Three and a half years ago, people in the Richmond School District and beyond lost a good friend and colleague. Lorne Bodin was an inspiring husband, father, teacher and friend and those of us who knew him or had the pleasure of working alongside him, miss him greatly. After losing his battle with stomach cancer, a large group began riding in his memory in the BC Ride to Conquer Cancer (something that Lorne was passionate about). A few of us continue to ride, and if interested, you can make a donation here.
Team Bodin 2011
After doing the Ride to Conquer Cancer for two years, we felt we should do something local that could be enjoyed by a larger group. Last year, we hosted the first-ever Lorne Bodin Bike Ride. Over 80 participants enjoyed a 25 kilometre route around Richmond, and returned to Burnett Secondary School for a social barbecue, visiting and remembering our friend. We raised almost $2000.00 for scholarships that are now being given out in Lorne's memory, and decided to make the ride an annual event. This past weekend another large group of his friends and family got together for the Second Annual "Bodin Bike Ride" to remember Lorne, celebrate the way he lived his life, and raise some money to help students looking to further their education.
A great time was had by all as we enjoyed the scenic ride and got a chance to talk about the way Lorne treated others, how he would do anything he could to help anyone in need, and how his legacy is strong because he inspired so many to lead positive, helpful and selfless lives.
Lorne's wife Jan and brother Greg
Some opening words
Lorne's brother Greg thanking people for coming
A group shot before the ride
Jim Allison getting ready to go.
On the road...
More riders on the Railway bike path
Rob Laing directing traffic
At the half-way mark
The Laing clan handing out snacks
Everyone having fun
On the way back...
Lorne's Mom and the BBQ crew (Thanks Jason Davidson!)
Almost done!
A huge 'Thank-you' goes to Deb Wheeler-Brown for the fantastic photos and another to all the people who contributed in the various ways they did to make the event a success. We would also like to acknowledge Jason Davidson of M&M Meats in Richmond for doing the barbecue for us. If you are ever hosting a fundraiser/social event with a barbecue, he is the person to contact!
We look forward to doing it again next year. Save the date of the Saturday after the Victoria Day long weekend. It promises to be another fun-filled, healthy way to reconnect and remember a great man.
Having just finished off the doldrums of February (for me, the toughest time to
be a teacher, an administrator and a Canadian-largely due to the cold weather and
short days), the light that is keeping me moving (besides the talented staff
and students I am surrounded by at JN Burnett Secondary School), is the
Assessment Guidelines our school is developing in response to Policy 607 from the Richmond School
District.
For
the past three years, our school has been engaged in discussions around our
Assessment practices. We have been using terms like Assessment For, Of and As Learning, and going to Professional Development sessions led by speakers like Tom Schimmer. The school district is now asking each school to
produce their own Assessment Guidelines to help make consistent the beliefs and practices of school personnel and share the statement with parents and the public.
J.N. Burnett Secondary has long been very successful with our students. Our most recent
report card reinforces that statement. 1165 student taking 3 or
4 classes each in first semester yielded 3804 course attempts, and our students
had only 153 failed classes. That is a 96% completion rate. Only 4%
of our courses were failed. This success rate, coupled with the Provincial
Exam results (which once again showed our scores to be above district and provincial averages in each of the examinable courses), leave us very proud of the accomplishments of our
students. But there is room for improvement. The statistic cited
earlier (153 courses failed in semester one), leaves us asking,
"Did we make every attempt to help these students find success?"
Each one of those failures is a student, someone's son or daughter, who
did not meet with the success we want for all our students. What more can we do
to support these kids?
The
focus of this past Friday's Professional development day was on developing our
Assessment Guidelines and within those guidelines lie our school's Steps of
Intervention designed to support students who may be struggling. The Pro-D discussion
centered around 20+ case studies that were created by staff members at our school. The
conversation was rich, and the outcome was positive. Teachers spent a couple hours talking about difficult situations and trying to come up with solutions that would aid the student and become the framework for our school's Assessment Guidelines.
Our
first draft generated the following…
The
most exciting part for many of us was the sharing and generating a list of
potential intervention steps. We are all incredibly proud of how well our students have done at Burnett, but we also want to be sure that every step possible has been taken to ensure success for all. Taking the time to formalize and share ideas and intervention steps proved very valuable to our staff and our hope is that it directly benefits our students and their families.
