school is located in the Pacific Spirit Park.  Teachers are able to take students into the forest to discover more about the “wood wide web” and The Hidden Life of Trees, to the beaver dam to learn about our history and science, and down the beach to investigate yet another habitat.  My previous school was not surrounded by untouched wilderness, but it was there that we were able to follow the newly released butterflies to discover one of the best butterfly gardens I have ever seen cultivated by a local resident with a green thumb.  The best weather forecasters were the students who had learned to go outside and use all of their senses to make observations.  Those students had well-developed background knowledge about clouds and could tell you about the best weather APPS.   In all of these school contexts, what makes the biggest difference to student learning is the skillful mentoring of educators.  The questions they ask, and the student questions they reflect back to the group, helps students to hone their observation skills and risk asking questions about the things that matter to them personally.  The innovators who have mirrored nature in their products have spent time outside studying, observing, hypothesizing and experimenting.

           3. Understandingponder and learn about big understandings before mastery of  discrete pieces of factual knowledge

When I was in elementary school, I had a teacher who closed the curtains when anything particularly interesting was happening outside.  It could have been a first snowfall, a heavy downpour or the clouds dropping down to make the mountains nearly invisible.  Her intention was to eliminate distraction.  She was a conscientious teacher who was committed to our learning.  It was not an effective strategy for me.  All of my attention was directed to what was happening outside and why.  My imagination took me far away from the lessons of the day.   I would have a story worked out by the time recess and anxiously focused on the grand opening of the curtains.

Scott Sampson talks about using the power of learning from Indigenous culture that is grounded in nature and creation stories told from the perspective of animals, plants and landforms.  He uses the term “Going Coyote”  to reference using “the trickster coyote of Indigenous lore (creator with magical powers as a transformer, shape shifter, hiding in plain sight) to inspire caring and empathy for nature.  “The Coyote Club” at our school is grounded in active outdoor learning experiences that provide a model for respecting self, others and the environment.  It is embraced indoors and outdoors on a continuous basis.

By pre-school age, students have developed inquisitive minds and a skill set to find answers.  Children don’t need to be taught to ask questions.  They need to know that their questions matter.   They need to know that engaging in the world around them is what good learners do.  We want our children to continue to be inquisitive and identify the possibilities, to make observations, connection and ask new questions when they are outdoors as well as indoors at school.    Our challenge as educators is to redefine ways to feed the inquisitiveness of children coming into school while we broaden their opportunities to access information, to work collaboratively and to hone skills to find answers.  The outdoors provides not only an opportunity for physical activity but an opportunity for incredible cross curricular learning and mental health.  This is a place to observe and ask questions and learn through play.  To make connections with book learning.  To use technology to document and access new knowledge.  It is a place to be in awe and celebrate curiosity.

For ideas to engage children in nature activities, online information and lesson plans, please see:

How To Raise A Wild Child:  The Art and Science of Falling in Love with Nature. by Scott D. Sampson (2015).

i love dirt – 52 activities to help you and your kids discover the wonders of nature by Jennifer Ward (2008)

Sharing Nature:  Nature Awareness Activities for All Ages by Joseph Bharat Cornell (2015)

The Nature Conservancy

The David Suzuki Foundation

Why Collaborate?

image

School provide amazing opportunities to redefine the prevalent understandings of learning.  With the advent of formalized schools, came the assumption that students were “empty vessels” to be filled with the requisite knowledge required for their success in the world.  Teachers were understood to be the gas station attendants responsible for filling the tank.  Fortunately our understanding of teaching and learning have both evolved.

Educators spend their lives honing their skills so they can make content accessible to their students and prepare students with the resilience and strategies to access learning in all aspects of their lives.  This includes teaching students to work independently and collaboratively to problem solve and express themselves in a variety of ways.

A successful learner is a person who is confident in their ability to find answers to their questions in a variety of contexts.  An undergraduate degree today demonstrates that the person has demonstrated the perseverance and resilience to bring a difficult task to completion.  There is an understanding that young people today will be working in several different jobs therefore it is imperative that students learn to generalize their knowledge.

Lessons from Kindergarten to Grade 12 are all structured to connect the background knowledge of the student to the learning being presented.   When students respond with “Oh, yeah.  That reminds me of …”, the teacher has the indicator that students are ready to proceed with the lesson.  The challenge is when that background knowledge is absent.  This is when we see the power of collaborative learning.

