Tag Archives: school

Appreciate the autonomy

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One of the elements of being part of a large system is that is that sometimes you lose autonomy for operational efficiency. It’s hard for an organization to allow everyone to do things differently and still both display some consistency and provide meaningful support.

In our district all of our schools are getting an update to their websites. The new sites are a lot more user-friendly and do provide a bit more choice. However when our tiny school, Inquiry Hub Secondary was built, our cofounding principal, now an Assistant Superintendent, decided that the school needed a different look online and we chose to build an Edublogs site, based off of WordPress. Our website looks nothing like any of the other schools in our district. And, we use it quite differently than most school do.

Two examples of how we use our website differently are that we emphasize the kind of projects students do on our website and we provide our PAC – Parent Advisory Committee with a very flexible WordPress blog as their ‘Parent Portal’.

Yesterday I got a call from our district principal in charge of the website transition for our schools and it was a great conversation where we discussed if our school was going to make the transition. It wasn’t a directive, it was a conversation. It was an opportunity for our school to participate or to keep autonomy.

I can’t express how much this is appreciated. It is challenging for large organizations to allow this kind of freedom, and often small, unique programs need to ‘toe the line’ and follow along so that operationally things go smoothly. For example, we are a Microsoft Office school district and if one school wanted to be something different, it could be a nightmare for tech support to provide trained support. However, all of our high schools already use Edublogs, so our website choice isn’t adding anything new with respect to support.

So, we were given a choice. It might seem like a small choice, but I understand the challenges to complexity it creates and I truly value being in an organization that provides such choice when it can.

Thinking Requires Effort

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I recently read a great article by Alec Couros, The Radical Act of Thinking. In it he said, “The challenge isn’t finding the tool anymore. The challenge is avoiding it. We’ve reached the point where AI is the path of least resistance for almost every task.”

And then he concluded with this:

“To succeed, we need to fundamentally reframe “effort.” We have to stop viewing the struggle of thinking as an inefficiency to be solved, and start protecting it as the very thing that helps us grow.”

Here are a few ways that I see teachers doing this at Inquiry Hub:

  1. Community video or podcast challenges. Part of the challenge might include creating the video in a specific genre, or a meta part of the presentation where students explicitly describe what they have learned.
  2. Personalized inquiry projects. This is offered through a course designed around the process of learning, not content. So it doesn’t matter if a student is learning to code, designing a website, publishing a book, learning a specific skill in art, composing a song, starting a business, or even learning to crochet… the inquiry is designed around students learning skills they want to learn.
  3. Solving problems in class. I’ve questioned the value of homework for over 15 years now. Watching our senior math teacher teach Math & Physics, I see him focusing on the why of questions. I see his students working in pairs and groups to solve problems together on white boards. I see students actively struggling and learning in class, where they have access to support, and the focus is on the struggle and understanding the problem.

Something else that we do is to be careful not to add things to students loads unnecessarily. I can’t tell you the countless times I hear well-intentioned educators say, “You know what would be a good project for your students to do?” Followed by a legitimately good idea. But we are not an alternate school, we are a regular school with an alternative approach. Our students still need to fulfill the entire regular curriculum on top of the inquiries they do for credit. As good as other ideas may be, they become make-work activities that not all students are interested in, and this just invites students to use AI or to feel like the work is just busywork.

Will Richardson asks, “Every time you’re about to implement a new program or pedagogy or technology or initiative or building project or anything else, ask and answer this simple question: “In service of what?””

When we add anything to our schedule, it’s to serve one of two purposes:

1. Integrate curriculum or make the curriculum more engaging. Our students go on to universities, colleges, and technical institutes, and they need the required courses to get there and do well. But the required curriculum doesn’t need to be taught in a linear, boring fashion. When a project is added in class, the intent is to meaningfully cover more curriculum in less time.

2. We add things in service of students. A recent example: For the last 10 years our PAC has fundraised to provide students with FoodSafe every 2nd year. So all our students learn life skills around preparing and serving food. This year our PAC is also providing our seniors with first aid training. The plan is that they will alternate years between FoodSafe and first aid so that every student who goes through Inquiry Hub will have these life skills when they leave the school. Carving out 8 hours of training time over 2 days involves our senior teachers reworking their schedule… in the service of giving our students a life skill.

I won’t pretend that everything we do is AI proof, and that there aren’t lessons and activities where students could avoid thinking using a tool that does the work for them. I also won’t pretend that every assignment and project is ‘in service’ of authentic learning for students. But I will say that we’ve worked hard to make the learning meaningful for students. We provide them with opportunities to work in our community towards common goals, and we provide them with opportunities to pursue projects meaningful to them, focusing on the process of learning… on the struggle, with a perspective that failure and struggle are a path to real learning, not a barrier.

