A Rose By Any Other Name: Re-Naming Roles

         

Student. Teacher. Administrator. 

Student. Teacher. Administrator.
          To what extent are we defined by, and/or perhaps limited by, these "titles"? As I begin my transition from classroom teacher to Vice-Principal, it's a question that has taken on a new significance to me. As our education system continues to adapt and evolve to meet the changing needs of our students, our roles must also evolve to reflect a more collaborative approach to student learning. We all agree that this needs to be a team effort. And there's no debate that students, parents and individuals from our larger school community are integral members of this "team". And so with this shift towards a more collaborative and collective approach to education, how important is the language that we use to define our shifting and evolving "roles"?

          Anyone who has had to decipher a particularly challenging Shakespearean play, or an ambiguous text from a teenager is acutely aware that language is constantly evolving, and the language of education is no different. Among the numerous newly coined terms and titles (there are actually online dictionaries of educational jargon) we see a move towards "Lead Learners" instead of principals or superintendents and "Teacher Leaders" instead of department heads, to name but a few. In his recent blog post, "There Should Be More Than One 'Lead Learner'", George Couros shared his reluctance to use the term "Lead Learner" in reference to school and district leaders, suggesting that to acknowledge and value the shared expertise that exists in many school communities, "the term 'lead leader' could and should be applied to many". In the same way, I am somewhat wary of the term "teacher leader". If we label some teachers as "leaders" in a school, then what does that imply about the others? 

          So how important is this re-naming? Does it actually signify a significant shift in perceptions, roles and responsibilities, or it simply just assigning a new title to the same traditional roles and hierarchies that have always existed within school communities? Kristi Blakeway, principal of Harry Hooge Elementary, recently wrote a post entitled "I'm Not THAT Principal: Re-Imagine the Role", in which she addresses some of the stereotypes that exist about school principals. I appreciate her thinking behind "re-imagining" the principal persona, which even extends to the way that we organize and arrange our office spaces to be more inclusive and welcoming. 

          I'd like to think that when I assume my new "role" in administration I won't be that Vice-Principal. But how much will this desire to "re-imagine" my role will be constrained by the systems that are already in place? To some extent, my concerns were addressed when I had the opportunity to take on an Acting Vice-Principal role. It was reassuring to confirm that strong and trusting relationships are as integral in an administrative role as they are for the classroom teacher, and that a collaborative, inclusive approach that values student voice and input from families and community members is an essential component of establishing and effectively communicating a clear vision for a school. 

          So as we continue on this journey to re-define what our education system looks like for our students, how important is it that our language reflects this evolution? In homage to my English teacher roots, would a rose by any other name smell as sweet?

         

The Stigma of Sharing

No one would be interested. It's not good enough...  

As educators, one of our greatest challenges is establishing a safe and supportive classroom environment, one that provides our students with the skills and confidence that is necessary to take the "risk" of sharing their learning with their peers. In a previous post, I commented that we can't ask our students to do something that we aren't willing to do ourselves. We ask them to recite a poem, to solve a challenging math equation, to run an extra lap. And yet do teachers lack the confidence and support to do the same? And even more unsettling, do some face criticism from their peers when they do take the "leap" of sharing their ideas beyond the walls of their classroom?

As department leader of Learning Partners, I spent a good portion of my time encouraging and reassuring teachers that their ideas are indeed "good enough". With the support of our department team members and our Administration, it has been a gradual process of building a climate of trust and openness, where teachers feel valued and supported to take the risk of opening their classroom doors. At Sullivan Heights Secondary, teachers are able to share their lessons and activities via a "Collaboration Calendar". As well, we are now in our third year of "Teacher Drop In". As such, I've been fortunate to visit many of my colleagues' classrooms. As in all schools, there is amazing, imaginative, innovative teaching and learning happening. And yet quite often when I ask a teacher if they would be willing to contribute by adding their lesson to the shared calendar, they typically respond with, "Well, it's really not that interesting..." or "It's actually not very good."

Similarly, as I helped to coordinate the Ignite presentations for the Surrey School district's "Engaging the Digital Learner" series, one of the biggest challenges is finding teachers who are willing to share with their colleagues. Is this an admirable modesty, a lack of confidence, a fear of judgement by ones' peers, or a combination of all of these? And is this unique to the teaching profession? Why is it perceived by some as immodest, even inappropriate, when teachers share their ideas?

