Tag Archives: professional development

Reimagining Schools

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Since November I’ve been connecting, every few weeks, with Will Richardson and a group of educational leaders from around BC, Canada in a professional development session run by the BCPVPA (BC Principals and Vice Principals Association) called ‘Reimagining Schools: Confronting Education‘. Right off the bat, Will shared some framings:

• Everything is nature
• We’re not facing “problems” to be solved. We are in a predicament.
• Our predicament stems from the fact that we are out of relationship with each other and all living things on the planet. All of our challenges flow from this disconnect.
• Education is complicit in creating these challenges.
• Collapse is not new. What’s new is that systemic privilege is no longer a buffer.
• Our personal challenge is to face reality or “sit with the shit” and not run from complex, difficult questions.

There are a few deep thoughts that have brewed from these sessions, and yet oddly enough the two most impactful things came from outside the sessions.

First a conflict within me. Will shared a post on LinkedIn where he said,

“I think it’s telling that for all of the conferences and presentations and talks and essays and “achievements” that people post and discuss here, only about 2% of them seem to make any note of the fact that they are happening while:

~ecological limits are being breached
~social trust is eroding
~ AI is reshaping cognition
~ politics are destabilizing
~ inequality is deepening
~ biodiversity is declining at alarming rates

I mean, without using those contexts as a lens for our gatherings or our teaching or writing, what is the actual relevance that we can claim, not just around education, but around living life on the planet in general?

It’s either denial or ignorance. Or maybe it’s concern that if we ground our work in those lenses, no one will show up or read or listen…”

I commented:

“I’d push back a bit and ask what is the conference about?

There’s a cognitive dissonance that is invited when the mind has to weigh these things AND also take in information that people are going to a conference to learn about.

I’m seeing your question play out on social media where people are being called out for not being political and sharing their political stance… on a channel where politics is never discussed.

There needs to be a balance, we can’t stick our head in the sand, but we also can’t pretend (and I do intentionally mean pretend) that acknowledging major issues of global concern are equivalent to somehow authentically addressing them… and topically addressing them when our topic isn’t directly affected by them is to me worse than not mentioning them. It can be a distraction without gain to the intended message.”

Will responded:

“Dave Truss So, I’ll push back a bit on the push back. 🤣

I don’t think it’s a “calling out” as much as it is a reminder. And I don’t disagree that just naming them authentically “addresses” them, but it does provide a different lens for whatever question is in front of us at that moment. Every topic is affected by them. Every one.

Modernity wants to separate everything out into pieces and ignore the interconnectedness of the whole. This is the world we live in right now. It’s all entangled.”

The comment conversation continued, and is worth reading, but doesn’t add to my conflicted feelings about this. On the one hand I completely agree with Will, if we aren’t bringing a contextual lens to what we are sharing, we are somehow missing the interconnectedness of some of the things we should most value and care about. But on the other hand, I’m sitting in a place right now where just two days ago I wrote about being ‘Intentionally disconnected‘ because paying attention to the rather disturbing world events right now feels like too much. I ended the post saying, “for now I lack the capacity to engage. It seems like a futile activity that will anger and upset me, with no gain. It is rare for me to actively choose to be uninformed, but right now is one of those times.”

Therein lies the conflict. I agree with Will, yet I don’t think I’m the only one who isn’t ready to face the harsh realities of the predicaments we are in… especially when I’m trying to learn something new. I think for our students it’s the same. The last of the framings above is, ‘Our personal challenge is to face reality or “sit with the shit” and not run from complex, difficult questions.”

I get it, I really do. But when I’m at a conference or when a student sits in a class, do we really need to ‘sit in it’? Do we need to connect everything we do to the predicaments we live in? Do we need this lens to permeate what we are learning? If I channel my inner Will Richardson I think I’d ask myself, ‘But what value is the learning if it isn’t addressing the predicaments we are in?’ … Again, I’m left conflicted.