I’ve said before,

“We talk a lot about ‘learning through failure’ in education, but we don’t really mean failure. Because when a student takes lessons from something not working, then it’s a learning opportunity and not actually a failure.”

This fits with what Alec said above,

“To succeed, we need to fundamentally reframe “effort.” We have to stop viewing the struggle of thinking as an inefficiency to be solved, and start protecting it as the very thing that helps us grow.”

The secret sauce is in providing the space and time for students to struggle out in the open, facing challenges or learning life skills that they will use. However, you don’t create these opportunities by continually adding things to a student’s plate. Adding more to their plates only invites them to find tools to do the work for them.

Thinking requires effort, and providing students with opportunities to demonstrate that effort in meaningful ways is, in my mind, the project of schools. Reducing busywork, and maximizing the problem-solving time, in a community of learners who find benefit from working together, is what schools should be in service of.

The upside down bell curve

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The bell curve, also known as a normal distribution, is a graph that depicts how values in a dataset are distributed. Most values cluster around the average with fewer values appearing at the extremes… those rare few that do very well or very poorly.

But there is a new curve evolving that matters more, the upside down bell curve where the ones on the extremes are where most of the data points are distributed. In an era of free and openly available information, this is the new learning curve. There is no more average majority, instead there are those that understand and those that do not. Those that participate and those that opt out. Those that engage and those that choose not to. Those that seek to learn and those that disengage.

The resources needed to do well are available. The access to information is there for all who want it. The opportunity to get that information in a format or delivery that makes sense to you is easy to find. The question is, are you willing to put the effort in?

If you learn how you best learn, then access to information is no longer a barrier and you will likely learn very well. You will be with the majority of people on the successful side of the distribution curve. If you decide it’s too hard, or choose not to engage, you will be with the other majority, ignorantly selecting the unsuccessful side of the distribution.

There will be anomalies, those that have learning challenges that are not met and struggle, and those that make no effort yet still find it easy to understand things. There will also be those few that just choose to squeak by, capable of more but neither excelling or struggling. But this is the era of extremes. This is a time when the ‘A’, the ‘Exceeding Expectations’, the ability to excel, is available to most… and yet will only be achieved by the ones who actually choose it.

The mathematical average of the curve might be the same, but the distribution will be starkly divided.

A community of learners

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Here are 4 quotes from student self reflections. I saved the most creative on for last. I absolutely love how the kid created a metaphor, but understood that it wasn’t a perfect analogy, so he updated the comparison to make it work. Very clever.

I need reminders like this sometimes to remember what a unique learning environment the teachers have created for our students. It lifts me up to see these kinds of comments in self reflections. It reminds me that we are not just teaching kids, we are fostering a special learning community.

These all come from the ‘Student Self-Assessment of Core Competencies’ section of our recent report card. The first and last ones are from Grade 9’s and the middle two are from a Grade 11 and then a Grade 10. As a bit of background to the first one, we use scrum project management for a lot of group work at our school.

~~~

“The most important thing I have learned this term is with the French Revolution, we learned about the different social estates and how each estate was treated differently and unfairly by their king, which led to the third estate starting a revolution for better rights. With that knowledge, it gives an example of how a good scrum leader should act and how they shouldn’t act, they should be inclusive, fair and treat their group with respect and consider everyone’s opinions, while a bad scrum leader might choose to ignore their group’s input and be controlling over the project.

Some of my favourite things to do at school are the different group projects we have, with the group projects they’re mostly assigned groups so it gives me a chance to get to know my classmates and see who works best with what. When I work really hard at something, I have a better understanding and I will be able to get my work done.”

~~

“This term I am proud of my ability to take in information during lectures and lessons. I find it useful in 20th Century History, and especially Pre-calc 11. The most important thing I have learned this term is the significance in attempting to be passionate in the things you’re learning. To find interest in the things you might find boring. Some of my favourite things to do at school are talking with people and their interests and views.

When I work really hard at something, I feel accomplished and proud that I have the capacity to learn.”

~~~

“This term I am proud of how much I’ve improved in managing my time and finishing my work on schedule. I’ve become more organized and responsible with deadlines, and I’ve learned how to plan my tasks better so I don’t feel rushed at the last minute. I’ve also noticed that I can focus longer and stay “consistent” even when the workload gets heavier. The most important thing I have learned this term is that effort and patience make a big difference. Even when something feels difficult at first, I’ve realized that I can get better if I keep trying and don’t give up too soon. I’ve learned to see mistakes as part of the process instead of something negative, and that mindset has helped me improve both academically and personally. Some of my favourite things to do at school are working on hands-on projects, doing group activities, and learning through discussions instead of just notes or lectures. I enjoy collaborating with classmates, sharing ideas, and finding creative ways to solve problems together. I like lessons that are interactive and allow me to apply what I’ve learned in real ways.

