ZOOMing Out or ZOOMing In

The phone call, texting and FaceTime remain as permanent fixtures in the COVID-19 context.  Wait time for smart phone orders have substantially increased due to overwhelming demand.  At work and at home, the COVID-19 pandemic has necessitated online platforms to replace face to face communication of small and large groups.  ZOOM took an early lead in the group meeting due to the ease of use.  Security requirements provided a stumbling block early in the game but they quickly pivoted to remedy the problem.  The culture of ZOOM is now the reference point for online communication of groups.  The Ministry of Education in British Columbia purchased it for all educators in British Columbia.  The Canadian Government is also using it for meetings.  How this culture of online meetings endures post COVID-19 will be interesting to watch.

There are days when I can’t bear the thought of another online meeting.  The Vancouver School Board has invested and is committed to the TEAMS platform.  In the name of good communication, there are TEAMS meetings with the District Management Team, our school staff, the Health and Safety Committee, the Finance Committee, the Tech Committee, School Based Team, Articulation with the Secondary School and any other group who might want to connect online.  In the midst of the COVID-19 pandemic, the barrage of information is so overwhelming, that these meetings are required to focus attention on the most pertinent facts in our school context.  In what seemed like overnight, teachers also set up their classrooms to connect on TEAMS classroom and ensure a continuity of learning.  As a school principal, part of the job description is knowing and supporting what is going on in classrooms.  More online meetings.

I believe in post COVID-19 days, we will become much more demanding about what we expect from online communication.  No camera on your computer.  It’s obsolete.  Get a new one.  Not enough bandwidth – get it!  Can’t facilitate interaction. Switch to a platform that can.  Use is not intuitive.  New platform required.  Not a good use of the precious time that exists – don’t have the meeting.  Send an email.   One of the best decisions of the Vancouver School Board has been to upgrade obsolete technology.  Yes, I feel a certain ruthlessness is in order to cull the online frustrations and the sheer quantity of online interactions.

We will also need to think ahead to the situations that online communication serves.  Specific information to focus attention on in the COVID-19 context can be effectively delivered using an online platform, especially when there is a recording where information can be reviewed.  However it would not be my first choice.  The presenter is not able to read the audience or keep up with reading the “chat” on the sidebar.  I feel like I’m talking into an abyss when I’m chairing these meetings.  A slide deck presentation or powerpoint meeting lends itself to disengagement.  On a platform that necessitates all participants to turn off microphones and videos to allow conductivity, disengagement is too easy.  Participants are logged in as attending and then free to clean the desk, answer the quick question of the visiting tradesperson, or deal with a multitude of other pressing issues.   If engagement is key, the online option is not ideal.  The time spent moving back and forth into another room for discussion does not feel like the best use of time.

Some things just don’t feel good online.  Book Club will never be replaced by the online option.  The fluid conversation that emerges in a person to person context can’t be mirrored online.  The spontaneity of the conversation is stifled by the unmuting and polite turn taking of the online conversation.  The over layering of response and affirmation is missing.  Perhaps this takes time.  I recently was part of a Kindergarten Show and Tell session.  The teacher has been amazed how the interaction between students has changed over time.  However my vote in the future will be for face to face social clubs.

Cocktail hour on-line with the girls may become a permanent fixture.  Online will never replace the getting dressed up, going to a great restaurant, ordering vastly overpriced wine or drinks with names, and just catching up.   That is an institution to be revered.  However the online purge allow for the exhale.  The “let me tell you all about the woes of my world”.  The sympathetic online hug.  The empathetic and affirmative sharing.  And the laughter.  The cathartic release can be shared over miles.  Fit into small spaces.  Allow you to avoid rush hour.  Make you feel supported.  It has a place.

Yoga studio closures have had a huge impact.  My Semperviva monthly fee was taken from the bank and within days, all four sites disappeared.  My coveted points evaporated never to be traded in for that bolster to replace the one I lost.  It has been the smaller studios who most easily pivoted.    I discovered my temporary Office Admin. Assistant, Alex, was amazing with her accounting AND a yoga instructor offering online yoga classes through the Ocean and Crow, a small studio on Commercial Drive.  A great online class.  Nikki even includes a Spotify playlist to enhance the experience.  Now if I nod off to sleep during Yin yoga at the end of the night, I am so much closer to my bed!  This has enduring possibilities.

Iconic Ron Zalko Gym, which has been a permanent fixture in Kits, closed its doors as per Health regulations.  Nothing.  My upstairs neighbour invited me to her ZOOM fitness classes.  Great high energy classes.  The only problem is it’s too easy to turn off the video and opt out of the hard parts.  I clearly need the public shaming of the group in order to keep going.  In Taiwan, the gyms have stayed open through out COVID-19.  My daughter has her temperature taken with the no touch thermometer on her way in and everyone wipes down equipment as they go along.  I would love to see this happen in Vancouver.  Fingers crossed that the owners are giving Ron Zalko a break on his rent so the gym can open up soon.   Clearly I need the motivation.

