Tag Archives: school

Work on the brain

Got an email from the district to send to parents about the new Covid-19 rules in effect when we return to school on Tuesday.

The big changes for our school bolded:

o All students Grades 4-12 are required to wear a mask inside schools both within and outside their learning group.

o All staff K-12 are required to wear a mask inside schools both within and outside their learning group.

Essentially, students and staff will be wearing masks all day, as opposed to having the option of removing them when at their own desks. This is important information, and as instructed, I’ll send it off to parents (and students and staff) tomorrow.

Since reading that email, my brain has been on work, and on the pandemic. Things to do, and things to be concerned about. Sometimes I can’t let things go. I can’t relax. Today feels like it was a work day, even though I didn’t go to work. It’s going to take a bit to get back into holiday mode. I want a few more days of holiday brain before work brain fully takes over.

Blockchain and education

Blockchain defined: Blockchain is a shared, immutable ledger that facilitates the process of recording transactions and tracking assets in a business network. An asset can be tangible (a house, car, cash, land) or intangible (intellectual property, patents, copyrights, branding). Virtually anything of value can be tracked and traded on a blockchain network… ~ IBM

One place that I see blockchain technology being used in education is credentialing. Right now a general arts degree at a good university is a credential that says, ‘I know how to study, write essays, and express my ideas’. Unlike professional programs like engineering or law or med school, a general arts degree is about building more general skills. More and more jobs are not requiring a professional focused degree, but also demand more specific skills than a general degree.

Can a potential job candidate manipulate pivot tables in Excel? Or understand the basics of coding in python? Or use a design thinking process? These questions aren’t always answered by a degree, and might be answered by a certificate. What if Microsoft or other large companies delivered skill-based credentials through online courses? What if when you received certification of completion of the course, you didn’t just get an easily copied and doctored paper certificate, you also got digital certification that could not be doctored by you, but could be verified by anyone?

Imagine having a digital portfolio that linked to all your credentials in immutable ledgers. Your skills could be verified and job descriptions could include expectations of specific skills and credentials. What do you know? What can you do?

So, maybe in the future a college degree will be less impressive than a series of verifiable skills. Maybe high school students will start getting these credentials before they graduate. To me this had a few implications to think about:

1. If we move to a more skill-based economy, how will this affect our school curriculum?

2. If credentials and credentialing become a major driver to workforce hiring, will this force more specialization in high schools?

3. Where does that leave the soft skills like communication, critical thinking, and creativity?

Some people think that credentialing like this can replace teachers, I don’t. I think teachers become more valuable. Let credential testing and digital training measure the skills that are easily measured, and let teachers loose on helping students be more creative, more entrepreneurial, and better problem solvers. Let teachers focus on helping students trying things that are epic, things that are so big they are likely to fail, and help students understand perseverance. Have teachers focus on developing communication and cooperation skills, and helping students understand the importance of learning and process.

Credentialing won’t diminish the role of the teacher, it will magnify their importance in creating leaders and problem solvers. And to me, that’s the more exciting part of being a teacher.

Thinking time and space

The last few weeks have been busy. That is a statement I could probably say at any given point in the school year, but specifically I’ve been task busy recently. What I mean is that my day disappears with me doing what I need to do and not at all what I want to do. I haven’t had much thinking time.

So at the end of last week I started a drawing on my office whiteboard. It a hero’s journey metaphor for our school. I’m not ready to share the drawing yet, ideas are still being put together. But I can share a couple parts I’ve already written about:

Teacher as Compass

And,

Learning and Failure

I’ve probably only spent about an hour and a half over 4 days on this, not too much time… But this time has allowed me to think… It has given my brain permission to go beyond the tasks at hand… It has excited me about the journey ahead.

It’s easy to get caught in the hamster wheel, racing to nowhere, but getting there quickly. It takes intentional effort to step off the wheel and to pause long enough to think, to be creative. My whiteboard has become that space.

Yesterday after lunch, I was working on a section of the board where my secretary could see me making notes and she said, “You are having so much fun on that board.” For about 15-20 minutes I was! I’ve created some thinking time and space in my day. It’s not only time well spent, it’s time that charges my batteries and help me see value in all the other things I must do. It reminds my of why everything else matters, because our personal journey matters… if we make time for it.

How many students?

How many students are being rushed through the curriculum?

How many are doing hours of homework to keep up with the quarter system or blended or online learning?

How many are doing well, out of sheer effort?

How many are going to get ‘A’s because they are compliant and do what the teachers ask?

How many are reading textbooks but haven’t had time to read for pleasure?

How many students are being successful at ‘doing’ school? But not doing big projects, sports, theatre, or lunches with their friends.

Sometimes the ‘successful’ students are not thought about, because others take so much time and energy. But how many students are doing well despite the education they are getting?

Covid daily routine

Early on in the pandemic, I read that ventilation and fresh air circulation was very good in helping to reduce spread of the virus. At that time my morning custodian was not consistent and so I had different custodians coming to the school, so I decided that I would go to each of our 5 classrooms at Inquiry Hub and open windows to start the school day. We have early morning principal meetings on Thursdays, and on that day I didn’t get around to opening the windows until just before classes started.

