Commencement Address

This past Thursday, J.N. Burnett Secondary School had its Commencement ceremony to recognize and celebrate the accomplishments of the Graduation class of 2012.  It was indeed a spectacular evening, highlighted by the stunning accomplishments of this incredible group of young adults, the moving musical tribute performed by graduate Anna Toth, and the Valedictorian address by Justin Wang.

I, too, had the opportunity to address this special group of individuals, and am pleased to share it below.

Good evening distinguished members of the platform party, staff, family and friends. To J.N. Burnett Secondary’s graduating class of 2012 we say “Congratulations.”  It is an honour to be addressing such an outstanding group of young people.

To begin, I must acknowledge that it has been a difficult year for education in British Columbia.  However, what has become evident during these trying times is how fortunate we are at Burnett to be working with such a caring staff and exceptional student body. I can honestly say that the staff and students of Burnett have faced the many challenges with amazing consideration for each other and with the resolve to persevere. You, the graduating class, have shown yourselves to be wondrously talented and courageously determined.  You have risen above the obstacles before you and prepared yourselves admirably. 

It has truly been a privilege to work with you and to watch you grow these last 5 years.  And yes, many of you are snickering, thinking that I have had a bird’s eye view of you. It’s true...I do (some of you think I can see everything).  But, from my perch, the qualities you have demonstrated are the ones that I, and others, have seen and commended.

You have ideas for how your life will unfold, and those plans may change hundreds of times over your remaining years.  Yet, as I look around this auditorium, I cannot help but notice the pride shining from the faces of those people in your lives who are so invested in your present and future decisions.  This certainly includes your teachers and me, but even more so, your parents and family. 

As a father myself, I now view life events through the lens of parenthood. So you will understand that when I recently read an article entitled “10 Things You Won’t Hear at Your Commencement Ceremony” I was especially drawn to Number seven on this list that I actually do want you to hear.  The author, Charles Wheelan, writes: “Your parents and other adults in your life who care about you don’t want what’s best for you. They want what is good for you, which isn’t always the same thing. There is a natural instinct to protect our children from risk and discomfort, and therefore to urge safe choices.”

Allow me to share a story from my own life to illustrate.  Many of you have perhaps noticed the scars on my neck and wondered how I got them. Well, when I was nine-years-old, my dad took my sister and I out for a bike ride. That November day, I lost control of my bike and fell out into the road; I was struck by a car.  It was very traumatic and I was seriously injured and hospitalized for a long time. 

Naturally, since then, my parents have always been very uneasy when I get on a bike. Just two weeks ago, when I participated in the Ride to Conquer Cancer, a bike ride from Vancouver to Seattle, it would be an understatement to say that my parents would have much preferred that I not go.  Understandably, they wanted what was good for me -- staying safe. It was difficult for my folks to contemplate what was best for me, which was getting back on my bike, training and being healthy, and meaningfully remembering a friend who had lost his battle with cancer. 

Mr. Wheelan continued, ‘Theodore Roosevelt—American soldier, explorer, president—once remarked, "It is hard to fail, but it is worse never to have tried to succeed." Great quote, but I am willing to bet that Teddy's mother wanted him to be a doctor or a lawyer’ because this is what parents and the adults who care about you desire—your protection, safety and security.  Sometimes we need to be pushed or to push ourselves; we need to risk failure. Then we learn; and we become stronger and wiser. 

So what is the purpose of me telling you about my experiences and the article by Mr. Wheelan?  It is not to indict the adults in your lives (your parents and teachers) for wanting what is good for you instead of what is best for you.  Nor am I recommending that you be reckless.  I am encouraging you to find yourselves and your passions, push yourselves toward greatness and not to be afraid or quit if and when you encounter failures.  Remember, life is not about who makes the fewest mistakes.  It is about how you respond to those challenges.

As I close, it is fitting to note the words of Ralph Waldo Emerson: “Whatever course you decide upon, there is always someone to tell you that you are wrong. There are always difficulties arising which tempt you to believe that your critics are right. To map out a course of action and follow it to an end requires courage….  To be yourself in a world that is constantly trying to make you something else is the greatest accomplishment.” 

Grads of 2012, we know that you have been equipping yourselves to face the many challenges and the endless possibilities available to you.  We want to wish you the very best. Thank you for your significant contributions to the school and the community and we congratulate you for reaching this important milestone in your lives.  Know that we are all extremely proud of you.