For example, can I teach students about using AI in an ethical way and not mention the cost of the energy drain? Is mentioning this once enough or should that be the bigger lesson? Do I need to bring the dire state of the world into every lesson, predicament after predicament? Is this even healthy? Maybe I’m just too stuck in the current educational context to see the bigger picture? I really don’t think that these sessions answered this for me, and yet I feel I have a deeper understanding of the need to confront hard truths… and ensure that what we choose to teach be taught with a lens of a world in environmental, political, and social challenges. Will shared the following quote in one of our sessions:

“If we fully accept the world as it is—in all its harsh realities— then we can develop the very qualities we need to be in that world and not succumb to that harshness. We find our courage, morality, and gentle, nonaggressive actions by clear seeing and acceptance. As we accept what is, we become people who stand in contrast to what is, freed from the aggression, grasping and confusion of this time. With that clarity, we can contribute things of eternal importance no matter what’s going on around us—how to live exercising our best human qualities, and how to support others to discover these qualities in themselves.”
~ Margaret Wheatley “So Far From Home”

The second insight I’d like to share came after our first session. Will invited any of us who could stay on to do so. During that after-session conversation I mentioned that I was retiring. The topic of my school, Inquiry Hub, came up and I mentioned that I was proud of what our team has been able to do, transforming the learning outside of the traditional high school box. And yet, I was disappointed that our little school has not had a greater impact on the rest of the district. Will responded saying something like, ‘Dave, if you were able to do that, you would be a unicorn because I haven’t seen that happen yet.’

That simple statement had an unburdening effect on me. It is sad, yet it comforted me. For the past 13 years my small team of teachers and I have created a very special place for self-directed learners to have some true agency over what they are learning, while still providing an opportunity for them to meet all the requirements they need for their post high school ambitions. It has been an amazing ride, and the fact that it didn’t really spread beyond our walls isn’t something that should weigh on me as I head into retirement. The test of my leadership will show if the school thrives after I’m gone.

Overall, I really enjoyed the sessions with Will, and with the other educational leaders from across BC. I appreciated the experience of sitting in the discomfort of knowing things must change in education and sitting in the predicament rather than cherrypicking shallow solutions and discussing them like we were solving all the world’s problems. I encourage educators to follow Will on his journey to confront education and reimagine schools and join one of his cohorts of educators on similar journeys of discovery.

Pruning – Strategic Subtraction

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One of my favourite quotes comes from Derek Sivers:

“If more information was the answer, then we’d all be billionaires with perfect abs.”

When looking at Dr Simon Breakspear’s ‘The Pruning Principle – Unlocking educational progress by mastering the art of strategic subtraction,’ I feel as though there is a chasm between the insightful information he shares, and the ability to use that information meaningfully and effectively in schools. Simon summed this up at the BC Principals and Vice Principals Association conference in Whistler yesterday when he said, “Subtraction is harder than it looks!”

So, let’s examine this Pruning Principle a little closer and leap over the chasm between this insightful concept and it’s usefulness.

The premise:

In gardening pruning, cutting back, is essential to cultivating long-term vitality. That said, it’s important to recognize that pruning almost never involves removing something completely.

The challenge:

The ideas of ‘doing less’ or ‘de-implementation’ have negative connotations. ‘Pruning’ is a better, more positive frame. The challenge is to recognize that sometimes we have to stop doing many good things to spend time doing fewer better things.

“There is nothing so useless as doing effectively that which should not be done at all.” ~ Peter Drucker

The plan:

  1. Examine (Review the landscape.)
  2. Remove (Subtract with care.)
  3. Nurture (Cultivate what matters.)

With a focus on ‘impact’, intentionally remove things we do that are not as impactful or effective as we think, in order to nurture and give more time to the truly impactful things.

This is an iterative process. The pruning need not, and probably should not, be big/irreversible/long-term/complex-structure. Instead start small/reversible/short-cycle/short-term.