On this day I was able to see and chat with a lot of students on my route. So, that time slot has become my daily routine. In a couple of the classes I will end up asking students to open the windows if they are already seated nearby and I can’t access them and be socially distanced, while the other 3 room windows are always easy to access. But more than that, it puts me in every room, each morning, to say greetings and chat with students.

I know that I’m lucky to only have 5 rooms to do this in, with my other school being the online school with no physical classrooms to visit, and for some principals this would be a massive undertaking. But for me this is a wonderful way to start my day. Sometimes I just say quick good mornings, other times I get into full conversations with students.

Yesterday I spent time hearing about the progress of one of our grade 12’s who has been working on a massive project since grade 10. Monday was just a catch-up on the winter break. This routine can take me about 5 minutes or it can take over 15. No matter how long I spend, it has become a wonderful routine that starts my day off right.

Students are so confined in their movements now compared to pre-covid. Even in our small school they use 3 different entrances and have no common hallways. With things being so isolated between groups of students, this little covid inspired daily routine has really helped me connect to students in a way that I would have otherwise missed.

My 2021 #OneWord is Thrive

Last year I chose Resilience as my #OneWord 2020. At the end of this post I said, “Resilience allows us to be strong, flexible, and engaged in a society that is the kind of society we want to live and thrive in.”

In October I re-shared the post adding, “Right now it seems like I chose the right #OneWord for 2020: Resilience. But as you read my last post of 2019, written before we learned about the impending pandemic, remember something… We are social beings and we are not incredibly resilient on our own. We need a community, we need friendship and love, we need each other.

Relationships, be they with family, friends, co-workers, student/teacher, and even pets, build our resilience, and our ability to not just cope, but to thrive.

Let’s support one another and show our resilience together!”

Reflecting on this now, I realize that resilience is a word like endure: We want to be able to do it, but we don’t want to have to do so more than necessary. I want to be resilient, I don’t want to be constantly needing to show you how resilient I am. I don’t want to continually demonstrate my resilience… like I and many others have had to do as the world deals with this pandemic. So this year I want my #OneWord to be something I actually want to do, and to show.

Thrive!

Thrive is the word I have chosen for 2021. I want to feel like I’m thriving with my healthy living goals. I want to thrive at work and watch our students thrive too. I want my wife and daughters to thrive and feel like their work and school experiences are not just about coping, or showing resilience, but about feeling successful and accomplished.

I know the pandemic is far from over, and that we must continue to be diligent, careful, and safe going forward. That doesn’t mean that we can’t also make the most of things and live our best lives. That doesn’t mean that we can’t thrive. This is a power word, filled with the promise of doing well, no matter our consequences. There are circumstances and things we must deal with that are be beyond our personal control, and there are things we have control over and that we can do to make the most of our circumstances.

May 2021 be a year where you stay healthy, and positive, and find ways to truly THRIVE!

Last school day of 2020

Tomorrow is the first day of Christmas holidays, making today the last school day of the 2020 calendar year.

It seems like ages ago but back in February, I had just finished 2 years of running 3 schools. It was absolutely exhausting and I was, for the first time since becoming an administrator, ready to quit. It was too much. Thankfully my job was adjusted and I knew that I could stay on and feel for the first time in a couple years that I could do my job.

Then the pandemic hit, we went to remote learning, I had some responsibilities to support others added to plate, and I found myself in online meetings for over 4 hours each day. It was overwhelming for everyone, and my crazy schedule continued. It felt like I couldn’t catch a break.

Summer finally came, with the cancellation of a trip to Europe. We still had a good summer, but it was nothing like we had planned.

Since September things have been better at school, with students coming daily, but the stress of the virus is ever present .Things still remained off kilter and very busy. There has been nothing normal about this calendar or school year. Nothing.

I know we aren’t out of the woods yet. It will take several months to get the vaccine out and schools are not the initial priority. But in my head I have been telling myself, ‘Things will get better by January 2022,’ I have been preparing for 2021 to be ‘2020 Part 2 – The Sequel’. I didn’t think we’d see vaccines start to role out until summer, or even September ’21.

So, while hoping for things to go faster, I’ve been preparing for another whole year of this. Seeing the vaccine already out before the end of 2020 has filled me with enthusiasm about how much better than expected 2021 can be.

Yes, we must proceed with caution. No, the pandemic isn’t over… but 2020 feels over. And while I throw a metaphorical middle fingers at the year, I will look back at it over this break and try to find the silver linings this year has brought us. What have we learned? What can we carry forward? What can we value and appreciate more as we slowly head back to normal? I am happy to see the year end with optimism for the future… optimism that I did not expect to have.