Now go out there, live with courage and make a positive difference in the world, because, to quote many of you over the last several months… “YOLO”.  I will let you explain that term to your parents. 

 

Thank you and Congratulations!

PS-thank you to the editor of the above notes (you know who you are!).  Also a big thank you to the people who worked so hard behind the scenes to pull off the event, and to the grad class who made the efforts so worthwhile!  Enjoy a relaxing and fun-filled summer and best wishes for your future!

Another Epic Journey

Last weekend, as a welcomed respite from the hectic schedules many of us have been keeping as another school year comes to a close, several friends, colleagues and I took part in the Enbridge Ride to Conquer Cancer in support of the BC Cancer Foundation.

This year (the fifth edition of the event) was a record-setter in more ways than one.  3,011 riders plus countless volunteers raised over 11.2 million dollars and set out to cover the 242 kilometers between Cloverdale's Fraser Downs Park and Redmond's Marymoor Park.  Team Bodin, the team founded in memory of our good friend Lorne Bodin, was comprised of 14 members (riders and volunteer crew), and raised $26,562. 

Many of us rode last year, and were so inspired by the experience, decided to do it again.  After the cold and wet of 2011, most of us were certain that the weather could only be better this time around.  We were wrong.  While slightly warmer, Saturday had significantly more rain this year, and while it did not impact the ride (because once you are wet, you are wet!!), the campsite in Mount Vernon was a challenge.  We arrived after pedalling through adverse conditions, only to see the weather worsen in the tent-city that had been set up for us.  The baseball field we were inhabiting eventually turned into a mud-pit.  With thousands of people huddled under shelter and lining up to get food and use the bathrooms, it was impossible to stay dry or get clean.  But none of the inconveniences brought on by the weather could dampen the enthusiasm of the group as we all sat together, shared stories and listened to inspiring speakers.

Sunday was much more dry, and the pleasant riding conditions made day two very enjoyable.  After journeying through the beautiful farm and parklands of Western Washington, we rolled into our destination of Redmond around 2:00 PM, cheered in by enthusiastic supporters and family.  Emotions ran high as we all thought of who we were honouring and what we were trying to do.  

It truly was an epic journey, one that has created memories for me that will last a lifetime.  Thanks to every one of the team members for sharing the experience with me, and to all of the donors and contributors whose generosity allowed it to happen, and whose donations are making a difference.  Let's keep up the good fight!

PAC Legacy Scholarship Presentations

The past two and a half months have been hectic and as a result I have not been able to give much attention to this blog.  As a new Principal, I have been working, for the first time, through complicated and sensitive issues surrounding staffing (downsizing and layoffs, plus posting and hiring), timetable issues, Commencement planning and speeches plus all of the regular end-of-year stressors (which this year have been further complicated by the continued labour unrest between the BCTF and the Provincial Government).  To say the learning curve has been steep would be a massive understatement.  At times I have felt overwhelmed and have questioned my abilities and decisions.  I suppose, however, that the second-guessing and constant analyzing and thinking is a positive part of the reflective process that goes with learning new things and challenging oneself.

Despite the long hours and restless nights, I have continued to enjoy what I do and the people with whom I work and learn.  One such event that reaffirmed my love of this job was held this past Wednesday evening.  Our Parent Advisory Council (PAC) held its annual PAC Legacy Scholarship Presentations for any Grade 12 students who wished to share with parents their Graduation Transitions documents.  The evening was attended by eleven parents (volunteers from PAC and anyone else who was interested), and 20 students.  The library was set up so that parents could rotate around tables and have brief question and answer sessions with students who were presenting  reflections upon their years in school.  The six most interesting and engaging presentations (as decided upon by the parent group) were chosen as recipients of a $500 PAC Legacy Scholarship.  Though I was not evaluating the presentations, I did have the opportunity to observe and have informal conversations with many of the students and parents.