What will be most enduring will be the opening up of possibilities.  Illness.  Visiting sick relatives in far away lands.  Reporting to school sick.  All of these have been issues to surmount in the school system.  I learned as a neophyte teacher that it was way more work to prepare for a “Guest” (aka replacement) teacher, than to just go to work when I was sick.  In our society, it has also been framed as a badge of honour to do whatever it takes to get the job done in the face of adversity.  A zero policy for sickness in the workplace or classroom, will change how we do school.  Bottom line, if you are sick, you stay home.  Continuing to use of online platforms will help to address these issues.  Teachers will be able to ensure the continuity of learning in the classroom.  Students will be able to engage in learning when they are not physically present.

Marking the occasion or the event while not physically present will perhaps be the most significant shift.  Even without the COVID-19 pandemic, I would not have been able to personally attend my niece, Mallory’s, graduation in Veterinary Medicine at Oklahamo State University.  It is just after Spring Break and Staffing time in the school system in Vancouver, British Columbia.  But it is a big deal.  My sister sent me that invitation with the magic link.  I could sign on.  Wait with rapt attention for her name and pic to flash on the screen.  Have my moment.  Bond with Ian, my tech guy who happened to be on site to see my eyes well up with tears.  Grab the screen shot.  Feel like a very good auntie.  Feel included in the event.

As we move into the post – COVID-19 world, we will have an increased array of how we communicate and connect.  We will have higher expectations for online platforms and different perspectives when considering purposes and options for meetings, participation in school, and celebrations.  This opens up new possibilities for not only for work meetings, but also for graduations, weddings, christenings and other significant events.  What I do know for sure is that face to face adds a depth to human interactions that online communication will never parallel.  However we will have “next best” options in our toolkit.

 

 

 

Noticing Details

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What makes a person notice?  What makes one person look out the window in the morning and see rain and another person look out the window and notice the exceptionally red breast of the robin trying to pull the long, stretchy worm out of the ground?  Or the difference in the appearance of the cherry blossoms in spring as you travel east through Vancouver?  Or the difference between happy chirping and the sound of going to war to protect young from predators?  Why does the curiosity of the very young diminish as some people grow older but emerge as artistic creation or scientific discovery or unbridled joy in others?

Noticing comes easily to preschoolers.  A short walk can take hours because it is punctuated with countless numbers of studies of rocks, branches, bugs, and wonderings.  I have recently framed a study of birds to hone the observational skills of Kindergarten to Grade 7 students while they are doing “SchoolAtHome” during the COVID-19 pandemic.  Teaching kids to be observers in a face-to-face context is nothing less than joyful.  Discovery is exciting, whether you are making the discovery or watching the “eureka” moment in child.  Of course I speak with the perspective of a long time educator.  In the early years of school, all we need to do is take kids outside and give them time.  To look.  To listen. To smell. To touch.  To note changes over time.  Adding a few open-ended questions sends them deeper into their observational studies.  More focused attention from the obvious to minute detail evolves when you teach older children to use a ruler, a magnifying glass, a set of binoculars, a camera or an iPad with picture and video capacity and provide a format for observations.  Encouragement to make anecdotal notes with drawings of observations unleashes creativity.

When I was little girl, I lived close to Jericho Beach by a big vacant lot.  I called it “The Baking Lot”.  It made sense because all of the neighbourhood kids went to make mud pies and squish in the mud.  We rescued our rubber boots when they were sucked off our feet.   We caught tadpoles, frogs, butterflies and bugs.  We braved stings to capture bees and wasps in glass bottles so we could study them close up. We ventured further afield to the beach and created habitats for our collected crabs to live in.  We built castles that were gobbled by insatiable waves.  Our curiosity was never satisfied and our attention to detail was ever present.

When all of the older kids went off to school, Gordon, John and I were left behind to continue our explorations under the supervision of their mother.  This opened up another world of discovery to me.  The world of “boy” toys.  Growing up in the 60’s with an older sister limited my world to dolls, and fancy dresses.  Now I was able to explore the world of Hot Wheels and pedal cars.  Outdoor observations were assisted with Tonka Trucks as we excavated the land for new bug habitats in the backyard.  We got very dirty and it was all very acceptable and even encouraged.

John and I both emerged into adulthood, still curious and still friends with the unconditional acceptance of tight knit families.  In fact for many years, my kids thought we were related.  John’s curiosity took him into a fascination with antiquity, a Bachelor of Arts Degree in Classical Studies and a Diploma in Fine Arts.  My curiosity pushed me to try new things like snow skiing, water skiing, snowboarding, canoeing, hiking, biking, travel, meeting new people and developing interesting relationships.   I emerged with a Bachelor of Education Degree, a Master of Arts Degree in Education with continued diplomas and credentials in language, Special Education, leadership and management.

