TeamLeadershipProgrammeReflectiveEnquiryReport

June1,2016

“Learning and teaching should not stand on opposite banks and just watch the river flow by; instead,

they should embark together on a journey down the water.

Through an active, reciprocal exchange, teaching can strengthen learning how to learn.”

― Loris Malaguzzi

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TABLEOFCONTENTS PAGEProtectingourStudents–HeadInjuryProtocol 3-4SteveAnderson–SouthridgeSchoolWholeschoolplanningforMYPInterdisciplinaryunits 5-6KarenBirchenall–St.John’sSchoolCraftingaCultureofServiceLearning 7-8KerryClark–SouthpointeAcademyOptimizingtheUseofTimebyMYPScienceProgram 9-10TheresaKwan–SouthpointeAcademyInvestigationofSTEMintegrationinthePYP 11-12CarrieMohoruk–MeadowridgeSchoolCultivatingaCollaborativeCulture:Co-TeachinginaNewELLImmersionProgram 13-14AnnekeNussbaum–QueenMargaret’sSchoolTheImplementationofCollaborativeClassroomObservationsforFeedbackandGrowth 15-16 DylanReeves–GlenlyonNorfolkSchoolGlobalExperientialLearning&InternationalPartnerships 17-18AlexRoss–WestPointGreyAcademyPost-SecondaryCounselling(PSC)DepartmentStructuresinCanadianIndependentIBSchools 19-20CatherineWhite–MeadowridgeSchool

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TABLEOFCONTENTS PAGEBuildingdepartmentcapacity:strategicuseoftimeandstrengtheningofprofessionalrelationships 21-22KatrinaO’Connor–St.George’sSchoolDevelopinganOutdoorEducationDepartmentandProgramming 23-24DamienWaugh–FraserAcademyDevelopingFacultyOwnershipofaChangeInitiative 25-27DavidDallman–YorkHouseSchool AppreciativeInquiryinPhysicalLiteracy 28-30BrentJackson–YorkHouseSchool“TakingtheChair” 31-33AndrewJones–St.George’sSchoolChangeYourMind:ANarrativeonSelf-AwarenessandConfidenceinaNewLeadershipRole 34-36CaseyTurnpenny–StratfordHallTeamLeaderMentors 37

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ProtectingourStudents–HeadInjuryProtocolSteveAnderson–SouthridgeSchool

ReferencetoLiterature

In,"ChangeLeader",DanielFullanrevealssevencorepracticesfortoday'sleaders,allofwhichappeartobesimplebutactuallygettotheessenceofwhatdifferentiatesapowerfulleaderfromonewhoismerelycompetentandordinary.

Whilereading,“Drive”,byDanielPink,mybeliefswereconfirmedthatintrinsicmotivationisdrivenbypassion,andifyoulovewhatyoudothenyouwillwanttodoitatahighlevel.Weneedtoupgradeourthinkingonextrinsicmotivation.Althoughreceivingrewardssuchashighsalaries,gifts,andotherincentiveshavetheirplaceintheworkplace,humansalsowanttolearn,becreative,andimprovetheworldwelivein.

JayBilaswroteagreatbookonthesubjectofwhatmakesapersontoughinhisfittinglynamedbook,“Toughness:DevelopingTrueStrengthOnandOffTheCourt”.Bilashadmanyprinciplesthatapplytoleadership.Tonameafew,neverdelaygratitude,“Youcan’tgettothetopoftheladderinonestep,butyoucangettothebottominonestep”,“Ifyouwin,takeimmediateactiontosetthestageforyournextwin”,adapttoovercome,and“Youarenottoughalone”.

ContextWiththeincreasingattentionbeingplacedonheadinjuriesandthepressuresbeingplacedonteachersand