I was thoroughly impressed.  There were students who were preparing to go to school next year in faraway places like the University of Pennsylvania, Cornell and University of Hong Kong.  There were aspiring Doctors and Scientists plus several Artists, Fashion Designers and future Youth Counsellors.  Among the most inspiring were the stories of students who have overcome feelings of isolation when they arrived in Canada understanding very little English.  There was also a student who demonstrated and talked about his love of the VEX Robotics extra-curricular program that he was a founder and leader of.  There were students who talked about the changes they had gone through on their journey towards adulthood, including one who had fallen in with a group of friends early in his school life that led to some poor decision-making.  His family intervened and set him up with Richmond's Integrated Youth Services Society, a charity founded by Esther Ho which looks to  support new immigrant children by introducing them to causes like the Personal Growth Youth Pilgrammage to Yunnan, China.  The student has now been overseas and is actively involved in fundraising to help bring a high-school education to students in rural China.  Talk about a life-changing experience!  Others talked about how much they had grown from their experiences in Leadership classes and when they were given opportunities to be role models for younger students in events like our Grade 8 Retreat.  

In each of the conversations I had with students, I asked them after their presentation was over what was one memory of school that they would recall 15-20 years from now.  In each case, the answer was "the people".  I also asked what they were most proud of from their time in school.  In most cases the response was "I surprised myself by how much I overcame and improved".  I was pleased to hear that the students will remember the relationships formed in these years and was reminded of the article written by Charles Wheelan that is getting a great amount of attention in the Twitter world now.  The article is a tongue-in-cheek commentary on Graduation speeches.  Titled "Ten Things Your Commencement Speaker Won't Tell You", item number seven rings true for me and I thought of it frequently when speaking with our Graduates.  It refers to how the "Adults in your life don't want what is BEST for you, they want what is GOOD for you".  Too often, our children and students are protected from failure and risk by the adults in their lives.  We do this with the best of intentions, but if we push them a little, and allow them to fail and learn from their mistakes, they will surprise themselves and us with what they can accomplish.  The presentations from Wednesday night confirmed that if we allow them, our students can and will go above and beyond, even if their first attempt may not have ended with a positive result. 

What a fantastic evening it was!  Thank you to the parents who invited me to attend, and especially to the students who once again inspired and reinvigorated me with their stories, aspirations and reflections upon their time with us.  As an entire group, you will be fondly remembered.  Best of luck in your future endeavours.  These last few weeks will be a blur for you.  Study hard but slow down and enjoy the moment.  The memories and relationships you will take from here will last a lifetime.

Museum

Last Thursday night I had the pleasure of watching the J.N. Burnett Theatre Department's Spring performance of the play "Museum" by Tina Howe.  The play, written in 1976, is a satirical look at the world of Modern Art and the characters who often visit art shows.  Set in an unidentified museum in New York, there was a large cast of brilliantly portrayed characters who graced the stage.

The performance was extremely well-received by the "standing-room only" audience of family and friends, who were treated to an inspired and humourous production.  Though each of the actors was outstanding, there are a few that deserve special recognition;  the ever-energetic Moses Caliboso as both Mr. Salt and Giorgio, Jei So as Mrs. Salt and Harriet, Stephanie Wong as Barbara Castle and Zoe and Jessica Wong as Barbara Zimmer and Francoise.  Also deserving of mention was Sharon Mui as Tink Solheim and an elderly parent and, of course, lead actor Justin Wang as the frustrated, in-over-his-head security guard.  Despite singling out only a few, I would be remiss if I did not give out kudos to each of the 31 actors in the show!

The show was directed by Drama teacher, Mrs. Karen McNee.  Tech Education teacher Mr. Bevan, David Tam and Samson Lee helped with set design, and Ms. Jackson, Heidi Ng and Angie Wu from the Textiles department aided with costumes.  There were likely many others who pitched in and I apologize if I missed you!  The cast of 31 actors (playing 40 different characters) and 30 behind the scenes crew (including 4 teachers and a husband) worked exceedingly hard.  No one described the efforts and rewards of the show better than director, Mrs. Karen McNee:

Welcome to the Museum and the last day of the exhibition “The Broken Silence”!

This play focuses on character rather than plot and it caught my attention during my annual play search this last fall.  I had heard much about so when I finally read it, I was really excited that I had found the right one for this year.  I love the range and variety of characters it features and wanted to provide as large an opportunity for casting as I could.  I enjoy the humour that the characters bring, but also the heart.  They represent little bits that we can recognize in ourselves, or in the people we know.  Despite their pretense, there is an honesty that drives each of them.

As you may know, recent events pressured us to either cancel the show or honour all of the work we have put into this since January and get this show up three weeks early.  The students and staff involved collectively decided to proudly present to you all that we had created and do the best we could with the time we had left. The passion these students bring each day have made this process such a pleasure and a joy.

