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Frustrated and tired...

2012-01-29T18:21:00.000-08:00

As a preface to this post, I need to remember the time of year and acknowledge that I may be fatigued, as may several of the people with whom I have spoken. Our school has just completed semester break and the week of exams, supervision, marking, and preparation for semester 2 start-up has left many people (myself included) exhausted. When this is coupled with the continuing labour dispute and negative press that surrounds education in British Columbia, many of the best in the business are frustrated and feeling a lack of appreciation of their efforts.

During the week, I had the opportunity to engage in several conversations with teachers about how they are doing and what they are looking forward to next semester. While many are excitedly preparing for new courses and a new group of students, some are frustrated by a series of issues being faced by our educators. I also watched a Dan Rather Reports episode called "Finnish First", a report on how the American system is lagging behind the education system in Finland, and it caused me to reflect on how educators in this province may be feeling.

Linda Darling-Hammond, Professor in the Stanford University School of Education, was quoted several times throughout the piece (below is just one excerpt), and she talked about how the Finnish system doesn't put great value in standardized testing (an issue in BC, but an even greater issue in the United States), has a shorter school day for students, and supports the teaching of the arts, noting that success in those areas transfers well to core courses like Math and Science. What really caught my attention, though, was her comment that Finland's educators are happy to be teachers. She describes them as feeling appreciated, appropriately paid, well-trained and selectively chosen, not having massive debt and being given plenty of time to train and continue professional development. This is an important factor in any profession. Do the employees feel valued and appreciated? I know that B.C.'s teachers love what they do, but I worry about how supported they are feeling. I am not suggesting that Finland's system is infinitely superior to Canada's (I am sure Finland has its own set of problems in school and in society), but I am confident that much of the reason for Finland's success in education has to do with a qualified and satisfied teacher workforce.

Reflecting again upon the conversations I had this week, I am drawn to two discussions with two of our very best, most dedicated teachers. Both of them care passionately about kids, work exceedingly hard to prepare students for their futures and are constantly rethinking their practice, looking for new and better ways of doing things. In both cases, the students in these teachers' classes enjoy being there and recognize that they are being challenged, well-prepared, and given an opportunity to develop skills that will serve them well. Both teachers are considered firm and fair evaluators who support their students, but insist on a level of work and engagement that will result in the students learning. These teachers are also very strong leaders within our school community, and help affect whatever change our school attempts to make regarding assessment practices, embracing technology or sharing ideas around new teaching strategies.

While the reputation of each of the teachers is very strong, they are presently feeling frustrated for a variety of reasons, among them the fact that many students are wanting to withdraw from their courses to take the same class on-line. The reason for the students making this request is simple and clearly articulated; they admit that they would likely learn more in the class offered in the school with either of these teachers, but feel that "it will be easier to get a better mark if I take it on-line". Please note that this post is neither an indictment of the on-line learning programs around the province, nor is it an attack on the BC Ed plan, much of which, as articulated in an earlier post, I agree with and think we are already doing. What concerns me, however, is the inconsistency within it. We continue to speak about improving our assessment practices, trying to move away from numbers to more descriptive feedback about what students are learning. But with universities, parents and students still clamoring for numerical data, we do not appear ready for the societal shift that needs to accompany this change. Conflicting messages about needing certain marks versus learning for learning's sake still bombard students, who often choose the path of least resistance, opting for what they feel is an easier route to their desired goal. As the BC Ed plan promotes more Personalized Learning and the use of technology to assist students educational pursuits, this conflict may increase. We must remember that the system we have now has evolved over many years, and while not perfect, has many excellent qualities and practices that should not be abandoned as we search for new and innovative methodologies to add to both teaching and learning.

So what is my point? Primarily, that we are doing an excellent job educating our students in British Columbia (see chart below that has Canada ranked 3rd in the world on 2009 PISA testing, and note that BC is considered one of the best educated provinces in our country), despite the challenges being faced (including a widely diverse population and what many consider to be funding shortfalls within education). Can we improve? Of course we can, and we will, but only if our very best teachers feel their efforts are appreciated, recognized and appropriately supported. The discussions around the BC Education Plan need to be carefully considered and the relationship between the government and the important stakeholder group of teachers needs to be repaired. To create a new plan, force it upon teachers who are feeling unappreciated and underpaid and then have the group face reports describing them as greedy, dishonest and unprofessional (a common practice in negotiations, I understand) is not likely to result in the positive outcomes described in the BC Ed plan. It may, in fact, chase away some of the best and brightest in the profession--the ones we need most to continue to improve our already excellent system.

Life-changing Learning

2012-01-07T16:06:00.000-08:00

The first week back after a break is always a challenge. Finding the rhythm, returning to busy-ness, early mornings, late evenings, the stress of trying to balance home and work... This week has been difficult, and I am tired (despite it being only 4 days long). After enjoying this morning's Canucks versus Bruins hockey game (a high-emotion game, to be sure!), I can not stop thinking about a fantastic class I had the chance to observe on Wednesday.

Allow me to give a brief history to what led to the lesson. Shortly before the Winter Break, I was approached by a young teacher at our school who was inquiring about taking a two-week leave of absence. She had recently been presented with an opportunity to travel to Rwanda and do some volunteer teaching of English in the Agahozo-Shalom Youth Village (ASYV) just outside of Kigali. As a fairly young teacher, she was unclear on whether or not she could get the time away from her job in Richmond, and what the cost would be. While worried about the consequences, she was enthusiastic about what she could learn from this opportunity.

After speaking with me, she contacted her teachers union and the teaching personnel office to request a leave. It was granted, and she was given permission to venture to Rwanda for two weeks, starting December 30th. She has been there now for one week, and has been blogging about the experience as a means of journaling and sharing (her blog is appropriately titled Hand in Hand: As You Teach You Learn). What she describes is both eye-opening and inspiring (for her and the readers).

The village was originally founded by Anne Heyman to aid teenaged orphans from the Rwandan Genocide of 1994. The model for the village is based on the Yemen Orde Youth Village, which was established in Israel to help orphans from the Holocaust. The village was built to accommodate 500 orphaned students aged 15-21 with a focus on caring for, protecting, helping and nurturing these children who have survived some incredible hardships. The intent is for graduates to be ready to continue their educational pursuits and lead balanced lives with a commitment to making their community, country and the world a better place.

On Wednesday afternoon, one of the classes Ms. Davis team-teaches with another staff member at Burnett had the pleasure of connecting with their teacher via Skype. I watched as students got to interact with their teacher, ask her questions about the experience, and learn about Rwanda, the genocide and the efforts to support the survivors, all in real time! The students were genuinely interested and engaged, learning about Rwanda, social responsibility, and technology. When the Ministry of Education talks about the BC Education Plan, here is an example of high learner-engagement working on 21st Century Skills, empowered by technology.

The experience Ms. Davis is getting is indeed life-changing, and I laud her for taking the risk (both financial and otherwise). But I am equally impressed with how this experience is impacting students at Burnett. When I reflect on the education I had when growing up, I have nothing but positive memories. I had the chance to be influenced by strong professional instructors (see blog post, World Teacher Day), and enjoyed time making friends and memories, playing sports and learning some requisite skills that have served me well in life. But nowhere in my experience was there a focus on the world like students are exposed to today. Many schools around BC have social awareness volunteer programs, with opportunities for students to travel to less fortunate parts of the world and build schools, homes, playgrounds etc. Even for students unable to travel on these expeditions, there is a much more broad awareness of social issues and a desire to help than there was in my school years. Much of this is due to the technology tools that can "bring-to-life" the experiences of others in far away locales, but it is also a credit to the students and educators who are making it a priority.

Congratulations and thank you goes out to Ms. Stephanie Davis and the organization she is working with. You are making a difference in the lives of the people in Rwanda, but your impact is far greater than that. You are setting an example for many others, and by sharing your experience with them using technology tools like blogging and Skype, the good work you are doing will cause others, here in Richmond and around the world, to be more active in helping those in need. We are all impressed with your willingness to take risks, help, and teach others. This is 21st Century Learning at its finest!

One Year Later

2011-12-27T13:45:00.000-08:00

I swore I would not do this, but here goes anyway... A blog about my one year anniversary of Blogging and Tweeting as well as a New Year's resolution.

During the Winter Holidays of 2010, I was introduced to Blogging and Twitter by a colleague and friend of mine (@terryainge and Pacer Post). He was relatively new to it also, but was describing the benefits, saying that Twitter was the best Professional Development tool he had come across, since it helped him stay informed and connected at any time of day. He described Blogging as a means of formulating and articulating more clearly some of his philosophical beliefs about education. I had some time over the break a year ago to play around and attempt to learn what benefits the two social media tools could provide me, and admit to becoming hooked almost immediately.

Just over one year has passed since my introduction and I still do not use Twitter like I could, only rarely finding the time to "Tweet" about an article I have read or a link to somebody else's blog. I do, however, use it as a "voyeur", and it helps me stay informed with the most recent articles, thoughts and discussions on many topics within education. I have yet to participate in an #edchat or other Twitter discussion hashtag, but have been an interested on-looker and can certainly see the value. I have spread the word about the use of Twitter for the purposes of Professional Development with our staff, and have managed to get a few teachers to join in. A commitment I am making to myself for the upcoming year is to get more actively engaged with all that Twitter can provide, becoming more willing to participate in the discussions, share my beliefs and challenge the thinking of myself and others.

While I have not yet taken full advantage of all that Twitter has to offer, Blogging has been much more meaningful for me. On December 21, 2010, I posted my first entry, about the Seniors Brunch, an act of social responsibility our school has been engaged in for the past 12 years. I found the process of writing about it very valuable since I was forced to synthesize more clearly all that I saw as important in the things we do at school. I have long had some general ideas about what is important, and some vague answers to the question, "Why do we do what we do?" Blogging has forced me to think more deeply about what is important, and made me take the vague philosophies I have, and make them more specific, and in some ways, more measurable (though measuring all that is important in schools is a hot-button topic for a future post). Writing for an audience is very good for forcing people to put more thought and specifics to what may have been vague ideas, and some staff at our school are now using blogs with their students for those very reasons.

Shortly after writing that first post, I took the time to reflect on all that my good friend, Lorne Bodin, has taught me over the years we have known each other. His fight with cancer, his passing in early January, and my family's attempts to support his family, still occupy my thoughts daily. Blogging about him was a form of therapy, and it served as a great communication tool for sharing information about his Celebration of Life and the Photos from the event.

Since that time, I have returned to blogging about the goings-on within our school and community, writing with great pride about the amazingly talented staff and students who continue to overcome obstacles to produce and be responsible for impressive feats of socially-responsible behaviour, academic achievement and extra-curricular excellence. Admittedly, much of what I write about is little more than school newsletter material, but I find even that serves a valuable purpose. As the Principal of a school, it is important that I am aware of the things occurring in our building, and if I am hoping to influence some change and/or improvements in how we go about our business, then one of the most effective methods for encouraging this growth is to celebrate the positive examples already happening. While some see Blogging as a tool for challenging thinking and posing questions (which it is), I fully intend to continue using my blog as an on-line journal, celebrating the accomplishments of our school, in hopes of expanding the pockets of excellence that I see.

As I grow more comfortable with my role and the use of the tools, however, I hope to be able to push the limits of my social media use, encouraging deeper thought and spurring on greater connections and conversations within my workplace. Therein lies my New Year's Resolution. I resolve to take my involvement with Twitter and Blogging to a deeper level, encouraging even greater thought and reflection and to challenge my thinking and the thinking of those with whom I interact, in hopes of promoting my professional growth and the continued improvement of the school where I work. While there is some inherent risk in this, I believe it is a risk worth taking. Some of the questions I may ask, or the philosophies I may share, could result in failure, but to quote Sir Winston Churchill (found in a blog by Jeff Delp, a fantastic administrator/blogger from Arizona whom I follow), and words for all of us to remember when working with our students and children,

"Success is not final, failure is not fatal; It is the courage to continue that counts"

I look forward to continuing the journey, and hope that those who take the time to read what I put out there find some value in it also.

Enjoy the rest of your holidays, and may 2012 bring health and happiness to you and your family.

Great things...

2011-12-21T20:20:00.000-08:00

The last few weeks of school before a holiday are always crazy. Students and teachers are frantically trying to tidy up lose ends, and all members of the school community are slightly frazzled and looking forward to a break. This year was just like every other, and I, for one, am very pleased to now be enjoying some "down-time", and reconnecting with my wife and children.

As busy as the past few weeks have been, however, I would be remiss if I did not take a moment to thank and congratulate all of the people who have made them enjoyable, despite the frenetic pace. There have been several spectacular events recently, among them:

The canned food drive organized by our Student Council.

As in every year, the month of December is full of socially-responsible efforts (including our school-wide Conference Day and Seniors Brunch), and the Student Council once again championed a canned food drive. Every C block class for four weeks, students were asked to bring in donations that would be packaged up and sent to the Richmond Food Bank to aid people less fortunate. Once again, Burnett students gave in record numbers, this time collecting over 16,000 items which were taken to the food bank. Way to go Breakers!

The Winter Music Concert featuring the talents of the Burnett Music Department.

The annual concert brought in standing-room-only crowds of friends and family who were entertained by the Beginner's Band, Jazz Band and Concert Band under the direction of Burnett Music teacher, Ms. Sue Freeman. The show was superb and left all members of the audience proud of the work done by these musicians, and the music performed helped people get into the festive mood.

Santa's Breakfast, also organized by our Student Council, was yet another December event where the entire school came together from 8 AM to 9 AM on the last day of school to share some Christmas and Holiday spirit and be entertained by the Jazz Band, Glee Club and make more donations to the Food Bank. Staff and students were treated to a delicious breakfast put on by the Student Council. The event set a great tone for the last day of school, and got people excited about the holidays!

The Edge Project, featuring the talents of the Burnett Drama Department, was hosted by the Green Thumb Theatre company and performed at the Roundhouse Community Center. This high-quality, professionally-produced show, featured material written and performed entirely by students. There were four schools from around the Lower Mainland (Burnett, Alpha, Seycove and Tupper), each performing five different scenes about teenage life. It was an important, thought-provoking show, and speaking with the students after the show, one could see how justifiably proud of themselves they were.

I also had the pleasure of observing some amazing classes, as students performed in a mock-trial in Law 12, played some wildly engaging games of Jeopardy in a couple of Socials Studies 9 and 10 classes, and all Junior PE students performed their own creative dance projects for huge audiences in the gym on the last day of school. In each of the classes I observed, I saw students completely engaged, being creative, courageous and respectful of one another. Everything I saw reflects very positively on our staff and students, and our entire community should be proud of what is going on in our school.

Another fantastic month, where I got to see amazingly talented people working hard to produce stunning events. I continue to be impressed by the courage and attitudes of the young people we have the pleasure of working with. When I look back on my teenage years, I know that I was not as socially-aware as students today, nor did I have the confidence to perform on stage in front of my peers. Kudos to all those involved, and I wish you all a happy holiday season and best of luck for the new year. See you in 2012!

Conference Day and Seniors Brunch

2011-12-11T12:15:00.000-08:00

Last Tuesday, Burnett Secondary had the first of it's two annual "Conference Days". These are days when the school shuts down normal operation and focuses on the topics of Social Responsibility (the December day) and Career Awareness (in February). The Social Responsibility day has become a highlight of the year for many staff and students, as well as members of our community. Among the activities planned for the day are: Guest speakers like Jeff Torres, who spoke about overcoming obstacles and making a positive impact, Jonathan Livingstone, representing Youth Unlimited, who talked about making tough choices, Marion Cassirer, who spoke about her survival story during the holocaust, John Banovitch from MADD, who presented about Drinking and Driving, and Matt Hill and Steph Tait-Run for One Planet, who presented about environmental sustainability. The day also included lessons delivered to homeroom classes on topics such as Suicide Awareness (Chimo), Stress Management and Healthy Relationships (Planet Ahead), Bullying, Racism, Safe Driving, and Grade 12's spent time updating their Graduation Transitions documents.

Unquestionably, however, the highlight of the day is the Seniors brunch. This is the 12th annual event (my first-ever blog post was reflecting on last year's event) where we invite over 120 seniors from neighboring care homes and community centres to our school and offer them some lunch, as well as entertainment (the Jazz Band and Glee club perform) and some good-natured companionship. Writing about her experience in helping coordinate the brunch is Leadership 11/12 student, Jei So.

Our Leadershipteacher once said, “99% of the work for all successful events goes intoplanning them” and for Senior’s Brunch, we followed her thesis and made thisevent both successful and memorable. Tobe frank, this was not a simple task that my classmates and I could complete injust one class because there were so many things to organize! All the jobs sure did sound easy, but once westarted to work… boy! Was there a daywhere we didn’t have a problem? The dayour instructor, Ms Cain, brought up this event, our class was organized intodifferent committees. For example, wehad the invitations committee, food committee, table decorations committee, MCsand so on. I was part of the invitationsgroup, so I remember making a total number of 180 invitation cards for each ofthe seniors and actually going to the different senior centres to drop them off! That by itself was not an easy taskbecause I think we had only 3 days to make all the cards and get themdelivered. However, we got a lot of helpfrom everyone (even from people that weren’t in our leadership class!) sothankfully we managed to get it all done in time! Speaking of helpers, we had A LOT of peoplethat volunteered their own time to help us out and support us! Honestly, I don’t think this event could havebeen pulled off if people didn’t help.

On the day of Senior’s Brunch, I could tellthat everyone was nervous but excited! Itwas such a beautiful moment when the seniors got out of their buses and walkedtowards the school with smiles on their faces. Some even dressed up just for this event! As we greeted them inside the school, we gotto have a little chat with them and get to know them a bit! It was a truly touching moment because forsome of them, we learned that this was the only event they went to and actuallylooked forward to (this pressured us but at the same time, it made us have thedetermination and passion to do the best we could). As an MC, although I was very nervous, I feltcomfortable talking in front of the seniors mostly because I knew that theywere warm-hearted and understanding. Duringthe event, we had JN Burnett’s Jazz band come in and play wonderful Christmasmusic while the seniors ate their sandwiches and soup! This was my first time hearing our Jazz Bandplay and I never knew how amazing they were! It almost felt like I was listening to arecorded Christmas album! In addition,we got our school’s Glee Club to perform. The performance by itself gave everyone smiles. We could tell that the seniors absolutelyloved their performances because some of them were singing along, feeling thebeat of the song, and moving their bodies! So, thank you Jazz Band and Glee club! As the event was going to conclude, we decidedto add in an “open mic” session where anyone could come up on stage to tell astory, a joke, sing, make a comment, and basically just share their thoughtswith each other. Fortunately, we hadnumerous seniors that came up mostly to thank us. That was an extremely precious moment foreveryone that participated in Seniors brunch, mainly because their comments madeus feel good!