coachestoassessanddiagnosetheseinjuries,havingaprotocolisnecessary.Theassessmentofwhetherastudentcanreturntoschoolandeventuallyparticipateinsportingactivitiescurrentlyseemstorestinthehandsofthestudentandtheirparentsevenifitisagainstateacherorcoach’sbetterjudgment.Whendealingwithanankleorakneeinjuryyoucanvisiblynoticetheconditionofthestudent.Whendealingwithaheadinjury,thesamecannotbesaid,andcautionneedstobeexercisedforthesafetyofourstudents.In2013RowanStringerforOttawa,Ontariodiedaftersustainingmultipleheadinjuriesinashortperiodoftime.TheinquestintoStringer’sdeathrevealedthatherdeathwaspreventableifprocedureswereinplacewhenaheadinjurywassuspectedorrecognized.Alsothisyearoneofourstudentssufferedaconcussionthatwasdiagnosedbythesupervisingteacher.Thesupervisingteachercommunicatedwiththeparentsandmadeeducatedrecommendationstotheparents.Unfortunately,thisinformationwasnotcommunicatedtothisstudent’scoaches,andthenextdaythestudentparticipatedinanathleticactivity.Nottoolongafterbeginningpractice,thestudentneededtoberemovedfrompracticeduetoconcussion-likesymptoms.Aproperheadinjuryprotocolorpolicycouldhavepreventedthissituationfromoccurring,thusessentiallyprotectingourstudents.

Planning&ImplementationAtthebeginningoftheyearIwasselectedtochairacommitteetolookintoheadinjuriesatSouthridgeand

investigatewhatapolicywouldlooklike.Tobegin,Ineededtoselectinterestedmembersoffaculty.Iwantedtoensureallcommitteemembersrepresentedthedifferentlevelsofourschool.Asaresult,wehadPYP,MYP,andSSEPrepresentationwithinthecommittee.Itwasalsoimportanttohavestakeholdersfromsportsthathavegreaterincidentsofheadinjuries.Thisledtostrongrepresentationfromsportssuchasrugbyandsoccerwithinthecommittee.IwasalsoabletoaddShelinaBabul,theAssociateDirectorandSportsInjurySpecialistforBCChildren'sHospital,asaspecialconsultant.Hermainresearchareaisconcussionandmildtraumaticbraininjuries. Ourinitialcommitteemeetingfocusedontheareasbelow.Wefeltitwasimportanttoidentifywhatwehaveandthenconcentrateoureffortstosupportareasthatneededtoberefined.

1. Whatdowehaveinplacealreadyregardingconcussions?2. Concussionprotocolpolicystatement3. Coachandteacherguidelines(docoachesandteachersneedaspecificleveloftraining?)4. Academicaccommodationsfollowingadiagnosedconcussion5. Concussionspecificformstobecompletedafterincidentsthatmayresultinaconcussionbeingdiagnosed6. CurrentMedicalForms(dotheyincludeinformationonpastheadinjuries?)

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Oncewecompletedanauditofourcurrentmedicalprocedures,wechangedourfocustowhatotherISABCschoolsandschooldistrictsaredoingregardingheadinjuries.Wealsolookedintothepossibilitiesofinvolvinginternship/leadershipprogramsfromlocaluniversities.Earlyintheprocesswerealizedthatalthoughmanyinstitutionshavephilosophiesregardingheadinjuries,mostdonothaveanofficialpolicyorprotocol.WefoundthattheOttawaCatholicSchoolBoardwasthemostprogressiveandorganized.Theyproducedanextensivepolicydocumentwhichcontainedmultiplesupportingdocumentsandforms.Theirmainfocuswasonparent,teacher,andcoacheducation.TheOCSBfocusoninitialandessentialstepsoncesustainingaheadinjurywereveryeasytofollowandverythorough.Theirofficialmedicalclearanceformswerealsogood.Alongwithreceivinganofficialdoctor’snote,thesemedicalclearanceformsprovidesmoreprotectiontoourathletestoensuretheydoreturntoplaysoonerthantheyshould.Weusedmanyoftheseideasascornerstonesofourpolicy/protocol.

Althoughweareinthemiddleoftheschoolyearandthepolicyhasnotbeenofficiallyacceptedbytheboard,aportionoftheprotocolisbeingutilizedwiththerugbyandsoccerprograms.RugbyandsoccercoacheswillbeconductingSCAT3baselinetesting(http://bjsm.bmj.com/content/47/5/259.full.pdf)ontheirathletes.TheintentofdoingtheSCAT3atthistimeistoidentifyanyproceduralissuesregardingthisassessmentpriortoSeptember2016.TeacherswillalsoberequiredtotakeonlineconcussiontrainingthroughCATT(ConcussionAwarenessTrainingTool).Thistrainingwillbecompletedbyteachers/coachesevery2yearstoensurethatallteachershaveasimilarlevelofknowledgeandawarenessregardingconcussions.AtourJuneyearendmeeting,theheadinjurypolicy/protocolwillbepresentedtoboththejuniorandseniorschoolfaculty.Atthattimethefacultywillbeinformedofthestepbystepprotocolifaconcussionissuspected.Theywillalsobeinformedofthereturntolearnandplayprotocolsthatwewillbefollowingandhowthatisrelatedtoanymissedworkduringastudent’srecoveryfromaconcussion.Also,asaresultofthiscommittee,twonewformshavebeencreated,andajuniorschoolandseniorschoolconcussionrepresentativehavebeenappointed;theyareresponsibleforensuringprotocolisfollowedandinformationiscommunicatedtofaculty.Theplanistofullyimplementthepolicy/protocolinSeptember2016.