Like I often am, I was amazed by the talents, passion and coming together of the teachers and students when in situations like these.  As mentioned by Mrs. McNee, the performance was bumped up by three weeks for a variety of reasons, among them the uncertainty of teacher job action in the dispute between the BCTF and the Ministry of Education.  Students and teachers alike desperately wanted the show to go ahead, and worked very hard under significant time constaints.  They came together and put on a magnificent show!

Congratulations to all those who contributed to the performance.  You put on an exceptional show and made yourselves and us proud.  Special thanks go out to the teachers who made the project possible.  Well done!

Ride to Conquer Cancer

It has been more than a month since I last posted anything on my blog or Tweeted anything on Twitter.  The break has been necessary.  Among the events consuming my energy in March included the unsettling labour dispute within education in British Columbia, beginning the timetabling process for next September, and the staffing and potential downsizing facing our school for next year.  I enjoyed a very welcomed break from March 10-25th when Spring Break came.  We enjoyed our first-ever cruise as the family (a group of 9 including my wife, our 2 children, my sister and her family and my mother and father) sailed aboard the Royal Caribbean's Freedom of the Seas (a ship that only 5 years ago was the largest in the world).  It was a luxurious way to travel the western Caribbean, with stops in Labadee, Haiti; Falmouth, Jamaica; Grand Cayman Island and Cozumel, Mexico.  As expected, I enjoyed all that I was supposed to, and the relaxing and eating caused to me feel well-rested and only seven pounds heavier than when I left!!

Having made the decision to lose the seven pounds I gained (plus a few more), I am now turning my attention to getting back on my road bike and training for the Ride to Conquer Cancer.  This epic adventure is a two-day ride from Cloverdale, BC to Redmond, Washington scheduled for mid-June.  I rode last summer (check here for the blog about it), and found the experience so rewarding, I signed up to do it again. 

I was inspired to ride last year because my good friend and mentor in my professional life, Lorne Bodin, had recently passed away after a bout with stomach cancer.  He was an avid cyclist who had captained a team in the ride only a year before.  An exemplary human being, I learned a great deal from Lorne, and still think of him everyday.  I also ride for the countless other people whom I know have had their lives negatively impacted by cancer.  Gil Puder and Mike Tinker were two other exceptional people whose lives ended prematurely after battling the disease.  Their families still deal with the loss and the effects cancer has had on them.  We all have stories like these, and in many cases, cancer has hit lives much more directly than it has mine.  Please consider making a donation to the ride or to any cancer fighting cause.  Any amount is hugely appreciated.

I am now actively beginning my fundraising efforts, and need to raise $2500.00 in order to participate.  If you are so inclined, donations can be made on my fundraising page here.

Thank you in advance for your generosity.

Learning and the Brain

After a very long week finishing Bill 33 consultations for Semester 2, hosting a parent information meeting, helping coach the Senior Boys Basketball team in the playoffs, supervising a school dance and initiating the course programming for next year's timetable, it is finally time for me to reflect on an opportunity from the week before.  I had the chance to go with friend/colleague Bert Wiens (@bewiens) to the annual Learning and the Brain conference at the Fairmont Hotel atop Nob Hill in scenic San Francisco.  

The Fairmont Hotel

The conference opened on Thursday morning with an optional pre-conference, and I attended a workshop on Teaching Wisdom, led by Dr. Kevin Washburn. The session was thought-provoking and discussed the idea of teaching "Creative Thinking" rather than content.  Below is a video that was shown to prompt conversation.  Dr. Washburn talked about the need for educators to teach the "basics" in order to give students the skills needed, and then the freedom to develop their own technique and the choices to develop their creativity.  He touched on the importance of self-direction in learners and moved into the concept of helping students develop "wisdom".  He listed eight capacities commonly seen in "wise" people: Self-regulation, Valuing, Morality, Compassion, Humility, Altruism, Emotional Regulation and Dealing with Uncertainty.  It was an interesting dialogue that made me think about what more our schools should be doing to help build these skills, recognizing that each of them requires time to develop. 

Thursday afternoon then kicked off the main conference, with the focus of keynote speakers being the brain science behind educating happy, healthy, moral and self-regulated learners.  Many of the speakers were Neuro-scientists, Psychologists and Medical professionals and admittedly, several of the sessions left me wanting more.  I found some of the presenters a little dry and too technical regarding the biology of the brain and the chemical rationale for certain behaviors.  There were, however, some excellent links to understanding why certain teaching strategies are more effective in connecting with the adolescent brain.  The two most dynamic and engaging speakers were Dr. David Walsh and Dr. Yong Zhao.