The best part of this event was that we trulygot to experience the joy of giving back to our community and it really didfeel absolutely amazing. I was sothankful that our leadership class got this opportunity. One thing that I cannot get out of my mind iswhen almost 2/3 of the seniors got up to form a conga line with the students,including Santa and the elves! Inconclusion, even though it took us a lot of hard work to make this event successful,it was fun and everyone had a marvellous time. In addition, it brought people closer togetherand created opportunities for people to meet new people! For example, I got to work with some differentstaff members at the school and I really got to know them better!

PS- Senior’s Brunch definitely goes into mylist of why I love the month of December the most! I will be looking forward tonext year’s Seniors Brunch!

To all of the staff and students who participated in the day, the Conference Day planning committee (Mrs. Musani, Ms. Takada, Mr, Anderson, Mr. Lee, Mr. McDonnell and Mrs. Ten-Pow), Ms. Freeman and the Jazz band, the student-run Glee club, and of course, Ms. Cain, Mr. Ghaug and the Leadership class who worked so hard putting together the Seniors brunch, THANK-YOU! It was yet another magical day for our students and our guests. It is always great when we can slow down, help others, and become more aware of how to make the world a better place.

Recent reading

2011-12-04T21:17:00.000-08:00

This past summer, as part of my preparation to assume a new role (Principal of J.N. Burnett Secondary School), I decided to expand my reading repertoire. For several years, I have never given myself enough time or felt it important enough to delve deeply into literature that could help me improve my practice, or even become more aware of different ways to do or think about things. I will admit to having been little more than a magazine reader (Sports Illustrated, most often), with the occasional biography or sports-related story (Andre Agassi's Open, Randy Pausch's The Last Lecture and Mitch Albom's Tuesdays with Morrie as examples) thrown in during infrequent family vacations. Thanks to my recent involvement with Twitter, I have been inspired to read several excellent books by accomplished authors, many of whom discuss valuable ideas around education and working with young people. Among the most thought-provoking that I have read over the past few months include:

The Element by Sir Ken Robinson

Outliers by Malcolm Gladwell

Drive by Dan Pink

Childhood Under Siege by Joel Bakan

and most recently, Battle Hymn of the Tiger Mother by Amy Chua

Each provided me much to consider. I found myself nodding in agreement with most of what Dan Pink articulated, since I have long felt as an athlete I never had "Drive" for an extrinsic reward, but rather because I enjoyed seeing improvements from hard work and I wanted to continue making those gains. I struggled with some of what Sir Ken Robinson suggested, perhaps because his stories all profiled extreme examples of high achievers, and society is comprised of people with widely diverse work ethics, backgrounds, experiences and attributes. He never discussed 'how-to' achieve the "Element" and I feel that the 'way-of-the-world' will make it hard for many to find theirs. Malcolm Gladwell's book dove-tailed nicely with Robinson's, better exploring the reasons why "Outliers" were successful (10,000 hours, opportunity, luck, culture etc). Gladwell also wrote specifically about education and attempted to explain the Asian affinity for Mathematics. His examples made some sense, and caused me to think about what happens in schools like the one I work in. I was impressed by the research poured into Joel Bakan's "Childhood Under Siege", but surprised by the American angle it held, especially since he lives next door to my parents in Vancouver. Also, while I appreciated much of what he wrote, I felt the conspiracy theories he discussed resulted in too paranoid an outlook, despite his concluding statement that he was optimistic because of his faith in our youth.

The work most thought-provoking for me, however, was Amy Chua's "Battle Hymn of the Tiger Mother" (which I just read this weekend). Full of sweeping over-generalizations about "Chinese" and "Western" parenting styles, despite being somewhat self-deprecating and humorous, the book can be seen as inflammatory. All of that aside, what the author made me consider are the dangers and benefits of two opposing styles of working with young people. Chua is a demanding perfectionist who can be described as micro-managing her children's lives. She recognizes this and attributes it to her Chinese heritage. She also wrestles with her idea that this a better way to raise children than the more "Western" traditions of play, freedom, self-discovery. As even Chua notes, there are countless parents, regardless of cultural background, who fit into either style (more often defined as 'traditional' or 'progressive') and I have seen both types within the same cultures in my own school community. She claims to favour her style, stating that "Western" parenting is the "path-of-least-resistance" and does not teach the values of perseverance and the confidence that comes from hard work. Her strategies have led to great successes for her children, but at times have sabotaged her relationships with them. Despite those drawbacks, much of what she does echoes what is profiled in Gladwell's "Outliers" (hours of opportunity, cultural traditions, work ethics etc.) and while she subscribes to reward techniques that are not always aligned with Pink's theories in "Drive", she argues, somewhat compellingly, that her hard-driving style is helping develop a self-confidence in her children that will serve them well, wherever life takes them (though she seems to be attempting to make the choices for them on where their lives will go).

I highly recommend each of these books for anyone interested in expanding their thinking and reconsidering what parents and schools must do to better equip children for the future. The common thread running through each one (with the possible exception of "Childhood Under Siege"), whether you agree with the author's position or not, is that confidence plays a huge role in learning, discovering passions and feeling successful. The question raised for me following all of this reading is, "how do we help instill that confidence in our learners?" I do not have all the answers, but with the BC Education Plan we need to keep in mind that sometimes the pendulum of change can swing too far, and we can lose sight of the many great things we have done in education in this province as we search for something new. We need to create learning environments that develop a sense of confidence where we blend some of the traditional "Chinese" elements of work ethic, discipline and perseverance (as celebrated by Amy Chua), while still encouraging more progressive "Western" ideals of self-discovery, social interaction and pursuing passions. I am not suggesting that one style is better than another (though I consider Chua's efforts far too extreme for most parents and children), but there needs to be an awareness of the benefits and shortcomings of each, and, as Chua herself admits as her story continues, a willingness to incorporate aspects of each style when working with children. Doing so will lead us to improve upon an already exceptionally strong education system.

Grade 8 Voices

2011-11-20T10:53:00.000-08:00

About five years ago, Burnett Secondary's Administrative team decided to start talking to students about their school experiences more. As part of a Professional Development project that the school district was supporting (called Secondary Futures), a group of teachers and administrators attempted to start the conversation of how high school could be done differently (long before the BC Education Plan). The group discussed ideas for generating conversation and at Burnett we decided to talk to our students using an appreciative inquiry model. We asked our students a series of questions about what they enjoyed in school, and what they felt school needed to add to help them be more successful in the future. We started by interviewing students in Grades 8, 10 and 12, and made notes of the feedback we received from our conversations. We then went back and recorded several of the comments students made and created a video that we were able to share with our staff. The video highlighted many of the great things we were already doing and should think about doing more, as well as some of the areas we needed to change and focus our energies on improving.

The video was extremely helpful, and has initiated conversation and changes in purpose and practice from many stakeholders in the school (students and teachers alike). I recall enjoying the conversations very much, and we have decided to continue them every year since, now focusing the talks on Grade 8's. Thursday and Friday were the "No Office Days" we set aside to stay out of the office and get into each of the 7 Humanities 8 classes within the school and talk with students about what gets them excited about learning.

It has been a busy and awkward year, and perhaps we have not been in classes as much as we should have. Thursday and Friday were exceptionally busy yet invigorating days due to the conversations we were able to participate in.

To start the visits, we introduced ourselves and explained why we were there (though the teachers had prepared them with information that we were coming). We then got students into small groups and gave them a handout that listed 4 guiding questions (however, students were told they did not have to follow them directly). The questions were:

How has your Grade 8 experience been (so far) versus what you thought it might be?

What are the things you are really enjoying about high school? Describe a lesson where you left the class excited about what you were learning. What made it that way? What are the good things we are doing that you feel we should be doing more of? How do you like to show what you have learned?

What would make Grade 8 better? Give us some examples of what can be done differently.

What do you wish you knew or were told before you came to high school?

As you can imagine, the conversation was electric. Kids love being asked these types of questions and the feedback flew at us (most of it extremely positive).

Samples of responses include:

"It's been more fun than I expected."

"I thought I was going to get bullied and be afraid of the teachers, but everyone has been really nice!"

"There are lots of friendly and helpful older students"

"I like getting to meet lots of new friends"

"I like how we are expected to be more independent"

"I like the alternating schedule and having 4 different classes with different teachers and class mates each day."

"The Grade 8 retreat was awesome. I got to meet lots of new friends"

"I like the hands-on activities"

"I like teachers who make us laugh"

"I like when the teacher relates the topic we are learning about to our lives"

"I like when the teacher talks to us in our language"

"I like classes where we get to play games or talk to each other and share ideas"

"I like it when we get to use our iPods and Blackberries in class for research"

"We have more freedom and responsibility"

"We get to choose some electives based on our interests"

"I think there should be less taking notes"

"The lockers are too small and nobody wants a bottom one"

"We had a math class where everyone had to bring in a dish of food that used math to make. We spent half an hour eating and talking. It was awesome."

"We should have fewer tests and quizzes"

"There is still lots of homework, but it is less than we expected"

"I wish I could have sit-in on some classes when I was in Grade 7, so I would have known what it was going to be like"

"The cafeteria is too expensive"

"Lunch is too late in the day"

"I would like to have more field trips"

"I enjoy all of the extra-curricular clubs and teams"

"We need a louder bell"

"I don't do very well on tests, and I like that in some classes my teacher lets me show them what I know in different ways"

"The washrooms need repair"

"It is difficult to get around-the hallways are crowded and lockers are hard to use"

"I wish I had a map of the school before I started, since it was hard to find my way around"

"This school is AWESOME!!! Don't change anything!" (I think this student may have been looking for bonus marks-lol...)

While some of the responses we received were predictable, the feedback from our students over the last few years has been extremely valuable, somewhat reaffirming and has also led us to make some changes (both big and small). Equally important, however, is that we are encouraging our students to become self-advocates, a very important skill we must help develop to prepare them for their future. Too often, students in our community have quietly followed along, unwilling to share their thoughts and ideas with their parents, teachers and administrators. We are letting them know that their voice is important, will be heard and can result in positive changes taking place. They greatly appreciate this opportunity.

As much as the British Columbia Education Plan is upon us, and offers some good ideas for ways we can improve what we are doing in schools, one of the best places we can start is by talking to the students we are servicing. They have some great ideas and are excited to share!

Lest We Forget

2011-11-11T19:10:00.000-08:00

Today was November 11th. On this day, people around the world stop, reflect, remember and appreciate the efforts and sacrifices made by their forebears. In Canada, we take time to acknowledge the military personnel who have given and continue to give so much for the way of life we enjoy. Sometimes it feels as though we take for granted the comfortable and orderly lifestyle in Canada, but when we stop and recall all that has gone into creating this way of life, we can't help but feel overwhelmed and forever indebted.

Yesterday our school held its Remembrance Day ceremony, acknowledging the sacrifices of the past and present, and linking these struggles to the lives we lead now. For many of our students, the wars from years gone by seem so far removed that it can be difficult for them to identify with the sacrifices people have made. The goal of our ceremony was to acknowledge the efforts and sacrifices, and link them to the experiences our students now enjoy.

This year, the ceremony was run exclusively by and featured several performances from our students. We invited a guest, Mr. Tony Spiring, who we recognized as a veteran and who was captivated by the tribute our students put together. Morgan Steele and Sarah Aljeboury acted as Masters of Ceremony, our concert band under the direction of Ms. Freeman and singer Pearl Xu led a stirring rendition of "O Canada", and Richmond Cadet and member of this year's graduating class, Kevin Zhao gave an inspiring and poignant opening address to the audience. He was followed by Anna Toth who gave a stunning performance of a beautiful song she wrote in honour of Remembrance Day called "There's a Shadow". There was also a striking video montage put together by Mrs. Carvalhiero and the Photography class as well as Calvin Li's playing of "The Last Post" and "Reveille". The Burnett Glee club performed "Amazing Grace", four of our students performed the poem "Why wear a Poppy?", and we closed with another uplifting video montage put together by Mrs. Carvalheiro and the Photography class, reminding us to appreciate the freedoms and rights we have been given as part of the Universal Declaration of Human Rights. It was truly an inspiring ceremony that made the audience appreciate the talents of our students and the sacrifices made by those before us to enable our way of life.

As stated by our guest, Mr. Spiring, the ceremony was truly impressive. He explained to me after it was over that he has been attending ceremonies like these for several years, and while he appreciated all that he has seen, he had never before been part of one so moving and inspirational. Like me, he was awed by the talents of our students, and even more impressed by the audience members who observed with such respect and dignity. The behaviour of our students, especially when watching one another, is remarkably respectful and added a fantastic element to the ceremony that made all of us within the Burnett community proud.

I would like to say thank you to all those who planned, coordinated and performed in the ceremony, and also recognize all of our staff and students for the exceptional decorum from the audience. It was truly and inspirational event that made me very proud of who we are, where we've been and where we are going. I would be remiss if I did not also thank the countless military personnel and their families for all they have done and the sacrifices they have made to enable the way of life we enjoy in Canada. Thank you.

Congratulations on a job well done and never forget.

The BC Ed Plan...Where are we?

2011-10-30T22:19:00.000-07:00

Last Friday's announcement from the BC Ministry of Education (the BCEd Plan and document) has people all around the province talking. What does this mean? How is this different from what is going on now? How is implementation of this change going to happen with teachers in job action?

An important question for those of us in schools is, "What are we already doing that fits within what the government is proposing, and where do we go from here?" (Acknowledgements to Gino Bondi, who has posted a similar thread for John Oliver Secondary School in Vancouver, on his blog, Learning the Now). While many are frustrated by the lack of clarity and the timing of such an announcement (complicated by the labour unrest in education), I believe there is some good in the proposal from the Ministry, because we are already engaged in several of the practices required. I have written previously of some of the potential roadblocks to any sweeping change (in blog post Personalized, 21st Century Learning). But now that there are some specifics to the plan, we all need to look at where we are in order to frame the discussion of where we need to go.

In reviewing the document, the Ministry has pinpointed 5 pillars in their plan:

Personalized Learning for every student
Quality Teaching and Learning
Flexibility and Choice
High Standards
Learning Empowered by Technology

When I look at our school (J.N. Burnett Secondary in Richmond, B.C.), I see Graduation rates over 96%. I see highly professional educators constantly reflecting upon and refining their practice, updating assessment strategies to incorporate Assessment for Learning, and working hard to support the diverse needs within our school, specifically the English as a Second Language learners. I see truancy and misbehaviour rates at remarkably low levels, and a social responsibility/awareness among the students and staff that is exceedingly impressive. I see technology all around the school, with wireless Internet accessibility, and teachers and students using mobile devices and other technology tools in classrooms. I see standards of learning and achievement reflected in high provincial exam results and significant numbers of students making the academic honour roll and being recognized for maintaining high scores on report card Work Habits. I see students able to choose a path for themselves, based on interests and areas of strength, with a wide range of elective courses, on-line learning opportunities, as well as work experience and outside-of-school credit avenues.

All these things tell me we need to stay the course with our professional development projects, expanding the pockets of cutting-edge assessment and instructional practices. We need to continue promoting cultural and environmental awareness campaigns, and to celebrate the exceptional things our students are doing. To move forward, areas requiring more attention include continuing to promote creative, critical thinking and supporting students in their pursuits of individual interest, providing greater flexibility and depth within coursework. We also need to expand our abilities to utilize the available technologies, and incorporate more of them into our classrooms. We need to continue to "personalize" learning, so that our students become more engaged and less concerned with credentialing. And we must carefully consider the structures of our school in order to enable greater flexibility and choice. In all, I am proud of where our school is, and encouraged by our willingness to grow and continue moving forward with 21st century learning. The Plan put forth by the government does not intimidate, rather it excites because I see our school well on its way.

The B.C. Ministry of Education is looking for feedback from parents, students and educators. If you have suggestions or thoughts, provide them here. As stated in a previous blog entry, education in British Columbia is entering an uncertain and tumultuous time, but the discussions being initiated by documents like the B.C. Education Plan provide us an opportunity to reflect, give feedback, and hopefully make the system that much better for the student in its care. Be sure to share your opinions.

Be Your Best!

2011-10-19T20:28:00.000-07:00

Earlier this week, my wife and I had both of our children undergo a fairly routine medical procedure, but one that required our children being put under general anaesthetic. The anticipation of it, and the subsequent surgery and recovery has been an ordeal for the entire family.

Being at BC Children's Hospital most of the day yesterday was an interesting experience that made me think about my family as well as the work we educators are involved in. I saw my children, my wife and myself wrought with worry, concerned with how the procedure would go, and how we could best help alleviate the stress and discomfort. I saw the very same look of concern on every parent and child in the waiting room, post-operative room and recovery room. All were understandably worried and relying on the staff at the hospital to treat their child as the most important thing in the world. The staff at BC Children's Hospital were truly amazing. They handled our entire family with tremendous care. Despite our children's procedure being quite routine, we were greeted by friendly and calming nurses, anaesthetists and doctors, and they truly made us feel like the procedure our boys were about to undergo was the most important thing the staff was going to do that day.

We need to remember that as teachers, we are entrusted with the most important things in people's lives...their children. They trust us to do the best job possible, just as we had to trust our nurses and surgeons. Students often come to school with all kinds of preconceived notions and dispositions, just as they come to the hospital full of dread and worry. We need to be able to see that discomfort, address it, and make students feel safe, important and well cared-for, just as the staff at BC Children's Hospital did for our family and all the others I observed yesterday.

While the consequences for a mistake may seem more immediate and severe for medical practitioners, educators are charged with no less-critical a task. We can take a chance and try something new if we feel it might lead to a better result, while surgeons usually do not have that luxury. We have the opportunity to re-teach or try it again if students didn't understand what was being taught. But how we go about our work requires that we remember how important the job is, and what the students and their parents are hoping to get. We need to be our best! Parents and their children are trusting us to make the experience of school a positive one, just as they do when going to the hospital. My children, wife and I owe a huge debt of thanks to the staff at Children's Hospital for doing that for our family.

Thank you.

Personalized, 21st Century Learning

2011-10-15T18:49:00.000-07:00

Throughout Canada, and across many countries around the world, the movement for reform in education is significant. Many authors and experts are discussing terms like "21st Century Learning" and "Personalized Learning". The group of Secondary Principals in the Richmond School District decided a few weeks ago to begin reading and discussing the terms as part of their professional development. We started by looking over the Ministry of Education's Interactive Discussion Guide. Since going through it, I have engaged in several conversations with colleagues, staff and students, and have done further reading on the topic (21st Century Learning on the Ministry site, and The Premier's Technology Council Vision for 21st Century Education as well as blog posts like "The 'New' Ministry Initiative"), and while excited by the rich conversations and thinking the topics have resulted in, I have more questions than answers about how "Personalized, 21st Century Learning" is going to evolve.