Evaluation Iseemyselfasacollaborativeleader.Thiswasdemonstratedthroughoutthedevelopofourheadinjuryprotocol.AstheleaderoftheheadinjuryprotocolcommitteeIgaveallcommitteememberstheopportunitytosharealltheirinformationandknowledge.Inmanyways,insteadofbeingatraditionalleaderIwasmoreofafacilitator.Committeemembersweregiventaskstocompleteandbringbacktothecommittee.Welookedatwhatotherschoolsandathleticorganizationsweredoingregardingheadinjuries.Thisledtoourinitialprotocoldraftdocuments.Afterseveralroundsofrevisions,wefeelthatwehaveproducedaverywellorganizedandmanageableheadinjuryprotocol. Althoughtheprocessofdevelopingourheadinjuryprotocolwasaveryrewardingexperience,wefoundthatwithallthedifferentviewsandperspectivesfromthecommitteemembers,itwasdifficulttoarrangeandorganizeallourfindings.Ourinitialversionwaslongandwouldbeverydifficulttomanagefromanadministrativeperspective.Wehadtoomanyformsandprocedures.Asagroupwedidanexcellentjobidentifyingwhatwasdeemednecessaryfromariskmanagementperspective.Thisallowedustoremoveredundantdocumentstomakethefinaldocumentmanageableandeasytoimplement.

Conclusion Headinjuriesandconcussionsarebecomingmoreandmoreprevalentinoursocietyandinourclassrooms.Studentsarebeingdiagnosedwithconcussionsatanalarmingrate,andthelikelihoodthatastudentwilldevelopconcussionsymptomswhileparticipatinginschoolactivitiesareincreasing.Addedtothisarethedailynewsstoriesdiscussingthelonglastingeffectsofheadtrauma.Themovie,Concussionthatwasreleasedlastsummeralsoshowedthelongtermeffectsthatconcussionshave.Alloftheseelementshaveheightenedthefearofstudents,parents,andschools. ThisisthereasonIchosetochairtheHeadInjuryProtocolCommittee.Unlikeotherinjuries,headinjuriesaredifficulttodiagnose,andiftheyarenottreatedproperlycanhavelonglastingeffects.TheHeadInjuryProtocolwasdevelopedtoprotectourstudentsandtoensuretheyreachtheirfullpotentialsocially,academically,andathleticallyafteraninjury. Goingforward,theplanistorolloutourHeadInjuryProtocolinSeptemberof2016withallourteacherscompletinganonlinecourseforeducators.Thiswillplaceallourteachersatthesamelevel.Educationandinformationarekeystoensuringthisprotocolisunderstood.Althoughalotofworkhasgoneintothedevelopmentoftheprotocol,itisstillaworkingdocument.Headinjuryresearchisevolving,andweoweittoourstudentstokeepthisnewinformationattheforefrontofourprotocol/policy.

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WholeschoolplanningforMYPinterdisciplinaryunitsKarenBirchenall-StJohn’sSchool

ReferencetoLiterature ReadingFullan’s“ChangeLeader”,relaxedmeintothewholeprocessashestates‘practice-drivenleadership,quitesimply,ismoreaccessiblethantheory-drivenleadership.Ittakesusintotherealworld…’,RonRitchart’sCreatingCulturesofthinkingandhispresentationatYorkHouseschoolsupportedandenhancedmybeliefthatcollaborativetimeand‘timesofengagement’willbevitaltothesuccessoftheproject.Finally,alateadditiontomyreadingwasCarolDweck’sMindset,instillinginmewheresomeoftheobstaclestochangemaycomefrom.