Our
next step is to formalize and publish this document on our website. We are also asking for input from staff and parents.
After
the uplifting Winter
Olympics (was the greatest moment the unbelievable Women's Hockey Gold medal, Alex Bilodeau's repeat Gold medal or Gilmore Junio's selfless offering of his speed
skating spot to Denny Morrison?), we have only two more weeks until a
well-deserved Spring Break! We can make it!
After watching the Conference Championship NFL games last weekend (Go Seahawks!!), I stumbled upon an article in the Huffington post here. Written by an experienced teacher as a way of reminding herself, her colleagues and her young and perhaps overwhelmed proteges about what students remember, I found the article speaking loudly to me. As a school-based Administrator, there have been times when I have felt frustrated that I am not effectively leading change. The busy-ness of the job sometimes leads to days wondering if what I am doing is actually having a positive impact on the culture of the school. Like many of us, I am probably my own harshest critic, and needed this article as a reminder that the work we do, just by being present, does make a difference…
The author wrote about what students actually remember about their teachers. She commented that it is not the lesson plans, not the decorated rooms, not the tests written or the projects assigned. What students remember is YOU and how you connected with them and made them feel. When I reflect upon my own years as a student and recall the teachers I had, the ones who brought back a flood of memories, smiles and laughs are those who challenged me, shared something about themselves and asked me to share something about myself. My Biology teacher (Mr. Hallett), my Physical Education teacher and Rugby coach (Mr. McTavish) and my Business Ed teacher and Basketball coach (Mr. Auman) all gave of themselves for me, and asked that I give back. These relationships helped build me into the adult I am today, and I recall all that they did and how they connected with me far more than any curriculum I was taught. When speaking with my own children (now in Grade 8 and Grade 6), they, too, speak of fondness for teachers who make them laugh, share stories with them and make them feel important and cared for.
The article goes on to suggest that the most important thing to do is to be:
Be available
Be kind
Be compassionate
Be transparent
Be real
Be thoughtful
Be ourselves
While these things alone are not the only things educators must do, they must also be a priority for Administrators in their dealings with both students and staff. Teachers are tasked with the complex job of helping children learn, and Administrators have the equally challenging responsibility of leading change in a quickly evolving educational landscape. In order for either of these jobs to be effectively done, one must have established trusting relationships built on compassion, listening and open communication. New teaching practices and ministry initiatives are often worthwhile and can be exciting, but at the core, must be able to answer the questions, "How does this benefit students?" and "Is this something our staff can appreciate and recognize as worthwhile in their practice?" There have been several times where I have been uncertain about my effectiveness, but I have always been present, invested in best serving the needs of students and compassionately conversing with staff. While we all have a responsibility to be more than kind and compassionate (we do need to teach and have difficult conversations), I am reminded of the importance of slowing down and being available.
While many of the initiatives coming at Education Professionals around the world can feel at times overwhelming and confusing, one thing has remained true. Educators make a difference in the lives of staff and students, and everyone remembers how they were treated.
To quote Dr. Maya Angelou, “I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.”
There is so much happening in high schools around North America in the weeks leading up to the Winter Holidays. A small sampling of some of the goings-on at Burnett follows...
On Thursday, December 5th, Burnett Secondary school held it's 14th annual Conference Day, which was highlighted by the Senior's Brunch. Always a holiday memory for both our guests and our students, this year was no exception. The Conference Day seminars focused on Social Responsibility and lessons delivered by homeroom teachers included Safe Driving, Social Media Awareness, Anti-Bullying and Building Community as well as Understanding Racial Diversity. A keynote speaker seen by the entire school was Michael Bartolotto, as well as guests who spoke about the Holocaust and The Richmond Multi-Cultural Society who presented about building community.
It is with great pride that I show below a highlight video of the ever-popular Senior's Brunch, created by students Meghan G and Janelle P. Well done girls and thank you to the entire Leadership and Law classes plus some Student Council members, Mr. Ghaug and Ms. Davis as well as the Glee club, Ms. Freeman and the Jazz Band and Ms. Johal and the Dance class. The smiles on the faces of both the students and the Senior's indicated that a great time was had by all.
Ho, Ho, Ho
Getting ready...
Here they are!
