From Traditional to Transformative

How do we foster transformative teaching and learning within existing traditional structures? 

While curriculum changes are leading us towards significant change, the reality is that many schools and districts are still constrained by traditional structures that could pose significant barriers to meaningful growth.

Traditional structures can encompass everything from the concrete, (the physical spaces of our school community) to the less tangilble (closed mindsets).

Let me begin with one example of the concrete...

While the physical space of a school community does not necessarily impede transformational teaching and learning, it can pose a significant challenge. Traditionally designed as a collection of "little boxes", how do we encourage and support teachers and students to move beyond the walls of their classrooms to engage in collaborative learning experiences?

As part of the West Coast Regional Exchange, facilitated by Stephen Hurley and Max Cooke from the Canadian Education Association (CEA), I had the opportunity once again to marvel at the beauty of our venue Norma Rose Point, a school which was designed for teacher collaboration. Although principal Rosa Fazio is quick to point out that it is more about the mindset than the physical space, I couldn't help but think about the impact that teaching and learning in such a space might have on the hearts and minds of the members of that school community. This thinking was extended through a conversation with the head teacher of an alternate program. He shared his struggle to convince "his kids" that they were valued within a physical space that was aging and run down...

Yes, transformative teaching and learning can and should happen within traditional and sometimes less than ideal physical spaces, but I don't believe that we can discount the impact, both positive and negative, that those spaces can have on staff and students. Not an insurmountable barrier, but something to be considered.

Other traditional structures might include elements such as timetables, staffing and budget constraints and ministry guidelines.

Should a bell schedule really signal the end of learning?

With the integration of a new curriculum in BC, we have an amazing opportunity to continue to transform learning for our students. But it's not enough to simply squeeze a new curriculum into our existing traditional structures. I would suggest that if teaching and learning does not begin to look significantly different in BC schools, then we will have failed our students.

We now know better and so we need to do better. 

There are no easy answers. But we must continue to have these conversations. What are the non-negotiables within our districts and school communities- those elements which we are unable to change? And what are the elements that we are able to address and transform to facilitate the types of learning experiences that we know are best for our students? 

As Stephen Hurley reminded members of the CEA west coast regional exchange, "an issue is where an opportunity and a challenge meet." So, rather than viewing existing traditional structures as insurmountable barriers to transformational teaching and learning, we can instead view these as opportunities for innovative and creative solutions. I look forward to continuing this conversation, both with my colleagues in BC, across Canada, and globally. 

Notice

It sounds simplistic, but my goal for the first week of school was simply to notice...

I noticed that the student who could barely make eye contact with me last year, walked confidently through the front doors of the school on the second day, and said "Good morning Ms. Garr!"

I noticed the grade 8 who was immediately swept up by a welcoming group of friends as they arrived.

I noticed the look of trepidation on another grade 8s face as they ate lunch by themselves, doing their best not to be seen.

I noticed who was sitting together at the opening assembly. And who wasn't.

I noticed the parent sitting anxiously outside the front office, not quite able to bring themselves to leave.

I noticed the teacher who was feeling overwhelmed by "one more thing".

I noticed that our secretaries treat the adults and the students in our building with the same respect and kindness.

I noticed that our custodian is never too busy to help.

I noticed how at the end of the day, despite feeling exhausted and slightly overwhelmed, I am looking already forward to the next day...

Leading Change

Whether you're a school based administrator, a teacher leader, or part of a district senior management team, leading in times of change is different. Leading change is significantly different than navigating change. Or simply surviving it.  The reality is that leading while maintaining the status quo doesn't involve the same complexities and challenges that are associated with moving into uncharted territory. As Captain Kirk would say, leading change means going boldly where no one has gone before... As such, I would argue that it requires a unique set of skills and abilities.

Reflecting on my own experiences and through my ongoing conversations with colleagues, the following are attributes that I believe are necessary to lead change.

1. Passion. Enthusiasm and conviction is infectious. The ability to inspire and motivate others, especially when change can involve difficult decisions, is essential. Although we need those around us to ultimately take ownership of any new direction or path, a leader's passion can spark the initial movement and momentum.

2. Transparency. Trust and open communication is integral to any organization. Individuals need to understand why change is necessary, what the intended outcome is, and how we're going to get there. They need to be partners in the process, not simply passive participants. As well, the reality is that not every initiative is successful. Leading change means admitting that we don't have all of the answers, that we make mistakes. If we have worked to foster trusting relationships with those around us, individuals will continue to support us during more difficult times.