When students own the learning

Last night was Inquiry Hub’s open house. I shared a post about our open house last year: A Place to Dream, Create, and Learn. A year ago we packed around 200 people into our gym and had a great night of presentations:

But with Covid-19 this year the event had to go digital. We held a YouTube Live event. Show starts 26 minutes in or you can watch topic-based sections here: InquiryHub.org/open2020

It is such a privilege producing something like this with these students. They worked so hard preparing the event. They created scripts, videos, music, and designed posters, (like the 16 individual posters that fit together to create a single poster below, used as one of our backdrops). And students learned how to use all the equipment along the way. We had 3 cameras and a slideshow presentation, and while transitions could have been a bit tighter, I’m so impressed with how this student-organized event went.

One neat thing that we did was that we had a question submission form that we advertised before and during the show, where viewers could ask questions. Then we answered them live, throughout the show. Our student producer fed the questions to our student MC, and she directed them to our student and teacher panel depending on who she thought should answer. This is a challenging thing to do well in a live show… especially having never done it before. Of all the questions asked, I think I offered one of the weakest answers (because I rambled a bit on what should have been a 10 second answer). Beyond that flub, we didn’t need to have an answer clarified by someone else.

We had over 180 live viewers at the start of the show and still had over 170 viewers 40 minutes in. To keep that many people watching for that long is a testament to how smoothly things went.

Through the night, one thing was clear: when students take pride in their school, when they feel they own the learning, they will step up and deliver a great product when called upon to do so. Students thrive when they own the learning.

—-

(Just dug up another similar post I wrote about one of our previous open houses, prompted by a Facebook memory,)

 

Logo Composite Design by Maddison D, Grade 10

The speed of change

Yesterday I was having a conversation with my colleague, Dave Sands, Principal of Technology Implementation in our district. He shared some good news that our 14th and final middle school in the district is becoming a BYOD – Bring Your Own Device school. This is a great accomplishment for our district. It starts with ensuring the infrastructure is in place. Next, teacher technology, capacity, and readiness are essential, and finally there needs to be support for families that can not afford their own technology. This takes time.

In the conversation I remembered a presentation that I did in 2009 at the Building Learning Communities conference in Boston titled “The POD’s are Coming!”

In the presentation I said, the seed of this presentation started with a conversation and a blog post. Here is what I said in an October 2008 post:

“PODs. We are about 5 years away from most of our students bringing PODs to school, Personally Owned Devices. I’m talking about pervasive access to laptops and iPhone-like devices in our schools. Every kid coming to school with more capability in their pockets and hands than most teachers have on their desk right now.

So in the presentation in July 2009, 9 months later, I said that we were 4 years away from this happening. I was wrong. It took 7 years longer than I thought.

When I look back now, I can see that we weren’t ready for this in 2013. The infrastructure was barely there, there was a lot of fear around the use of technology in the classroom because of the distraction (and disruption) technology causes, and teachers were not ready to lead the charge.

I know many other districts aren’t where we are, and yet we were 7 years slower than what I imagined was possible. Progress and change happen slower than we expect in schools. However, in the world we live in now, 7 years is an eternity to be behind doing what’s possible.

We will need schools to be far more agile in the future.

Voice and choice

This was my Facebook memory from 3 years ago:

Spent well over 15hrs at work today and came home totally pumped! Students rocked their presentations at our open house tonight.

The whole event exceeded my expectations, starting with about 240 people coming (more than I had reservations or seats for), and ending with students interviewing each other with questions from the audience.

It is simply amazing what student’s can do when they are given voice & choice, and they are provided with time to explore their passions and publicly share them.

Congratulations to our Inquiry Hub students, you were amazing school ambassadors today!

I’ve been thinking and writing about giving students choice, voice, and an authentic audience for over a decade now. And, I’ll always remember this night as the night I really saw it fully come to life.

Everything about this open house went amazing. The only challenges where parking, and adding more seats to the gym. The students did 90% of the planning and executed a seamless event with perfect sound and incredible presentations that opened people’s eyes to what’s possible when students feel empowered in a school.

The best part of the night was watching students interviewing students about their inquiry projects. Our students got to share what kinds of projects they do, designed by them, to follow their passions and interests as part of their school day. This is the real strength of what we do at Inquiry Hub.

There are students just like ours in every school. The difference is, in many other schools, students spend their days following a pattern of going class to class and doing what the teacher tells them to do. Yes, some of those things teachers ask them to do are amazing. But students seldom get a part of their day to choose what they want to work on. Students seldom get to design their own learning on a topic of their choice.

What we’ve learned as educators at Inquiry Hub is that to do this, students need scaffolding and support, working on progressively bigger projects. Students need assistance with time management and being self directed. And students need to try, fail, learn, and grow.

Whenever I hear a senior student at Inquiry Hub talk about their projects, they talk about being fearless learners who aren’t afraid to fail along the way. They will often do this while telling a story about something others would consider a huge success, but to them there was still more to do, or aspects of the project not yet achieved. This resilience only comes when students feel they have voice and choice in their learning, and this open house three years ago told me that we were finally achieving the kind of student empowerment we were hoping to achieve when we started the school.