The targets:

Areas to target for pruning:

  • Time
  • Priorities
  • Physical and visual space
  • People/participants involved
  • Commitments and responsibilities
  • Processes or steps in a process
  • Platforms and schools
  • Rules and policies
  • Standards and frameworks

The goals:

  1. Redirect finite energy and resources
  2. Stimulate desired new growth
  3. Reshape for health and longevity

The questions:

What is on my ‘Stop Doing’ list?

What can I Delay, Delegate, or Dump?

How do I shift my internal dialogue from pruning being a negative, a subtraction, to being one where pruning is about caring and greater competence?

The example:

Pruning is a great metaphor, it takes the subtraction of things to help nurture them and have them blossom or bloom. But my favourite example from Simon Breakspear was about learning to ride a bicycle. One of the biggest challenges in learning to ride is balance. A kid’s bike comes with training wheels. While the wheels prevent falling over, they are a crutch that doesn’t actually help with balance. Now, we see little bikes with no pedals, and no training wheels. Kids are learning to balance before learning to pedal… and they are learning to ride both younger and faster! Instead of adding training wheels, we subtracted the pedals and made the learning journey better.

The first steps:

Choose a target area and start small. Do small experiments. Focus on the improvements you want while remembering that you are already at capacity. You aren’t going to effectively add more, or do better, unless you prune somewhere else.

We can flourish (blossom) when we focus time and resources on things that have impact. By pruning distractions and low-impact efforts, we and our teams can redirect energy towards what truly matters… enhancing both performance and wellbeing.

Staying in the discomfort

A couple days ago at our start of the year administrators meeting, we had a presentation by Jo Chrona. She was presenting on learning in Indigenous and anti-racist education, and she said something that still sits with me. She talked about how the learning isn’t easy but the real challenge is sitting, and staying, in the discomfort.

This isn’t an easy thing to do. We spend our days as problem solvers. We see the challenges and the issues we face and we tackle them. But systemic problems are not something with a quick fix, and if we have a ‘fix and move on’ mentality, we aren’t really dealing with the underlying issues. If we move away from uncomfortable issues they don’t really get meaningfully addressed. If we don’t sit in the discomfort, we don’t learn or help our community learn.

But it’s not human nature to stay in an uncomfortable place. This needs to be intentional. Being vulnerable and having the hard conversations, rather than trying to immediately make things better, is when we can really reflect, listen, learn, and heal. And of these four things, listening is the most important. If we are fixing, we aren’t listening.

One of the powerful things about staying and sitting in the discomfort is that we only really learn things well when there is a struggle. And so when we allow ourselves time to struggle, to understand the struggle of others, we create the space for deep learning to happen. We create the opportunity for meaningful learning and meaningful change to happen.

Full STEAM Ahead

Yesterday Dave Sands presented to our teachers and shared the district STEAM initiative with us. He also ensured that the presentation was tailored to our school.

Three concepts that really stuck with me from the presentation and conversations I’ve had with Dave:

1. We are moving from trying to do STEAM education in course silos, to multidisciplinary projects, to ‘transdisciplinary’ – fully integrated STEAM initiatives and perspectives.

And the path to do this is through more inquiry based learning.

2. This isn’t about doing a project and thinking, “Oh, I can add this Math concept here, and this is the way I will tie in Science.” Neither is it about trying to pull out curriculum outcomes from each of the subjects. Instead, this is about doing projects that foster curiosity in these areas and then students needing to delve into these areas to learn and do more.

3. The approach to get students there is through different lenses. A lens provides the opportunity for both teachers and students to approach a project with intention, and allows for a specific line of questioning that makes the connections easier to see and make.

Lenses help students focus on what’s important, and not just get lost in the busywork of the project, without making the necessary connections to the learning.

While I think Inquiry Hub is already focused on multidisciplinary learning, the idea of lenses can help us do this even better, and move us more towards transdisciplinary learning.