Glee club singing
Another recent highlight was the Winter Concert, hosted on Thursday, December 12th. A full house of spectators were treated to an excellent concert put forth by the Concert Band, Grade 8 Band, and the Jazz Band. Thanks go out to all the performers and their director, Ms. Freeman. The admission of canned food or money to be donated to the Richmond Food Bank raised hundred of cans of food as well as hundreds of dollars all to be given to a very worthy cause.
Grade 8 Band
Concert Band
Next week is our last before the holidays, so I would like to remind students to do what you can to help support those in need. Our Student Council Canned Food Drive (which has brought in thousands of cans of food and several hundred dollars in donations so far) will continue through Friday, so please do your part. Also to look forward to is Friday's ever-popular Santa's Breakfast, where lots of entertainment (including a performance by our staff) and a full hot breakfast will be served to any and all who purchase a ticket (all proceeds will be donated to the Food Bank). Tickets are available from Student Council members at lunchtime for $5 each or 4 for $15.
Enjoy the last week and to all members of our school community, have a Happy Holidays and Best Wishes for the New Year!
Educators and parents across British Columbia are currently being asked to provide feedback about the Ministry of Education's new Curriculum Frameworks. At first glance, the documents are encouraging and exciting since the content for each course (frameworks for English, Social Studies, Mathematics and Science have been developed for Kindergarten through Grade 9) appears to have been reduced, thus allowing more freedom for teachers and students to explore concepts in greater depth, incorporating more cross-curricular teaching and learning, and pursuing more student passions.
This new freedom provides an opportunity for all of us to redefine what we do. At Burnett, we are beginning the conversation with our own questions for staff: "What are the things we are struggling with?" and "What help do we need in order to address these issues?" And for Educational Facilitator meetings: "What are the things we want students to learn in all courses?" and "How do we overtly teach and assess these things?"
We have questions about the unknown; How will Graduation program courses be impacted (Frameworks are still being developed for courses in Grades 10-12)? How will curriculum changes be reflected in the summative provincial exams that exist in English 10 and 12, Math 10, Science 10 and Social Studies 11? But we are improving our use of new technologies, are altering assessment practices to become more outcome-based and informative, and are adding strategies that help increase student engagement.
Seth Godin's Ted Talk "What is School For?" (and associated blog posts "What is school for?" and "What is high school for?"), asks a very important question that we in British Columbia now have the opportunity to answer.
While some may consider Godin a little radical and seemingly hyper-critical of the American Public Education system, his question is one that demands our attention as we move forward with our Assessment practices and new, less content-heavy Curriculum frameworks. Godin refers to public education having been created in the industrial age to produce obedient, interchangeable factory workers. We have come a long way from the industrial age, and are now doing so much more than teaching students to be compliant, but, as Godin states, school needs to be reformed to: "measure experience instead of test scores", utilize the new technology available, encourage "cooperation rather than isolation", help our students "do something interesting", and teach them how to "connect the dots, not collect the dots". While I do not agree with everything Godin states in the video (I think there is some value in memorization and society demands that we develop more than individual passions in our students), he very provocatively and correctly suggests that we need to rethink the purpose of school today.
I don't see those of us in education "Stealing Dreams", but I am excited that we have the opportunity to redefine what we do and answer the very important question, "What is School For?"....
The job of educator is a tough one, especially in the politically-charged climate of contract negotiation years. Teachers, support staffs and administrators are all challenged to work with widely-diverse student groups, all the while looking to adapt and improve their practices to reflect the ever-changing landscape of education and the world in general. Recently, a friend sent me this link, and it served as a reminder of why I (and so many others) got into this fantastic profession in the first place. The job of teacher is incredibly taxing, but equally rewarding. Looking at the list in the article, I found myself nodding often in agreement. Why become a teacher?To experience personalgrowth and continue to be a student; to pay it forward and to give back;to get to work with kids everyday;and to motivate others by my example (part of why I got into Administration).
It is sometimes easy to forget all the good that is happening around us in education and when we get new documents from the Ministry of Education and the revisions to Curriculum, some begin to feel overwhelmed and frustrated by the perception that educators around the province are not already doing several of these 'new' ideas. But the documents, at first glance, seem to provide much greater freedom for educators and their students, being less prescriptive, open for greater exploration in detail and depth, and allowing more linking of concepts across curricular areas. The key for schools and its leaders is to take this freedom and encourage change in practice, giving teachers permission to try new and innovative things to help improve student engagement.