Both John and I continue to be friends.  Our differences are more readily apparent than our similarities.  He fits the typical mold of an introvert.  I fit the typical mold of an extrovert.  Both of us are voracious readers and lovers of language.  We are definitely mourning the loss of Bard on the Beach this season due to the COVID-19 restriction on large gatherings.  John’s thinking is clarified through listening, reading, art and the lens of a camera.  His understanding of the world is most often communicated in cartoons, paintings and photographs.  My thoughts are formed through listening, reading, writing, talking (to myself, to a series of family dogs, to kids, to adults) and through writing.  My thinking is expressed through language.   Yet our biggest similarity is that both of us continue to  notice.  There is no doubt that asking questions has led both of us down paths to find the answers that matter to us.  It has been important to our learning but it has also been important to how we experience joy in our lives.  Noticing details changes how we experience the world.

Our paths have recently converged once again.  His fancy new camera has focused his attention on capturing the solar system, birds, flowers, the ocean – everything nature.  His mode of communicating his learning – posting the images on Facebook with the name of each bird and observations.  I have channeled his learning into the challenge of teaching observational skills to students online, entice kids to go outside daily for physically distanced activity, and help them to experience joy and gratitude during this tumultuous time.  He has indulged me with setting up a Twitter account @JStCPatrick to tweet out his posts on birds so I can retweet them @LivingstoneVSB and Wild About Vancouver @WildAboutVan.  I hope the sounds, scenes and details about our local birds will pique the interest of my students at Livingstone Elementary.  And of course, I am thinking this may be a future book that John and I co-author.

We all have opportunities to take a closer look.  When we pause to do it, often that is when the discoveries and experiences that mattered most in our lives happen.  It requires a concerted effort to invest the time and create the space to notice the details.  It guarantees learning, joy in the experience and a sense of gratitude for all that is amazing.  For John and I, it has made all the difference.

 

 

 

Why Blog?

Although I have not always thought of myself as a writer, I have always been one.  I have Holly Hobby diaries recording the events of my life – who I liked, where I had ridden my bike, what Nanny Keenan had cooked for Sunday dinner, what my older sister and cousin said, and who had made me mad.  My Hobbit journal details all of the food I ate, provides detailed descriptions of places, people and events as I traveled through Europe after graduating from high school.  There are many diaries and variations through-out  the years. I wrote letters to my best friends about my siblings, the chores I had to do, and how sick of watching Days of Our Lives EVERYDAY with my step-mother during bright and sunny California days.  I detailed my life for my Mom when I was away and wrote of my aspirations.

 

I understood the power of the written word at an early age.  I have letters and cards with words of love and affirmation.  My father used to write me letters from the hotel he was staying at when he was presenting at Neurosurgery conferences.  I would formulate future travel plans based on the postcards I liked best.  I have letters dripping with anger and mean-spirited intent – the dark underbelly of the acrimonious divorce of my parents.

 

As I got older, writing became a vehicle to explore my feelings and my thoughts.  In many cases, it became a coping strategy.  In the midst of family conflict, I would go sit on Ventura Beach or in The Sierras and write until long after the sun had disappeared.  I would also sit at a log on Jericho Beach or Spanish Banks and detail the gloriousness of life.  It continued to be a mechanism to facilitate coping as a wife, a mother, and a daughter watching the denouement of my parents lives.

 

An opportunity to teach practising Chinese teachers at The Fuyang Bureau of Education came up right after my Mom died.  I gave my family a gift and went off to China to document life.  I had no interest in exploring my very raw emotion.  I started my first travel blog.  I got two pieces of feedback immediately.  One came from my step-mother noting how embarrassed I must be having spelt the word “massage” wrong – an “e” rather “a” and I learned about the downside of autocorrect. The other feedback came from my good friend, Jan Wells.  She commented that she loved reading about my adventures in China, and she loved my style and skill at writing.  In fact, she kept it on her desk top and read it with the newspaper every morning.

 

As with children, a little encouragement goes a long way.  I became a diehard blogger.  Travel blogs.  Food blogs.  Blog posts instead of newsletters for parents in my schools.  And then I roomed with Rosa Fazio @Collabtime at the Vancouver Elementary Principal / Vice Principal Association Conference co-sponsored with the VSB.  Rosa introduced me to the Twittersphere.  This was my advent into connecting with like-minded professionals online.  The retweet grew into participation in TwitterChats and then developing online relationships.  Then reading articles from the people I connected with online, replaced subscriptions to professional journals.  Recommendations for professional books to read came from my online professional learning committee.  Like-minded educators in the Lower Mainland would come together at Edvents and other face to face meetings of the mind.  The desire to chew on the ideas, formulate an understanding and engage others in the conversation emerged.  I wanted a Book Club online.  This was my advent in to the professional blog.  It precipitated a different type of writing that incorporated aspects of writing for my thesis and other university course along with all of the other writing I had been doing over the course of my life .