When I work really hard at something, I feel proud and motivated to keep improving. It gives me a sense of accomplishment and shows me that consistent effort pays off. It reminds me that I can do more than I thought if I stay determined and keep pushing myself, even when things get challenging. Next term I would like to try challenging myself more, especially in areas I usually find hard, such as writing and analyzing. I also want to take more initiative in group work, contribute more ideas, and help others when I can. My goal is to keep growing not only in academics but also in teamwork and confidence!”

~~~

“During my first few months of Inquiry Hub, I’ve found that I’m quite proud of how many connections I’ve made already. At my old schools, it was difficult to find any friends, at all. In middle school, I thought I’d found them, but I was actually in a really toxic friendship. I think that was because I just wasn’t around my people. Here at iHub, I’ve found some really good friends, just in the first weeks!

During those weeks, however, I watched the higher grades, and tried to figure out what was going on. They didn’t act like the people I’d known at all. After a little bit, I figured it out:

(iHub) = (Normal School) – (Discrimination)

It’s not just another school, it’s another ecosystem entirely! A place where all predators were locked out, and instead of the ”’prey”’ destroying the environment with overpopulation, they create an actually self-functioning society.”

~~~

Reading comments like these reminds me why I like going to work. They remind me of the awesome students we have and the incredible team of educators who bring the best out of our students. I really love our learning community.

Fuelling my disillusionment

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A few months ago I wrote the following in response to a LinkedIn post, and then saved it in my drafts. The problem is, I didn’t copy the link to the original post properly. Furthermore, if I recall, it didn’t really answer the question that was posed. It was tangentially connected but not completely on topic.

