Circle of Courage Reframed

Artwork by The Douglas Fir Pod (Learning Community)

Norma Rose Point School is a Kindergarten to Grade 8 School that opened 3 years ago on the original site of University Hill Secondary on the University Endowment Lands of the University of British Columbia.  The School in located on Musqueam ancestral lands and named after reknowned Musqueam Elder and educational leader, Norma “Rose” Point.  Students are organized into nine learning communities of two to five classes of students.  Students and staff are encouraged to ask questions, work collaboratively and share their learning with peers.

The articulation of the First People’s Principles by FNESC, the surrounding land, the significance of the signing of the Aboriginal Enhancement Agreement with the Vancouver School Board and the new curriculum in B.C. has opened our minds to learning about and embracing Indigenous ways of knowing.  Indigenous cultures demonstrated one of the earliest expressions of democratic structures of governance by problem solving and making decisions in circles that gave equal voice and power to all people in the group.  That is what we strive to do at Rose Point School.

Martin Brokenleg has been inspirational in Indigenous, as well as educational spheres.   His Circle of Courage  was initially framed as a model of positive youth development in the book Reclaiming Youth at Risk, co-authored by Larry Brendtro, Martin Brokenleg, and Steve Van Bockern.

As explained in the link, “The model integrates Native American philosophies of child-rearing, the heritage of early pioneers in education and youth work, and contemporary resilience research. Brokenleg et al. identify belonging, mastery, independence, and generosity as basic growth needs of all children to thrive.” (Brokenleg et al.)  It has served as the basis for framing the Code of Conduct at Norma Rose Point Elementary School.   

Students are challenged to think of their unique qualities and “voice” they bring to the group, as well as their responsibility to maintain the safety and nurturing aspect of the community.  Indigenous symbols that are meaningful in Coast Salish Culture are used to represent the big ideas presented in the Norma Rose Point (aka NRP) Circle of Courage.  Belonging is central to the definition of Community and symbolized by bear.  Kindness is used to put the focus on generousness of giving of self rather than goods and is symbolized by the whale.  Independence is symbolized by the dragonfly and represents our ability to take responsibility for our learning and actions.  The beaver represents taking responsibility for attaining goals to maintain health, curiosity and lifelong learning.

I came to Norma Rose Point as Vice Principal in January.  Of course this role includes many discussions about the whole gamut of choices made by students.  The beauty of the NRP Circle of Courage is it changes the conversation.  Students are able to reflect on who they are and the choices they are making and their commitment to the community. Discussion of restorative justice frames the process.  The goal is to help students apply the Circle of Courage to their lives in and out of school throughout their lives.

ADDENDUM NOTE:  For a powerful description of the First People’s Principles of Learning, check out Laura Tait.  Her explanantion with pictures and stories of her family is inspirational.

Superheroes Champion Syrian Refugees via CBC Podcast

image
1947 This suitcase carried belongings of mother and her four young children to Canada to start a new chapter of life

It all started with a suitcase on Human Rights Day on December 10, 2015.  Tecumseh students were first asked to reflect on the Syrian Refugee crisis.  Students wrote letters to Prime Minister Justin Trudeau expressing their desire for Syrian boys and girls to live in a place without war where they could go to school in safety.  They wrote heartwarming notes to Syrian refugees so they would know that Canada is a country that values human right and was welcoming to people wanting to start new chapters of their lives.

This project captured the mind and heart of Grade 5/6 teacher Marion Collins, who worked tirelessly to provide learning opportunities for teachers and students throughout the year in the spirit of the redesigned curriculum in British Columbia.  With the help of a grant from Promoting a Culture of Peace for Children Society, the suitcase became a symbol of the refugee experience and a work of art welcoming individuals to add their individual voice to the multicultural expression of Canada.  With the help of a grant from ReadingBC (the BC council of the International Reading Association), the writing component of the project grew to include stories and photos of the journey to Canada of Tecumseh students, clothing with messages to Syrian refugees to go in the suitcase, reflections of what students would grab if they needed to leave home in a hurry like refugees.