 

Writing a professional blog may have similarities with Book Club, but there are no like-minded friends to finish the sentence for you.  You have to write down your ideas with enough context for the reader to understand your thought processes.  It requires a grasp of your topic and that you’ve had enough reflection time to fully formulate your ideas.   You need to develop the skills to consider who your audience is, and strategies of how to engage them.   Blogging also forces you to rely less on spell-check and to develop your editorial skills.  Or just come to terms with being less than perfect!

 

Many of my colleagues tell me they don’t have time to blog.  To quote Adrienne Maree Brown: “There’s always time for the right work.” Certainly not all people are writers or readers or talkers.  I am all three so for me it is the right work. Blogging allows me to reflect of what I reading, living, thinking and talking about.  It pushes the card on considering things from a different angle.  Best case scenario, someone responds with a comment, a question, or a conversation.  We all do what works for us!  Blogging makes me better.

Back to School

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It is that time of year where I am filled with conflicted emotions.  I desperately want to eke out every possible enjoyment of summer.  The lazy days of summer start to pick up the pace.  I desperately want to maximize reading of fiction, organizing, writing, socializing, exercise and random opportunities into the last days of freedom from responsibility.  The last bit of time before the days spin by and I drop into bed exhausted.  Too tired to read.  Too tired to pick up after myself.  Too tired to want to do anything other than flop down in front of reruns of Modern Family.

And yet, there is also the excitement of a new school year.  The smell of new books.  The seduction of brand-new highlighters and pens, colourful file folders and novel post-it notes.  The promise of a new year with complete organization and balance in life.  People to meet.  Conversations that make a difference.  The excitement of a new year of possibilities.

The good-bye speech from one of my teachers at my previous school, included the story of the teacher calling me to deal with four boys that were wreaking havoc in his class one afternoon.  He came to my office to find them drinking tea and talking about their feelings.  There is always a story and I do love to unearth them!  Facilitating the first steps to calm-down strategies and then moving on to problem solving makes a big difference in student perceptions of conflict and their ability to navigate it.  It’s also the essential piece required for empathy and for relationships to be repaired.  I look forward to facilitating those lessons that have the potential to make long term differences in lives and a kinder and more peaceful world.

I also love the opportunity to collaborate about learning opportunities with colleagues, students, parents, and community partners.  I have been fortunate to work with many strong administrators in my capacity as both a teacher, administrator, and as a parent.  These individuals believed in a flattened hierarchy and they believe in empowering others to assume leadership positions.  I look forward to helping teachers, parents and community partners to achieve ends that benefit them personally while also supporting the school community.

The Vancouver School district has defined a vision of creating a collaborative learning community through a lens of excellence and equity.  As a social justice advocate, equity of opportunity for all students in foundational in my educational philosophy.  As a principal in a new school, I am reflecting on what I need to learn from my new school community.  I will be investing in trying to learn about a new school culture.  I’m looking forward to the opportunity to the activities and conversations that can lead to a common understanding of our culture and define directions to consolidate and celebrate our strengths and the capacity for future growth.

Over the past year, our dynamic superintendent, Suzanne Hoffman, has used the metaphor of the iceberg to facilitate conversations between administrators about the culture in the Vancouver School Board, one of the largest and most complex of the 60 districts in the province.  It has provided a meaningful way to facilitate discussion about culture,  both the visible parts of the culture that are easily observable, but also the larger mass that exists beneath the surface and is more difficult to discern.

I spent most of my career as a teacher in Coquitlam.  When I started to work as an administrator in Vancouver a decade ago, I discovered the challenge of trying to identify and understand the less obvious aspects of culture.   I attended VSB schools from Kindergarten to Grade 12.  I lived in Vancouver until I got married and moved to the suburbs.  I believed I knew Vancouver culture.  And I did know the obvious, exposed areas of the iceberg.  But I had no insight into the less obvious aspects of the culture.

Visiting David Livingstone Elementary and initial conversations have given me some insight into the culture and vibrancy of opportunity at the school.  I look forward to the conversations with the people in the school community to help me develop a deeper understanding to guide my work.  And this part is the most enticing part of back of school.

Exploring Educational Change with Educators in Vancouver, British Columbia

Educational change is an exciting topic with he promise of many pro-active, positive changes in educational systems around the world.  I am working with secondary teachers at Royal Bridge Education Group in Coquitlam today.  We will be engaging in learning about educational change and responding to the ideas using strategies and tools to engage learners in other contexts.  I will be encouraging participants to set up a Twitter Account and respond to the ideas and the strategies and tools on a Twitterchat @CarrieFroese #edchat #edchange #bcedchat with a corresponding A(nswer)1 if a Q(uestion)1 is asked.   It would be great if interested blog readers also participated.

I will be providing front-end loading about educational change, in both global and British Columbia contexts.