If I am honest with myself, while I am aware of the definitions, I am less clear on how I see these things ultimately manifesting themselves in our schools. I have seen literature that discusses the Eight C's (Critical Thinking, Creativity, Collaboration, Cross-cultural Understanding, Communication, Computing, Career plus Caring for Self and the Environment) and Three R's (Reading, Writing and Numeracy) of 21st Century Learning, and understand that for learning to be Personalized, we need to provide options and choices for students, and supply them opportunities to explore areas of interest and strength embracing tools like technology. But until we are comfortable with what these things will look like in practice, we may struggle in helping move our schools any closer to achieving that goal.

B.C. Minister of Education, George Abbott released earlier this week his Plan for Education Transformation, and after digesting it, and reliving the conversations I have engaged in the past couple of weeks, four issues come forward (though I am sure there are several more)...

As indicated above, I am unsure what these things will look like, and I do not think I am alone. Many people are aware of the definitions, but are not sure how things will need to be done differently in order for us to move schools effectively into 21st Century Learning. I am confident that much of what our teachers are doing, and have been doing for lengthy periods of time, are personalized and geared toward the 21st Century (peer teaching, progressive assessment strategies, the evolution of Distributed on-line learning, cross-curricular unit planning to name only a few) but it is not clear what the government expects schools to look like. Perhaps this is deliberate, because each context is different. But I have been asked in conversation, "How is this different from 'Student-Centered Learning'?" and, "What about the student who doesn't know yet what his/her areas of strength and interest are, or who is only interested in one thing, which may change as s/he grows?" or, "What will we be giving up in moving toward this system, and how is that considered better?" These are all excellent questions that we are struggling to answer.
Two of the most important skills from the Eight C's are critical thinking and creativity. Inherent in becoming a creative, critical thinker is a willingness to take risks. One of the greatest obstacles facing students and educators today is the societal pressure to achieve marks. We live in a "data-driven" world, where it seems we need to quantify everything with numbers, including our students' learning. I have had numerous conversations with students over the years, listening to them fret over their marks and stress over pleasing their parents and getting into university. Many post-secondary institutions in B.C. are moving toward "broad-based" admissions policies, schools are moving forward with assessment-for-learning strategies that don't penalize risk-taking, and the Ministry has taken some focus off exam results by abolishing optional Provincial exams. But there still exists a reluctance for students to take chances and look for unique solutions to problems due to a fear of being incorrect, and having that response negatively affect their standing. The fear of "getting it wrong" needs to be alleviated, freeing students to think creatively and take some chances. This is a big shift away from where we are now for parents, students, educators and institutions and needs to be our highest priority.
Money continues to be an issue. Some educators I have spoken with are hoping that Personalized Learning will result in a reduction of the chasm between the wealthy and the less affluent, but wonder where the money will come from. While money is a factor everywhere, and can not be used as an excuse for not moving forward, much of what 21st Century Learning is supposed to be about requires technology hardware, and comes at a cost. Our school is still struggling with out-of-date hardware and software, and keeping up with the rapidly changing technology world is an almost impossible task. The concern is that without appropriate technology supports in schools, the gulf between the haves and have-nots will increase rather than be reduced, since only the affluent will be able to access those technological advantages.
Most important in any efforts for change is buy-in from parents, students and teachers. Deep change like what the government is suggesting requires it, but as a colleague pointed out to me, teachers in B.C. are dealing with job action and contract negotiations and aren't feeling particularly appreciated or supported. Telling them to improve and change how they do things may not be well received at this time and will not be successful "without fully engaged and committed" parents and professionals.

There is little doubt that the future of education is unsettled and intimidating yet exciting and full of opportunity. Students, teachers and parents need to think differently about the purposes of education and it's goal of preparing students to become productive members of society. Starting the conversations and improving and sharing practices that lead to "Personalized, 21st Century Learning" (and commonly understanding what these terms mean for professional practice) are critical in creating schools that are best preparing tomorrow's leaders with the skills they need. If you have suggestions for how you see these terms coming to life, and how you intend to overcome the obstacles in your schools (I have ideas, but admittedly, they are vague), I would love to hear your thoughts.

World Teacher Day

2011-10-05T22:35:00.000-07:00

Today was a great day. I had the opportunity to connect with several staff and students, and after what has seemed like a hectic first month, it was a welcomed change. The Bill 33 consultation process and paperwork is complete, some of our SADE reporting and Class Size and Composition data has been extracted and analyzed, the timetable appears to be balanced and 1701 reporting has been taken care of. These are only a few of the first month's priorities.

Today was a day for me to get into classes, and connect with staff and students. I also got the chance to express some of my appreciation for all that the people of our school do. Since it was World Teacher Day, I purchased donuts for the staff (a small token), and with some students, delivered them to classrooms around the school with a heartfelt "thank-you". Tomorrow, I am hosting an appreciation lunch for the members of Student Council who assisted us during the first week homeroom classes with the tasks teachers could not perform due to job action. I also got to observe a couple of excellent lessons today, specifically one of a teacher going through the evaluation process where she very effectively got students talking about bullying and ways to combat it, employing all kinds of technology (powerpoint and video examples for her own discussion, as well as promoting student cellphone use for their own anti-bullying PSA videos), and she handled the class with an easy aplomb. It was a pleasure to be in the room and throughout the hallways during the day.

It got me to thinking about the impact of teaching. Being World Teacher Day, I wanted to show some gratitude to the teachers at Burnett, as well as the inspiring people who have helped shape me into the person I am today. I know that there is a call for reform in education, and as we move forward into a largely unknown future, we do need to look at constantly improving how we go about our business. That does not mean, however, that everything we are doing and have been doing is wrong. I look at the experience I had as a student, and recall it fondly, but when I compare it to the experience I see today's students getting, and the people they are becoming, I am exceedingly impressed. Students today are even more tolerant, literate, creative, thoughtful, and socially and environmentally aware, to list only a few of the skills we see in our students each day (check out blog posts by Chris Wejr and Cale Birk on this topic). Much of that must be attributed to how they are being taught.

I would also like to take the time to applaud the efforts of some of the more influential teachers I had while growing up. I always enjoyed being at school, and the things I learned and the experiences I had created positive memories, and lessons that will last a lifetime. Acknowledgements to Chris Kennedy for his post, A Little Bit About Mrs. Caffrey, that has inspired my reflecting.

Mrs. Webster-my grade 1 teacher. I was new to the area, having just returned from the United States. I didn't know many people, but her classroom was so welcoming and warm, I could not help but become comfortable with her and my classmates.
Mr. Porter-my grade 4 teacher. A year I will never forget. I was hit by a car in early November, and nearly lost my life. Mr. Porter helped both my friends and myself get through a very difficult time. Always the teacher, when he learned of my accident, he used the skeleton hanging from the door for Halloween to talk about what had happened to me, and performed an anatomy lesson of sorts to inform the class of which bones had been broken.
Mr. McTavish-high school PE teacher and rugby and basketball coach. A man many of us looked up to and tried desperately to impress. A national level rugby player and fantastically inspiring coach who put countless hours into the lives of the students in his classes and on his teams. Extolling the virtues of discipline and hard-work, his lessons still resonate with me today.
Mr. Hallett-high school Biology teacher. A teacher passionate about his subject area, but more importantly, someone students saw as a real human. His sense of humour outdid all the others, as he dressed in black on test day. It was his challenge to us to see if we could outperform his exams. He honestly wanted us to. Most indicative of his impact were the number of students, past and present, who showed up at his funeral a few years after our class graduated.
Mr. Auman-high school basketball coach. Provided me opportunities in something that I loved, and nurtured my thirst to learn, improve and chase my dream of playing the game that has helped develop so many of the life skills I value most.
My parents-the ultimate educators. Their teaching continues today, as I learn from them how to raise my children. A nurse and and a professor, they have dedicated their lives to helping others, and have always worked hard doing so. They set the bar for my sister and me, have supported us beyond measure, and we are fortunate to have had them be the role-models they are for leading a happy, successful life.
Too many others to list-coaches and mentors from my young adult life until today. Constantly asking me questions, provoking my thinking, pushing my efforts and modelling the ethics required to make things happen.

So to all of the fantastic teachers I had growing up, and to the wonderfully dedicated and talented educators I see all around me at Burnett Secondary, keep up the important and inspired work that you are doing. Please know that you are making a difference in the lives of many, and that you are greatly appreciated. Thank you.

Grade 8 Retreat

2011-09-28T16:13:00.000-07:00

J.N. Burnett's Grade 8 class just returned from three days at Cultus Lake's Camp Stillwood, on a retreat designed to bring the grad class of 2016 together. The weather cooperated and students had a memorable time, bonding with one another, working with the fantastic Leadership 11 and 12 students who were guided by Ms. Cain, and making memories that will last the duration of their time in high school and beyond.

Here as guest bloggers, writing about the experience is one of the Leadership students who played such a huge role in making the camp happen (Jeevan Sandhu), as well as a series of Grade 8's who wrote about their experiences at camp.

After months of hard work and preparation from both staff and students, the annual grade 8 retreat has come and gone. Ms. Cain, Ms. Meralli, and Mr. Blair worked alongside the leadership classes to ensure the trip was perfectly planned and executed. What seems like a short three day vacation for most onlookers is actually lots of work considering the fact all information has to be gathered, organized, and then used to make activities for the grade 8’s to enjoy.

Nonetheless, the day arrived and by 7 am the gym was full with nervy yet excited grade 8‘s. This would be the first trip away from parents for a lot of the grade 8’s so lots of tension was expected. The teams were organized with there group leaders ready to get going onto the cozy charter buses. Once Mr. Blair gave the green light everyone including the half asleep teachers boarded the buses to start a long and eventful day.

The bus ride was about 2 hours long but in no time at all we were pulling into the gates of Camp Stillwood. After everyone got out and gathered their belongings we had a first meeting in the main room. By now all teams had received their colourful t-shirts and we had just met the camp supervisors. Mr. Blair had a few words to say about expectations and within minutes everyone had been to their rooms and grade 8 students were all over the place enjoying the campground facilities.

The first official event of the day was lunch. This was the first of many delicous meals we were provided with by the kitchen staff at Camp Stillwood. The meals were unique because it forced students to go and sit with lots of people they have never met before. This provided a great bonding time for leaders, teachers, and especially the grade 8’s.

The first activity that we had planned for the students was a campground wide scavenger hunt. The scavenger hunt had leaders taking their individual groups around to each station. At each station was located a teacher who provided the group with a task to do. If the task was completed successfully the group would receive the next clue. In the end not all teams finished the race but the message of the scavenger hunt ‘Don’t stop believing" was evident.

The first night was finished off with mini games in the big dome and a movie in the maple lodge. The games in the dome were enjoyed by all participants and suprisingly energy levels were excellent up until bedtime. After two hours of either watching The Blindside or running around in the dome, the students were treated to chocolate chip cookies with sugar loaded hot chocolate as their late night snack. As guessed many students were anything but sleepy after that snack. Nonetheless everyone was put to sleep.

The second day was just as jam packed as the first. Activities were planned all day requiring students to sing, dance, draw, paint, run, play, and watch. The four stations were: drama games with Tombert, Mr. Leslie and Mrs. Macdonald in the ampitheatre, sports challenges with Mr. Gomes, Mr. Ghuag, and Mr. Blair in the fields, watching Glee with Ms. Davis, Ms Meralli, and Ms. White in the maple lodge, and lastly making photo frames with Ms. Takada, Ms. Schneebelli, and Mr. Almas in the arts and crafts room. These activities took up all the way until after dinner.

The last event of the day was the charades marathon in the dome. At first their were games including the 13 grade 8 teams and the one dreaded teacher team. The teachers were reigning champions for the past 3 years. After 5 rounds of that it was the teacher team that came out victorious. However the teachers were challenged to a rapid fire round by the leadership group. It was a hotly contested game but in the end the more equipped and superior team came out on top. The leadership students were now champions after a close 5-4 victory. After all the tears were shed and jokes were made, it was time to sleep.

The night was short but not boring, to say the least. Mr. Ghaug, Mr. Gomes, Mr. Blair, and Tombert tried there best to scare the downstairs boys cabin, however to much shock not a single soul was awoken by these attempts.

Morning came fast and the day was going to be much shorter than the last two. After breakfast, cleanup was done in all rooms. After cleaning up the grade 8s were given their last bit of free time at the campsite. It was time for them to meet at the maple lodge in no time. The maple lodge is where we sat and watched the amazing video that Mrs. Johal spent hours to make. The video was followed by Mr. Ghaug saying a couple words on the past three days.

Upon leaving the maple lodge we took our great big group picture. The picture was taken in order from colour to colour in our groups. After the big picture we headed into the cafeteria for our last meal as a big group. We left the cafeteria saying out thank-you’s and good-bye’s and headed towards our buses.

Whether it was beating teachers in charades, getting pranked by Mr. Gomes and Mr. Ghaug, or just enjoying the meals with the group, I know the leadership group cherished every moment of the trip and I am confident that all teachers and grade 8’s would agree with this statement.

Special thanks to Mrs. Johal for putting together the amazing video above.....

It was the people made Grade 8 retreat so epic, awesome, exhilarating and amazing. The people that I got to know, the people who inspired, the people who I ate with, and even the people I annoyed when I was rustling at night. I couldn’t forget the leaders. The leaders who pointed us to the right destination when we were lost, who offered a helping hand, who forced us to go to sleep and who beat the teachers at Charades.

-Hui Zhang

After and during the grade 8 retreat, the grade 8’s were more comfortable and united with each other than before.

- Ann Gee

Camp definitely affected my grade 8 year. At camp we made memories that will last a lifetime. I wish we never had to leave the retreat, I really miss being there. Waking up every morning surrounded by friends, staying up late talking, playing games around a campfire and especially getting to spend time with and getting to know our classmates was just amazing. The camp leaders really made it all the more fun, and when I’m in grade 12 I hope to get the opportunity to come back to camp and do what they did for us.

- Joceline Savoie

The grade 8 retreat was amazing, fun and changed my life. It was the experience of a lifetime. At first I was scared of being in high school with all the big kids and changing classes, but the grade 8 retreat has changed my mind. I made tons of new friends, and I learned that grade 12’s are not as scary as they seem. The retreat taught me to believe in myself and never give up. I think this lesson will be very useful and important in my high school life. The leadership students were great, amazing, awesome, indescribable! They helped me and taught me life lessons through the retreat that is why in the future, I want to be a leadership student. I want to do what they did for me, to the future grade 8’s.

-Elaine Leung

After the retreat, high school doesn’t seem such a bad and scary place as it did before. I really hope that the next year’s grade 8’s will go on the retreat because it is a thing to help us get used to high school.

-Mizu Lee

The grade 8 retreat was a great experience for me to have fun with my peers and meet new friends. Besides having fun, it was also a time to show some leadership and responsibility. This camp experience has affected me greatly because I learned how to take care of myself, be independent, and putting aside my own shyness and say hi to people I don’t know yet.

-Michelle Chan

Congratulations and thank-you's to all the people who worked so hard to make the camp a success. It surely was!!!

Remember to Breathe....

2011-09-11T12:00:00.000-07:00

As a new Principal, I am going to try and reflect every week or so on the experiences I have enjoyed as I continue to learn on the job. The first couple of weeks have been bumpy and challenging, but at the same time exhilarating, exciting and enjoyable.

Every year start-up seems to be frenetic as we get things settled in. This year is especially challenging since I am new to this role and there exist some complicating factors including; Phase 1 of BC teacher job action, our office staff losing its head secretary to retirement, our day custodian having to take an extended leave, our senior afternoon custodian also retiring and our brand new Administrative team learning the structures of the school, meeting the staff and assuming new roles. It has been a little harried to say the least.

As in every year start up, counsellors are working frantically with students to adjust timetables and balance classes. We attempt to prepare for the upcoming Grade 8 retreat (a 3 day camp in Cultus Lake's Camp Stillwood), we have begun our Bill 33 preparations, and we continue to rework the timetable to serve our ever-expanding ESL population. To the students, thank you for your patience and understanding, and I remind you to slow down and enjoy time with your family and friends and allow the staff at school to work to get you all the things you need. We do have your best interests at heart, and will do all that we can to give you what you have asked for.

Despite being busy and feeling a little overwhelmed at times, the first couple of weeks have gone quite well and I am now starting to find my feet. I do, however, need to remind myself of the same things I have asked the students to remember. In a conversation with my wife this weekend and recounting several of the issues we have faced in the first week with students, I found myself speaking incredibly fast, and she told me that I seemed more "wound up" than normal. She was right, and I think many of my conversations with people in this first week have been a little too high-paced. I need to slow down, listen and remember that "this, too, shall pass". The staff at Burnett is extremely professional, caring and hard-working, and they will do all that needs to be done to support the students in our care. I need to be able to listen to them and provide them the supports to do their jobs properly. This needs to be done on all levels, including staff working with students and each other, and students working with their peers, their teachers and their counsellors.

I can not thank the people around me enough for their patience, support and hard work. There are too many to list, but you know who you are... Within the next week or so, most things should be resolved and the normal pace of life in high-school should resume. In the meantime, take care of yourselves, slow down, and for all of us (especially me)...Remember to breathe!

Welcome back!!

2011-09-05T17:00:00.000-07:00

Every Labour day long weekend, students and education professionals all around North America nervously anticipate the start of a new school year. For many of them, this is the REAL New Year (not January 1st-see Chris Kennedy's blog post "Happy New Year"). For as long as I can remember, I also eagerly looked forward to the start of school, often times with great trepidation. Who will be my teacher(s)? What did my friends do during the summer? Are there any new students to the school? Who will be coaching or trying out for the basketball team?

The more things change, the more they stay the same. Like most years, I was in the school over the weekend, putting together some last minute preparations for Tuesday morning. While there I saw scores of students showing up at the front window, checking to see which homeroom they had been assigned. All of them seemed genuinely excited, and a little bit nervous (especially the Grade 8's). I spoke with several of them, tried to ease their anxiety, and welcomed them back for another year of school.

A great deal has been written and discussed about the need for reform in education today, and I agree with much of it. I have always felt, however, that the strongest reason for schools existing in the form they continue to is the social element. Students need to be able to come together, share stories and ideas, learn from one another and engage in the most human of activities, interacting with others. Seeing students gather to share their excitement and support one another, I was reminded that school is the ideal place for this. While we do have many issues we need to address and improve within public education, our strengths, including providing a safe place for human interaction, have never been more important or better offered.

Like the students, I get excited and anxious with the start of every year. This year, I may feel this way even more than usual. As I have written previously, I am beginning a new role and have assumed the responsibility of Principal of Burnett Secondary. The unfamiliarity I have with the role, the greater responsibility and the additional complicating factor of job action facing the BC education system this year as teachers enter contract negotiations, add to my anxiety. But despite all the uncertainties, I am extremely excited and very much looking forward to the challenges that lie ahead. I think that most students feel the same way. They are unsure of what the future will bring, worried about making the right impressions on their friends and teachers and feeling the pressure that seems to escalate with every year of school. This anxiousness can be overwhelming, but is not necessarily a negative. It signifies a chance to start again, to recreate one's reputation or image and a little discomfort reminds us that we are growing and challenging ourselves. I relish that feeling and hope that our students appreciate it for the same reasons I do.