Last week, Science World hosted the Digital Fair of the Vancouver School Board.  Grade 5/6 students presented their Graphic Novels inspired by CBC podcasts.  Graphic novels featured student created Refugee Superheroes to equip Syrian refugees with the skills to cope with the experience of settling in a new Canadian home.  They use captions, time labels, sounds and speech bubble to demonstrate their innovative, creative and unique style.  Most of all, they continue on the spirit of welcoming that comes from children who understand the challenges and difficulties that accompany leaving your home to start a new chapter of life in another country.


The Culture of “Fitbit”

image

The Fitbit.  Call it a fad.  A conversation starter. Big brother.  A motivator.  Health and Wellness is a well chosen initiative for many school districts in British Columbia.  The focus on pro-active measures to support staff is  a simple way to decrease absences by increasing the focus on physical health and stress management. It is a well developed program with support services and educational materials to provide staff with the required supports to address the high stress levels, exposure to EVERY virus around for employees of the population of educators and support staff.

I resisted the FITBIT initially. I did not need a device to impact my decision to take the stairs or the elevator.  To enjoy a good walk along the beach.  To go for a bike ride or hunker done with a pot of tea and a good book.  The reality is I don’t need it when I’m relaxed and making deliberate decisions about balance in my life.  When I need this handy little device is when time is in short supply and my focus is on my Things To Do list.  The Fitbit not only provides the incentive to strive for 10,000 steps a day but also is a reminder to go to the gym and NOT to stuff that amazing cookie or delectable chocolate into my mouth.  It has also inspired me to do more take a greater interest in health and wellness of my staff and to read and share more resources.  The Fitbit crew on our staff is steadily growing.  We compare steps and equate the busyness of the day with the multitude of steps or complete lack of steps.  It’s fun.

I like THE MANAGEMENT TIP OF THE DAY: Harvard Business Review.  The tip on November 6, 2015 provides a good active idea for very small or very large meetings that require some processing time.

Get the Full Benefits of Walking Meetings

Walking meetings are a growing trend, replacing a traditional sitting meeting in a coffee shop or boardroom with a little exercise. The benefits are plentiful: Research has found that walking leads to increases in creative thinking, and anecdotal evidence suggests that walking meetings spur more productive, honest conversations. Here are some tips to help your next walking meeting go well:

Include an “extracurricular” destination. Passing a point of interest provides more rationale and incentive for the walk.

Don’t add unneeded calories. A meeting that ends with a 400-calorie beverage undermines its health goal.

Stick to small groups. Walking meetings work best with two or three people.

Don’t surprise colleagues or clients with walking meetings. Notify people in advance so they can dress appropriately.

Have fun. Enjoy the fresh air – research has also found that people who use walking meetings report being more satisfied at work.
Adapted from “How to Do Walking Meetings Right,” by Russell Clayton et al.

ProD Inspiration

Professional reading on the topic of professional development largely espouses the view that much of professional development for educators is not worth the time or money. Large-scale conferences or filling the room with a speaker does not serve the attendees in the room. This has not been my experience. I am a whole-hearted enthusiast of professional development in a variety of forms largely because I’ve experienced the direct benefit.

I have actively engaged in “teacher research” or “reflective practice” or “inquiry based practice”, since it was introduced to me under the label of “qualitative research” at Simon Fraser University in pursuit of my MA. I was in my Kindergarten class, creating a body of research with my questions and my students. Maureen Dockendorf popularized this process for wide-spread participation of teachers in Coquitlam.  Judy Halbert and Linda Kaser’s work and subsequent book, Spirals of Inquiry (2013), has continued to provide a philosophical frame and structure for educators to find answers to their questions while maintaining a focus on student learning. There is no limit to the power of asking questions, focusing on our classrooms and engaging in a conversation with colleagues about our practice and the implications for student learning.