I’ve edited my comment slightly, and I want to share it since I’m wonder if ‘it’s just me’ feeling this way?

~~~ ~~~ ~~~

It’s the doing more with less that fuels my disillusionment.

  • Greater and often unrealistic expectations of parents and universities.
  • Greater student social-emotional as well as educational needs.
  • Greater demands to prevent litigation (more documentation, more protection of data, more health & safety requirements… all ‘necessary’, but time consuming.)
  • Greater demands and expectations from the Ministry of Education, and Worksafe BC.
  • Greater costs – pay hikes, heating costs, perishable supplies. Even with no cuts to education, less money gets to the classroom.
    I could go on. I’ve watched my role shift from educational leader to middle manager of an educational machine. I feel like a shield trying to redirect and manage the above impacts away from teachers so that they, rather than we, can do great things with kids.

Still an important role but a lot less personally rewarding.

Am I the only principal feeling this?

Access to Accessories

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Never let access to accessories be a barrier to using technology. On a shelf in my office I have a small plastic set of drawers with every kind of adapter a teacher or student would need. I also have an extra 3ft and 15ft HDMI cable. I’ve got chargers for laptops and phones. I’ve got a few different dongles. And for my online teachers, I’ve got extra laptops pens, which make marking easier. Your mouse broke? I’ve got you covered.

In all honesty, the overall cost of these items is not exorbitant. Sure, there are a couple small items I’ve purchased that haven’t been used, but most of what I’ve purchased has needed to be replenished at some point. The difference is, that I’ve pre-ordered them and there is zero delay from the time a teacher or student needs an accessory to the time I’m able to provide a replacement, instead of there being a delay of access while I purchase the replacement.

To me this is a low bar, providing access to accessories is an easy hurdle to jump when you’ve already got the accessories waiting when they are needed.

Chat GPT chose us

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A couple Fridays ago the school got a call from a guy with an Australian accent. He said he was a former school principal who now does consulting promoting progressive and innovative practices in schools. He said he knew it was short notice but he was in town and could he visit our school. I had time at the end of the day and invited him to visit. He Uber’ed in from Vancouver and after a quick chat we had a tour, talked to a couple teachers, and a few students.

He got to see the tail end of a presentation and hear some of the feedback our students gave. Then we went back to my office for a chat. So I asked him, how did you choose Inquiry Hub as a school to visit? He said that he has been working with AI recently and he had put all the factors he looks for in progressive schools, and asked Chat GPT which school he should visit. Inquiry Hub came up.

I find it fascinating that we were found this way. A chance encounter created by an LLM.

The infinite classroom

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I recently heard someone describe AI as the infinite classroom… You can get anytime learning, catered just to you. And for a moment I thought, ‘I remember Google being described like that, and YouTube too.’ Now, I know that the ‘catered to you’ part of Artificial Intelligence is a richer experience than Google or YouTube, but that doesn’t mean that we haven’t kind of been here before. The guy went on to say that schools today are irrelevant. He was American and his focus wasn’t K-12 education but rather ‘investing’ $200k+ for a college degree that could be irrelevant by the time you get it.

Still, this made me think of all the digital distractions that make school less appealing and engaging compared to out-of-school offerings and opportunities… From AI providing meaningful, just-in-time learning, to social media, to gaming. Be it for learning or entertainment the competition for attention is significant outside of school.

So how do we engage students in schools when an infinite classroom as well as unlimited distractions are happening outside of schools?

What we shouldn’t do is bring back more traditional testing to ensure students don’t cheat using AI. What we also shouldn’t do is try to compete with the outside world and attempt to make schools more entertaining.

What we should do is create rich experiences where students are exposed to concepts and ideas that they would not have found on their own. We should provide social opportunities to learn together. We should provide opportunities for student voice and choice.

It’s not about competing with the infinite. It’s about cultivating learning experiences where students feel invested in the experience. It’s about fostering curiosity and providing shared learning opportunities that challenge students meaningfully.

In a world of infinite distractions, engagement in schools needs to be community and relationship focused. If it’s just about accumulating information and content, then classrooms as we know them will be no match for the infinite classroom (and unlimited distractions) that out of school opportunities will provide.

Constant interruptions

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I was reminded yesterday of the never ending flow of interruptions that a school principal can be faced with. My day went well enough, nothing major happened, and I had some positive interactions with both students and staff. But I was a yo-yo bouncing in and out of my office, feeling like I was always working on a task other than what I wanted to, or planned to, be working on.

At one point I washed my coffee cup to fill it and then ran two errands with an empty cup in my hand, because I was distracted before filling it. At another point I was holding an HDMI cable that I was taking to a teacher and was interrupted a couple times, and even went back to my office holding the cable, before finally taking it to its intended place.

And this is often the norm. Being pulled one way when trying to go another. Starting a task and finding it undone an hour later. Creating a quick ‘To Do’ list, only to make it a ‘To Do Tomorrow’ list.

At one point I was asked a policy question regarding funding for an online course. I was pretty sure our system was trying to charge a student for a course I thought they should get for free. I went to the OneNote where I keep my links to the BC government policies. I got several 404 errors on the website. This even happened to my 2025-26 policy link I added in April. It seems the Ministry has made updates again and changed the main links.

I searched the website for the specific reference. Couldn’t find it. I asked Copilot to look for me. Copilot agreed with me, but didn’t provide links to the actual policy for this specific situation. I asked my online principal’s group chat, and this usually very responsive chat stayed silent for an hour and 40 minutes. Then I got an answer agreeing with me with a comment that this principal also couldn’t find the answer when she asked previously, and had to get a response from the Ministry via email.

What should have been a simple question took me almost 2 hours to answer. And I can’t even count the amount of other things I did in that time, including a 45+ minute meeting and a 10 minute phone call to a parent that I played text tag with trying to find a good time that we could both chat.

Yesterday was a good reminder of the constant interruptions, redirections, and multitasking expectations of a principal. Sure there are those moments that are efficient and effective, but for large parts of any given day, with countless ‘other duties as assigned’ tossed unexpectedly onto my ‘To Do’ list, or rather the ‘Gotta do this first’ list… most of the time the interruptions are the job.

First Day Jitters

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Across Canada there are countless students starting their first day of school today. Some students are excited, some upset to see the summer end, and some thrilled to be seeing their friends again. There will also be many who are nervous, apprehensive, and scared, especially those transitioning to new schools. Moving up a school level is a right of passage every child experiences, and this challenge is met with many different emotions.

Think of how different this experience is for students. Some are leaving friends they’ve gone to school with since they learned to read and write. Some are hoping for a fresh start. There are so many emotions being felt. Nervousness and the jitters are probably felt by most, even for those happily looking forward to the new school year. And all these different students, with there different hopes and expectations, will be met by teachers having similar thoughts and emotions, only tempered with the wisdom of age and experience.

The first day is filled with potential. It is the start of a year more significant than the start of the calendar year. The new school year brings jitters, but it also arrives with hope; with promise; with an opportunity to be great.

Wishing all students, teachers, and school leaders a fabulous year ahead. Make it a great year.