Context StJohn’sSchoolisanIBContinuumschool,weareinour4thyearofbeinganauthorizedMYPschool,andthisismysecondastheprogrammecoordinator.Thereisampleverticalplanningtimeineachteachersschedule,howeverfindinghorizontalplanningtimehasbeenachallengeasallteachersarecommittedtotheirteachingandtheirco-curriculaactivities.In2014theIBOlaunchedacurriculumchangeentitled‘TheNextChapter’fortheMYP,thisservedtoalignthesubjectsassessmentcriteriaandlaunchamorefocusedconceptandinquirybasedprogramme.Aswithallcurriculumandprogramchangescomestheneedtorevamporrewriteplanningdocumentstosupportthisdifferentfocusinthelearningandteaching.AspartofTheNextChapter,oneInterdisciplinaryunit(IDU)isrequiredtobetaughtineachgrade.Thereweremultiplewaysthiscouldbeaccomplishedrangingfromtellingpeopletodothistoleavingthestafftodecide.IoptedforcreatingcooperativeworkinggroupswhereallteachersintheMYPwouldbeinvolvedintheplanningandassessmentofatleastoneunit.

Planning Asinmostschools,teachersnaturallycollaborateoutsidetheirsubjects,howevertherehasbeenlittleprofessionaldevelopmenttimegiventothiscollaborationandmanymulti-disciplinaryunitshavebeenamongstasmallgroupofdepartments.InordertocreateaprofessionallearningenvironmentwhereallteachersweregiventheopportunitytoworkonIDUplanning,andhaveequalaccesstoparticipatinginteachingaunit,Ineededtofindthesharedhorizontalplanningtime.StaffmeetingsatschoolhappeneveryMonday,wehaveascheduleofmeetings;Seniorschoolstaff,HODsandthenMYPandwerotateweekly.IchosetochangethepurposeoftheMYPmeetingsfrommestandingatthefrontlecturing,toacultureofthinkingwhereallmembersoftheteamareinvolvedincollaborativeplanning.MYPmeetingswereadaptedtocollaborativeplanningtimewithafocusonIDUplanning;thishadtheaddedbenefitofusingteacher’stimeeffectivelyandgivingpurposetothemeetings.

ThesuccesscriteriaIwillmeasuremyprojectare…i)AllMYPteacherswereinvolvedinplanningatleastoneIDUii)AllMYPteacherswereinvolvedintheassessmentofatleastoneIDU,utilizingthenewMYPcriteriaiii)AlldepartmentsteachatleastoneIDUiv)Atleast5membersoftheMYPteamweretrainingataCategory3levelinIDUplanningv)TheprocessissupportedandvaluedbytheMYPteachers

Implementation Teacherswereinitiallyputintoteamsdependingontheirsubjectandgradeteachingload,althoughtherewasroomformovement,whichsometeacherstookadvantageof.Afteranoverallintroductionoftheprojectfrommyself,eachteamwasprovidedwiththeIDUdocumentfromtheIBtoreviewandasharedplanningdocumentontheirGoogledrive.Thisallowedmetofollowtheprogressofeachteam,whilstremaininganactivememberofthegrade6team.SixmeetingsweresetasideforIDUplanningand5teacherswerebookedintoIBMYPtraininginIDUplanning,astheywouldbecometheexpertsoftheteamtheywereworkingin.TwounitswouldalsobesenttotheIBOinFebruaryforexternalmonitoringwherewewouldgainfeedbackontheplanning.

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TimelineAugust-IBOtrainingfor1memberofstaff2ndSeptember-Feedbackmeetingfromthe1stIDUtrainedmemberofstaff2ndSeptember-Launchoftheprojecttothestaff,firstmeetingingroupstodiscusswhattheyeachteachineachgrade.28thSeptember-Collectiveplanningtime26thOctober-Collectiveplanningtime23rdNovember-Collectiveplanningtime30thJan-1stFebruary-IBOtrainingfor3teachers15thFebruary-CollectiveplanningtimeMarch(springbreak)-1teachertrainingwiththeIBO4thApril-Collectiveplanningtime18thApril-finalreview-somegroupsplanning,othermarksandreflecting.