When students are able to share background knowledge and teach each other specific skills and strategies, the classroom becomes a community of learners.  At the recent TEDxVancouver2018, Dr. Kevin Heyries talked about working collaboratively with other doctors to cure disease with antibody based drugs.  The expectation in a scenario like this is that everyone is coming to the task with ideas, skills and a good work ethic to solve a problem they care about.  The challenge for teachers is how to structure collaborative learning experiences that are meaningful and develop the target skills.  In some cases, this will be demonstrating a concept or skill or ability to complete a more detailed project.

My daughter bemoaned the “group project” in high school.  My son would tirade about the “bottom feeders” who refused do their part in group projects at university.  These were the projects where a group was assigned to complete a research report.  The students that required scaffolding to get started opted out to avoid embarrassment in the group.  The students with the skills and motivation to demonstrate all of the criteria and get a good grade, took over the lion’s share of task completion.  A project was completed but collaborative skills were not developed.  Relationships suffered.

Project Based Learning has similarities but it is not the same as the old style of “group project” that many of us are familiar with.  Students are working in a group to accomplish a task.  However the role of engagement in learning is now better understood.  Old style “group projects” were designed for students to research and demonstrate understanding of a body of content.  The starting point for Project Based Learning is for the learners to define a question they care about and then plan how they will go about finding the answer.  Sharing the learning to an audience and answering questions makes it necessary to have a thorough understanding of the topic.   Self assessment by the student about his/her functioning in the group and goals for next time, ensure the student is invested in future development of their core competencies.

The curriculum in British Columbia is regarded as a model for quality education globally.  It has been designed by B.C. educators who are reputed for their own collaborative practice and presents many ideas and supports for teachers to engage students in their learning.  The focus on student learning rather than mastery of a specific body of content is undoubtedly why so many students were so excited to be back school.

Creating Balanced Classrooms

Creating the culture of the classroom is an ongoing endeavour.  Each year teachers, some returning students and some unfamiliar students come together.  A wonderful school climate and a new curriculum are there to guide the process, but the teacher, students and parent community create the classroom culture.  The ultimate goal is to create a structure where the development of relationship and curiosity are not overwhelmed by other classroom demands.  For this reason, we take class building very seriously.

Our starting place in creating classes is the number of students in each grade which determines the amount of staffing we are allocated by the district each spring.  This decision is driven by the funding provided by the provincial government.  Our collective agreement, agreed upon and signed by management and the teachers’ union, guides the creation of classes by defining maximum class sizes and the numbers of students with special needs in each classroom.

Classes for the 2018-2019 school year were tentatively organized by the teachers teaching the students in June. They worked with the students for a year and know each child’s strengths and needs and have talked at length to parents.  Some parents submitted additional information about their child, either personally or in a letter to the principal, to inform the class building process.  Each classroom teacher completed an information card that was used in class building that includes academic achievement, social and emotional development, requirements for support, students who work well together or who are overwhelmed with the challenge of working together.  Teachers worked together to create balanced classrooms so that all students would have access to individual teacher time and attention.

Considerations in creating balanced classes included:

  • Class size
  • boy / girl ratio
  • Students with designations for special needs
  • English language learners and their level of language proficiency
  • academic achievement
  • social and emotional needs
  • requirements for resource or behaviour support
  • students who work well together
  • students who would benefit from being placed in different classrooms

**This is not a prioritized list

One of the greatest strengths of our school community is also one of the biggest challenges.  We have an international community that creates an amazing opportunity to learn first hand about different cultures.  However our school community changes frequently as work at UBC is completed and families return to their home country.   Our challenge is always to create welcoming environments for new students to make friends and develop skills at their level.  We want new students to be welcomed throughout the classes rather that all of the new students being placed together in one classroom.

Over the summer holidays, we had many students move into the catchment and several families move out.  During the first week of school, we determine the students who have returned and what spaces we have to accommodate students on waiting lists at other schools.  Then we need to reorganize classes to accommodate new students and maintain the balance in classes.  With good information provided by our families about missing students, we hope we are able to do this by the end of the first week of school.  Once students are in their classrooms for the coming year, the exciting work of developing a classroom culture begins.  Parents play a key role in helping their own children to embrace the positive possibilities of this new beginning.

The Kindergarten to Grade 12 school system provides a microcosm of society.  As students make their way through the 13 years of schooling, they will encounter a variety of personalities, interests and expectations from the people who teach them and their peers.  In order to be successful outside of school, they will need to learn to live and work collaboratively with a diverse range of people.  When we approach new situations with an open mind, the possibility of learning and developing new relationships expands exponentially.