3. Resilience. There will never be a scenario where change is embraced wholeheartedly by an entire organization. Leading change means being able to shoulder dissenting opinions and sometimes outright hostility. Sometimes described as a "thick skin", the ability to not take "personal attacks" personally is key. Leaders need to be able to maintain a calm and consistent demeanour.

4. Empathy. Change can be unsettling. It can be a time of uncertainty and flux. Even when the changes that are being implemented are leading to something better, leaders need to understand that leaving behind familiar routines and expectations can lead to anxiety, even anger in some individuals. Leaders also need to be empathetic towards those individuals who are simple unable to accept change. They can't let that halt their progress, but they can treat these individuals with patience and compassion.

5. Courage. Even with the knowledge that change is necessary to move our schools and districts forward, it can be overwhelming to face the prospect of leading during transformative times. For those of us who have experienced significant change, we know that it can be "messy". Leaders may feel the same anxiety and ambivalence as those around them. But they have the confidence and courage to embrace those feelings of uncertainty with the understanding that it means they are moving forward into new learning and growth.

One More Thing

We all get a little lost sometimes. We lose sight of our purpose, our goals. We get bogged down in the minutia of our busy days and frustrated by seemingly unending demands on our time and energy.

In education, there is always "one more thing". The latest trend, technology or curriculum change. These pressures explain why as "back to school" approaches, my teacher friends are sharing posts filled with a mixture of excitement-tinged anticipation... and anxious dread. And why at the end of June, one of my admin colleagues shared that his goal for the school year had simply been "to survive". Disheartening, perhaps. But understandable. This job can be overwhelming at times. And sometimes we can lose our way...

So as the school year begins, how can we balance our responsibility (yes, responsibility) to facilitate and embrace innovation and change, and the very real sense of fatigue and frustration that is often voiced by educators? As someone who wants to continue to support and facilitate growth in my school community and district, how can I justify adding "one more thing"?

Here's how...

Such a gift.

I ran into one of my old students today. This is a rarity for me, as I've changed schools and districts. More often than not, I send a student on their way at the end of grade 12 and I never see them again. So today was a gift. Not only because I got to see this particular student, who gave me a huge smile and an even bigger hug. But because sometimes I lose my way a little bit too. I get bogged down in the minutia of my day. I feel overwhelmed and anxious.

So with the school year about to begin, today's chance encounter was an incredible reminder of why I continue to push myself to do more. To do better. And why I continue to encourage and support my staff to take on "one more thing". Today I was reminded that I helped shape who this young man had become...

You see, every single day, we make a difference. We impact the lives of children. We help shape the future. What an incredible privilege. But with that privilege comes a responsibility. The responsibility and willingness to take on "one more thing", to embrace change, to move forward with intentionality and purpose. It can be overwhelming. And exhausting. But take a look at that young man's smile...

It is so worth it. 

So if you discover at some point this year that you have lost your way, I hope, like me, you are given this gift. This reminder of why we do what we do. And I hope that helps you to find your way back. Because our students need us. And for that reason, I will continue to do one more thing.

Dare to Be.

Although many of us are still blissfully immersed in the warm and hazy days of summer vacation, I was reminded by a post from my cousin whose children attend school in Arizona that for some of us, school has begun. I've had conversations in the past with colleagues about the back to school dreams that seem so prevalent among many educators, from beginners to experienced. Sometimes triggered by that first "back to school" commercial, anxiety tinged dreams often stem from a desire to do our very best for our students. 

As someone who finds it challenging to fully embrace rest and relaxation, (I'm working on it) my mind is never far away from planning and dreaming for the year ahead. I'm fortunate to work at an amazing school, with dedicated staff and highly motivated students. But as is always the case, there is room for growth. There are things we could be doing better. 

So in the midst of setting some goals for the year ahead, here's what I noticed... I divided my goals into two categories: "plans" and "dreams". Somehow I differentiated between these two- "plans" being those practical, concrete goals that are safe, attainable, achievable. And "dreams" being those that are risky, abstract and perhaps more challenging to achieve. "Plans" are safe. "Dreams" are risky. 

In life, and as part of my professional journey, I've learned that if I'm avoiding a conversation with someone, it's probably a conversation that I need to have. As a school administrator, I've had to learn to have those difficult conversations. They're never easy. They're often uncomfortable. But in the end, they are important conversations that need to happen. And they often result in meaningful and important change. 

See the connection? 

By categorizing some goals as "dreams", I was giving myself permission to push them off to the side, to "avoid" them. Which likely means they are exactly the goals that I need to be working towards. 