Evaluation Teacherswereresponsivetothewholeprocessoftheplanningmeetings,whichhavebeenactive,andeachgradecompletedtheplanningprocessfortheunits.Theinitialsuccesscriteriaoftheprojecthaveallnearlybeenmet.

i)AllMYPteachersareinvolvedinplanningatleastoneIDUAlltheteachershavebeeninvolvedintheplanningprocessandactiveineachmeeting.ii)AllMYPteachersareinvolvedintheassessmentofatleastoneIDU,utilizingtheMYPcriteriaAtthetimeofwriting3unitshavebeencompletedandassessedbyeachmemberoftheteam,althoughthegrade10unitwastaughtatthebeginningoftheprocess,thereforetheassessmentwasnotasdetailed,thiswillbetaughtagainatthestartofthenextschoolyear.2unitsareinprocessofbeingtaught.iii)AlldepartmentsteachatleastoneIDUThiswasamajoraim,howeveronly7departments(outof8)havebeeninvolvedintheactualteaching.Iamexcitedtowritethatthiswillbechangedfornextyearandtheartsteamarereadytocreateaperformingartsunit.TheLanguagesdepartmentsinvolvementwaslimitedtotheadvancedclassesworkingonthegrade7unit,againthiswillincludeallstudentsnextyear.iv)Atleast5membersoftheMYPteamaretrainingataCategory3levelinIDUplanningThereare5membersoftheMYPteamnowtrainedbytheIBO;thesetrainingsessionstookplaceat3differentlocationsallowingfordifferentperspectivesandtrainers.v)TheprocessissupportedandvaluedbytheMYPteachersThefeedbackfromthestaffthroughouttheprocesshasbeenpositive;theyhaveappreciatedtheirtimebeingvaluedandusingexistingtimeintheirschedulestoworkonthisnewrequirementfromtheIBO.

Conclusion Workingincollaborativeteamsleadtothedevelopmentofsuccessfulandhighqualityunits,tasksandassessments,thiswasvalidatedinthefeedbackgivenduringtheunitplanmonitoringbytheIBO.Allthestaffwereengagedintheprocessfromstarttofinish.StartinginSeptemberthemajorityoftheseniorschoolstaffmeetingswillfollowthismodelofprofessionaldevelopment,wherestaffdevelopmentwillbecentraltothemeetingtime,andhorizontalcollaborationwillbefarmorepracticaltoconductandparticipatein.

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CraftingaCultureofServiceLearningKerryClarke–SouthpointeAcademy

“Startlocally.Then,ifyoudarethinkglobally.”JaneGoodall

ReferencetoLiteratureChangeLeaderprovidedthecatalystforidentifyingmyleadershipstyleandthevalueofleadingcollaborative

cultures.FullanconcentratesonCollaborativeCulturesinChapter4whereheidentifiesfivestepstowardsleadingcollaborativecultures;focusbysettingasmallnumberofcoregoals,formaguidingcoalition,aimforcollectivecapacitybuilding,workonindividualcapacitybuildingandultimatelyreapingthebenefitsofcollectivecollaborating. TobuildacultureofservicewithinourschoolIreferencedRonRitchard’sCreatingCulturesofthinking:The8ForcesWeMustMastertoTrulyTransformOurSchools,whichdetailselementsofasuccessfulschoolculture.OfhiseightculturalforcesthatheidentifiesasneedingtobeharnessedtocreatechangeIfocusedonmodelingandopportunitiesforthisproject. CathrynBergerKaye’sBestPracticeforServiceLearningprovidedadditionalresearchanddefinedpurposeforservicelearningthroughadynamicfivestageprocess.WhilereadingthroughBergerKaye’sresourcesIidentifiedherconnectionwithandcollaborationintheInternationalBaccalaureate(IB)frameworkanditsCreativity,Action,Service(CAS)DiplomaProgramandtheMiddleYearsCommunityandServiceprogrammodes.ThisextendedmyreviewofServiceLearningtoincludeaCategory3IBServiceLearningcourse.

