My Students Are Watching Me

         

          Typically, June is a time of reflection and celebration: reflection on a year of growth and learning both for myself and for my students, and celebration of the numerous milestones that traditionally mark the end of the school year.
          This June is a little different. Regardless of where you place yourself on the vast spectrum of BC politics, there is no denying that the escalating labour dispute between the BCTF and BCPSEA has impacted our schools. On a minute by minute basis, I am bombarded with updates and alerts by phone, through email, as well as through mainstream and social media. The issues are complex, multi-layered and emotionally charged. Many times within the past several weeks, I have come home exhausted and discouraged. As well, many times within the past several weeks, I have become acutely aware that my students are watching me. And they aren't just watching me, they are watching all of us. They are looking to the adults in their lives to see how they cope during uncertain and undeniably stressful times. This increased scrutiny has served to ignite in me a heightened sense of responsibility towards my students. Regardless of my personal political views, it is my responsibly to model a professional, positive, and caring attitude towards my students, my colleagues, and the larger community. It is my responsibility to maintain a sense of normalcy and consistency in my classroom. It is my responsibility to reassure my students that the adults in their lives will do their best to sort these complex, multi-layered and emotionally charged issues. And it is my responsibility to assure them that these are not their problems to solve. Because my students are watching me, and they are learning. More than ever, I need to be mindful of what I am teaching them.
          And so, I have resolved that this next week will still be a time of reflection and celebration for myself and for my students. Because we have accomplished some amazing things this year, things worthy of celebration. And I would argue that is especially during times of uncertainty and stress, that it becomes even more important to recognize and celebrate amazing things. This is my responsibility to my students.
       
       

The People Behind the Program

          It's not about the program, it's about the people. Trust, open communication and consummate professionalism. These are all attributes exemplified by my fellow Learning Partners. I am fortunate to work alongside colleagues who have volunteered, in the midst of often incredibly busy and demanding schedules, to offer support to their fellow teachers.

          Learning Partners currently consists of nine teachers, representing eight different departments. In addition to volunteering their time as Learning Partners, they are department leaders, coaches, committee members, and club sponsors. Oh, and they are also all full time teachers who are supporting students, planning, marking, meeting with parents, engaging in ongoing professional development and carefully balancing numerous other roles and responsibilities. And I know many of them will be quietly, and politely, horrified that I am writing this blog. Because they are also incredibly humble. 

          In the midst of writing the final report for a district action research inquiry that explores the impact of increased teacher engagement in peer-mentoring and collaborative opportunities, I have had the chance to reflect on the successes and the challenges of our Learning Partners program as it continues to evolve. And as with any new initiative, we have had our share of both. But at the very core, or more appropriately, the heart of this program, is the people- remarkably resilient, caring and resourceful people who have openly and honestly shared suggestions, concerns and questions over this past year. 

          I am pleased to share that with the ongoing commitment and dedication of each of the Learning Partners, as well as with the continued support of our colleagues and administration, Learning Partners is planning to expand in the 2014-15 school year as we move to integrate teacher inquiry into our current peer-mentoring and collaborative model. As well, we will be looking to add additional members to our team. I am excited to see what this next year will bring as we continue on our journey to support a culture of collaboration and trust at Sullivan Heights.

Taking the Lead

          We encourage our students to take risks every day. Raise their hand, ask the question, choose a more challenging book, take the extra lap, complete the bonus question, stand up in front of the class. But how can we ask our students to take these risks if we are not willing to step outside of our own comfort zones? At the presentation that I attended today, "The Teachability Factor: Harnessing Natural Context for Learning", Dr. Deborah MacNamara (http://www.macnamara.ca), argued that our students "need the adults in their life to be in the lead". If this is the case, then that means that teachers already need to be where they want their students to go.

       Many of my colleagues at Sullivan Heights Secondary have taken the lead where risk taking and innovation is concerned. On April 30th, our Learning Partners program had over 30 teachers from 9 different departments participate in our second "Teacher Drop in Day", an initiative that was developed to allow teachers the rare opportunity to visit their colleagues classrooms as a method to discover and share teaching resources and strategies. For both beginner and experienced teachers, inviting another adult into your classroom can be a nerve wracking experience. And yet, what better way to share the amazing things that are happening in our classes than by allowing fellow teachers to witness them first hand? Similar to our first "Teacher Drop in Day", the initial feedback has been overwhelmingly positive. In addition to more "measurable" data, the smiles and laughter that I witnessed at our "Thank You" lunch the following day was evidence enough of the positive impact that collaborative opportunities can have.