Dr. Walsh is a renowned Parenting and Education professor from Minnesota who has been seen on television talking about how self-regulated children have a better chance of success in school (he reproduced the famous Marshmallow test-see below).  I saw three sessions led by Dr. Walsh and was impressed by each one.  In The Brain Goes to School, Dr. Walsh talked about GABA as a brain relaxer that needs to be released in order for someone to be ready to learn.  He explained that GABA will be present  when people feel comfortable and connected to others, and be absent or low when the brain is on alert for threat or danger.  He also talked about dopamine and the appropriate level of challenge.  Tasks that are too easy or too difficult will result in the brain not getting the release of dopamine it needs for appropriate engagement.  Dr. Walsh also mentioned the importance of sleep, the value of exercise and some tips for how to effectively use praise.  His humorous storytelling ability and the connections to working with adolescents made the session extremely valuable.

His second session, Why Do They Act That Way?, looked at the delayed development of the Prefrontal cortex.  Dr. Walsh noted that by about 12 years of age, the brain is close to full-size, but the development of the brain and the links between neurons continues until the mid-to-late 20's.  Much of this explains the risk-taking and emotionally-charged behaviour seen in many adolescents.  Dr. Walsh commented that adults use the prefrontal cortex to read emotions, while adolescents use the amygdala, which often results in over-emotional reactions. 

In his third session, Say Yes to No, Dr. Walsh talked about the challenge of teaching self-control to children when today's culture promotes concepts like MORE, FAST, EASY and FUN.  As indicated in the video below, he stressed the importance in setting boundaries and having clear expectations for children which helps them develop the ability to say no to themselves.  He also mentioned that ability to self-regulate is a greater predictor of success, happiness and popularity than is IQ.  Dr. Walsh provided great insights into the challenges and purposes of parenting and teaching adolescents.

Dr. Zhao also gave an extremely humorous and engaging presentation on What Defines a High Quality Education?  A professor at the University of Oregon, Dr. Zhao hails from a small farming community in China and he spoke about the high PISA rankings that China (specifically Shanghai) has scored while the United States languishes at a significantly lower ranking.  He asked some very pointed questions about the infatuation the American media has with these results and thinks that too much value is being placed on them.  He spoke candidly about the differences between the Chinese and American education systems, noting that higher tests scores do not necessarily mean a better education.  Dr. Zhao indicated that Americans have long been concerned about being "poor test-takers", often finishing below Russia, then Japan, now Finland and China in International rankings.  He then compared the system in the United States to that in China and stated that he felt Americans embraced creative thought, cultivated entrepreneurship, and promoted self-confidence and risk-taking.  His experience in the Chinese system found that students were given less opportunity to develop self-confidence, they were told to respect and not question authority and they were asked to conform, thus reducing the development of innovative and creative thoughts and ideas.  He stated that despite the high success rates on PISA tests, the Chinese were calling for education reform, attempting to change the mindset to "Invent a job, not Find a job".  He raised some very important questions, and reminded us all to ask the question, "What makes a successful education?" 

Aside from the experience of the conference, I was blown away by the city of San Francisco.  I had not been as an adult and with the weather ideal (16-18 degrees and sunny every day... quite a welcomed change from what I had become used to in Vancouver), we took any opportunity we had to tour the city.  The Golden Gate Bridge, Fisherman's Wharf, Ghirardelli Square, the Embarcadero, Union Square, Alcatraz, the cable cars and so many others sights to see.  It was easy to see why so many people from around the world rave about the scenery.  Living in Vancouver, I usually find myself returning home from travel commenting on how there is no place in the world more beautiful than the Lower Mainland of British Columbia.  San Francisco is the first place I have been where the comparison between Vancouver and another locale caused me to pause for a moment.

The Cable Cars

The Golden Gate Bridge

It was a welcomed respite from the hectic schedule I have been keeping at work.  It allowed me to think and reflect and it reaffirmed much of what we are already doing with our education practices in British Columbia.  As we continue to look for new and better ways of going about our work, I am confident that we can change the perception that some students have that school is a place like this....

Alcatraz!

Frustrated and tired...

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.