Enter provide your feedback in our TwitterChat @CarrieFroese #edchange #edchat

In our discussions of educational change, I will be focusing on the following thinkers and content from a number of sources.  The following links provide some extension materials to supplement materials presented in class and to provoke deep thinking. 

BC Ministry of Education

Explore Educational Change in British Columbia: 

■BC Ministry of Education Website   https://curriculum.gov.bc.ca/

■Content Area Material K-12   https://curriculum.gov.bc.ca/curriculum/

■Existing and New Curriculum Comparison https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/curriculum-comparison-guide.pdf

I love this Search Tool – Big Ideas / Content/ Curricular Competencies / Subjects / Integration  Take some time to explore the possibilities

https://curriculum.gov.bc.ca/curriculum/search

Carol Dweck – Mindset

Michael Fullan

Judy Halbert and Linda Kaser / NOIIE_BC

Spiral of Learning by Judy Halbert and Linda Kaser

Judy and Linda speaking from Barcelona.  A great overview and discussion in 20-30 minutes.

http://www.debats.cat/en/debates/spiral-inquiry-tool-educational-transformation

Laura Tait 

First Nations Principles of Learning

Inquire2Empower  The Indigenous Voice carriefroese.wordpress.com

 

John Hattie and Helen Timperley

Making learning visible with John Hattie – Know Thy Impact

The Research of John Hattie

In 2009 Professor John Hattie published Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. This groundbreaking book synthesized the findings from 800 meta-analysis of 50,000 research studies involving more than 150 million students and it built a story about the power of teachers and of feedback, and constructed a model of learning and understanding by pointing out what works best in improving student learning outcomes.

Since then, John Hattie has continued to collect and aggregate meta-analyses to the Visible Learning database. His latest dataset synthesizes more than 1,600 meta-analyses of more than 95,000 studies involving more than 300 million students. This is the world’s largest evidence base into what works best in schools to improve learning.

Download the full 250+ Influences Chart here.

https://www.visiblelearningplus.com/content/research-john-hattie

Feedback: The communication of praise, criticism, and advice with an article about ‘Feedback in schools’.

The Power of Feedback – A PowToon explaining the ideas of John Hattie and Helen Timperley with respect to providing feedback to learners.

 

David Istance /The OECD – The 7 Principles of Learning

OECD – Centre for Educational Research and Innovation – The Nature of Learning (2010) – Using Research to Inspire Practice, Edited by Hanna Dumont, David Istance and Francisco Benavides / Practitioner’s Guide (2012)

http://www.oecd.org/education/ceri/50300814.pdf

7+3 Chart

http://www.educationalleaders.govt.nz/content/download/80599/660652/file/Seven%20le

Sherri Stephens-Carter – The Five Whys

A variety of strategies, processes and tools will be used to prompt learner engagement with the materials and support collaborative practices in class.  They may include the following.  We will be discussing the possible teaching applications for these strategies, tools, and processes.   All ideas are welcomed @CarrieFroese #edchat #edchange

#Blogging

#Carousel

Checklist for #VisibleLearning Inside

#GalleryWalk

#InfinityLearningMap  Infinity Learning Maps  are a practical in-road into the science of learning-how-to-learn. The approach provides a tool for teachers to support students to draw a picture of how they see the interactions surrounding their learning.  http://infinitylearn.org/infinity-maps-2/

#Jigsaw

#Kahoot

#KWL – Know Wonder Learn – Donna Ogle – 1986

#PetchaKutcha

#Sli.do

#SpiralsofInquiry

#TenMinuteWrite

#TheFiveWhys – Japanese tool

#ThinkPairShare – a collaborative teaching strategy developed by Frank Lyman of the University of Maryland in 1981

#ThreeStepProcessforChange #Fullan

#Twitter

#TwitterChat

Welcome to Our School

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

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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.

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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.

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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

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 🙂

Reggio Inspiring Classrooms in British Columbia

I am part of a group of educators in the Vancouver School Board, considering various inquiries about aspects of Reggio Emilia inspired practice.  We came together with other like-minded educators in the Lower Mainland of British Columbia to participate in a school visit to Opal School in Portland, Oregon during our Spring 2018 vacation.  Ninety British Columbia teachers converged on the Portland Museum where this model of Reggio inspired educational practice is housed.  We had three days of intensive presentation, observation, engagement, reflection and discussion.  In trying to make sense of the myriad of perceptions and information, I sought out books.  Fortunately, Portland is also home to my new favourite place – Powell Books.  This bookstore of all bookstores, takes up an entire city block, has new and used titles and is staffed with knowledgeable readers.  I found what I needed for the learning to continue.