Reading with Abandon

img_3016

I am officially back at work.  I was dog sitting this past weekend at a cozy, cabin at Mount Baker and savouring the time to “read with abandon.  This is something I had reserved for summer times… On the beach.  At Kits Pool.  In a cabin.  In bed.  On the red leather chair with a pot of tea. Time devoted to reading books of various quality and copious quantities.  At least one Oprah magazine, foreign newspapers, a thriller, a book on politics, some professional sources and as many “fat, sad books” that I can digest are required.

The books I planning on giving for gifts, I read in one sitting – without bending pages or leaving any trace of this stolen pleasure.  I trusted my son with an Elon Musk book, prior to my reading it, only to be denied access until he has read it.  The worst.  I’m sure it goes back to the time when he won the draw to read the family copy of the last Harry Potter book in the series, FIRST.  I may have “bent the rules” by staying up all night to read it.  Apparently I need to pay!  A confirmation that my “read first” strategy must prevail.

My children were destined to love books.  They were surrounded by a wealth of quality books, trade books that interested them as well as positive, shared reading experiences before bed, after skiing, at the park, at the beach or en route anywhere.  They had a good understanding at a young age that fiscal restraint never extended to the book store.  We would always be lured in, breathe in the smell of newly published books, and they would always get to choose a title to buy.  This is often the case with children of book-lovers.  My cousin’s kids opted to go to the book store and starting to read their selections BEFORE we headed to Kits Pool this summer.  These aren’t the kids we need to captivate at the beginning of the school year.  They have already morphed into readers and they will continue to read for a variety of purposed throughout their lives.

As a little girl, I was not surrounded with books.  My Mom struggled financially and was too exhausted for bedtime stories at the end of the day.  In summer holidays in Los Angeles, my father and step-mother were not in the habit of children and books and bedtime stories continued to be elusive.  I entered school and was promptly put in the slow reading group.  I lived in fear of my turn to read aloud during “Round Robin” reading.  I learned the mechanics of reading.  In Grade 3, that changed.

My sister went to live with my father in L.A. and I was terribly lonely.  My mother weakened and I was finally talked into letting me get a puppy and then adopt two baby gerbils from the most recent litter in my Grade 3 class.  I proceeded to memorize the books about pet care and researched all there was to know about cock-a-poos and gerbils.  I began to prepare for my life as a veterinarian.  The next year, my sister came back home with the first volumes of Trixie Belden and Donna Parker.  That together with the “Now” section at the Marpole Public library (for the cool kids) and my cousin’s huge collection of comics, I was catapulted me into the world of readers.

Long ago, I bought into the belief that:  “Reading is to the mind what exercise is to the body.” (Joseph Addison 1672-1719).  Our role as educators is to support our students in not only becoming readers but also becoming thinkers.  Teaching the mechanics of reading to our students is an easier task than inducting them into a world where they can feed their interests, question the sources of what they read, empathize with characters and discover new possibilities.  I found another kindred soul in Donalyn Miller this summer.  Her book inspiring book, Reading in the Wild:  The Book Whisperer’s Keys to Cultivating Lifelong Reading Habits, resonates the same desire for our students.  It provides a wealth of ideas and strategies to do just that.  My “reading with abandon” is her “wild reading.”

As a teacher, I took the task of being up to date with Children’s Literature seriously.  I read new releases of Children’s literature and I talked about them with children in the classroom, in the halls and on the playground.  I also maintained my life as a reader and “read with abandon” throughout the year.  As a school vice principal / principal, my reading world narrowed.  Most of my reading became professional reading, online and offline.  I stopped participating in regular book clubs unless they were related to a professional goal.  I started to focus more of my time on professional writing.  Lots of blogging and tweeting.  More purposefulness.  Less abandon.   I continued to talk about books with students but no longer had a finger of the pulse of new releases in Children’s Literature.  There have been fewer conversations about the great book I’m reading.

As the busy life of school takes off, my goal is to allow more of the times where I “read with abandon”.  I want to engage more in conversations with adults and children about current releases and share our responses.  Goodreads has served to be a tracking mechanism or online reading log, than an opportunity to share in a reading community.  Donalyn Miller opened my eyes to the potential of developing an online reading community and reminded me that my enthusiasm for reading is contagious.  My new book club met in August and it will NOT include professional reading.  I will devote a chunk of time to becoming more current in my knowledge of Children’s Literature by doing more shared reading with my students and bringing more authors into the school.  I will allow my mind to be fed with the rich ideas that come from “reading with abandon.”  Perhaps this will be the thing that keeps me from getting lost in the demands of the job.  Perhaps this is one of the missing keys to the elusive “work-life balance.”