Of course, no one describes the experience of the first day of school better than the folks at "Sesame Street"...

So, to the students and staff of J.N. Burnett,

"Welcome back".

Have a great year!!!

A New Role

2011-08-11T18:35:00.000-07:00

As August rolls along and the start of another school year draws closer, I feel it is time to put together some thoughts about what kind of leader I want to be next year...

Last fall I put together my application package in hopes of becoming a Principal in the Richmond School District. After going through the extremely valuable professional development of reviewing my Educational Philosophy, updating my resume and preparing for the interview process, I was successful. At the time, it was unclear where I would be placed to begin this chapter of my career, since quite often administrators in Richmond move schools when changing roles or after a length of time in one building. I have been a Vice Principal at J.N. Burnett Secondary School for 6 years and thought I might be asked to relocate, but in the Spring was informed that I would be staying. I am thrilled with this opportunity, because I feel that learning a new job is much easier if you already know the people and the processes.

I was fortunate to be given a similar opportunity when beginning my Vice Principal career over 10 years ago. I got to stay at the same school in which I had been teaching. When I began that role, however, I had very little understanding about the role of an administrator (since working in a classroom I had little exposure to the operations of the office), and fumbled my way through a variety of tasks as well as learning about the leadership and management responsibilities inherent within the role.

Now, as I prepare to enter a new assignment, this time as Principal of a school, I have a much greater awareness of what the job entails and a much clearer vision for what makes a successful school. I have worked alongside fabulous mentors over the years who have taught me a great deal about the role of a Principal, and been part of administrative teams that shared responsibilities and discussed decisions together. I feel much more prepared to make this move then when I moved into the role of Vice Principal. While I may not get to enjoy the honeymoon phase people often experience when new to an environment, I trust that I will be given the benefit of the doubt by the people who know what I believe and what I stand for.

This blog entry is being written as a reminder to myself and the staff at Burnett of what I believe is important in contributing to a great school, and what I will try to do and model as the Principal (inspired by blog posts I have recently read by Justin Tarte and John Bernia).

1. Be visible.... As a Vice Principal I prided myself on being in the hallways, getting into classrooms and engaging staff and students in conversation about how things are going and what can be done better. I understand that this becomes more difficult as a Principal, but I will make it a priority. I love interacting with people and asking them how they are doing, and know it has a very positive effect on the culture of a school. It is imperative that I continue this. I will make myself available to observe classes and meet with staff and students, and I want staff to know that I am not someone to be intimidated by with my presence in a classroom. I want to help. I am looking for opportunities to teach and model some new things for staff and students, thus enabling teachers to get release time to observe each other, plan something new or experiment with new technologies. Please feel comfortable having me work with or observe your class.

2. Remain a learner and promote taking chances.... I will model for staff a willingness to try new things and support them in their efforts to do the same. I will take an active role in the Professional Development efforts of the school, and embrace the use of technology and other creative tools at the fingertips of staff and students. I am a firm believer that we need to challenge ourselves and our students with new and creative ways of doing things and want people to feel supported in their attempts to learn, explore and create. I love Michael Jordan's commercial about failure and success, and want to model the same for the staff.

3. Be a listener.... I want to be approachable and keep my door "open" to allow conversations to occur. I will continue to ask lots of questions and will work hard to connect with parents, students and staff looking for feedback on what is working, what they feel needs attention and what we could be doing differently. In recent years at Burnett, we have spent time raising student voices, and I intend to continue this and really listen to what students have to say. I have always tried to listen much more than I speak, and will continue to use this as a guideline for my interactions with all stakeholders in the school.

4. Make difficult decisions and take action based upon our vision.... I will work hard to create a shared vision for our school, one that at its core, is about students. That vision will be understood and shared by our staff and will be the foundation for the difficult decisions that we will have to make. I will take action in accordance with that vision in attempts to make this school the best it can be for all students.

5. Foster collaborative relationships within the school.... The upcoming year could be challenging on a variety of levels, especially since our teacher union is going into contract negotiations and with that comes the risk of job action. I want the staff at Burnett to know that I care about them, I support them and I appreciate them. Regardless of how the year unfolds politically, we are in this together, and will continue to work together after things have stabilized. Relationships must be at the forefront to allow us to work together successfully in the future.

6. Be the kind of person Lorne Bodin was.... Lorne was someone who cared about others before himself, advocated for those less advantaged, and made everyone around him feel listened to. I have written of his influence on my career previously. I think of him often, miss his guidance terribly and often ask myself "what would Lorne do?" In answering that question, I am confident I will do what is right for the school and the students and staff within it.

I recognize that I am very fortunate to work at a fantastic school, filled with motivated and enthusiastic staff and students who continually impress me. I look forward to the upcoming year, and promise to do my part by living up to the goals I have set out for myself above. If you feel I am missing something, please let me know. Similarly, if I am not following through as I have indicated I would, please tell me. I welcome the feedback.

More Great Things to Share

2011-07-01T18:56:00.000-07:00

This post was intended to be posted quite some time ago, but due to some technical issues with the video link, I was unable to publish it until now.

Several weeks ago I had the pleasure of observing a Social Studies 10 class engaged in a mock trial of Canadian historical figure, Louis Riel. The class spent several periods talking about Canadian history, specifically Louis Riel and his work with the Metis. The class also spent some time discussing the logistics of the legal system and how trials work. The teacher then decided to take a chance and engage the learners through the mock trial process. She assigned roles and gave some preparation time to begin research into Louis Riel's trial for treason.

Class members took on roles including bayliff, judge, jury members, Louis Riel himself and a host of witnesses who were called to the stand by the Crown counsel and the Defense. The exercise was exciting and engaging for all students, and the innovative teaching contributed to learning in an educational setting that was incredibly rich, and much deeper than traditional stand and deliver lessons.

Here to write about the process, what was learned, how engaged the class was and the overall experience of the assignment are three students from the class, Saheli Sodhi, Ellia Zhong and Pearl Xu.

As illustrious as many events throughout history are, Canadian history has a tendency of being a tad dry. The majority of students would prefer to study the rich history of the United States or the passionate plight of the French during their famous revolution. Despite how amazing this country is now, the path its people took to get to where Canada is today was not particularly glorious. It is certainly beneficial to be aware of the roots of one's country; however, if the teaching style is not conducive to learning, the information may go in one ear and out the other. This lack of absorption can be remedied by using a variety of sources to learn. A perfect example of a creative learning medium is through the use of a mock trial, such as the trial of Louis Riel.

          By utilising a mock trial environment, students cover the materials in the textbook, indirectly. It is almost learning without being entirely conscious of their learning. It allows students the chance to learn the trial process while covering all of the necessary information, not to mention that it provides a competitive atmosphere to foster both teamwork and a desire to win.

          By the time that we had reached our Social Studies 10 unit on Louis Riel and his conflict with the government, our class had already poured through quite a few chapters of relevant, but in all honesty — from a student’s point of view — monotonous information. That was when Ms. Meralli, our Socials teacher, decided to incorporate the mock trial method of learning. By giving us this variation of learning style, she not only rejuvenated our interest, but also allowed for an understanding of that epoch in history on a deeper level.

          In the mock trial, every student took on the role of a true historical figure and we learned the history of the character, their part in the fight of the Metis, their values, and their environment in a very personal way. Everybody seemed to really connect to their character and to a world more than a century in the past. It seemed humorous in retrospect when we got a chance to look at how heated the mock trial had become and how intensely the points were delivered on both sides. That, however, as most of the participants would agree, was the success of this project. Everybody took something away from the mock trial, and key ideas that might have been overlooked in a detached volume of text really shone through during the trial to become a memorable addition to our understanding of Canadian history.

          Day One in the library, where the trial was held, tensions were high. The student-comprised jury sat to the right and the honourable Judge sat straight ahead with the authoritative Court Clerk positioned beside him. Everything began with the powerful opening statements delivered by confident lawyers from both the Defence and Crown counsel. All of the witnesses were carefully questioned by their own lawyers, trying to block off every loophole and tear away any suspicions, but the opposing lawyers never failed to spot the smallest of errors and bring uncertainty back to the table.
          Actively engaging in the trial, the Crown and Defence council took every chance they had to object, sometimes even to their own testimony, and the audience watched nervously with sweaty palms waiting for the opposition to rebut. The witnesses took to the stand fearlessly, dressed in their most creative clothing, representing their historical characters. There were generals in military uniforms, women with feather headbands and a few men with false beards and moustaches.
          Day two began in medias res — the last three witnesses were called and the lawyers delivered their closing statements which offered a little bit of everything, appealing to everyone’s appetite. There was emotion, logic, fact, and convincing delivery. The jury was sent away with a very tough decision on their hands. The fate of one man was on their shoulders.
          In the end, the Defence won more votes of the jury. When members of the jury were interviewed post-trial, both the people in favour of the Crown and against it produced very strong arguments defending their opinions.
          The trial was intensely fought and fairly decided, yet the verdict was irrelevant in light of what we learned. By the end of the trial, we all had assimilated more information than we thought possible, simply because Ms. Meralli left the track of the traditional curriculum to pursue a course of action that was both engaging and informative. The mock trial of Louis Riel was an invaluable learning experience and the information will stick with us for many years to come.

Below is a video representation of the trial, put together by a some students in the class who made it into a news reel. Well done, Sam Chow, Jason Quan and Bernard Ng.

Thanks again to all class members for their hard work and for inviting me to observe it. Special thanks also to Ms. Meralli for her risk taking and creative teaching which inspired fantastic things from her students.

Great things continue to happen at Burnett Secondary School!

Ride of a Lifetime

2011-06-26T17:04:00.000-07:00

I have been completely out of the loop recently, unable to find the time for a blog post, or even to be regularly engaged with Twitter. Excuses for this are many, and I will likely share some of the experiences of my last 6 weeks in a future blog post, but this entry is about an excursion I participated in last weekend.

On June 18 and 19, 2,879 riders (myself among them), ventured through the scenic Pacific Northwest a total of 242 kms, travelling from Cloverdale's Fraser Downs racetrack to Marymoor Park in Redmond, Washington as part of the Ride to Conquer Cancer. The ride was designed to raise money and awareness for Cancer research in B.C. and raised a total of $11.1 million dollars, $65, 763.56 of it by the team of 24 riders and volunteers I was with in honour of our friend, Mr. Lorne Bodin. I have written about my decision to sign up for the Ride here, and have posted several times about how my good friend Lorne has inspired me, here, here, here and here.

The Ride itself was a physical test, but was much more emotionally taxing, since every one of the riders had been impacted by the disease in some form. Everyone had a story of who they were riding for, and many of the riders themselves were cancer survivors, as signified by a flag on their bike. Opening ceremonies made us all think of lost family and friends, and at 7:45 AM on Saturday morning, in the pouring rain, we began the journey. Through the border, seaside in Blaine, and lunch in Lake Padden, the voyage was beautiful. Rest stops every 25-30 kilometers allowed people to refuel, visit with one another and take photographs. By mid-afternoon, most of the group arrived at the half-way point, a tent-city for all the riders and volunteers on a baseball park in Mount Vernon. Dinner, drinks, live music and a series of inspirational speeches (including one made by Lorne's brother, Greg) followed, and by 10:00 PM, most people retired in attempts to get ready to do it again the next day.

Sunday morning started early with breakfast, and people got back on their bikes around 7:00 AM. Again, with stops every 25-30 km's, the group made its way through some beautiful farm and parkland all the way to Redmond in the early afternoon. One of the most enjoyable features of the event were the nameplates each bicycle was equipped with, which allowed people to easily introduce themselves to one another and engage in friendly, enlightening and inspiring conversation. We crossed the finish line around 1:30 PM, cheered in by a large group of supportive spectators, friends and family. It was truly inspiring and brought out the emotions in all who were there. I thought of Lorne all weekend, and know that he was with us the entire time, laughing and smiling, and proud of what we were doing.

Despite some challenges with weather, less than ideal food service and flat tires (I had 4!!), I enjoyed myself so much and felt so good about the difference we were making, that I signed up to do it again next year. If you are so inclined, I am already taking donations, and need to raise $2500.00 again. Contributions are gratefully accepted here.

All in all, it was indeed a Ride of a Lifetime! Thanks and congratulations to all those who supported the efforts, to the people I met on the ride, and the members of our team that made the endeavour so enjoyable.

Spring Music Concert

2011-05-26T12:09:00.000-07:00

On Tuesday May 24th, the J.N. Burnett Music department had their annual Spring Concert. Under the direction of Music teacher, Ms. Sue Freeman, the concert featured several performances by the Senior Concert Band, Junior Concert Band and Jazz Band.

The show, despite taking place during game 5 of the Vancouver Canucks-San Jose Sharks hockey series, was quite well atended, and I am sure that all who were there were impressed by the musical talent and dedication to their craft that the students displayed. Thankfully for the hockey fans in the crowd, PVR is a wonderful invention!

Kudos and congratulations to Ms. Freeman and the students in the Music program at Burnett for the inspiring show last night! And oh yeah, congratulations to the Canucks, too! First time to the Stanley Cup finals in 17 years!

What kind of education do I want for MY kids (Part 2)

2011-05-14T10:36:00.000-07:00

In a recent post, I asked the question, "What kind of education do I want for MY kids?"

The answer I gave was that I wanted my kids to gain confidence in school, learn to think creatively and ask questions, practice working with others and building relationships and uncover their passions and develop their interests (notice that I did not write about the traditional "Reading, Writing and Arithmetic", nor did I mention technology or another buzzword in education, "21st Century Learning". I chose not to include those things not because they are unimportant, but because I am sure those skills and tools will be embedded in whatever children become engaged in).

When I look back upon my own days in school, I recall fondly the friendships and the extra-curricular opportunities (I was heavily involved in sports in high school and beyond). What I don't recall are the specific skills I learned or exams I wrote or facts I memorized. If I had it to do all over again, I wish I spent more time taking chances and learning some skills that involved my hands (besides playing sports) like carpentry, cooking and some other skills that I wish I was better at today. My most rich learning experiences consisted of connecting with other people and watching or talking to them about why they did what they did. Most of those experiences did not occur in the classroom. I learned the best and improved the most when I had no fear of failure, could attempt something and fail, then try it again. Sadly, as I grew older, I lost some of that innocence and willingness to try and fail, and became more competitive, concerned with being right, and less willing to experiment. I now consider myself somewhat lacking in the creativity department, and am working hard at trying new things that I am less comfortable with. As an adult, I don't think I am alone.

I want my children's experience with school to be different. I want them to try and fail, but not fear being wrong, and learn from the attempt. I want them to be inspired by what they are learning and excited to keep exploring. I am not saying we should ignore areas where students struggle or dislike the subject matter. We should just not focus exclusively on those areas. I want my kids spend more time developing and enhancing areas of strength, thus feeling confident and excited about school. Exploring and developing these strengths needs to take higher priority than supporting areas of weakness and providing with them homework in hopes of improving these shortcomings.

So, if this is what I want my children's education to be about,an important question to address as a follow up is, "How can educators ensure they are promoting the things I hope my children get?"

1. Let go of the curriculum - teachers are too often in a rush to "cover" the curriculum, feeling pressure to teach all of the required topics suggested for a certain grade or subject. I understand this pressure, but we need not worry so much about covering it all. Rather, we should be more concerned with getting they key concepts of a topic well understood and experimented with, so students can look to explore the topic more on their own if interested by it.

2. Find out what interests our students and be aware of incorporating their strengths - build relationships with students, find out what things they like to do in their free time, and bring some of those activities into the classroom as links to concepts being taught. Allow them to present their knowledge and learning in ways that excite them, and utilize the strengths they already possess. Fortunately, the more I visit classrooms, the more I am seeing this practice.

3. Encourage students to explore and not to be afraid of making mistakes - this is a tough one, especially in high school. Standardized tests appear to be a necessary evil, and by their teen years, students are very aware of the competitive nature of school and life, and don't want to be made fun of for being wrong. We need to do all that we can to delay this. Don't penalize kids for mistakes, but help them answer the questions that come with being wrong. Why did that not work? What could we do next time?

4. Examine and grade less, but provide feedback more - again, reflecting back on the point above, the competitive nature of exams and grading makes this extremely difficult. However, we need to start giving grades and scores based on the growth we have seen from students over the course of the year instead of simply testing and providing numbers or letters that tell students very little about what they have learned or how to improve. We need to provide more descriptive feedback and allow students to keep working on things until they are happy that it demonstrates what they know. Help move students away from "playing the game" and simply trying to "credential", and make it more about learning. In order to do this, we need to re-examine our assessment practices. This idea is gaining momentum in education, and is a Professional development topic in Richmond. I am happy to report that the conversations are having a positive effect.

5. Make learning fun - get students to laugh at and enjoy what they are learning. Use real world experiences like field trips and mock performances. Try to create memories for the students with assignments and projects that they will remember and talk about with their parents and friends. Again, the creative side of our teachers is starting to come out, and I am seeing more risk-taking and fun activities in classrooms than ever before.

I got a few comments and tweets from people who read my original post on the topic, most of whom agreed with what I had written, and wanted similar things for their kids. One tweet came from a parent @nikidun, who said, "Agreed. Advice for parents wanting to help it happen?" This is a great question, and while I don't have the silver bullet to ensure it does, I will attempt to give a few suggestions for parents wanting to help start the conversation at their child's school.

1. Share your child's areas of interest and strengths with their teacher - you know what your child is good at, gets excited by and responds positively to. Inform their teachers. It will help them get your child engaged, and engagement is the key to success at school.

2. Ask questions of the school - don't hesitate to talk to all members of your child's school community. Teachers, Counsellors, Administration, Support staff. They are all in the business of supporting your child, and if you have a question about why things are done a certain way, or how things are decided, assessed or presented, ask.

3. Ask questions of your children - what are you doing in school? What do you enjoy about school? Share the answers with the school staff and encourage your kids to continue pursuing those interests in ways outside of school. The strengths and interests they have are likely to become what they work with for most of their lives. Help them develop those strengths and encourage them to appreciate and be proud of what they are good at.

4. Make learning fun - like teachers, parents need to role model learning and share it with their children. Make it fun for you and them, do things together that you can both learn from. Show your children that learning is a life-long process, and that it is enjoyable. Compliment them on the growth that you have seen. Nothing makes someone feel better about what they are doing than positive feedback.

Above all else, we need to make school a place where when our children come home at the end of the day and we ask, "How was school today?", or "What did you do in school today?", they are excited to tell us about all that went on, and where they develop a hunger to do more of it on their own and with their families. That is what I want from school for not just my children, but all children.

Fine Arts Night

2011-05-07T10:53:00.000-07:00

The past 2 weeks have been eventful, challenging and tiring. The length of days has averaged 14 hours, with one going until 2 AM. Much of what I have had to deal with has involved unhappy people... parents, students and even myself. Our administrative team has begun the massive task of building next year's timetable, we had a few discipline issues that resulted in students facing some consequences for poor decisions and some in crisis from the stress of the time of year. We have even faced some criticism from a few parents for our handling of certain issues. It has been tough and sometimes I ask myself why I do what I do. But nights like this past Thursday answer the question of why I signed up to be an educator and how much I love my job.