Just a few of the amazing teachers who took part in Learning Partners "Teacher Drop in Day".

         Most rewarding was to hear from some of our more experienced teachers who had taken the risk of participating in "Teacher Drop in Day" for the first time. Several told me that they were thrilled to have the opportunity, and most especially the time, to visit colleagues' classrooms. They spoke with energy and enthusiasm about the various actives and lessons that they were able to see throughout the day. I was also enormously proud of the confidence and trust demonstrated by our beginner teachers who participated.

         

"Host" Poster up & ready for "Visitors"!

Visiting a Drama 11/12 class as student prepare for upcoming production.

Visiting an English 10 class as students present poetry definitions.

       One teacher, who is new to Sullivan Heights this year, summed up their "Teacher Drop in Day" experience in the following email:

   "I just really wanted to thank you for planning such a cool day. Today was literally the first time I have ever seen the dance studio and probably the second or third time I have been upstairs in the school. Just seeing students in a different light, or the things that are going on in other subjects is really cool. When else would I get the chance to see Chemistry jeopardy?"

          These teachers are "taking the lead". They are modelling for their students a willingness to trust, take risks, and step outside the safe confines of their classrooms to extend their own learning. As Learning Partners continues to expand and explore new methods to encourage greater collaborative engagement at Sullivan Heights, it is these teachers who I know will continue to inspire others to open their doors and share their challenges, their successes, and their ongoing learning with their colleagues.

The Heart of a School

          Today was my last day as Acting Vice Principal at Sullivan Heights Secondary. It is difficult to put into words all that I have learned in this past month and half. It has been an amazingly rewarding and enlightening experience. I was privileged to have the opportunity to work alongside two dedicated and caring Vice Principals, Bob Whitham and Sue Beyer, whose unending hard work and consummate professionalism sustained our school during a challenging transitional period. But ultimately, in addition to my admiration for our administration team during this time, what was most enlightening was the confirmation of what I had only a glimpse of as a classroom teacher; that behind the scenes of a thriving school community there is a whole army of staff that is ultimately quietly responsible for much of the success of a school.
         This "army" rarely gets the recognition that they so truly deserve. They are the clerical and janitorial staff, the safe school liaisons and the youth care workers who so diligently and efficiently  work together as a team to ensure that teachers, counsellors and administrators have everything that they need to do their best work. They expertly support our students, answer our unending questions, maintain our over taxed facilities, listen to our endless complaints, organize our numerous events, schedule and reschedule our meetings and maintain our security, on top of numerous other responsibilities. At Sullivan Heights, this team is a family. They are the heart of our school. And for the past month and half, they welcomed me into their family and have given me their full support as I transitioned from classroom teacher to Acting Vice Principal. By doing what they do best, in addition to the support of my school and district colleagues, it made it possible for me to do my best. And for that, I am thankful.

       

     

Sullivan Heights- Transforming Challenge into Innovation

          I recently had the opportunity, along with several of my Sullivan Heights Secondary colleagues, to attend the second session of the Surrey school district's "Continuing the Conversation". The theme of each session revolves around nurturing and celebrating a positive school culture, as well as examining the attributes of resilient schools and leaders. In discussion with my colleagues, we were asked by session leaders to identify some of the strengths, as well as some of the challenges, that our school is currently facing. 

          Without question, we have our challenges. We are currently in transition, recently welcoming our new principal, Raj Puri to our Sullivan Heights family. As well, our ever increasing student population initiated a move to an extended day schedule within the last few years.  And yet, what we discovered during our discussion at "Continuing the Conversation", is that it is partly due to these challenges that Sullivan Heights has evolved into a dynamic and innovative place of learning. We have had to explore new methods to communicate effectively with our students, our staff and our community, such as Twitter, and Blogging. Our Technology and Pro D committees have worked to support teachers as they integrate digital learning into their instruction. Shared teaching and prep areas have created opportunities for increased collaboration and collegiality, leading to impromptu discussions around assessment and student achievement. Our Learning Partners program further facilitates and supports this collaboration by providing release time and creating initiatives such as our "Teacher Drop in Day". An expanding student population has provided a wealth of student leaders, resulting in the addition of our Junior Leadership group this year. 