Reggio Emelia Classrooms started in Northern Italy just after World War II in an effort by educators, parents and the municipal government to “produce a reintegrated child, capable of constructing his or her own powers of thinking through the synthesis of all the expressive, communicative and expressive languages.” (C. Edwards, L. Gandina, G.E. Foreman, eds. 1993, p.305).   Essentially people came together in the belief that providing rich experiences grounded in basic human rights for children from 0-6 years old was the best strategy to prevent another emergence of fascism.  Building connections and respectful relationships between child, parent, teacher and the community was a foundational premise.  Although it is widely accepted that it is not possible to transport educational ideas intact from one culture to a totally different context, there are ways to implement certain principles and ideas inspired by the Reggio experience.

Loris Malaguzzi, the father of the Reggio Emilia philosophy of education,  developed a metaphor that is very instructive in understanding the Reggio approach.  His premise is that the relationship between the teacher and the student is much like throwing a ball, or as Vygotsky framed it, providing “scaffolds” to support young learners.  The teacher must be able to listen and catch the ball thrown by the child, then toss it back in a way to extend the learning and maintain the motivation of the child to continue the game, aka for the child to continue to ask and answer the questions he or she cares about.

An exhibit toured the United States in 1987 called “The Hundred Languages of Children”  that provided the context and the educational process of the Reggio Emilia schools with a display and explanation of photographs, samples of children’s paintings, drawings, collage, constructive structures and explanatory scripts and panels.  In 1996, editors Carolyn Edwards, Lella Gandini, and George Forman brought together a collection of essays and perspectives by influential thinkers and educators in what has become “a bible” of Reggio Emilia thought in a must-read book called The Hundred Languages of Children:  The Reggio Emilia Approach to Early Childhood Education.   The “hundred languages of children” refers to the multiple ways that young children grapple with their questions and create meaning, including drawing with various media (crayons, coloured pencils, pastels, charcoals, sticks…) on various surfaces (paper, glass, sand…), painting, plasticine, clay, murals, photographs, plays, skits, water, mud, wood, mirrors, light table and … , as well as with oral language.  As Malaguzzi emphasizes “(t)he wider the range of possibilities we offer children, the more intense will be their motivations and the richer their experiences” (p. 73).   Malaguzzi likened setting up the atelier, or space, for stimulating and meaningful centres of activity, to the setting up of ‘market stalls” where customers look for the wares that interest them, make selections and use them for their own purposes.  With familiarity exploring the materials, comes the possibility of them being used as a tool for communication.

In Reggio Emilia schools, students are encouraged to ask questions and set up investigations or projects to find answers.  “(T)he actual theme or content of the project is not as important as the process of children thinking, feeling, working, and progressing together with others.” (p 194)  However there are some general guidelines and principles in Reggio project work (p.210)

  1. Groups of 5 or less activate the most intense learning and exchange of ideas
  2.  Establish and maintain reciprocity / a sense of “WE”
  3. Graphic and verbal exploration
  4. Teachers work collaboratively to develop the project questions, comments and interests of the children involved
  5. Ample time for students to come up with their own questions and their own solutions
  6. Bring the knowledge and experience of the small group back to the other children and adults in the school.

The educators at Reggio Emilia schools invest heavily in documenting student work.  This documentation may include recordings, observations, transcriptions of children’s dialogue and photographs of key moments.  One of the purposes is to reflect back the learning process back to young children to help develop their meta-cognitive thinking.  In addition, the “systematic documentation allows each teacher to become the producer of research, that is someone who generates new ideas about curriculum and learning, rather than being merely a “consumer of certainty and tradition.” (p. 157)  Regular meeting and discussions happen between teachers to assist in selecting documentation for display to parents, program planning and problem solving.   Intellectual conflict is valued and understood as the engine of all growth in Reggio for both teachers and students.  “Children’s work (drawings, verbal transcripts, symbol making) is incorporated into the classrooms and school hallways by means of large and dramatic displays, and reflects the serious attention adults pay to children’s ideas and activities.” (Lillian Katz, 1990, p.217)

Reggio Inspired Opal School is both a private pre-school with two classrooms and publicly funded Kindergarten to Grade 5 Charter School with four classrooms.  It represents an “ecosystem” or a Reggio inspired approach to learning based on the core belief that each child is capable, competent, creative, and filled with skills we need in the world.  There was a very respectful way in which adults talked and interacted with students.  They took the time to slow down the interaction with the purpose of trying to understand the child’s perspective and helping the child to ask the questions and come up with a plan to understand.

The school has a long wait list and entrance is determined by a lottery.  It is extremely well funded and provides students with a wide range of materials to express their learning and many large professionally prepared samples of documentation.  We were invited to be observers or listeners in the “ecosystem” and to look for examples of playful inquiry in the four  K- Grade 5 classrooms, as well as adopt a willingness to be transformed.  Popsicle sticks at the door controlled the number of observers in the room to keep disruption of the learning environment to a minimum.