Our school put on it's "Fine Arts Fiesta", an open house designed to showcase the talents and abilities of our students enrolled in the Arts. Artwork is hung throughout the halls and on display in classrooms, face-painting and photographs are being worked on, and parents and children are walking through the halls taking in a plethora of fantastic student work. There are special performances by our Concert and Jazz bands in the gym, improvisation, dancing, singing and acting performances in our theatre, a showcase of student work in the Computer Animated Design lab and a Fashion Show in the cafeteria showcasing student-made textile arts and crafts.

Ironically, this morning, as I was finishing off this post, I stumbled upon the blog of David Truss (Principal in Dalian, China) who wrote about Perspective and the importance of looking at the positive, rather than allowing the negative to consume all your energy and thought. An important reminder, especially when we are working through difficult situations. Try to focus on the good things in your life, and remember that the difficult things are not as bad as they may feel, and make the positives that much more sweet.

Thursday was one of those nights where the positive felt especially sweet. There was a huge audience turn out (despite it occurring during game 4 of the Canucks playoff series), and it was impressive to look at the student work, and watch their performances. They are extremely talented. But what makes the evening even better, especially given the previous couple of weeks I have been through, is that I saw kids who were extremely excited by why they were doing, and were proud to share it with parents and friends. I saw smiles, laughter, enthusiasm, pride, energy and excitement. All of the things that are most important to me in education. Events like these a perfect examples of schools helping students find their passions.

Kids being excited about the things they are doing in school. That is why I signed up to be a teacher! It was great to witness, and I want to thank the students for their energy and passion and willingness to share. Also, a special thanks for the hardworking and creative teachers who ignite the flame. What a great night!

JNB Wake-a-thon 2011 (Guest bloggers)

2011-04-30T06:42:00.000-07:00

After 1 week of having no at-home internet connection (my modem died, and it took Telus 5 business days to get us a new one), I am finally reconnected with the world of blogging and Twitter. I will admit, I feel very disconnected, but likely was more productive around the house. Perhaps I need to get some balance back into my life. I was able to connect at work, but simply can't find the time to write much during the workday, and struggle to have uninterrupted time to read many of the articles that get mentioned on Twitter. I will attempt to reconnect now, and have employed a couple of guest bloggers to help me out.....

The J.N. Burnett Secondary Leadership 11/12 classes, under the direction of teacher Ms. Leslie Cain, for each of the past seven years have hosted an event called the Wake-a-thon, similar to the 30 hour Famine, whereby students are asked to raise money for causes outside of their own. One of the main beneficiaries of the monies raised at our Wake-a-thons is a school we are helping build in the Dominican Republic. This year's Wake-a-thon was one of the most successful yet, raising over $10,000, and in the 7 years we have run the event, we have raised in excess of $70,000. The overnight extravaganza, for which students must raise $50 in order to participate, was a smashing success, and to explain the event, the cause and the learning that has taken place in running it are guest bloggers, Jeevan Sandhu and Sarah Aljeboury, two of the Leadership students who took on major roles in facilitating JNB Wake-a-thon 2011.

Wow, looking back at this one huge event our school raised more than $10,600 for building a school in Dominican Republic and Haiti, sending aid to Japan and lastly raising money and awareness for our very own JNB ARC Club.

The event itself took weeks and weeks of preparation by our school’s leadership classes. First came the registration and compiling our database. We had to make pledge and permission forms, advertise throughout our school, and set up the registration desks to allow students to sign in. Our database was essential to our success because without it there would be no event. We needed to ensure all forms were returned one way or the other because we were dealing with legal documents.

Next up was our task of finding some sponsors so we could provide our students with food without charging extra money. Gratefully, we secured three generous sponsors. First was our PAC, which donated us a delicious continental breakfast that was available to the students during the closing ceremonies. Cobs Bread also gave us a money donation which allowed us to buy burgers, buns, condiments, and veggies with dip. Our last sponsor was Live Vision, which not only gave us a monetary donation but also came in as a live band to perform for us. The live band provided us with a nice break between activities and meal time.

Finally after countless hours of preparation the day of the event was here. For us leadership students it meant being ready to go right after school in order to set-up for the event. Once we were done set-up students had already started to roll in and in no time at all everyone was ready to go for the opening ceremonies. The grade 10 PE incentive class did a great job by keeping everyone energized and active. However the opening ceremonies were controversial to say the least. The infamous teacher’s team was cheating every chance they got. Somehow they still came out as winners in the overall standings. We believe Ms. Bateman, our scoreboard judge, was a co-conspirator with the teacher’s team.

At last, after the opening ceremonies, group photo and a minor mishap in our communication with the band, the activities started. We had basketball and hockey in the south gym, and a volleyball game in the north gym. Burnett's famous badminton was a hit in the small gym. In Ms. Batemans room we had taboo and other board games however it was soon transformed into a beauty parlour. Guys and also one of our staff were getting their make-up done. It certainly was a sight to see! In the theatre we had the Cage-a-thon, which was our JNB ARC students raising awareness about animal cruelty. In Ms. Cains room we had our super busy video games room. Unfortunately for Mr. Blair and Mr. Ghaug losing in FIFA leaves them with a sour taste for that room. However, both Mr. Anderson and Ms. Davis were glued to their video game TV’s. Ms. Davis successfully conquered the world of Super Mario.

We ate, played, listened, and most importantly stayed up the whole time during the wake-a-thon which made this year’s event a great success. All students had fun and joked around without forgetting the true reason we were there. For us leadership students it was also a success because everything ran smoothly without any major problems. We are all honoured to be given the opportunity to play an integral role in such an important event. It is impossible to say that everything went as planned and ran perfectly without any problems or disagreements. However that just shows the great teamwork of our group and the magnitude of the event. Our ultimate goal was to raise our target money amount and also raising awareness for these global issues and we feel that was done!

As previously stated, most of the money raised ends up going toward a school we are helping build in the Dominican Republic. A small group of interested staff and students partner up with a group called Hero Holidays, and actually go on-site, performing the manual labour of building a school, working with other interested volunteers from around the world, and getting to interact with the locals. For all those who have been I can say it is a life-changing experience. Below are some photos from our last trip there, as well as a link to the blog the students wrote while there last July.

A fantastic evening for a very worthwhile cause that speaks volumes about the type of caring students and staff we have at J.N. Burnett Secondary. In excess of 200 students stayed the night, and all participants raised well in excess of the minimum $50 required. We also had 24 different staff members who participated at some point on a Thursday night/Friday morning of a long Easter weekend, very willing to support the cause and contributing to its success, as well as getting to know their students on a personal level and exposing their own human side. It was the type of event that makes me proud to be a Breaker!

PS-Are you saying we cheated? Never!

A Great Weekend

2011-04-17T17:03:00.000-07:00

This past weekend, I had the pleasure of engaging in a series of events with others in the field of education, athletics and family (3 of my passions!). Saturday started out with Edcamp Vancouver, an "unconference" designed for people interested in discussing issues of their choosing in education. It was an opportunity to meet face-to-face with many of the insightful and thought-provoking people I had recently come across through blogging and my still-neophyte use of Twitter. It was an excellent day, where educational topics fostered dialogue about experiences and thoughts on "best practice". While the dialogue was inspiring and spurred on more thought for future Professional Development efforts in the Lower Mainland, what struck me most was the passion the participants shared, and the value in coming together to share these thoughts. Sharing our experiences and creating a new shared experience (the conference itself) was, in my opinion, the most valuable part of our day. The ideas had already been shared via Twitter and blogs, but coming together to elaborate and converse about them is invaluable shared experience, and means so much more.

Friend and colleague @terryainge and I reluctantly left the conference a little early, since we had tickets to the Vancouver Whitecaps versus Chivas USA soccer match. A game synopsis can be read here. Again, this was a fantastic opportunity to share an experience with others, meet new people and discuss the event or any other interests we may share. I could easily have stayed home and watched the game on television, but there is something different about going to a game in person. Being part of the crowd, talking with others and appreciating the efforts of those we are watching with many people does have a significant effect on the experience of watching an athletic event. It was also a treat to witness the galvanizing nature of such events. Vancouver is an incredibly diverse, multicultural city, and events like last night's soccer game remind us of that, and give great opportunities for people of different backgrounds to come together. A Whitecaps game, similar to a Canucks game or the experience we shared during the Olympics last year, are prime examples of diverse backgrounds coming together, sharing an experience and learning about and embracing one another.

Sunday morning, my wife and I headed downtown to participate in the 2011 Vancouver Sun Run. In excess of 50,000 people converged on the area of Burrard and Georgia and proceeded to tour this beautiful city on a 10 km run. The competitor in me at times got frustrated, since I was unable to break free of the crowds and thus couldn't come close to a personal best or my goal time for the run. At the finish line, I asked myself why I come to these events, since I could run 10 km at home, free of the people and get a better work out and post a better time. I answered the question quite quickly. It is because, again, I am sharing the experience with others. I ran into several other people whom I knew, one I had met only the day before at Edcamp Vancouver. @remi_collins and I introduced ourselves to each other at the conference, since we had followed each other on Twitter and read each others blogs. Remi also wrote a blog about the Sun Run. I saw a few others I knew in the crowds, and when my wife completed the run, I gave her a hug, and mentioned how proud I was of her, and that she seemed proud of herself. Again, the best part of the event is sharing the experience, seeing others enjoying and being proud of themselves and their family members. My goal time, once I thought about it this way, seemed inconsequential.

After the Sun Run, I came home, played with my kids, washed the car, mowed the lawn, then sat down to reflect on the weekend. I am now tired, and very much looking forward to watching the Vancouver Canucks playoff game #3 versus the Chicago Blackhawks. I never played hockey (I was a basketball, rugby, soccer guy who now loves golf), but I seem to care passionately about the Canucks. Why? Because I am sharing the experience with much of the rest of the city, and the galvanizing effect of the success of any of our sports teams (but especially the hockey team) is something I enjoy watching impact the people. The game is due to start soon, so I better finish this up...! Go Canucks!! Give us something fun to talk about at work tomorrow. It seems to have a positive effect on most of the people in our city.

So how do the experiences I had this weekend affect my thinking about education? They reinforced much of what I already thought about school. I believe that the reason the buildings still exist is because coming together to share experiences and develop relationships is worth so much more than curriculum and facts. Bruce Beairsto has written about the "core benefits" of school, mentioning that one of them is relationships and community in his post "Necessary Disruption (part 3)". Students could stay at home and credential and even learn much of what they need to know to graduate. But, if given a choice to come to school or not, the vast majority of children would come. Why? Because school is the ultimate shared experience. We have all done it, and we all have opinions about its benefits, drawbacks and how it can/should be done differently. With all of the call for reform, much of which I agree with, we do need to keep one thing in mind.... School is an incredibly important shared experience, and being human, shared experience is something we enjoy, want and NEED.

All in all, a great weekend that will only be improved when the Canucks win Game #3! Go Canucks, go!!!

Take Your Time

2011-04-08T22:23:00.000-07:00

As we enter what Cale Birk (@birklearns) described as "the month of AprilMayJune" in a recent blog post (here), he reminded us to take the time to reflect and ask yourself some important questions about your work. I would like to add to Cale's comments the reminder to take your time and think carefully and investigate thoroughly the issues you are dealing with. Sometimes in haste, we make assumptions that can lead to errors in judgement. I made such an error today, and the issue ended up taking me longer than it should have and could have fractured a relationship between a student and myself.

I was dealing with a discipline issue that a teacher brought to me when two students were exchanging menacing comments and threats with one another. One of the students was well-known to me for his history of non-attendance and poor achievement. The other boy had no history whatsoever and was a quality student. The two combatants had very different stories, and eventually I brought them together in hopes of resolving the issue. Both boys stuck by their stories in the presence of the other and I was in a rush to get back to some of the timetabling and report card issues I was dealing with. Rather than take the extra time to speak with other classmates who may have been witnesses, I sided with the student who had no history of poor decision-making, warned the boys to leave each other alone, and sent them back to class with a warning (since nothing serious had come from the comments). I know better than this, but tired and rushed, I skipped some critical steps...

As you can imagine, the young man I did not believe was upset with me and his counterpart when he went back to class. My gut was uneasy, so I backtracked and decided to speak with a couple of potential witnesses, just to confirm my suspicion. Much to my surprise, the witnesses corroborated the story of the young man whom I did not believe. Immediately, I needed to go back and speak with the boys again, first to reprimand the student with no history of dishonesty, and help him understand the damage he had done to his reputation, and then with the boy whose story I thought was inaccurate. I apologized to him, and to his credit, he accepted it and smiled. The issue between the boys was significantly improved after I spoke with them a second time, and the day continued without incident. I was fortunate I listened to my gut and followed up, but wish I had done so in the first place. In my haste to get back to the many other tasks I was working on, I ended up spending more time sorting out the problem than I would have if I had taken the time it required in the first place. Worse, I risked a relationship with a student, and made him feel unheard. I can offer no excuses, only an apology. I am fortunate that my apology was accepted, no further issues came of it and the relationship between us was salvaged.

So, as Cale suggested, take time to reflect and ask yourself some important questions, but also take the time to investigate as you know you should. It will likely save time in the long run, and will help maintain the quality relationships you have worked so hard to develop. The busyness will eventually pass, but reputations and relationships last much longer.

10 Picture Tour of J.N. Burnett Secondary

2011-04-07T17:25:00.000-07:00

Last week, Cale Birk (Principal at South Kamloops Secondary School) proposed that people in his Personal Learning Network take some photographs of their school to give others an idea of what their learning environment looks like.

He posted some photos of his school here, and challenged us to do the same.

I thought it was a great idea, and equipped with a substandard cellphone camera and no eye for photography, I decided to enlist the help of a couple of our Senior Photography students to give their perspective of what our school is all about.

Below is a 10 photo tour of Burnett Secondary School in Richmond, B.C. It is a great place to work and learn, filled with 1250 enthusiastic and friendly students, and progressive, passionate educators. Special thanks to photographers Bernard Patascil and Wendel Genosa.

Overlooking our Multipurpose area/cafeteria

Outside one of the many hubs of activity-the library

Looking down the hallway at some of the past Grad composites

The student managed store-I love the name...Passion!

Hard at work making cream puffs!

Working on a Biology lab

A Physical Education class playing badminton

The other student-run school store

Student artwork outside the art rooms

We are Breakers! We have slogans all around the school.

"Breakers Believe in the Power of their Dreams"

Just had to add one more. A sunny afternoon in beautiful Richmond.

What kind of education do I want for MY kids?

2011-04-03T22:06:00.000-07:00

As our family's first experience having a two-week Spring Break comes to a close, I look back and fondly recall an extended opportunity to spend time together, catch up, and talk about and do the things we enjoy. Too often, during the busy times of the school year, we do not get to engage in these activities or have these conversations. That is something I need to change and make time for with my family. In fact, doing and talking about what we enjoy, what we are good at and what gets us excited are very valuable for adults and children in helping identify strengths and encourage exploration. Breaks from the routines of life can allow us to explore these areas of interest, but should not be the only times we endeavour to pursue them. The routine of school should be based on opportunities for children to explore their passions and pursue areas of strength. One of the deepest conversations we engaged in during the break was regarding school. I recall sitting with my wife and children, asking, "Do you miss school?" and, "What do you miss about school?", "What do you wish you did more of at school?", and, most importantly, "Do you like school?"

The questions open a very broad topic, and the answers were largely positive. While I did hear comments about being bored on occasion and preferring Spring Break when they were free to do as they pleased, I think that both of my children (like most kids) enjoy being in school, learning new skills and getting to interact regularly with their peers. I have two great kids, a 10 year old boy in Grade 5 and an 8 year old boy in Grade 3. Both are in French Immersion programs in Richmond, are quiet, compliant, studious kids, who do well in school. I think they are the type of students that most teachers enjoy having in class because they do as they are told, have very little in the way of behaviour issues, and try to please adults. I am confident that with the personalities they have, they will be reasonably successful throughout their time in school, because they fit the profile of students who are easily instructed.

My having confidence that they will be successful students, however, does not entirely ease my mind when I think about their life beyond school. Like most parents, I want for my children to become happy, confident, well-adjusted adults who are considered to be good people. What they choose to do with their lives professionally is up to them, and I truly believe that if they enjoy what they do and do it well, they will be successful. Below is a video of John Wooden describing his definition of success. It takes a caring person to be able to define success this way, and to inspire others to meet that definition. How do schools reinforce what John Wooden describes as success?

We are faced with many other questions in education, and one of the most often asked is "Why do you do what you do?" A good question and a blog post by Tom Hierck (here). I know the answer for me. Similar to Tom, I do what I do because I care, and because I have the responsibility of trying to make a positive difference for students. But when I think about how I am most concerned about my children's happiness, confidence and moral character, it makes me ask a more specific question: "Exactly what do I want my children's school experience help them to develop?"

Similar types of questions have swirled around in my head before. I have written a Statement of Educational Philosophy a few times in my career, (the first couple of times before I had children of my own) and while it has evolved over the years, the question of what is most important has always been at the core. But when put into the context of my own children, it has, for me, become more personal (although I am not sure it should). The answer can go in several different directions, and I struggle to keep it brief, but below are the things I want school to help develop in my kids:

1. Confidence-Tom Schimmer wrote on his blog that "It's all about Confidence",

"If our students are convinced they can be successful – if they have the self-efficacy – they are likely to try harder and persist longer when they face obstacles. Confident students believe they can eventually learn anything...

The opposite of confidence, of course, is anxiety. As most of us know, anxiety interferes with memory, attention, and concentration. Anxious students prefer to have information fed to them as they have a general sense of incompetence...

Confidence transcends any skill and any century. Teaching is, and always will be, about building confidence…confidence is about expecting a positive result…expecting a positive result drives the desire to learn.

I could not agree more. I want my kids to be confident in themselves and in their ability to learn and perform things. I have seen how anxiety inhibits their learning, ability to think and recall and their desire to persevere. I have also experienced in my own development how positive feedback develops confidence which leads to increased interest, engagement and hard work. The most important element I hope my kids get from their time in school is that sense of confidence in their ability as learners.

2. Thinking Creatively/Asking Questions/Looking for Answers-the world in our future is largely to be discovered. In education we spend significant amounts of time talking about 21st Century Skills and Learning. Included are things like: collaboration, engagement, critical thinking, using technology, and many more (see blog post by Jeff Delp here). Simply put, to do things the way they have always been done will not be sufficient for our children. We need to be able to teach different skills in different ways than in the past, and students will need to be able to think and problem solve differently in the future. I worry about this most specifically with my children. As people-pleasers, they are reluctant to question, and are very concerned with doing things right. Much like me, they are not yet as creative as they will need to be, and are most comfortable working on something where they know what they should produce. I need my children (and all children) to be able to ask questions, not fear making mistakes, and try new ways of doing things. Schools need to concentrate on developing these skills.