Choice time for teacher Pro-D

Last Friday I had a Pro-D, Professional Development Day, with the Inquiry Hub staff. We started the morning with a book talk, sharing what we have learned from books we are reading.
A few weeks ago, I had my teachers fill out a form sharing the title and link to a book that they wanted to read for their own personal development. I said that it didn’t have to be education-related, just something they wanted to learn from. Even though I said no obligation for follow up, my iHub staff suggested the book talk as part of their Pro-D day.

I loved hearing all the ideas and educational connections they made to the books they were reading.

Next, we moved on to personal learning time. We each shared what we were exploring, planning, or investigating, and then had an hour and a half to work on it. For example, two teachers worked on updating a questionnaire we give students when the apply to the school. Another teacher worked on a unit in one of his courses he thought needed work, and another teacher created a ‘Diversify your feed’ document and shared it with our staff and students:

I decided to create this image using information our team developed at our previous Pro-D. My way of making sense of our vision for the school:


We got together again (digitally, we weren’t meeting face-to-face) after lunch to share what we’d done, then we did some group planning around our timetable next year… a real challenge in a small school with a small staff that offers so many options for students.

Most of our day was about choice. Teachers got to share learning from a book of their choice, then they got to choose what they wanted to work on, before getting together for collaboration time. We spend a lot of our day at Inquiry Hub giving students time to work on things they want and need to work on. Our students have a lot of self-directed time at our school. It only seems fitting that when it’s time for our staff to learn, that we do the same.

Even though teachers got to choose what book they learned from (it didn’t have to be the one I gave them, although that seemed to be the one they mostly shared from), they were able to be really diverse in their sharing. Even though there were no constraints on what their personal learning time was used for, we shared our intentions before splitting up to spend that time on our own, or together by choice. We had accountability built into the day, but it was filled with personal choice.

It’s not just our students who benefit from choice in learning, our teachers benefit greatly too!

Face-to-face Conferences

While I’m looking forward to our Professional Development Day this coming Friday, I wouldn’t be being honest if I said that I wasn’t missing conferences. I’ll be attending from my laptop, alone in my office. I won’t be going to a large auditorium for a keynote, sitting next to friends, making lunch plans, geeking out in conversations with people I don’t usually get to see, making podcasts between sessions… there is a lot of appeal to engaging with connections beyond the sessions you go to at a conference.

For me, it usually includes meeting ‘digital friends’, people that I know from online/Twitter, whom I’ve never met before face-to-face or whom I have met, but less times than I can count on one hand. These connections invariably make the conference great for me. And not only do I get to meet these wonderful people, they tend to be people that like geeking out with me about what we’ve learned. If I go to a mediocre session, no problem, I can chat with someone who went to a better one. Go to a great session, and now I’ve got someone to share it with out loud, to help me solidify what I’ve learned.

But beyond the learning, there is the human connection. There is the opportunity to be with people I don’t get to see often but I enjoy their company. It’s about being with my tribe. I’ll enjoy the sessions on Friday, but I really look forward to a time in the future when I can once again go to a conference, pick up my swag, and connect with people that make the whole conference experience great!

Easier targets

Today I moved my archery target about 2/3rds closer. Of course my shooting was much more accurate, but that’s not the point. With the stress of hitting a bulls eye at 20 meters removed, and the target itself being so much larger, I could focus on my release much more. I’m still new enough at archery that I need to think a lot about what I’m doing, and the one aspect of my shot that my brain wants to focus on most is my aim. Doing so, I often forget about my release and squeeze the trigger rather than using the back tension of my arm. So, 15 minutes after moving the target closer, I found myself hitting the bulls eye, and also doing the things I want to do with my release.

How often do we move the targets closer for our students who struggle? How often do we give them the chance to succeed on smaller tasks, on their way to more challenging ones? Yes, we often do this in Math. But where else is this strategy useful? How else can we move the targets closer, help students find success, then make the task progressively more challenging?