Having just participated in several very deep and meaningful conversations on this past Friday's Professional Development day, I am excited and believe we are on the right path. There were conversations about balancing the management and leadership responsibilities within school-based administration and our role in helping schools embrace new curriculum documents and making them work for staff and students. Friend and colleague Jim Allison wrote about the responsibilities of being a school-based administrator very eloquently on his blog, Expand My Thinking. He writes of needing to stay connected with staff and students and building the relationships that foster trust and communication. In order to be effective, the Principal must demonstrate ability to perform the Management responsibilities, while still pushing the organization forward with reflective questioning and challenging of issues that seem at odds with the mission of the school.
At Burnett, we are constantly engaged in conversation, and I am tasked with asking the right kinds of questions that encourage reflection, thinking and sharing. At upcoming staff meetings, we will be asking the questions, "What are some things we are struggling with?" and "What are the supports you need to address these issues?". In Educational Facilitator meetings, we have begun the conversations around the new curriculum documents and the freedoms the new directions have seemingly afforded us by asking "What are the things we all believe in (across departments)?" and will follow up with questions like "How do we teach and assess those things?". The conversations will continue to be very rich and stimulating. The intent behind them is to direct our actions and future Professional Development days, as we continue to adjust our Assessment practices, adopt the new curriculum, increase the depth of content exploration and link concepts across departments.
It is an exciting time to be an educator, but it is easy to feel overwhelmed. I need to keep asking questions that promote thought and reflection, while acknowledging all the good that I see. The appreciative lens approach to improvement is working, but the gentle nudge of thought-provoking questions and discussion is at the core of Leadership, which is the responsibility of all those entrusted with taking our schools and the education profession into the future. I am up for the challenge.
Education discussions these days are often centered around questions like, "What are the things we need to improve?", "How can we do this better?", and, "How can we make school more engaging for our students?". These are great questions that deserve our attention. In schools on days like the Professional Development day just past, these are exactly the questions we ask. We place our focus on topics likes Instructional Strategies, Assessment Practices, Student Engagement and Connecting with our students and our communities.
I am extremely proud to work at a great school, full of passionate, professional educators and motivated, respectful and enthusiastic students. I often feel spoiled to have the opportunity to work with and around such inspiring and talented individuals. But when I take the focus of Professional conversations off the system and our staff and put it on myself, I find there are many things I need to improve.
My background and attitudes lead me to being a 'glass-half-full' optimist, and I usually see the good in things. When looking back at blog posts I have written, most of them are enthusiastic endorsements of all the fantastic stuff I see around our school. As an instructional leader, I also believe that one of the most effective ways of getting people to move in a certain direction is to find examples of what I think is positive, and celebrate it for others to note.
At a recent Principal's meeting, the Professional Development discussion was focused on three questions: "Do you have strong a professional learning community in your school?", "If yes, what was your role in creating it? If no, what can you do to enhance it?", and, "What are the themes/focus(es) for your school's professional growth this year?". It was an incredibly rich conversation that went well beyond the hour it was scheduled for. People spoke passionately about their school's plans for the year, and what they have done to help guide those plans.
One of the themes that came up repeatedly was the idea of utilizing the 'appreciative lens' (celebrating what we are already doing that fits with where we want to go), while still creating the 'cognitive dissonance' that is required to have professionals think. People all need to be encouraged when trying something new, but they also need to be challenged to think about what could be done differently or how it can be done better. It is a difficult balancing act, and something I need to improve.
While I am incredibly proud of the great things I see in and around our school, there is still much we can do to get better. I want to see our school fully embrace Standards Based Assessment by establishing marks bins that reflect those standards as opposed to the measurement tool being used (tests, assignments, homework etc.). I would also like to see us continue to promote critical thinking and problem solving by encouraging students to take more academic risks (we have a very competitive student population who, understandably, are worried about 'getting it right' for the score that may help get them into University). In order for students to take some risks, learn from the mistakes, and try again, I believe teachers need to role-model the same behaviour. I need to push our staff to try new things, giving them permission to make a mistake, learn from the effort, refine and try again. To that end, the video below will be the focus of our next Professional Development day.
We are already doing much of what I want to see in our school, but where I need to improve is balancing my celebrating the excellence while still creating the dissonance required to help professionals think about improvement. If not careful, the constant trumpeting of all that is good can breed complacency (people thinking that we are already 'perfect'), or the compliments can become hollow. Learning how to achieve that balance is going to have to be part of myProfessional Growth Plan.