3. The ability to work with others and develop relationships-it is my opinion that the most important elements of school in today's world are social interaction and peer relationships. It is the thing that students enjoy most in school, and is the reason why schools exist in the form they do. It is possible for students to do all of their learning (correction: Credentialing) through the computer in on-line environments. The world, however, will desire collaborative working/learning in the workplace, and students need to develop these skills in school. They also need to learn to appreciate differences of opinion and culture. This is part of the obligation of schools; working in unison with the home to develop strong moral character in their students. I want my children to learn to relate and work well with others, yet still be able to share their ideas with conviction and pride.

4. To have their passions uncovered and celebrated-teachers need to find out what their students are good at and enjoy, and weave those things into the curriculum, thus enabling studnets to be more engaged in their learning. It takes time for teachers to uncover/recognize/celebrate these skills, but in all likelihood, they are the things students will be using in their lives after school. Too often, students have their shortcomings pointed out and all efforts are concentrated on improving the areas of weakness. This practice only serves to frustrate and alienate the very students who need our assistance most. Schools need to spend more time uncovering strengths and passions, then helping students develop them. Being challenged in areas of strength can produce stunning achievements and a sense of pride and accomplishment for students that they will strive to replicate in their lives after school.

In short, I want my kids to get from school the ability to be creative thinkers, passionate about their interests, aware of how to respectfully engage with others, and confident in their abilities to persevere, explore and look for alternate solutions. I think they are among the things that most parents want their children to learn at school.

Last night I watched the guilty pleasure, "School of Rock". While Dewey Finn (aka Ned Schneebly) did not behave as a professional role model, his enthusiasm, care for his students and the way he helped them find their passions (I know, it was a movie...but his project-based learning method is all the rage!), is something for us to emulate. We owe it to all of our students to make schools places where they love coming, get engaged in life-long learning with and from each other, are celebrated for their unique sets of skills and have their confidence developed. These are all things that Jack Black's character did for the students in his class. I hope that my children (in fact, all the children in any school) get the opportunity to uncover their passions, work creatively with their peers and develop confidence. What do you want school to help your kids develop?

In my next post, I will explore the question, "How do we ensure we are promoting these things in school?"

Good Things are Happening:Teaching & Learning (Part 2)

2011-03-20T16:38:00.000-07:00

In a recent post, I profiled a Communications 11/12 class taught by Mrs. Bronwyn Fackler that had worked on technology presentations about Social Issues (here), and the associated skills needed for students to be proficient in this area. It was an inspiring lesson because it showcased some creative teaching strategies and celebrated some fantastic student work. Shortly after observing that class, I stumbled upon an English 11 Incentive class and got the chance to watch the presentations they had been working on representing the poem "Rime of the Ancient Mariner" using music. Again, the students were so engaged and will remember the processes and learning that took place in the class for a long, long time. It was inspiring for me to observe, and I asked the teacher if she would be willing to comment on the process. Mrs. Debbie Ten-Pow is today's guest blogger:

            I would like to claim ownership of all great teaching ideas, butI am of the belief that most thoughts have been experienced at some point byothers and over time are just renamed and described slightly differently. Ihave been teaching this lesson on and off for many years; and while I wouldlove to claim it as my own original idea, I am quite certain that I came acrossit while reading or while conversing with a friend.

            Inany case, one afternoon, Jason happened upon my students carrying violins, guitarseven lugging a cello into my English classroom and being his curious,investigative self, he invited himself in to observe.

            Wehad just spent a week studying Samuel Taylor Coleridge’s Rime of the Ancient Mariner; we had just spent sixteen minutes listeningto Iron Maiden’s version of thislyrical ballad. We needed to get the rock beat out of our heads. There are seven parts to the poem sostudents were divided into seven groups and assigned a section of the poem.They then had to select a different music genre -- country/western, rap,hip-hop, opera, lullaby, anthem, disco. Students were asked to write lyrics and to find or compose music fortheir assigned parts and genre; they had to show understanding of the contentof the poem as well as capture the atmosphere and tone of their passage.

            Thestudents worked extremely hard and after a few days of planning and rehearsing,students did a live performance during class.

            Thestudents were also asked to respond, individually, in writing about their processand the contributions they and their bandmates made to the procedure. Here is a sampling of what they wrote:

* “I foundthis one of the most fun and exciting projects of the class. Putting lyrics to the poem and choosingthe song to do so with, especially under a genre constraint, was an excellentway to get involved in the story.”
* “We alsospend a large percentage of our work time working on the syllables andrewriting verses of the poem...not only did the lines have to match thesyllables of the song, but it had to rhyme as well.”
* “Thisproject was very unlike any other project that I have had to do. It was very enjoyable and felt verysatisfying when we were able to fit parts of the poem into the song.”
* It wasdifficult at times to combine both the lyrics of the song and the storytogether because of the rhythms...This project was engaging and allowed us togain understanding of the story in modern day language.”
* “I hadsuch a fun time with this assignment. At first, I was a bit hesitant, but as my group worked farther into thesong-writing process, we became excited and engaged.
* “Can we dothis again for Macbeth?”

(Music to an English teacher’s ears.)

Below are the video snippets of the student performances (my apologies for the poor video quality).

Like the Communications project, this was an incredibly creative class from both a teaching and learning perspective. The chance for students to create inspired them to be engaged and to work together, learning so many more skills than just the understanding of the poem. Most exciting for the teacher and for myself was seeing the students engaged to the level they were, thoroughly involved in all the processes required for the group and the assignment to come together.

Thanks so much to Mrs. Ten-Pow and the class for inviting me to observe. This is great teaching and learning, and it makes me proud of the work being done at this school. Again, I welcome the opportunity to observe other classes in the school where creative teaching and learning are being promoted. We need to continue to share these success stories.

Dance Fever

2011-03-20T16:24:00.000-07:00

I have referred before to Ken Robinson's comments that schools are educating our students "out" of their creativity. Another fine example of where this is not occurring is in Physical Education classes at J.N Burnett Secondary. I have recently read posts about the Arts and their value from both Johnny Bevacqua (here) and Chris Wejr (here) and am proud to say that we are promoting their value at Burnett, allowing students to create, perform and appreciate the Arts via dance performances and several other student projects around the school.

Twice per year (just before Winter break for semester 1, and just prior to Spring break for semester 2) the PE department teaches the dance unit. The concluding assignment is to have students get into groups and create dances that incorporate different genres of music, rhythms of dance and the other elements taught throughout the unit. In the two weeks prior to performance day (usually the Friday before the break), the hallways are packed after school with students and their music systems, relentlessly rehearsing their dance performances. Students are fully engrossed in preparing and performing their routines, working collaboratively, sharing thoughts and ideas and putting countless hours and energy into the process. The PE staff recognizes the popularity of the performances, and sends an email to school staff welcoming them to bring their classes to observe the show on the last day. Invariably, the gym is packed with students keen to watch and support their peers, sometimes hosting as many as 600+ observers. The more reluctant students are given the option of performing the day prior in front of only their teacher, but most choose to perform in front of the live school-wide audience.

This is student creativity at its finest, and is breeding some risk-taking, adventurous and highly engaged learning. When we see the energy poured into rehearsal, the smiles on the performers faces and the pride they feel about what they have produced, we know that what students are doing is worthwhile, has them involved and is something they will look back on fondly for years to come. Coupled with the way the audience behaves, we can see the learning taking place is about so much more than dance.

Assignments such as these did not exist when I was in school. If they had, I probably would have opted to sit out, and it is likely that I would have been someone in the back of the gym ridiculing other students due to my own insecurities and inability to put myself out there and take risks. In fact, the audience behavior is one of the things that impresses me most about the performances. Students are all supportive and respectful of one another, encouraging and politely applauding all efforts. I am confident that this would not have been the case a generation ago. The focus our school has had on Socially Responsible behavior, as well as the popularity of television programs like "Dancing with the Stars" and "American Idol" have made risk-taking and creativity more acceptable and certainly more encouraged.

We are moving in the right direction. Let's keep promoting risk-taking and creativity in our students learning. It gets them excited, and enables them to produce some of their best work.

Student Council Elections

2011-03-14T16:44:00.000-07:00

This past Friday, Burnett Secondary school had its Student Council speeches and elections for next year. All students made their way to the cafeteria (different grades in different periods) to listen to the students who are running for positions on the Student Council Executive. The speeches (24 of them for 6 different positions) are delivered to every student, whether they are interested in what the candidates have to say or not, and then all students are given a ballot to complete. Candidates struggle with students not paying attention, sometimes the speeches sound eerily similar, and there is no opportunity to ask questions or engage in debates or discussions.

While I am pleased we have such an interest in student government, sadly, it seems more like a popularity contest, and in the end can result in people not feeling very good about themselves, their competitors or the process. Most distressing is that it seems to brew "bad blood" in that with three excellent candidates running for Student Council President, only one can win. All three candidates have indicated that if not successful in the competition, they may not serve on Student Council in any capacity, even though we try to encourage any unsuccessful candidates or others with interest to join the "Breaker crew" who assist the Executive with any activities the Student Council plans.

I question this process, wondering why we make ALL students come to listen to the speeches and make each individual vote. In no other political venue is this the case. Civic, Provincial and Federal elections all have opportunities for interested voters to listen to and ask questions of candidates, and voter turn out is not mandatory, in fact in many cases it is well below 40%. While I can appreciate the value of giving students a chance for public speaking, the process at our school seems not to have changed much from the days depicted in the movie "Election" starring Matthew Broderick and Reese Witherspoon.

In saying this, I am not being critical of Student Council Sponsor, I am just looking for different ideas to share with the students regarding campaigning and voting. Ideas that lead to all students feeling good about the process, learning about democracy and government, and resulting in good candidates being able to work together, regardless of the outcome.

I have looked on-line for processes used in schools around North America, and found some very descriptive rules and procedures, but nothing that seems to address how campaigning is done, when speeches are delivered and to whom, and what people have found voter turn-out to be. While I am sure there are great suggestions and practices out there, I have been unable to locate them.

Suggestions our Administrative team made to the Council members running the election included moving the speeches to lunchtime in the theatre (perhaps spread out over many days to focus on different grades) so that only interested spectators would attend, and opportunities for question and answer or debate could be provided. The voting could also be held at lunchtime over a few days, with students having to sign for their ballot. Students were, of course, concerned that these suggestions would result in poor turn-out for both the speeches and at the polls, but our argument was that leaders, as they have to in political elections, must figure out ways to enhance voter interest. These are skills they need to develop to become effective leaders. The students heard us but some seemed hesitant, wanting things to continue as they have in the past. We feel that some changes should be made in order to move the excercise away from a popularity contest and become more engaging for audience members and candidates. We do not, however, wish to take away opportunities from students if they still feel they are worthwhile and important.

If you have any ideas or suggestions, we are very curious to hear what you have to say. How do you balance the sense of democracy, voting and the opportunities for student leaders to speak publicly with barriers like language issues, disinterest from audience members and the potential for poor voter turn out. We would welcome any feedback you may have.

The Ash Girl

2011-03-10T11:34:00.000-08:00

The Burnett Drama department, under the direction of Mr. Marco Soriano, is performing their Spring production, The Ash Girl, from March 8-11. I had the chance to watch the show last night, and although I am no Roger Ebert, my review is that the show was a smashing success.

To quote director Marco Soriano,

"The story is a poignant retelling of the classic 'Cinderella', where a girl, abandoned by her father, abused by her step-family, Ash Girl has buried her memory, her identity and is being seduced by the forces of the 'monster' Sadness and the Seven Deadly Sins...the dark voices inside our heads. Whether we choose to listen to them, to fall under their spell, is ultimately our choice. Everyone we encounter in life is a mirror; they show us a side of ourselves, either good or bad. Only when she is able to see her own beauty in the mirror, when her passions are awakened by seeing herself reflected in the eyes of love, can Ash Girl be fully recognized."

A familiar sounding fight that so many teenagers wrestle with....

Productions such as these are not single person efforts, and Mr. Soriano knows this. His program thanked the countless people who aided in preparing the set, the program, and everything else that went into the performance.

"I am humbled by the outpouring of support from both staff and students for this production. It is said that 'it takes a village to raise a child'; well this child, Ash Girl,has had the fortune to be raised by the most supportive of villages: Burnett school."

These events truly exemplify a community coming together. Special thanks go out to Mr. Bevan and the Technology department, Mrs. Carvalheiro-Nunes, Mrs. Moss and Ms. Taylor and the Art department, Ms. Cain and the Leadership class, Ms. Freeman and the Music classes, Ms. Johal for donations, Ms. McGuire for her help with program printing and Mrs. Jackson and the Textiles department for all their assistance with costume design. Also worth thanking are the special guests Mr. Soriano brought in to assist with so many of the technical issues. I have likely missed a few who contributed, but know that your efforts are appreciated.

What always amazes me about the productions put on around a school is just how inspiring, talented and engaged our students are when given opportunities such as these. A crew of 21 actors, over 15 behind the scenes students plus countless others involved in set, costume and advertising efforts, plus the many staff involved in coordinating the production came together. Students become so enthused about what they are doing, and so proud of what they produce that they do things that many people would doubt they are capable of. The Ash Girl is a play of mature subject matter, somewhat dark by high school standards, and dealing with issues of self identity that must be handled delicately. The students rise to the occasion, performing difficult roles with humor and inspiration, addressing difficult issues deftly.

Thanks again to all those who aided in the production, and special thanks to Mr. Soriano for his tireless efforts involved in pulling together a show of this magnitude. Also, kudos to the students who amazed and inspired us with their performances and behind the scenes efforts. Looking at the set, the costumes, the transitions, music, lighting and makeup, it truly was a production performed at a professional level. Well done! The show has 2 more performances, Thursday and Friday at 7 PM. Don't miss your chance to watch something special. I would be curious to hear your reviews.

Feeder School Basketball Tournament

2011-03-09T08:52:00.000-08:00

The last few weeks before Spring Break are always very busy at schools. Interim reports, Parent-Teacher Conferences, Program Planning for next year's timetable, Professional Development conversations, the school Drama Production (which I am going to watch tonight), and so many other things going on make it an exciting but exhausting time of year.

One of the most exciting things of March is always the Feeder School Basketball Tournament. Last night our gym was alive with the excitement of 3 boys and 4 girls basketball teams from neighboring elementary schools playing games that for them are the highlight of the season. We do many things to help welcome new students to our school, and this is one of the most memorable. The elementary students are excited about playing on the big floor, in front of lots of people, and getting to see what life is like in the school they are soon to enter.

Another fantastic element of the Feeder school tournament is that the entire event is run by students. Ms. Catherine Bateman's PE 10 Incentive class has been planning the event, inviting the teams, scheduling referees and scorekeepers, setting up a concession stand and putting together packages for the visiting coaches. Highlights of the event, aside from the games, include a welcoming ceremony, a Hot Shots shooting competition and a poster contest. The tournament was exceptionally well run, and the students involved in it learn much about event organization, how to work with others and they all get very excited about seeing their former elementary school teachers. Their happiness about seeing former teachers is a great reminder of how important the relationships we develop with our students.

A special thanks goes out to all the students who organized the tournament, Ms. Bateman for her leadership, the parents and students who came to support the event, and of course the athletes who put on quite a show. We look forward to working with all of you next year, when you officially become Breakers!

Also, special thanks to school photog, Ms. Moreen Takada for the great action shots!

Good Things are Happening: Teaching & Learning (Part 1)

2011-03-01T16:35:00.000-08:00

I work at a fantastic school, full of motivated, intelligent and creative students, with an equally progressive, dedicated, and engaging staff. I know that there exists a call for reform in education, and I agree with much of the conversation about how schools need to change to better serve our students. I have watched several times the video of Sir Ken Robinson, discussing how students are being educated OUT of their creativity.

System-wide, I agree with his comments, especially when reflecting on my own schooling, but I am happy to report there has been growth in this area, especially at Burnett Secondary School. I have been fortunate enough to be invited to observe a couple of lessons in recent weeks that reinforce much of what is good in education, and intend to blog about what I have witnessed in a multi-part series about the good things that I see happening in an attempt to share the news with other staff members at our school. What follows is part one.

In late January, I was invited to a Communications 11/12 class where the students were presenting the projects they had spent the previous month working on. They had been assigned a multi-media presentation project where the students, in groups, would share information they had learned about a social issue of their choice. The presentations were spectacular, and the students were extremely proud of their work. After I had observed the class, I asked to speak with the teacher. Mrs. Bronwyn Fackler agreed to sit down and share some thoughts on the exercise, its trials and tribulations, and what she felt the students got out of the assignment. Here is what she told me:

The idea for this assignment came from our district literacy leader whom I was working with marking Grade 8 Performance Based Assessments as part of the district's Intermediate Reading Initiative. I was speaking with her about some suggestions for a Communications 11/12 class I was teaching, and she suggested that I observe a class on Digital Storytelling at another local Richmond high school.

I approached our Principal about the idea, and she quickly supported it, finding the money for some release time to enable me to go. I observed an English 10 class presenting what they called "Twisted Fairytales", and got several ideas for my Communications class. I decided that I could move the focus from fairytales to Social Issues, since my students were a little older, and may relate better to a topic of their own choosing.

As I planned out the unit, I referred to a series of lesson plans I had seen via a Professional Development day in 2009 called "Let's Get Digital". I had the students get into groups, and then asked them to brainstorm some ideas about what was important to them, who they felt their audience should be and what was the purpose of the message they were hoping to send.

I asked them to put together a proposal based on some basic questions, and led some discussion about what aspects of a media project are important for grabbing audience attention. Students commented about how music, visuals and text influence people's emotions and can greatly add to the impact of such a presentation. I provided some very quick feedback to their initial plan, then booked the computer lab for the next 4 weeks so the students could start putting together their presentations. We spent a great deal of time researching information on the internet, accessing clips, music, literature and messages, and inserting photos and text. Students checked in with me periodically and I provided instant feedback about where they were, what they may want to tidy up, and tried to provide them some editing tips.

For those 4 weeks, the students were completely engaged and learning in such a way that classroom management was never an issue. They used all the classtime they had to work on the assignments, and sought out opinions from the teacher and each other for how to make improvements. The learning about the social issue of their choice was apparent, since they had picked the topic, and they seemed to care passionately about the message they were trying to convey. What they were learning about the technology and how to work together was significant, as I helped them navigate some difficult social situations, and together we stumbled through some obstacles with the technology. In fact, much to my surprise, every student in the class agreed that Windows Movie Maker was preferable for them to work on than iMovie.

As we neared the end of the assignment, I also asked the students to perform some metacognition and be prepared to answer questions where they had to reflect on the assignment. I wanted students to comment on what they had learned, what they struggled with and what the obstacles were, and what made them most proud.