What Did You Learn Today?

This question is generally reserved for children after a day of school during dinner time or en route to soccer practice or piano lessons.  I delighted to see this question posed for all to consider in the middle of summer.  I was on a quest to lay claim to the perfect log at Kits Beach.  My goal was to breathe in the sea air, photosynthesize and finish my most recent book, The Home for Unwanted Girls, by Joanna Goodman.  And I learned a lot about “The Great Darkness” and abuse of power of the Duplessis years in Quebec during the mid 20th century, the French-English divide, the human capacity for cruelty, resilience, and the significance of sharing a story in the process of healing.  And over dinner, I shared that learning with my husband, because it was engaging and interesting and reinforced with information checking via the internet.  Generally we want to share the things that interest us.

The most exciting part of current educational research has been the heightened awareness of the role of curiosity in our learning through out life.  The answer to the question will depend largely on what we’re choosing to fill our time with.  A trek to the Jericho Sailing Centre lends itself to all kinds of learning.  Why are there so many fearless bunnies there?  What are the conditions for a perfect paddle?  A detour from the bike ride through Tatlow Park begs the question – why was so much more water running through here when I was a kid?  Will the proposed restoration of the park change that?  An aborted trip to our family cabin in the Sierra Nevadas, creates an awareness of just how many fires are burning in Southern Oregon and California, and the health concerns around smoke inhalation.

As a school principal, of course I value learning at school.  However I think that we do not want to define learning as what happens exclusively in a specific building from 9 am to 3 pm on weekdays during the school year.  I am hoping that my students are having amazing learning experiences during the summer that are not strictly defined by what will get them better grades or make them more successful in their future careers.

I want them to take time to go outside and observe and ask questions.  I want them to hang out with their friends and relatives and laugh.   I want them to get lots of exercise and aspire to a high level of physical fitness and wellness.  I want them to take the risk to learn something new.  I want them to read lots of books and empathize with the characters, consider other realities, fact check on the internet and talk about them with friends and relatives.  Ultimately I want them to do what I’m doing.   Then I want them to come back to school with new ideas to share and a curious mind for continued learning in the school, outside in nature, and in the rest of the school community.

An Inquiry into Communication in Schools

Summer relaxation mode is beginning to set in and reflection on the past school year spiral.  The things that brought joy.  The mountains surmounted.  The things you wish you could have a “do over.”  The things you want to aspire to this year.  Communicating effectively with each and every student and staff member and parent and community partner and colleague is a tall order but something I hope others will respond to with ideas.

Establishing a presence in the halls, in the traffic circle, on the playground and at school events communicates a sense that you care about the people in the school community.  Kids will most often readily respond to a smile or an inquiry.  When our school playground was condemned, kids wanted to discuss it on the playground.  There were a plethora of questions:  What were the unsafe parts?  Who decides what is unsafe?  When was it coming down?  Questions were followed with lots of ideas, suggestions and future plans for the new playground. More ideas followed about other things we could do on the school grounds while we were waiting.  I learned a lot during those conversations.

Some adults that are reluctant to make an appointment will have a conversation, ask a question or be encouraged to offer their ideas in a casual context.  This is also the time when they are most open about what they appreciate in the school, in the teachers and in me as a principal.  One parent shared that they could tell I really loved working with kids and appreciated that I made such an effort to get to know the students.   The Parent Advisory Committees (PAC) and parenting sessions can be an effective form of communication with parents but much of that depends on the perception of the role of the principal at the school and who shows up to participate.  I have found it very helpful to work collaboratively with the PAC executive.

The big teapot that I bought for my daughter and decided to keep in my office was a good choice.  Sitting around the big round table with students, staff, parents and colleagues often brought an ease to difficult conversations or sometimes a sense of calm to hectic days.  The poem, Perhaps the World Ends Here, by Joy Harjo inspired the blog post, Perhaps the World Starts Here, and another way to help students to self calm and then move on to problem solving.  It also inspire the Tea with the Principal on the first Friday of the month at 9:15 am for parents wanting to ask questions or discuss issues in education.  Sometimes the group was too large to sit around the table, or people wanted to walk and talk as we toured the school.  Sometimes one or two people would show up with a burning question and delighted to have a cuppa.  School Based Team meetings and Health and Safety Meetings take on a new tone with a cup of tea.   I hadn’t really made the connection to Servant Leadership, coined by Robert K. Greenleaf, until my chief engineer told me that no other principal had ever made her a cup of tea and gave me a heartfelt thank you.  Nanny Keenan and my mother would just call it “Good Manners”.  Next year, I’m hoping to incorporate focus groups that work to problem solve around specific issues.