For many of us, we allow ourselves to dwell in the safe harbour of attainable goals. But in order to support meaningful change in our schools and districts, we need to push ourselves to dream. As Greg Satell writes in a recent post, we need to "dare to be crap". Greg's reference was in connection to creativity, but I think it applies to any undertaking that requires an element of risk. 

Scary stuff. But if I want to help my amazing school community be even better, we're all going to need to "dare to be..." Dare to be creative. Dare to be innovative. Dare to do things differently. Dare to fail. Dare to try again. 

So in the midst of these hazy, warm days of summer vacation, perhaps we can all spend just a few moments in the hammock, on the dock, in the deck chair, dreaming about what we are going to "dare to be" in the year ahead...

To create successful school communities, we need to "dare to be..."

A Better Mirror

The first time I met Christina, I knew there was a story.

The second week into her grade eight year, she'd been referred to the office for making racist comments in the hallway. Walking into my office, Christina unceremoniously plunked herself into a chair, scooped up a candy from the container on my desk, popped it into her mouth and proceeded to tell me in great detail, and using some fairly colourful language, why it wasn't her fault that she'd used a racial slur against another student.

I let her continue, not correcting her language, or calling a halt to her rather creative and clearly embellished version of events. I just sat. And listened. And watched. And wondered what could have possibly happened in this thirteen years old's life to bring her to this point...

Looking over her file after our first meeting, my suspicions were confirmed. To say that Christina had weathered some challenges in her young life would be an understatement. By the time she found her way to me, Christina was a seasoned veteran of social services, ministry testing and behavioural interventions. Navigating ongoing dysfunction at home and learning challenges at school, Christina had a remarkable talent for finding her way into the middle of physical and verbal conflicts on a daily basis. She was a tough cookie. A vulnerable kid wrapped in a tough protective shell.

With the additional insight into her story, over the next 6 months I carefully and consciously worked to develop a relationship with Christina. And when I say worked, I mean it. She didn't make it easy. A girl who had been repeatedly let down by the adults in her life, trust was a foreign concept to her. Her "go to" defence strategy was to push people away by whatever means necessary- both physically and verbally.

Over time, and with a number of supports in place, Christina began to experience some success. But as is so often the case, just as things seemed to be going well, she would inevitably find a way to sabotage her progress. Thirteen years of deeply engrained distrust and dysfunction wasn't easy to overcome. And so I continued to work at it. Because underneath the tough shell, I could see Christina's potential- an undeniable spark of intelligence, creativity and compassion. On a daily basis I tried to be Christina's mirror- to help her to see what I could see...

Thankfully, not every student has faced Christina's challenges. But every student has a story, a context that they carry with them as they walk through the front doors of our schools and into our classrooms. As educators, it is our responsibility to learn these stories and to carefully and consciously work to build the relationships that will support each students' unique path to success.

"To This Day" by Canadian spoken word poet Shane Koyczan has always resonated with me. In it he writes;

...if you can't see anything beautiful about yourself

get a better mirror...

Let's never forget that for many of our students, we are that mirror. 

My People

I had the amazing opportunity this past week to present an Ignite as part of the 39th annual BCPVPA short course at UBC. Short course is structured around the BCPVPA Leadership Standards of  instructional, relational and organizational leadership and moral stewardship. It's an inspiring week of learning, sharing and connecting with educational leaders from around BC.

Being invited back to present by Ian Landy was pretty special. Attending short course a year ago marked the beginning of a new journey for me. Reading over my post from last summer, "Are You Talking to ME?", it's clear that I was feeling both inspired and overwhelmed by the road ahead.

But most importantly, I was energized by the connections, the relationships, that I had formed over the course of the week. Although the sessions that I attended during short course last summer provided me with a wealth of valuable knowledge, it is the relationships that have sustained me through the challenges and successes of this past year.

You see, as much as the role of a school leader requires us to support our students, teachers and families, we must also establish strong networks of support for ourselves. As Langley vice principal Kim Anderson shared during her Ignite,

"We need to find our people, so that we can be their people."

I've learned a lot this year. I've learned policies and procedures, structures and guidelines, standards and practices...

But most importantly, I have learned to listen and lean on my people.

From endless advice, to notes of encouragement, to much needed hugs, I can't imagine having moved through this past year without the wisdom and generosity of my people.

So although I'm certain that the participants of this year's short course have learned a great deal that will serve them well as school leaders, I'm hoping that even more importantly, they were able to find some of their people. Because it is these people, these relationships, that will sustain and energize them on their journey ahead.