When it came to presentation day, I invited a number of staff, including our librarian, the administration, the counsellors, and the literacy leader who suggested the project, to observe the final products. At the conclusion of each presentation, the groups included a visual summarizing their responses to the reflection questions, and they were asked to elaborate on the learning process. This was likely the most rewarding and enlightening part of the assignment. The students indicated that they thoroughly enjoyed the process, and all felt that they learned a great deal. The students were very proud of how hard they had worked, what obstacles they had overcome, and what they had produced. The sense of accomplishment is something that will stick with these students for a long time, along with some of the skills they learned about the technology, problem solving, working togther, and of course the social issue they profiled.

Topics covered included Teenage Pregnancy, Cruelty to Animals, Global Warming, the War on Drugs and Drinking and Driving. Below is one example:

The content, while edgy, is relevant to the students, and, as echoed by their teacher, the learning that took place (on the topic, about the technology and how to work together), is extremely valuable, and will resonate with students for a long time.

The teaching that went into this unit was progressive, risk-taking and had the results all teachers want; engaged students who reflectively looked at their work, pushed themselves to do better and created assignments that they were proud of and learned tremendously from. Congratulations to the students on what they produced and to the teacher who created the environment. As stated in the title, good things are happening. Now we need to share them with each other. Vehicles like blogging and enabling teachers to observe one another in action allow these great ideas to spread.

On a side note, classes such as the one described here are not the exception. Burnett staff are looking to create engaging learning opportunities throughout the school. These are learning experiences that resonate with students, hold their interest and thus their engagement, and promote creative thought, problem-solving and collaboration. Kudos to Mrs. Fackler and the students in her class. I know there are more classes like the ones I have seen recently, and welcome the opportunity to be part of them. If you have one planned in the near future, I would love the opportunity to observe. I am encouraged to see that they are much more common than some critics of education may claim.

Inspiring Question

2011-02-25T18:10:00.000-08:00

Recently, on one of my walkabouts through the hallways after school I was approached by a Grade 8 student who asked me a question: "Mr. Leslie", he said, "do you think tests should be based on memorization or application?" I was a little stunned by the depth of the question, since the young man was new to the school and to the secondary system. I also assumed that he was like many students, more interested in "playing the game" and getting good scores than questioning the methods and thinking about learning. Really, I should not have been so surprised. Students are all thoughtful and capable learners who know what is important in their education, and are often being encouraged to question and challenge. He continued, "I am not great at remembering things, but I can look them up. Isn't it more important that I be able to know how to use those pieces of information? That is what I am pretty good at, but too often I don't get to show it on a test, because I am being asked only what I can remember."

I responded to him with, "That is a great question. I think the best tests will ask us to apply a concept to solve a problem." Careful to cover myself and any teachers he had in his timetable, I added, "However, there may be some examples of tests where you need to be able to recall information, especially those having to deal with safety." I then asked him, "Why do you ask?" His reply was that he was worried about an upcoming exam where he felt he might have to remember things that he could not retain. I told him he should prepare for the test, and if he felt he was not able to accurately represent his knowledge, he should talk to his teacher about giving him another opportunity to show his understanding, perhaps in a different way. He thanked me for the time, and agreed that he would do so. I saw him a few days later, and asked how the test went. He said it was fine, and that the test was fair and he was able to demonstrate what he had learned accurately (he did quite well, and indicated the test was not simply recall of facts). I thanked him for asking me the question, and reminded him that anytime he felt an assessment did not accurately reflect his understanding of a concept, he needed to ask his teacher for another, perhaps different, opportunity to show them what he knows.

My answer may have been a little superficial (perhaps some of you can share with me how you would have responded to such a query), but I was pleased that he felt he could ask me. I was also pleased that he was willing to express his concern to his teacher if he had one, and am encouraged that the majority of teachers in our school are willing to give students different opportunities to show them what they know. More than anything, I walked away from the interaction engaged in some thinking about what we do, how it impacts students, and how they feel about it. It was a great question, and one that I have repeated to several staff at the school since. I will continue to think and talk about it with others in education.

Thanks for the reminder of what we are here to do, Travis. Teachers are supposed to help you develop your critical thinking skills, and your question reminds me of that purpose. Tests should not be about regurgitation of isolated facts, and I love that you understand this. I will be sure to ask your question of our staff as we work through the District Assessment Policy and Guidelines.

Healthy Competition

2011-02-21T16:10:00.000-08:00

This past Thursday night in J.N. Burnett's gymnasium, two fierce Richmond rivals faced off in the Junior Boys Richmond basketball championships. The Burnett Breakers and McMath Wildcats had split their 2 earlier match ups, and have developed a spirited rivalry with one another. Thursday nights championship final lived up to the billing as the two teams went at each other from the outset, with the lead being traded back and forth throughout the closely contested game.

The end result was an overtime victory for the Wildcats, but I think all competitors and fans got a chance to be part of something special that night, and since both teams are moving on to next week's Vancouver and District tournament, there is a pretty good chance they will meet again. That is something that we can all look forward to.

A special thanks goes out to all the players who put on a great show, and also to the coaches of the two teams. Both are young men in their early twenties, former Richmond school district students, now volunteering and giving back to young people in ways they were helped while in school. They seemed to relate well to the students in their care, and are impassioned basketball coaches doing good things for kids. As written by Aaron Akune in his most recent blog post, "Opportunity", these coaches have created an interest level for these students in what they are doing that has them dialed in and learning so much about life. They are learning to work together, how to overcome obstacles, to commit to something and throw tremendous amounts of energy toward it and so many other important lessons, regardless of the result of the game. These experiences will last a lifetime for these students, and are among the most powerful learning lessons of their time in school.

It was a great event, as the gym was full and though tensions ran high, the contest was highly entertaining, passionately contested, and something the students, parents, school staffs and spectators can be proud to have been part of. It summarized so much of what is great about school sports, and why those of us fortunate enough to have been involved in similar experiences in our high school days still look back on them with fondness. Chris Kennedy has also recently written about what it means to participate in high-school athletics in his post "The Value of School Sports" and stated,

"So many of the qualities of a full and meaningful life are honed on a soccer field, in a gymnasium, or in the pool. The passion that drives you to compete and better yourself. The discipline that forces you to maintain a schedule and balance your life. The selflessness that epitomizes being a great team player. The respect you develop for each other, teammates, opponents and the games you play. The perspective and resilience you find by realizing life goes on, even after a big loss, and winning and losing is not only about the score in the game. The courage you show to triumph over adversity, and the leadership which defines special athletes whose greatest accomplishments are not only about making themselves better, but raising the level of all those around them."

This is exactly what I witnessed Thursday night, and in so many other venues like Drama productions, Music concerts and other extra-curricular endeavours. These are the most memorable things students can experience during their time in school.

Special thanks also go out to the spectators who cheered passionately for their teams, but in a respectful and well-mannered way. As an administrator for one of the schools involved in the event, I was disappointed for the students from our school who appeared devastated by the loss, but I was more than proud of the event in its entirety. As Gino Bondi wrote about in his post "Isopraxism and Basketball", it was something special to observe the community coming together to celebrate the efforts of students in these two schools. Wins and losses aside, the galvanizing effect of people bonding in support of students in any extra-curricular endeavour is extremely rewarding to witness.

It was truly an inspiring night, and one that left me feeling very good about what goes on in our schools in ALL extra-curricular pursuits. I would like to say congratulations and thank you to both teams and coaches, and to all parents and volunteer supporters for all you do in your roles supporting young peoples lives.

Sometimes we forget...

2011-02-13T07:59:00.000-08:00

Recent months have taught me a few things, with the passing of my friend, and a few other less jarring incidents in my personal life. Among the lessons (or perhaps more appropriate, reminders) are: Be giving of your time, listen and try to help, difficult decisions can be for the best, what you do for others impacts their lives in a much greater way than you may be aware, and so many more....

I have started reading "The Last Lecture", the story of professor Randy Pausch the young professional, husband and father from Carnegie Mellon University who offered an inspiring lecture about living life despite battling pancreatic cancer. It truly is an inspiring read, and has made me think about my life, the example I set for my family to follow and the professional example I set for staff and students to (hopefully) appreciate.

Last month, I signed up to participate in the Ride to Conquer Cancer, a bike ride from Vancouver to Seattle in which each rider must raise at least $2500.00 to participate (this is not a solicitation letter, but if you are interested in making a donation here is the link). I am not a bike rider (in fact, I was hit by a car while riding a bike when I was nine years old and nearly lost my life). I was not even equipped with a bike until yesterday when I purchased one. The $2,000.00 investment still has me more than a little unsettled from a financial perspective, but as I look at it, what it allows me to do is change a few lives, my own being one of the first. I am now involved in a life-altering experience; training for and riding in an event that will have positive impacts on a community. Ultimately, the cause being supported is one that hopefully will change countless lives for the better in the future.

The recent experiences have also made me think more about what I do at work, and how it impacts others. I wrote a month ago of what my friend has taught me (here). I think many of us in education forget about how powerful and long-lasting the impact we have on students in our care and the staff with whom we work. At the Celebration of Life for Lorne I saw many former staff and students of both Lorne and myself, and was given so many thanks for the time he and I spent with them. I had forgotten how much those relationships impacted their lives and mine. In my career there have been several students who have come back to see me, coach with me or play basketball with me after their time in high school. I have also had the pleasure of being at weddings of former students. In each of the instances of students taking the time to speak or interact with me or invite me to a special occasion in their life, it reminds me of the relationship we had when they were in school. It goes for staff, too. The simple things we do can have a long-lasting effect. A smile in the hallway as we pass, taking the time to ask a question about life away from school, and engaging in conversations about challenging situations all tell people that we care about them and want to help. In some cases, the individual may not agree with the advice offered, but later in life, they will greatly appreciate that you took the time. In fact, I recall an interaction between myself and a student whom I had asked to leave the school in my first year as a Vice Principal. I saw him a few years later at a convenience store, and he told me that although he was angry with my decision at the time, he now recognized and thanked me for what must have been a difficult decision. He went on to say that it was the best thing that could have happened to him. He needed to get his life together, and leaving the environment and reputation he had created for himself was the best way to get back on track. He was appreciative of my taking the time to help him, and lauded a tough decision that I felt was in his best interests long-term. I think we can all recollect interactions like the ones I have outlined here, and sometimes we don't get the feedback to remind us that the efforts we poured into those relationships were much appreciated.

The more I think about the impact people have had on me, and I on others, it reminds me to appreciate all that has profoundly affected my life. I need to continue to make (and more often recognize) the difference I make for others within my role at school. The question recent events in my life have made me start to ask is... "Could what I am doing change someone's life, and/or even my own?" If the answer is yes (and in our work, often it is) then carefully choose any next steps, because it will be time and/or money well-spent.

Assessment

2011-02-04T19:58:00.000-08:00

I have spent much time reading all kinds of information about the need for change in school, and I agree with much of it. A special concentration seems to be focused on technology, and for good reason, since it is such a powerful tool, and is changing the game for learning and teaching. What surprises me, however, is that in all of this discussion, not enough seems focused around the topic of assessment, and regardless of what changes we make in attempts to improve the educational experiences of our students, without making some improvements to our assessment practices, I am not sure how much success the changes will result in.

The Richmond School District has decided to put assessment at the top of its priority list. Superintendent Monica Pamer, has a blog about the subject, and the district is now looking at having schools develop their own statement of purposes and practices surrounding assessment and evaluation.

The school board has come up with some guidelines still in draft form, to be brought to school staffs for discussion. The first area (Policy 607) for discussion looks at the purpose of Assessment and Evaluation, and recognizes that it is not for ranking, sorting or categorizing students, but rather to support their growth, and enhance student learning and achievement. Another element (Policy 607-G), also still in draft form, discusses Assessment for and as learning having a purpose in guiding instruction and enhancing student growth, and the last section (Policy 607-R) looks at feedback as the key to student learning. The goal for the district in bringing these topics to the forefront is to have each school develop their own statement of purposes and practices related to assessment and evaluation by initiating these conversations through a series of guided discussions that staffs will engage in. Making schools create their own statement helps develop a shared sense of what schools are and should be doing, and involves the students and the community in the process. Creating this shared vision of purpose and the practices involved in moving toward that purpose is important, and consistent with what Terry Ainge is writing about being done in Delta.

Some of the guided discussion questions include looking at research on the topic of assessment, discussing Damian Cooper's 8 BIG ideas of assessment, and discussing individual practices and successes with one another. Also, discussion will look at some of the work by Ken O'Connor and his 15 fixes, as well as the strategies involved in Assessment FOR learning. All of these conversations will be based on the principles of assessment and evaluation that indicate assessment should: Be focused on clearly identified curriculum outcomes and criteria; Inform teachers as they plan for instruction; Include a clear description of learning intentions and standards for students and parents; Be ongoing and offer many opportunities for students to receive descriptive feedback; Respect the developmental differences of the learner by differentiating instruction and recognizing that students learn at different rates and in a variety of ways, as well as many others.

Ultimately, the conversations with school staffs and community will result in a common understanding of purpose and practices regarding assessment for teachers, parents and students. This is a massive undertaking in Richmond, and once each school has developed their own statement, it is to be reviewed annually with staff and community members. It will take some time, but in the long run, is a huge step forward in improving the educational experiences of our students, with the hope of moving assessment and reporting away from simple numbers or letter grades used most often for sorting and ranking, into more prescriptive feedback for parents and students. As a colleague often recalls, "When I get my kids' swimming lesson report cards, I know what they do well, what they need to improve, and why they did or did not meet expectations. In high school, I too often get a number or letter and a comment that does not always share much information about areas of strength or ways to improve."

It is an ambitious, but very worthwhile, conversation and project for the Richmond school district to undertake. Other districts have likely already begun similar initiatives. Does anyone have any thoughts or suggestions for how to get the conversations started, or where they see them going? I look forward to getting your feedback.

Remembering Lorne Bodin

2011-01-25T19:49:00.000-08:00

Below are some photos from the Celebration of Life for Lorne Bodin. It was indeed a fitting tribute to a great human being. Thanks to everyone for being there, and a special thanks to Mr. Alan Hay for the fantastic photographs.

Lorne's favourite toy (his bike)

The Bodin family

Laughs from the crowd

Jan and Kerri Bodin

Opening Prayer by Mrs. Catherine Fenn

Dr. Harold Nordan

Dr. Nestor Korchinsky

Mr. Brent Berry

Mr. Gary Fuller

Mr. David Fromager "You Raise Me Up"

Mr. Robin Fenn

Mr. Bert Wiens and Ms. Rose Sebellin

Robbie Armstrong

Manraj Sidhu

McNair Vocal Choir "Hallelujah"

Mr. Paul Schaap

Mr. Rick Hansen, "Hello, my friend"

Rick comforts the family

Mr. Greg Bodin

"Cheers, to a life well-lived!"

Thank you

2011-01-23T11:06:00.000-08:00

Just a quick note of thanks to each of the many people who helped plan and orchestrate the exceptionally moving Celebration of Life in honour of Lorne Bodin. The event was extremely well-attended, and I know that every audience member was touched and could appreciate and identify with every one of the gracious and sincere speakers who took to the stage and spoke of their time with Lorne.

Also, as Greg Bodin spoke about so eloquently in his remarks, the family wishes to thank everyone who did so much to support Lorne and the family through this very challenging time. Without using names (because there are too many to mention) the visits, calls, food, cards, thoughts, prayers, and being there at the celebration of a life well-lived, were all very much appreciated by the Bodin family. Your efforts and attendance spoke to how great a friend he was, and how large his impact on so many lives.

Lorne was not always comfortable with some of the attention that was sent his way over the last little while, and certainly would never have wanted a celebration of his life to be anything more than a few people talking quietly amongst each other. However, if he could have seen the event yesterday, I think he would have felt good about the many lives he so positively affected.

Again, thanks to all who aided in the delivery of the program (behind the scenes, out front and in the audience), and know that your efforts in acknowledging a great man were much appreciated.

As Lorne would say, "Thank you, my friends. All will be good...."

Saturday, January 22nd

2011-01-17T22:59:00.000-08:00

Some special information regarding the Celebration of Life in honour of Lorne Bodin:

The program will begin at 3pm and guests may view it from one of two locations (live in the large gym and by video in the small gym).

Approximately 600 seats will be reserved for family, friends, and colleagues of the Bodin family in the large gym, leaving 300 seats in the bleachers and 600 seats/and or standing room in the small gym for all other guests.
After the service all guests are invited to stay and visit in the foyer for light refreshments, to sign the guest book, and to make donations to the Lorne Bodin Memorial Scholarship or the Ride to Conquer Cancer.

There will be no parking available at McNair school or the adjacent church parking lot as these spots are reserved for family, personal guests, and speakers. Please consider car pooling, cycling, or walking to the service if you are able. Thank you for being a part of this special event. The family looks forward to seeing you at the service.

Celebration of Life

2011-01-08T13:57:00.000-08:00

There is a planned Celebration of Life in honour of Lorne Bodin.

Location:        Matthew McNair Secondary School
                      9500 No. 4 Road, Richmond, BC
Date:              Saturday, January 22nd
Time:             3:00pm- Service in the large gymnaium
                      (overflow seating in the second gym)
                      Refreshments to follow in main foyer

We look forward to seeing his family, friends and many of his students and colleagues there as we pay tribute to a great human being.

PS-No ties! Lorne hated them!!!

Many people have been inquiring about making donations to a scholarship in Lorne's name. There will be one set up, and if you are interested, donations are being accepted by Glenn Kishi in the Richnmond School Board Office. Below are the details of how to make a contribution:

Lorne Bodin Memorial Scholarship

The Richmond School District will be honouring Lorne with the establishment of a scholarship in his name.

Donations to this scholarship can be made to:

The Richmond School District #38

Memo: Lorne Bodin Memorial Scholarship

Please send any donations to:

The Lorne Bodin Memorial Scholarship

c/o Glenn Kishi – District Administrator,

Richmond School District,

7811 Granville Avenue,

Richmond, BC, V6Y3E3

Tax receipts will be issued to any donations over $20.00

Sad News

2011-01-07T09:23:00.000-08:00

A few days ago, I wrote on this blog about a friend to many, Lorne Bodin, and the battle he was waging with cancer. I wrote of all that he meant to me and to so many others. It is with a very heavy heart that I have to share the news that he passed away peacefully in the early evening of January 5th, surrounded by his loved ones. Below is the obituary written by his family.

Many of you will have heard by now that Lorne’s battle with cancer ended January 5. He was determined to face this challenge with dignity and humour, and he did so to the end. He died peacefully in Richmond Hospital attended by Jan, Kerri and Greg. Lorne’s character was not affected by his disease, and he was gracious and concerned with the well being of others until the very end. We would like to thank all of you who have supported us, who have prayed, visited, and given of yourselves and your gifts.