Implicit in the asking of big questions, is the quest to find the answers. That doesn’t just happen in the microcosm of our classrooms. Some of my recent questions have come out of the work with the Grade 3/4 class I enroll on Monday and Tuesdays and my computer classes with intermediate students.   I’m working with a small group of colleagues trying to integrate digital technology into our practice to develop language proficiency and extend thinking skills. Our inquiry group has been supported by Audrey Van Alstyn and the VSB PILOT initiative – Professionals Investigating Learning Opportunities using Technology.  We have had access to planning time, regular practical instruction, discussion of pedagogy and the SAMR model with Dr. Reuben Puentedura, the support of literacy mentors in our classrooms and the opportunity to learn from others involved in PILOT via Speed Geeking and The Digital Fair.   The learning curve has been steep, and at times daunting, but always exciting. However the learning does not happen in a vacuum. We are constantly drawing on the background knowledge and ideas of specialists in the field.

IMG_1488

Much of my thinking has percolated on the ideas from professional reading, professional development and the subsequent conversations in person and via social media. I am energized by professional development and I have been involved in many different forms. I would like to discuss the impact of three professional development opportunities that would meet the criteria for a stand and delivery professional development.   Even though interaction is built into the presentations, according to popular research, it would render this style of professional development as obsolete.

LEARNING AND THE BRAIN CONFERENCE (May 2014):

The research on the plasticity of the brain opened up interesting conversation with my father, a retired neurosurgeon and fueled a fascination with the implications for education. When faced with the opportunity to attend a Brain Research Conference in New York, I jumped.  The power of neuroscientists and educators coming together to define best practice is probably one of the most powerful opportunities at our disposal today. Yes, I was one who lined up to have my purchases signed by the “rock stars” of educational research. And yes, then I proceeded to read the books and look for connections with my practice and applications in my educational context.  I have even participated in the follow-up monthly online chats.

INTERNATIONAL READING (NOW LITERACY) ASSOCIATION (July 2014):

I first became involved in The International Reading Association as a beginning teacher in Abbotsford. Level of involvement fluctuated throughout the years, but my role, as a literacy teacher and learner remained constant and the International Reading Association has always been the “go to” place for practical application of educational research. The International Reading (now Literacy) Association Leadership Convention in Tampa, Florida brought together literacy leaders from North America and beyond to share our work with our provincial /state and local literacy councils. I attended in my capacity as the Provincial Coordinator interested in supporting research based literacy teaching.  The connections made with colleagues of like mind has provided a bank or ideas and support to continue with my work in literacy learning and leadership.

PHI DELTA KAPPA – UBC CHAPTER

My involvement in PDK has come out of a love of the cross-pollination that comes from engaging in conversation about educational leadership with people engaged in a variety of education contexts, from a range of school boards and educational institutions. PDK is a professional organization that is founded on the premise of research, generally organizing 3-4 dinner meetings and featuring a speaker or panel to discuss an area of interest to our members. In April (2015), George Couros and Jordan Tinney presented a session: Report Cards and Communicating Student Learning: Leadership & Learning in a Changing World. The room was filled to capacity within the week and the waiting list started to grow. Tinney and Couros engaged participants in a discussion of the possibilities for innovation that exist in the educational context in B.C. to engage and empower students as well as teachers, utilize social media and create digital portfolios to document student learning.   They created electricity in the room. Ideas were also processed via twitter (#PDKedchat )during the presentation and allowed people outside the room to participate as well.

 IMG_1410-2

In each of these contexts, people of like mind and a growth mindset flocked to sessions to discuss the ideas and make sense of the presentation in light of their own educational context. The conversations would continue long after the actual presentations within professional networks, in blogs and via twitter. The connections with other professional development was be processed, questioned, discussed, embraced, dismissed or implemented in hybrid form.

James Paul Gee presented a talk called: The Anti-Education Era: Creating Smarter Students Through Digital Literacy at The Learning and the Brain Conference in New York in May 2014. I was inspired and had a template to build my understanding of what digital literacy needed to look like in my context. At a breakfast meeting in Tampa with Marcie Craig Post, the Executive Director of International Literacy Association, the discussion continued about the need to provide students not only with the scaffolding so they can learn to talk, read and develop thinking skills but the importance of “talk, text, and knowledge (TTK) mentoring” required to use digital tools effectively for literacy development. Tinney and Couros pushed the card with the possibilities for implementation of meaningful assessment and evaluation practices.