In all of the schools I have worked in, I make a concerted effort to direct people to the school website for information.  The Twitter feed brings kids with media release to the website to check out recent pictures of them involved in activities at the school.  Some parents will follow the school twitter feed to see pictures and read parenting articles or check out enrichment opportunities in the community.  Hopefully that also helps people to discover library links, information posted on the school calendar and current school news items.

The high cost of paper, photocopying costs and the fact that school newsletters rarely made it to me before events when my children were in school, make hardcopy newsletters my least favourite form of communication.  In my parent community, 99% of families have passed on multiple emails addresses to the school.  As a result, information items can be emailed directly to families.  The issue for some people with busy lives to read all of the email coming into their inboxes.  Although a hardcopy is available in the office, it is rarely picked up.  A few of my colleagues send weekly newsletters or APP reminders so that families come to expect them.  Next year I’m going to send out shorter items on a regular schedule so hopefully they will be anticipated and looked for.

Sometimes I think the problem with staff communication is overkill:

  • Daily reminders by the sign in
  • weekly updates via email
  • hardcopy of weekly updates for reference on the clipboard by the sign in
  • forwarded messages that are pertinent
  • forwarded information that has gone to parents
  • Monthly Staff Meetings, Monthly School Advisory Committee Meetings, Health and Safety Meetings, School Based Team Meetings, Inquiry Meetings …
  • School News on the website
  • Twitter feed on the website
  • Hallway conversations before, during and after school

This year I’m going to add one thing raised at my British Columbia Principal Vice Principal Short Course II at The University of British Columbia – Okanagan campus this July.  Stop. Take the time to get know your staff by meeting with each person individually.  It is my second year in the school and I’m hoping people will identify that I really do want to be helpful  I’m thinking the two questions will be:

  • How can I help you to do your job?
  • How can I support you with your professional learning?

When all is said and done, an open door policy is the best way to nurture fluid conversation.  There are two challenges.  One is that I am often not in my office.  The second challenge is that starting and completing a task, or the time for sustained problem solving, with frequent interruptions.  How many people close there doors and focus on the task at hand during school hours?

When all is said and done, a lot of channels of communication have been established.  Yet, still the quest for more.  Does anyone have any feedback about a channel of communication that has made all the difference?  I’m looking forward to new ideas or tried and true ideas 🙂

A New Age of Joy & Optimism for Indigenous Peoples in Canada

I love the picture of this little guy on the front page of The Vancouver Sun.  The sparkle in his eyes and the look on his face remind me so much of my son at that age.  With life comes the opportunity for grand adventure!  Joy is suppose to be part of every child’s life.  I hope that all things good unfold for this little man.  The title of the Vancouver Sun picture: “A New Age is At Hand”.  Colonialism did not work for the Indigenous people of Canada.  But there is hope and there is unprecedented optimism for the future.

A fierce pride in Canada’s accomplishments throughout its almost, 151 years of nationhood, is strong.  The is a realization that north of the 49th parallel existed for thousands of years prior to confederation.   The learning from the Indigenous people was invaluable.  Finally it is part of the national conversation.  Within the field of Education in British Columbia, there is a quest to embrace our history, even when it includes the shame of colonial structures and prejudice that allowed children to be separated from their parents and basic human rights to be ignored.

Summer solstice,  the longest day of the year, was chosen to be THE day to celebrate, recognize and honour the heritage, cultures and valuable contributions by the First Nations, Inuit and Metis peoples of Canada.  The Northwest Territories has celebrated this day as a statutory holiday since 2001 and The Yukon followed suit in 2017.  The day started with one of the teachers engaging me in a conversation of the use of “Indigenous” rather than “Aboriginal’ and the implications.  I had my phone out, googling, so we could determine why Metro Vancouver Celebrations were mostly using the word “Aboriginal” and “Indigenous” was being used on the national stage.   What was most respectful?  How do we explain the difference?  What I thought was indicative of this “new age” was  that it mattered.