At this point, the details of a service in his memory are being finalized, and once confirmed will be posted here. The family would like to thank all of you who have supported Lorne and them as they go through this very difficult time. We look forward to seeing many of you at his service in the very near future. Please check here again for details in the upcoming days.

Be good to yourselves and to one another.

The Richmond Review also has a couple of nice stories, written by Martin van den Hemel, reflecting on Lorne's life, posted here and here. The Richmond News also has an article, written by Michelle Hopkins, posted here.

An Invitation

2011-01-05T23:07:00.000-08:00

Over the holidays, I was at a house party with a small group of friends, and was introduced to the concept of using Twitter and Blogging as a Professional development tool (I know, I know....sounds like a fun dinner party!). A couple of days into the break, I decided to sit down at the computer and try to figure out what all the fuss was about. While I had heard of Twitter and had seen a few friends attempts at Blogging, I was more than a little reserved about the potential it held for me as a professional. I am now 2 weeks into the process, and while I have only offered up a few "tweets" and this is just my fourth blog post (I am very much a neophyte, still learning all the abilities both tools possess), I can whole-heartedly endorse what I have seen.

I will confess to never having been a huge Professional Development enthusiast. I frequently found guest presenters having much sizzle, and not as much substance, and often wondered to myself after attending such workshops, "How much is this going to actually change the practice in my classroom or the school, long term?" The Pro-D I have been most energized by has come from working closely with our staff at Burnett, discussing topics near and dear to us, and eliciting and responding to student voices that had been raised when we asked them what was working and what needed to be re-examined as far as their education. That was extremely rich Pro-D, and I feel that those kinds of conversations are being re-ignited for me through my involvement with Twitter. I have never been as excited about the potential for sustained professional development and sharing ideas and thoughts with colleagues within a school, as well as staying abreast of new ideas around the world, as I am now that I have begun my journey using this tool. The lack of sustained Pro-D in schools, in my opinion, is because we quite simply don't have enough time to connect with one another and share these thoughts and ideas during the work day, and the busyness of our personal lives gets in the way. What is most exciting about Twitter and Blogging is that they are available to us whenever we can find the time (open 24 hours a day), and can help broaden our perspectives due to the number of different views/experiences one can encounter.

In the short time I have been engaged in the process, I have connected with some other Richmond educators who blog and use social media (blog-Bernie Soong, twitter-@bsoong, Ingrid Veilleux, @MmeVeilleux, Neil Kamide, @nskamide and others). I have also reconnected with former Richmondites now working in other districts (Terry Ainge, @terryainge, Chris Kennedy, @chrkennedy, Aaron Akune, @aakune and one-time Breaker, Gino Bondi, @gmbondi to name just a few). And through my connection to them I have been introduced to some of the brightest and most creative, inspiring minds in education across the rest of Canada (George Couros, @gcouros, Dean Shareski, @shareski, Cale Birk, @birklearns and several others) in the United States (Patrick Larkin, @bhsprincipal, John Spencer, @johntspencer and more) and around the world (David Truss, @datruss and others I have not yet connected with). Of course, many of the most well-respected authors and thinkers in the business now are also easily located through their blogs and on Twitter (Ken Robinson, @SirKenRobinson, Alfie Kohn, @alfiekohn, Daniel Pink, @danielpink, the TED Talks, @TED_TALKS and RSA Animate, @theRSAorg organizations plus so many more). I am so energized by the possibilities that both Twitter and Blogging possess, that I have decided to celebrate its functionality at Burnett, and am hoping to see many of the staff here join in. While I recognize that many of the people I am following are administrators, I encourage people to set up their own accounts, and follow whomever they are interested in, since it is very easy to locate other professionals who share curricular areas, ideas and practices with you.

Below is a video from YouTube explaining quite well how it is best used by professionals in education.

If you are already a member, I look forward to connecting with you and sharing ideas and thoughts. If you are not, consider creating an account for yourself and "join the party".

Things I have learned from my friend

2011-01-03T08:42:00.000-08:00

For the past several months, a very close friend of mine has been waging a battle with cancer. He continues to fight, and though sometimes it seems like things are not going his way, he remains positive, upbeat and strong. That is who he is, and always has been. I met him about ten years ago, when he was appointed as the Vice-Principal at the school I was working at as a teacher. Two weeks into the school year, his Vice-principal partner left the school for a position in a nearby district, and I got the opportunity of a lifetime... learning a new job next to a man who, though I didn't know it at the time, embodies so many of the key elements to being a successful educator. Last year, he was successful in his application to become a Principal, and was set to assume the role in July, but due to the discovery of his illness, he has not yet had the opportunity to sit in the chair. He is, however, still leading the school through the work he has done throughout his career, and how he has impacted so many of the staff members and students currently in the building.

What have I learned from him? It is not easy to put into words, since so much of what has always impressed me about him is just how he carries himself, but in the education profession, there are many principles that are so obviously at his core, that you can not help but notice them, even if he never speaks of them. They include, but are not limited to:

Compassion and patience: While working together as Vice-Principals, we were sometimes seen as soft on misbehaviour (and who among us has not been accused of this at some point...), but he would constantly remind me that these were kids, and we should expect them to make some mistakes. We only wanted to help them learn from those mistakes, and it would be difficult to ensure they were learning if we were really hard on them with consequences, or asked them to leave the school after repeated transgressions. He didn't come up with the saying, but we used to repeat it to one another frequently, "If we are going to make a mistake with a student, we would rather it be we gave him/her one chance too many, not one chance too few."

Loyalty and Respect: I have never heard him say a disparaging word about a colleague, even if it were someone he did not agree with. He is a consummate professional, respecting other people and their desires to be seen as competent at what they do. If he feels there is something that needs to be addressed, he can do so in a way that leaves people feeling respected, yet aware of things they may need to consider, and he is more than willing to help in this area. As a result, not only have I never heard him speak ill of someone else, I have never met anyone with anything negative to say about his character.

Caring and sharing: He has long been involved in supporting various causes around the world and within his community. We used to team-teach a Leadership 11/12 class, and had the students organize Tsunami relief fundraisers, elementary school support groups, Christmas stocking events to name only a few. He has also been inclusive of many at-risk students and their families, welcoming them to the school through friendly conversation, even making the effort to go to their homes in attempts to make them feel comfortable. His caring for others has long been evident in how he goes about his work, and sets a stellar, tangible example for students to follow.

Leading and contributing: He has always been about setting examples and professionally developing with others. He has started teacher study groups, been a sponsor for a co-hort of teachers working on their Masters degrees, and is a contributor to a Pro-D newsletter that our district publishes monthly. He has not yet had the opportunity to start his own blog or create a Twitter account, but was aware of the power of sharing ideas and engaging in stimulating conversation beyond the walls of a school years before social media made it so much easier.

Humor and optimism: He has always been quick to lighten any situation with some self-deprecating humor. It makes him human, puts his colleagues a little more at-ease, and makes life more enjoyable. Also, he looks at the bright side of things. We can all get carried away with despair or concern over how things seem difficult or not working out, but as he would often remind me, "and you're so hard done-by?" No matter what we face, we can and will do something to make it better. We always have, and are getting better at doing so all the time.

Asking why (or why not): He is quick to ask the question, "Why?", because he understands there is an explanation for something, and taking the time to understand it will likely help in coming up with a resolution that is palatable for all involved. Similarly, he also likes to use the phrase, "Why not?", as if giving permission to people to try something new. He has never been afraid of looking for different ways, and although not a risk-taker by nature, he is willing to move outside of his comfort zone in pursuing better ways of doing what we do.

Connecting and inspiring: He always seeks opportunities to get to know students outside of the classroom and let them see who he is and what he believes. He is always willing to help a group by coaching or sponsoring a team or club, recognizing that these are arenas where students get new opportunities to shine and show some of their otherwise unknown skills, talents and passions. He is willing to nurture and inspire what he sees through these connections, and that time is appreciated by all those who have had the pleasure of working with him.

In short, he is the kind of person I would want my children to be in the care of during the school day...and isn't that the highest praise we can give to any educator?

I wanted to write this not as a tribute to him (because it is not a eulogy-he is still fighting hard), but as a reminder of how we need to go about our business. It is the most important business in the world, but we must not treat it as business. It involves people and relationships and caring and helping and inspiring. These are all the things that Lorne Bodin stands for and has for his entire career. He continues to remind me about the importance of these things and showed me how to do the job using these principles as guidelines. I think it is incumbent upon all of us to remind others in education about what really matters.

Hang in there, buddy. Thinking about you everyday. I am sure you have seen this ad before (since as an avid cyclist, Lance Armstrong is a personal hero of yours), but it applies to you....

A Question....

2010-12-23T13:01:00.000-08:00

Recently, I had the opportunity to sit through an interview and was given one question ahead of time in order to prepare a ten minute answer. At the time I did not blog, had no Twitter account, and had a Facebook account that my wife had set up for me, but did not use, so my only method for idea sharing was through face-to-face conversation (old-school). If I used any of these social media vehicles, I would have put the question out for response sharing.

While the interview has since passed, I am still curious to see how others would have responded to the question. It is, in my opinion, an excellent question, and could prompt wide-ranging discussion. I would be very interested in hearing people's thoughts. Below is the question and some of what I crafted for a response.

As the principal, what are the things that you would look for in your school that would inform you that the connection between teaching and learning is strong? Conversely, what would you look for to see if things in this area needed attention?

First thing to do is define what “teaching” and “learning” mean to me:

· I define "teaching" as the art of engaging learners in the process of understanding, applying and extending concepts or skills for use in their future. I use the term “art” purposefully, because it is an art which requires certain skills plus an awareness of audience. Some may claim that they are “teaching” well; using current methodologies, varying instructional strategies, sticking with Prescribed/Essential learning outcomes, but if there is no assessment of what has been “learned” there is the risk that learning is not taking place, and thus the teaching is not all that strong or effective.

· Learning, to me, is the active participation in developing attitudes, skills, and knowledge through experience, and connecting that experience to future endeavours.

This question makes me think of conversations I have had repeatedly with the Principals I have worked with in my career.

· The first Principal I ever worked with still asks, “What are we hoping our students are learning or able to do? How will we know if they have learned it/can do it? What will we do if we find they have not learned or can not do it?” These are critical questions that staff need to be able to answer to ensure that teaching and learning are connected. Embedded in the answers to these questions are concepts like learning intentions, clear criteria, assessment practices, feedback for students and teacher and how that impacts future sessions; all of which need to be clearly understood by both the teacher and the students.

· The Principal I am currently partnered with, in the years we have worked together, has visited hundred of classes to ask students the question, "what are we doing in school that is working for you, and what are some things we do that you question, or wish we didn’t do so frequently?” Again, the answers to these questions, plus the fact they are being asked, can tell a great deal about the culture of a school and how connected teaching and learning are, and how engaged in teaching and learning the teachers and students tend to be.

In order to ascertain the strength of the connection between teaching and learning I would need to be engaging people in conversations like the ones I have mentioned above in a variety of forums-casual conversations in the hallways, discussions in Pro-D sessions, philosophical conversations in staff, SCC and Ed Facilitator meetings, as well as in teacher study-group meetings. I would also need to regularly visit classrooms to see if what people articulate in conversation is carried out in classrooms with students.

· Specific things I would look to see and/or hear would include classrooms where there was activity and conversation, where students had opportunities to work together and were comfortable and were encouraged to approach their teacher with questions that were designed not so much to ensure they have the correct answer, but to take the concept beyond the classroom. This is important because I believe learning is an active process.

· I would encounter teachers who were willing to take risks and who supported each other by forming strong study groups to explore new ways of doing things, and could readily answer the questions “what do you want your students to learn, how do you know they are learning it and what will you do if you find they are not?”

· I would see students who were excited about coming to school, and who, like their teachers, knew what they were being asked to learn or be able to do, and understood WHY it was important for them to learn/be able to do it. They would have a lengthy list of things they enjoyed about school and what got them excited about being there. The list of things they didn’t understand, or didn’t see the value in could be articulated and would provide the impetus for a conversation about why we do it, and whether or not we should evaluate the purpose of that practice.

· I would check with the Resource department and look at the model for assisting students who sometimes struggle, because I believe that a strong Resource department can have a positive impact on the students enrolled in those classes, and on the work being done by teachers in the other areas of the school. The Resource department is an invaluable group for assisting teachers and students in trying to help both parties understand the needs and limitations of the other. If clear communication exists between these people and the staff, as well as between the Resource teachers and the students in their care, there is good reason to believe the connection between teaching and learning is strong throughout the school.

· I would also likely encounter data that suggested the link between teaching and learning was strong. Students and teachers would be excited to be at school/work, so absence rates would likely be low. Discrepancies between school and exam marks would also be low, teacher attendance at Pro D functions and study groups would likely be high, and student misbehavior rates would likely be lower since fewer students would be frustrated with school because they understood what they were being asked to do, and why it was important.

I have hinted at looking at data to indicate how connected teaching and learning are, but I feel it is important to clarify a few things. Once a determination of the connection between teaching learning has been made via these conversation and observations of activities in classrooms, there is the ability to support these finding with data that can be found in various forms around the school.

· Data relating to Grade distributions, Provincial exam results, differential between school grades and exam scores, rates of student misbehavior, absentee rates for both staff and students, professional development involvement, levels of staff collegiality and collaboration and willingness to take risks, relationships between staff, students and staff and students, would all support findings made through conversations/observations. It is important to realize, however, that these data sources cannot be looked at independently. Without the culture and context conversations of what is happening in a school, the data, by itself, can be inconclusive or misleading. Student test scores, grade distributions and attendance and misbehavior rates can all be very good without the connection between teaching and learning being strong. It is important to look at this data, but only with the culture/context being understood via observation and conversation.

To answer the second part of the question, “what are the things you would look at to see if things in this area needed attention?”, I think I would engage in the same conversations, observe classes for the same things, and check the data to see what it supports, but the answers would most likely be quite different, or that much harder to get.

· Teachers and students may not be able to readily answer the questions, “what do we want (our students) to learn/be able to do?”

· Students would have a short list of things in a school they got excited about, and a much lengthier one of things they questioned, didn’t understand or didn’t enjoy.

· I would see classes where there was very little activity, movement, conversation, risk-taking on the part of the students or the teachers, and very little group-work where students get to share ideas and communicate with each other.

· I might see a Resource department that was structured simply to help students with task and homework completion, rather than having them develop skills that can help them succeed on their own. I wouldn’t see the communication in this department between teachers and between students and their case manager that is so vital for ensuring success for these sometimes struggling learners.

· I would also likely encounter data that showed a disconnect between teaching and learning-teachers and students who were not excited about coming to school/work, so absence rates would be high; a discrepancy between school marks and exam marks; likely (although not necessarily) increased rates of student misbehavior; poor staff participation in Pro-D opportunities.

If I were to find myself in a school like this, I would have a large task at hand in helping surface the importance of connecting teaching and learning. I would need to repeatedly ask the question, “Why do we do the things we do? Do they help students learn? Are we clear on what we want our students to learn and why?” I would also need to model the behavior I am hoping to see from the staff. I would need to remain current in teaching and learning strategies and technologies, excited about the potential that these tools have, and encouraging the staff to try new things and communicate effectively with each other and their students. Engaging in dialogue with people in conversations about practice and purpose, celebrating the positive things being done in these areas, and bringing attention to areas where we need to improve is the most important role for the educational leader in a school, but can only be done once trusting relationships have been built. The building of relationships that can foster fruitful conversations about what we do and why, and how it impacts student learning is the first thing I must do in order to be an effective Principal.

Thanks for reading my response. I would welcome any feedback, and would love to hear from others what they might look at to determine how strong the connection between teaching and learning is in their school.

I have also subsequently found a couple of links that I wish I had looked at prior to creating my response. They are the articles Creating a Landscape for Learning: Connecting Teaching and Learning at Northwest Indian College by CC Bull, Ted Williams and Brian D. Compton (a little lengthy, and geared toward First-Nations teachers and students, but many of the principles transfer well to all students and educators), and from Dylan Wiliam, Assessment: A Bridge Connecting Teaching and Learning, in 2006. A couple of other, more recent blog entries are Innovative 21st Century Teaching: Safety, Connection, Learning and Inquiry, and How High Schools Become Exemplary by Adrian Bertolini. The content of the articles seems to reinforce many of my thoughts, represented in different contexts. Also worth watching is the advertisement below.

Please share your thoughts.

Thinking Globally, Acting Locally

2010-12-21T14:52:00.000-08:00

The holidays bring an opportunity to reconnect with friends and family, and to appreciate all that we enjoy in our lives. It is also, however, a time when many people struggle with loneliness and depression as they are reminded of how things in their lives used to be better, easier or different. I just returned from a walk with my dog and stopped in to say hello to a few neighbors, two of which are going through difficult changes in their lives. They seemed a little lonely, and were very welcoming of some conversation with someone. I was happy to be that someone, and it reminded me how important it is to keep connecting with people, since it is easy to get swept up in the business of our work lives.

Today's experience also made me think of what we do in schools. Like most other schools and districts in B.C., we have School Performance Plans and District Accountability Contracts which indicate a strong desire to enhance student Social Responsibility. Like many other schools in BC and across Canada, we have a cause we support on a global level. Students host a variety fundraisers and events to raise awareness for a school we are building in the Dominican Republic. Each summer we send a small group of our students with and agency called Hero Holidays to engage with the community in the Dominican and work on the actual footprint of the building. These are without question life-changing experiences for the students involved, and I endorse them whole-heartedly.

Equally, if not more important, however, is the need to act in such ways on a local level, since we have many people in our own community in need of assistance and attention, and these interactions are opportunities that can impact far more of our students. I am very proud of the work we have done at Burnett over the past several years engaging in such efforts. The frequent class and extra-curricular field trips to downtown soup kitchens, our extremely successful canned food drive, and family adoptions around holiday seasons are just a few of the local efforts Burnett students are engaged in. One of our most successful efforts occurs through our Social Responsibility Conference day, which this year was held on December 7th. We suspend classes for the entire day and students sign up for sessions based solely on Social responsibility. We bring in guest speakers like Jesse Miller on the dangers of social media and how to use it responsibly, and John Banovitch from MADD on the dangers of drinking and driving. Students spend the day thinking about and acting in socially responsible ways, discussing topics like recycling and homelessness with their teachers, and going out to sing carols at the Richmond General hospital and at Seniors homes like Rosewood Manor and Courtyard Gardens. The highlight of the day for many of us is the seniors brunch, where we invite 150 seniors from nearby care homes to come to the school for a catered brunch and some singing, dancing and time for visiting. The feedback we get from our guests is always very positive, and the students walk away from the experience feeling good about the efforts they have made in brightening the days of others, on top of the learning that has taken place regarding the planning, organizing and delivering the event itself.

I would like to wish everyone a happy holiday filled with opportunities to interact with your friends and families, and remember to do your part on a local level to make this season more pleasant for everyone. It is invaluable for the individuals we interact with, and also provides a positive example for our students and family members in creating a stronger sense of community.