The future of conferences

In the past few weeks I’ve participated in Microsoft Teams and Zoom meetings with Jeff Borden and Dean Shareski. Both of them did a great job, but I look forward to doing face-to-face conferences again. Dean recently wrote, ‘The Future of Professional Learning Part 1‘,

“I do wonder if we’ll be more intentional about what constitutes and justifies a great face to face experience and what can be highly effective as a virtual option?”

This got be thinking about where we go with conferences post-pandemic? In response to a tweet about his post, I said,  “I was tiring of regular conferences, now I miss them. I think they will evolve to be more engaging (why travel somewhere for a PowerPoint that could be on Zoom) and I also think we might see more (online) pre/post conference engagement and learning.”

To expand on this idea, I don’t see things like pre-presentations or assignments and tasks being given before a conference (read as ‘not homework’), but I do see opportunities for conversation, interaction with the presenter, and with other conference attendees. I see icebreakers and teasers.  I see feedback to the presenter about what the attendees want. I see presenters providing clear learning intentions and a framework for their talk. I see presenters providing a personal introduction so that instead of the first 5-10 minutes of a 1 hour presentation slot being “This is who I am”, the presentation starts with an activity, engaging people with other people who have already connected online. I see interactive presentations that rely on participants being involved and engaged with the material.

Think about it. Why spend hundreds of dollars in flights, hotels, and food, to go to a room and get a PowerPoint and ‘talking head’ that could easily have been delivered to you at home? When I went to ISTE, my favourite memories are the blogger’s cafe, and meeting friends to do podcasts with (Shelly Sanchez Terrell and Kathleen McClaskey), and the people I went to ISTE with from my district. When I went to SXSW EDU, the people I went with and the podcasts that I did are the only things I remember (David Jakes, Jeff Richardson, and after the conference Miguel Guhlin). The future of conferences will need to be much more about creating experiences and making connections and less about presentations… this was already happening, but now that we have created digital experiences that will compete, the pull of conferences needs to be about enriching the experience and making it worth the effort to travel.

Conferences 2020-21

I love going to conferences, but I end up valuing the time between sessions, when I talk or interview smart – people I know, or reflect on what I saw with friends and colleagues. Essentially, I try to tap into the wisdom of the room, and not just at the front of the room presenting.

As conferences move online, I’m not interested in hopping into a virtual room to watch a presentation, and then repeat this again and again… I want time to debrief, to connect and have conversations, to discuss ideas in pairs and small groups. I’m not just talking about a 5-10 minute breakout session in an hour long presentation, I’m talking about scheduled time to ponder, discuss, and apply what I’m learning to my context, with people I work with.

The way I see it, digital conferences need dedicated collaboration, discussion, and reflection time built right into the schedule… Digital meeting spaces scheduled into the day. There needs to be opportunities for conversation, serendipity, and reflection.

The spaces between the sessions needs to be recreated in digital conferences so that conference goers can connect and share their thoughts and ideas outside of presentation sessions. We need public learning spaces, recreated hallways, coffee shops, and courtyards.

Do you know of any online conferences trying to do this?

Share your work

Here is a wonderful (first) blog post by Marcus Blair (@MrBlairsClass):

Teaching Ancient Greek Philosophy in a 21st Century Classroom

The lesson shared is on Stoicism for Grade 12 Philosophy, but there is a bigger lesson: Share your work!

I’m sure that to create this post Marcus had to reflect far more on his lesson than he had any time before writing. So, in the process of writing, he not only helps others, but helps himself too.

He made a fan out of me, but even if no one read the post, it still would have been a valuable exercise to write it. The fact that others like myself get to benefit as well is a positive by product of sharing work on a blog.

Keeping Derek Sivers idea of ‘Obvious to you, amazing to others‘:


I think one of the best professional development opportunities educators have is to share their work… so get blogging!