The day started with a Morning Meeting time.  Project work was introduced with a provocation, a stimulating event, question or activity to motivate students to consider the topic.  Explore time or project work provided the opportunities for collaboration.  Students generally worked in small groups exploring a topic while one of the two teachers was transcribing discourse on a laptop computer.  There is no library, cafeteria or gym in the museum so the classrooms, playground and museum grounds need to fulfill these purposes.

All of the activity in the school has a learning intention to guide attention.  “Intention setting keeps educators from getting too far ahead or falling behind the students” according to Opal School staff (March 2018).  Learning in not theme based.  The emphasis is on learning to learn, developing empathy and agency rather than learning content about the topic.  It is a particularly strong model for developing project based learning with a proclivity to action.  Students are encouraged to explore big questions that will motivate learning over time.  Topics included:

  • Impact of plastic water bottles on the environment
  • Refugee Crisis
  • Culture of Hate
  • March Against Guns in Schools
  • Contributing to the Vietnam exhibit in the Museum about Tet

Reggio Emilia Inspiration for Schools in British Columbia: 

Although Reggio programs were designed for children from birth to 6 years, many of the principles holds true for older school aged students to be nurtured in the same supportive context by educators, parents and community partners.  Many educators have embraced many of the principles and philosophies of Reggio Emilia Schools and they can be found in the New Curriculum in British Columbia.  Yet, there are other aspects to consider as well.

  1. Student Centered Learning:  I love the quote by Loris Malaguzzi, founder of the program in Reggio Emilia: ” We wanted to recognize the right of each child to be a protagonist and the need to sustain each child’s spontaneous curiosity at a high level”. (p. 45)   Viewing the child as competent and capable of learning is a large step away from the notion of the child as a “tabula rasa” or empty vessel.
  2. Inquiry:  We can develop schools that encourage students to ask complex questions, plan investigations, and believe in themselves as capable and competent learners, even when faced with cognitive dis-equalibrium.
  3. Acknowledging the Role of Conflict:  Reggio philosophy acknowledges the role of conflict in coming up with the best solutions.  Students are encouraged to disagree, debate and problem solve independently.  Teacher discussion is much the same with problem solving involving listening to all of the viewpoints presented.  Deference to authority has not had any place in Reggio philosophy due to the WWII experience.   I believe students and educators would benefit from more rigorous debate, lively exchange of ideas and problem solving opportunities.  Decisions should be based on clear thinking not alliances.
  4. Learning Intentions:  As we are dealing with school aged children, there is a curriculum that we as educators are responsible for covering with our students.  Using provocations to engage students in a topic and teaching students to set a learning intention has benefits to both motivation to learn, making connections and considering a direction to pursue.
  5. Multiple ways to explore questions and communicate learning:  In many ways our curriculum in British Columbia is doing just that.  Inquiry is encouraged but the variety of ways to communicate not yet fully understood.  An atelier (studio / lab) for exploration may not be a reality in schools in British Columbia, but the exposure and ability to explore questions using a variety of media is possible.  In many of our schools, the accessibility of parks, beaches, forests and farm land provide access to materials not often readily available in urban settings.  That being said, the funding to allow exploration of a wide range of artistic expressions would open up amazing possibilities.
  6. Communicating Student Learning:    I believe the new ways of reporting to parents is continuing to be a positive development in nurturing relationship with students, parents, educators and community partners.  Reporting from teachers continues to be important but one avenue of communicating student learning to parents.  Mandatory student led conferences indicate the importance of student voice in learning.    Parents are also frequently invited into informal events which allow them to gain greater insight into the learning process of their child.  Large displays which documents student learning in diverse ways and sharing project outcomes and actions also brings a better understanding of the role of play and inquiry in the learning process.
  7. Documentation to develop Meta-cognitive Skills:  Teachers currently use a variety of means to document student learning.  However the documentation is frequently used for assessment purposes.  There would be real benefit in putting a greater emphasis on using documentation as a tool to help students develop their metacognitive thinking skills.
  8. Professional Development:  As John Dewey put it, educators are called to adopt a stance of “learning to learn”.  Educators are involved in daily conducting of systematic research on daily classroom work for professional development, curriculum planning and teacher development.  The obvious benefits of this process make it very worthwhile to facilitate common prep times in schools to allow teachers to meet for these purposes.
  9. Designing schools to facilitate collaboration:  In Italy, there is high value placed on art and aesthetics.  Historically, designing public spaces includes not only the aesthetic but the priority of facilitating social interaction.  Our schools need to be designed or transformed into spaces and places to invite collaboration and indicate that we put high value on the education of our students.
  10. Creating Mutually Beneficial Community Partnerships:  Creating the Opal School in the Portland Museum opens up a range of options to consider.  Young Opal students were able to contribute to the curated Museum display teaching about the Tet celebration in Vietnam.  What a powerful way to demonstrate the power of the inquiry project to the students, parents, community partners and the public.  No wonder there is such a long waiting list to attend.