One of our Grade 3 teachers, Janet Logie, is a committed student of history and volunteer at the Hastings Mills Museum at the Old Mill Park by Jericho Beach.  As a kid, my sister and my cousins, would regularly swing into the museum to check it out when we were at the park.  It still smells the same but the context has changed.  Amazingly intricate baskets and artifacts that were purchased as parts of private collections have been curated and recognized as significant parts of the history of Vancouver.  Recently there was a special event to publicly thank the Indigenous First Responders during the Great Vancouver Fire of 1886 who saved many lives.  Marissa Nahanee, of the Squamish Nation, performed the Paddle Song beside the replica of the historic “Tent City Hall” and volunteers served Indigenous herbal teas by Raven Hummingbird Teas in the museum. Our MP, Joyce Murray, brought formality, acknowledgment and thanks of the government.  It was a great event.  Our children are growing up with an appreciation of the contributions by the Indigenous community in our shared history when they go out to play.

The focus on the herbs grown and used by the Indigenous people has been a focus for Grade 2 teacher, Joan Phoenix.  Our PAC (Parent Advisory Committee) supported her financially in designing and planting a butterfly garden that would attract the butterflies once the primary children had observed the life cycle indoors and freed them into their natural habitat.  One of her parent volunteers, Sara Baren, teaches Urban Forestry at UBC.  She enlisted the help of Emily Tu, newly accepted to do a MA in Landscape Architecture, to work on the project.

They were instrumental in helping Ms. Phoenix to plant indigenous plants that would serve this purpose.  The Grade twos used books and iPads to research the traditional uses of the plants by the Musqueam and that are now widely available in grocery stores.

Our Grade 5 teacher, Melody Ludski, is currently doing her graduate work while teaching full time.  She has extensive background knowledge on Indigenous ways on knowing, as well as incredible sensitivity to the protocols required because we work, learn and play on the unceded lands of the Musqueam people.  To celebrate National Indigenous Day, Ms. Ludski booked accomplished Pow Wow dancer Shyama Priya, who has Cree roots on her mothers side.  She was taught by Coast Salish pow wow dancer, Curtis Joe.  She took the time to share the story of creating her regalia and engaged kids and teachers in dancing that reflected amazing skill and athleticism.  I was fortunate to go to a few pow wows with my friend, Latash Nahanee, many years ago and join in the dancing during the grand procession.  The only word for the heartbeat of the drum and the communal participation – Joy!  You could see it on Shyama Priya’s face and those of the children.

The Garden Committee, headed up by Grade 1 teacher, Kate Foreman, for many years has been planning an outdoor learning space.  Two portables were removed from our school site this year and the perfect opportunity presented itself.  Many teachers were very inspired by the idea of a circle with twelve large rocks for seating an entire class.  The size of the rocks and the placement to reflect true north, south, east and west were carefully planned and facilitated.  As a history major, I loved the possibility of reflecting Indigenous Culture as an early instigator of a democratic system.  Everyone has a voice in the talking circle and respect for divergent opinions is a basic tenet.   The Vancouver Board of Education was gifted a Musqueam word by Shane Point:  Nə́c̓aʔmat ct  It means ‘we are one’.  Our Nə́c̓aʔmat ct Circle will be a talking circle for problem solving, a listening circle to teach empathy, a way to incorporate medicine wheel teachings and understanding of the circle or life and the seasons and relationships with ourselves, others and Mother Earth.

The work of Laura Tait has been inspirational in helping our staff “to push the paddle deeper” in our School Growth Plan.  We will be developing and progressing through our own adapted version on the rubric based on her Aboriginal Understandings Learning Progression from SD68 Aboriginal Education.  I am so excited that another inspirational colleague, Joyce Perrault, will be helping us to navigate the path.  With her drum and her newly published book, All Creation Represented, we will be exploring the Medicine Wheel from an Ojibwe perspective  while sitting in our Nə́c̓aʔmat ct Circle.  The book states that it’s a child’s guide to the Medicine Wheel but with all I’m learning, the next hardcover, coffee table edition will be marketed to adults.  The book provides insight into relationships with ourselves, each other and Mother Earth.  I am feeling joyful and optimistic too.   We are heading out on a promising journey with optimism and joy and determination that the United Nations Declaration on the Rights of Indigenous Peoples  will be respected in this chapter of Canadian history.

Note:  The phonetic pronunciation of nə́c̓aʔmat ct  is knot-sa-mots.