          And so interestingly, the very elements that poise the greatest challenges at Sullivan Heights, have also inspired some of the most innovative and exciting initiatives. Would it have been preferable to arrive where we are today without these various challenges? Of course. But we because we have faced these challenges together, as a school community, we have become stronger, and ultimately, more resilient. 

          

Transforming Learning for 2030

          What fundamental changes in the educational system are needed to transform learning and allow the graduates of 2030 to reach their full potential in life? This is the question that was asked at the WGSI Learning 2030 Workshop that I recently attended at the UBC Faculty of Education. The purpose of the workshop was to bring together educators, school administrators, academics and students to explore Learning 2030's vision of high school and to examine the implications for classrooms, schools, school boards, and the larger community. http://wgsi.org/equinox-summit/equinox-summit-learning-2030
          Workshop participants had the opportunity to share information about successful educational programs and initiatives that are currently in place in our schools, and to brainstorm possible obstacles that may prevent the growth and sustainability of these innovations. Essentially, it was an opportunity to brag about the many amazing things that are happening in our schools, and think of ways to support and expand them.
          I was one of four educators invited from the Surrey School District and my group consisted of fellow #sd36learn colleague Jessica Pelat (@JessPelat) from Fraser Heights Secondary, Summit curator Dr. Michael Brooks (@DrMichaelBrooks) http:www.michaelbrooks.org, a Vice-Principal from the West Vancouver School District, and a teacher from the Burnaby school district. In addition to hearing about some amazing initiatives that are occurring at Fraser Heights, I had an opportunity to share information about Sullivan Heights Learning Partners program, a program that facilitates and supports inter departmental mentoring and collaboration for both new and experienced teachers. From here, conversations ranged from examining University entrance requirements and application processes, to teacher training, to facilitating increased engagement of the larger school community.
          Among numerous other findings, ultimately our group concluded that it is essential that educators and schools are clearly communicating our vision with the larger community, and that collaboration time, transparency, and trust are vital components as we move towards creating an educational system that not only supports our current learners, but will meet the needs of learners in 2030 and beyond.

A Delicate Balance

          Life is a delicate balancing act, a constant state of negotiating varied demands and desires. Teaching is no different. This past week as we transitioned into a new semester, I had the opportunity to touch base with several teachers who are in the beginning stages of their career. These are passionate, energetic, resourceful and caring individuals who are striving to provide the best possible educational experience for their students. And as a result, many of them are shouldering a great deal of stress and anxiety.
           These beginning teachers came to me primarily for resources, but ultimately, what I found that they were more in need of was some emotional support and encouragement. And is it any wonder? The expectations that we place on some our beginner teachers are enough to challenge and tax even the most resilient of individuals.
           At a recent department head meeting, my vice-principal, Bob Whitham, raised a similar concern, in regard to room allocation for semester 2. Sullivan Heights is bulging at the seams. Already on an extended day, finding available rooms to accommodate teachers and students is a Herculean task. Bob's concern was that on top of the challenge faced by some our newer staff, teaching a wide range of subjects and grades, and perhaps having limited access to resources and knowledge of our school, they were also being asked to move from class to class several times during the course of the day.
          At many schools, "tradition" dictates that more experienced or senior teachers are assigned "permanent" rooms. These are generally individuals with 10+ years of teaching experience, who have reached the stage of their careers where they feel somewhat proficient in their subject area, and are better able to navigate the challenges of a typical teaching day. "Tradition" dictates this, but as Bob asked us, does this make it right?
           Like many of us, one beginner teacher that I met with last week was consumed with anxiety the night before the start of the new semester. Part of her anxiety was a feeling that she needed to "do it all". After downloading my iTunes U English 8 course and reading through my blog, she asked me, how do you find time to do everything you do? My response? When I was a beginner teacher, I didn't. Taking on additional roles and responsibilities has been a gradual, ongoing process, made possible through the support of my colleges and my administration.
           After 16 years of teaching, I am now in the fortunate position to be able to explore new opportunities and take part in several innovative and exciting initiatives. But as I emphasized to my new colleague, beginner teachers, and even more experienced teachers, shouldn't feel pressured to "do it all". There is no prize for throwing yourself into the deep end of the pool when you should begin by dipping your toe in the water.
           My advice? Pick one thing, start small, ask for help, get ready to "fail" and then try it again. Isn't this exactly the advice that we give to our students? It seems to me like we should be modelling the same for our beginner teachers as they enter into this amazingly rewarding, yet often challenging profession.

A Delicate Balance