I would argue that in the same way that we support our students to take risks and to share their learning, we must be willing to support and encourage our colleagues do the same. We wouldn't dream of ridiculing a student who takes the step of standing up in front of their peers to sing a song at an assembly, or who posts a video that they have created. We encourage this. We recognize it as an important skill, a milestone, a celebration of learning.

Are teachers obligated to share their learning with colleagues? No. But should they be supported to do so? Absolutely.

       

A Parting Gift: An Outsider's Perspective

With special thanks and gratitude to Elisa Carlson, Director of Instruction for the Surrey School District, for allowing me this opportunity to share my perspective and insights on my learning journey as I move from #sd36learn to #sd38.

Innovative Learning Designs- A Parting Gift

The "Non-Tweetable" Moments

       

Non-Tweetable Moments

         


          I had never heard George Couros speak before... I'm pretty sure I just heard the collective gasp of a thousand educators. But somehow, by some cosmic fluke, I had missed out on numerous opportunities to attend sessions where George was the featured speaker. However, I'm happy to share that I have now joined the ranks of those who have laughed and learned alongside him. And I was able to share some of my learning as a participant in the "Edge Players" session organized by Elisa Carlson, Surrey School District's Director of Instruction, via the #sd36lead hashtag. In fact, many of the educators who attended yesterday's session shared their learning via Twitter. And there was a great deal to share. But some of my most profound and impactful moments can't be found by following a hashtag. These were the "non-tweetable" moments.
          You see, I've discovered George's secret weapon, his superpower. He shares. A lot. And when he shares, it makes others want to share as well. Without a doubt, much of what he shares in his sessions can be found online. He writes extensively on numerous, wide ranging and diverse topics. He is prolific on Twitter, connecting, sharing and engaging with his followers on a daily basis. But yesterday, in a room full of inspiring, creative, caring and innovative educators, I would argue that some of our most profound and impactful moments were in fact the "non-tweetable" moments, those moments when we had an opportunity to speak freely, to share our insecurities and fears, our challenges and concerns.

          You see, this kind of sharing requires a context, a shared experience, a common understanding. It requires an earned trust and a willingness to risk. And George's secret weapon is that he goes first. He began by establishing the parameters for the "non-tweetable" moments, and we followed his lead. And because of this, as much as I learned from George during the session, I don't think he will be at all offended for me to admit that I learned even more from my fellow #sd36learn educators.
          I am passionate about the power of Twitter as a platform for incredible professional learning and growth. It provides opportunities to connect and collaborate on a global scale. But at the same time, some of our most impactful learning comes from an opportunity to share and learn from those who are closest to us, the people in the room.

       

The People in the Room

          I have been privileged to be an educator for the past 16 years in a district that values innovation, risk taking, and ongoing professional growth and learning. The Engaging the Digital Learner series is just one example of an initiative that has been designed to celebrate, support, inspire and challenge educators, and it is one that has been especially impactful and meaningful for me. Having presented my own Ignite last year on Creating a Culture of Collaboration I have first hand knowledge of the exhilarating, and yes, somewhat nerve-wracking, experience that sharing one's passion in front of several hundred colleagues can be.

          This year, I have been fortunate to be able to work alongside Elisa Carlson, Director of Instruction for the Surrey School district, by assisting with the coordination of Ignite presentations. In her recent post, The Sharing Continues, Elisa captures the essence of the evening, noting that the learning extends beyond the room, and that "professional learning, in an era of technology, is now spilling out of its traditional boxes and spreading across organizations through the power of the internet and social media".

          In my role, I begin to connect with Ignite presenters via email and Twitter over the course of several weeks leading up to each subsequent session. In many instances, I've never met these individuals. As the largest school district in BC, Surrey is home to 101 elementary schools and 19 secondary schools. As well, some of our presenters travel from other districts and occasionally from other countries. But gradually, through numerous emails and across time zones and district boundaries, I come to "know" these individuals as they shape and refine their passions into a format that they are then able to share with their colleagues. What a privilege. 

          I finally have the opportunity to meet the Ignite presenters on the day of the session. I share their nervous excitement and anticipation as they move towards the appointed hour. While Elisa's video of the live streamed event provides the perspective of the audience, I have a unique perspective. Stationed at the front of the large banquet room, I am able to watch the audience, as the audience watches the presenters. As each subsequent presenter makes their way through their 20 slide, 5 minute presentation, I see their enthusiasm and passion mirrored in the faces of their audience. 