When presentations resonate with educators, the conversation continues. Listening to a presentation brings a depth of understanding that doesn’t always come from reading the book, a blog or a twitter post. When people I respect recommend titles of books, I read them or at least aspire to read them! When they ask a question that captures my attention, I think about it. Perhaps I use it to frame my next inquiry project.  I have been lucky to have many opportunities to learn new ideas, consolidate old ones and ask questions. I’ve had the good fortune to listen to amazing professionals with breadth of background knowledge and experiences. They stood, they delivered, they engaged the audience and made me think.   I left the room with new tools, more questions, a sense of efficacy and the inspiration to act. I strongly believe the appetite for this mode of professional development is not going away anytime soon. It represents one necessary part of my professional development appetite.

Student Led conferences via iMovie

Student led conferences with a twist this year.  Joanne Carlton, our VSB iMentor was fortunately available to come to the classroom to guide our learning in Division 11.  She has a considerable amount of background knowledge in literacy instruction and technology.  As luck would have it,  Zhi Su, the VSB iMovie expert was also available to come as well.  We had planned in advance of their arrival so we could make the best use of their time.   The previous week, I has attended a session for teachers and administrators participating the iPad Cart inquiry with my inquiry colleagues.  Although I’ve had some experience with iMovie, the facilitators broke down the process so that we were able to take photos and a short videoclip, then add voice and a music track.  Very impressive for an after school professional development session.  I posted the assignment for students (the list of photos and videoclips for students to collect) on the Showbie APP and explained the purpose with a voice note.  Most of the kids are now able to log onto their Showbie account independently. With student led conferences on the horizon, my Grade 3/4 class were excited about sharing the Winter theme books they had created with their photos from the playground, their winter sense poetry, downloaded images and audioclips.  However I decided to tap student interest in the iPad technology and allow my Grade 3 and 4 students to use the iPads to demonstrate and talk about their learning this term with their parents.   Many parents at the first conferences of the year had expressed they wanted their children to spend less time using technology.  I very much wanted them to understand the importance of being deliberate with time spent on screens.   Students had each collected:

  • a photo of himself or herself
  • a photo with the friends he/she particularly works well with in class
  • a videoclip of himself/herself doing gymnastics
  • a videoclip of himself/herself reading a favorite passage from the book he/she was currently reading
  • a photo of a piece of writing from his/her Thinking Book or Writing Book
  • a photo of the the province/territory or Aboriginal group he/she is researching

Zhi took the leadership of stepping the students through the process.  The first thing he did was show them how to pull up the picture of himself or herself and write their name on it.  Students learned to share group photos via airdrop, add music and shorten video-clips.  Many of our students attend Chinese School and decided that their Chinese calligraphy had to be part of their iMovie.  The more proficient students in the class have been teaching the others Chinese writing to create Lunar New Year cards to deliver to the mostly Asian business owners down Victoria Drive on February 19th.  Many students were proud to share their skill with their parents. We had lots of adults in the room helping the students and inquiring about their learning.  However the sharing between students was readily apparent.  If one student in a working group had music, then it was likely all of them did.  Myles LOVED the ability to airdrop and single handedly taught most of the class.  Jason, a big ‘”Frozen” fan downloaded an image from the movie as the final frame of his movie with the caption “Bye”.  One group of students downloaded applause for their iMovies.  The process was not without it’s glitches.  However everyone had a movie and one more way to open up the conversation about their learning with his/her parents.  Fortunately Henry emerged as our Grade 3 techno-wizard in the process of getting everyone ready for conferences once the mentors were gone.  He became the expert on downloading from iMovie to Showbie so we could share the iPads with our other inquiry classes on conference days.   Parents were simply amazed at how smart their children are and how much they have learned.  As the teacher, the iMovies helped me to learn about my students and determine some of the focus areas for learning.  The possibilities are endless and exciting! IMG_0246