Complexity Theory: Collaboration in Schools

I listened to a great TedTalk today (Zurich, Switzerland 2013) by Nicholas Perony called ” Puppies! Now that I’ve got your attention, complexity theory.”  Perony studies animals to understand how they maintain individualized stable social relationships over long periods of time.  Complex social systems in the animal kingdom are identified and broken down into interacting parts based on simple rules with emergent properties.  He grabs our attention with the picture of puppies pinwheeling around a bowl with the sole purpose of accessing the milk.  The dance is deconstructed to identify the one rule – get the milk.  Bats demonstrate simple association rules that result in complex social structures.  Meerkats teach us about the basis for their complex social hierarchy.  Animals show extraordinary complexity that allows them to adapt and respond.  Simplicity becomes complexity that ultimately emerges as resiliency.

Perony acknowledges that the more complex the machine, the more likely something unexpected will go wrong.  What could be more complex than a school community?  Particularly a school community at the end of the school year.   In days gone by or in strict hierarchical systems, perhaps decision making was easier because one person determined the direction.  Ultimately the stress came from the fact that the decisions didn’t reflect the needs of the diverse elements of the school community.

Perony identifies collaboration as an example of a complex system.   We aspire to a democratic process that best reflects the voices at the table and the needs in the school community.  The first time I participated in an Aboriginal Talking Circle, I was itching with impatience as everyone took the time they needed to express their thoughts.  What I have learned over the years is that I just need to be more patient.  Giving people the opportunity to voice their thoughts and provide the opportunity to participate in the decision making process allows us to all walk together on a common path.  With the end of the school year comes celebrations, reporting, ceremonies, transitions, staffing for the next year and planning for September.  All demand time that is in too short supply and requires collaboration.   If we try to break down collaboration to simple rules, does it increase our resiliency?  I can identify two simple rules that I believe facilitate the longevity of positive collaborative relationships.  1.  Respectfully listen to other people’s ideas.  2.  Be willing to change your mind based on what you’ve heard.

What would are your simple rules be to maintain longevity of positive collaborative relationships?  How do you go about defining them in your decision making structures?

I Believe in You

“I Believe in You!”  This is the mantra of my daughter.  To my chagrin in secondary school, she joined the Cheer Squad at Charles Best Secondary School.  I saw the objectification of women.  She saw the comradarie of the cheer squad and the physical challenge.  It has served her well.  She bought into the importance of encouragement.  As a tiny little girl who only wanted to be with her Mommy, she experienced the encouragement to go out into the world on her own.  In Kindergarten, her teacher nicknamed her Sparky because she brought palpable, positive energy into the classroom every morning.  As a competitive soccer player in school, she witnessed the power of encouragement to impact her performance.  In cheer, she learned why cheerleading came into being.

I worked very hard to interest Larkyn in attending UBC for selfish reasons of my own.  Her quest for adventure and independence, took her off to Queen’s University.  She made a group of friends that negotiated the ups and downs of university life.  Visiting her and her housemates was always refreshing.  The young women who she pulled close to her, were people who demonstrated the same encouraging way of being.  “I believe in you” was often uttered as a young woman with the unbrushed hair in a sock bun emerged from her room with a scowl on her face to take on some assignment or test or interaction that she was not feeling particularly good about.  In this case, “I believe in you” was not a statement assuming success would be the end product.  It was a recognition that her friend was doing something hard.  It was a promise that at the end of the day, success or failure, you were still someone who mattered.

I had an adoring mother who believed I was wonderful and always assumed success in my ventures.  My steadfast determination assured a fair record of successes.  However failure meant not only failing at an intended task, but also disappointing her.  It is something to this day that I experience.  Missing the mark and disappointing the people who really want my success, results in the heavy heart times two.  Perhaps this is residual from being a little girl with blonde ringlets and an over reliance on pleasing.  I do find the “I believe in you”, received and delivered with a smile, has a more positive impact.  It’s like being sent off with a hug of reassurance.  It doesn’t presume an outcome, just the encouragement to “Go for it” and acknowledgement that you’re taking a risk that is hard.

In Grade 3 due to a significant family upheaval, I ended up in a new school after the beginning of the school year.  Peer groups were already established and I was doing poorly on daily timed math drills.  My Mom suggested I talk to the teacher about what I could do to improve.  The teacher told me not to worry about it, I was in the average range.  My take away was that she didn’t believe in me and my belief in me faltered.  It took me until my statistics class in Graduate School to discover I didn’t actually suck at Math.  We have huge power as educators to deflate or inspire.

“I believe in you” is a message that inspires people or at least may help them lighten up.  It isn’t the belief that success is imminent.  It isn’t the belief that failure is an opportunity to teach you an important life lesson.  It’s the statement, “You’re on my team!” and the commitment to cheer for you no matter what!  Unconditional cheering.  Not a bad way to go out into the world and make our mark.  It is a message that I aspire to communicate to my staff, students, friends and family on a regular basis.