          Because as impactful and life changing as engaging in online platforms such as Twitter have been for me as I continue my own journey of professional growth and learning, these face to face sharing sessions hold their own power. I watch as individuals who have sometimes only "met" via social media, gather during each session, often playing the game of "match the tiny Twitter profile picture to the person". And I watch as that moment of recognition occurs and as individuals then greet each other like old friends. It's the same feeling that I get when I have the opportunity to meet, and shake the hand of a presenter for the first time. I get to match the passion and excitement conveyed by the numerous conversations via email, with the individual. 

          So while the Engaging the Digital Learner series celebrates and supports the principle of digitally connected educators and students, it also provides the essential opportunity for those irreplaceable face to face connections that form the foundation of a collaborative, trusting and innovative community. Yes, sometimes it's about reaching out, but other times it's just about spending some time with the people in the room. 

Surrey School District SD #36 Engaging the Digital Learner: Learning by Design series.

          

Context. Connections. Community.

          Context. Connections. Community. These are the elements of Parent/Teacher evenings that I value most. Yes, they're also about important conversations centred around student learning. And for my students, those conversations will be self directed. But as essential as those conversations are, for me it's the additional level of context, or insight into a students' life that is the most rewarding element of such a night.
          Facilitating Student Led conferences allows me the luxury of inviting more than just the "obligatory" parent into my classroom. Unlike some more traditionally structured parent/teacher interviews, Student Led conferences can be designed as a celebration of learning, where students are encouraged to share their successes, triumphs and challenges with parents, siblings, aunts, cousins or any other significant individual in their lives that they choose. I've written in previous posts about how essential it is to learn the stories of our students, and how this can often be a daunting task. I teach in a school of close to 1500 students...that a lot of stories to learn! But an essential piece of those stories is missing if we aren't inviting our communities into our schools. Each piece that I can add to that very complex puzzle provides context, context that informs how I can best support and empower my students in their learning and growth.
          One particular "story" comes to mind. A grade 11 boy. Typically quiet, even sullen in class. Try as I might, I couldn't get this kid to crack a smile. And believe me, I tried. As the time for Student Led Conferencs approached, I was pretty sceptical that this particlar student would attend. No surprise that for most teens, the prospect of having a conversation with families about "their learning" isn't exactly met with great enthusiasm. It takes some preparation and encouragement on my part, and the sincere promise that students will be determining the content and direction of these conversations...they choose the focus and the elements that they wish to share. I shake hands, offer coffee and cookies, and step back to allow the student to step up.
          But much to surprise, at the appointed hour not only did my grade 11 saunter through the door, but he was followed by both parents and the cutest, bubbliest, dressed in frills, little girl, who as I soon to discover was his sister. What immediately struck me how different my "sullen" student was with this little girl in tow. He proudly showed her where he sat, pointed out a poster on the wall that he'd comlpeted, and led he over to a computer to show her his blog. It was pretty clear that he doted on this little girl. The enormous grin on his face while she admired his work was evidence of that. Her presence transformed him. And it gave me an "in", a context, a connection.
          The next morning in class, this same grade 11 boy reverted back to his typically quiet, sullen self. Until I began to ask him questions about his little sister, at which point a small, shy grin replaced his usually stone-faced expression. That connection opened to door to a relationship that I was able to nurture and grow for the remainder of the semester. It established a level of trust. It gave me an "in", an opportunity to discover how best to support this student in his social, emotional and academic growth.
          So for me, as essential as it is for students to take ownership of their learning by leading their own conferences, the true rewards of such an evening come from the insight that I gain into my students' lives. Context. Connections. Community.
       
       

Adding pieces to the puzzle...

My Heroes Are...

My Heroes Are...

My students, who willingly take risks in my classroom every single day, bravely sharing bits and pieces of themselves with me and with their classmates, simply because I ask them to...

My colleagues, who can make me laugh, even before my morning coffee, and support each other despite increasingly demanding schedules, demonstrating an unending zeal for learning and discovery...

My family, who give me the enormous gift of time to explore my passions and forgive my numerous flaws and foibles...

My friends, who show such courage, overcoming seemingly insurmountable challenges with grace and patience, all the while offering me unwavering support and encouragement...

They may not wear capes, leap tall buildings with a single bound, or possess supernatural abilities, but without a doubt, these are my heroes.