ContextFormyReflectiveEnquiryProjectIsoughttocultivateacultureofserviceatSouthpointeAcademythatextended

beyondourschoolclassroomsand‘one-offs’toincludeourlocalcommunityofDelta,theFraserValleyandtheGlobalcommunity.SouthpointeAcademyisaK-12schoolthathasrecentlybeenPYPauthorizedandisnowaddingtheMYPthatwillextendfrom6-9.WithintheframeworkoftheIBprogramstudentsareexposedtoServiceandAction.WithintheenvironmentofSouthpointe,ServiceasActionhasbeentakenonbyvariousstaffandsupportedthroughourExtra-curricularclubs.MygoalwastochangethemindsetofServiceasaclubforindividualswhochosetoparticipatetoawholeschoolactioninitiativewhereeveryoneisengagedinacommonpurpose.Forthepastthreeyears,thegrade11’shaveparticipatedinaweeklongServiceWeek.However,oncetheweekiscompletedthepassionforvolunteeringisnotsustained. Myteampresenteditselforganically.AsIbroughtopportunitiestotheServiceClubparticipantsandtotheschoolourStudentLeadershipCoordinatoraskedhowtheSeniorSchoolStudentCouncilcouldbeinvolved.Theychoseourlargerlocalinitiativetosupportthroughouttheyearbycommittingtopurchasingafooditemfromtheirfundraisingeffort.TheJuniorSchoolStudentCouncilCoordinatorofferedaswelltoparticipatebyaskingforfooditemdonationsfortheirschoolwideactivitiessuchasSingingGramsatChristmasandValentine’s.ForthedancestheSeniorSchoolheld,studentswereaskedtobringafooditeminlieuofacashadmission.

PlanningAspartofcultivatingserviceinitiativesatSouthpointeIparticipatedinascoutingtripforeducatorswithMeto

WetoEcuadorinJuly2015.ThisiswhereImetKevinCookandinvitedmyselftotheISABCSEEDgroup.WemetinthefallandIconnectedwithotherServiceLearningleadersinISABCschools.IalsoreachedouttoRickCampanellaatStratfordHall.Theseconnectionswerevaluableforgatheringinsightintowhatotherschoolsaredoingandhavedone.

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InearlySeptember2015theSeniorSchoolhostedaClubsFair.AminimalamountofseniorstudentssignedupforServiceClubsoIopenedtheparticipationtoincludeGrades6-8.ThenumbersincreasedandinOctoberwehadabout15studentsattendWeDayatRogersArena.ThiswasacatalystforchangeandagroupofpassionateandenthusiasticMiddleSchoolersbeganplanningtheiryearofservice.Ritchard’sModeling‘force’kickstartedourserviceexperiences.ByprovidingpurposefulactivitiesthatrequirestudentstoengageinthinkingandthedevelopmentofunderstandingaspartoftheirongoingexperienceofservicelearningIwasimplementingRitchard’sOpportunitiesforce.Thisextendedexposureofourstudentsfromlocalcommunitygroupstoglobalcausesandayearlonginitiativeoftakingaction.

ImplementationAsafollowuptoWeDaythegroupdecidedonsupportingaWeScareHungercampaigninOctoberand

connectedwiththeAdoptaVillageprogram.SinceatripwasbeingplannedforEcuador,naturallythisbecameourcountrytosupport.ThegroupdidvoteonwhatpillartosupportandtheydecidedonCleanWaterandSanitation.Collectingtheschool’srecyclingformoneyforourAdoptaVillageprojectprovidedtherequiredfundraisinginitiativeandsupportedtheschool’spolicyoncollectingmoney.InNovemberwehadaschoolwideeventofmakingPinwheelstohelpsupportSyrianRefugees.Acompany,theBenzoFamilyFoundation,promised$2.00foreverypinwheelmade.Ourpinwheelheartscontinuetohangonourthirdfloor.OurnextlocaleventwasassistingwithwindowpaintingawintersceneatourlocalrecreationcentreandhelpingoutatourlocalCommunityGarden. Fullanreinforcesthebeliefthat‘It’sOKtoBeAssertive’aslongastrusthasbeenbuilt,anideaisgoodandwhenothershavebeeninvolvedintheprocessandempowered.UsingchangeknowledgetocultivateamindsetIorganizedayearlongservicecommitmentwithBackpackBuddiesthatextendedbeyondourServiceClubandinvolvedtheentireschool.Thiswasdonewithoutraisingfundsbutratherbygivingeachgradehomeroomafooditemtobringineverytwoweeks.

Evaluation OurpinwheelcampaignhadKindiescraftingandhighschoolstudentsfoldingandtaping.Wecombinedraisedtheequivalentof$1800fortheSyrianRefugees.ThisactiontrickledintoourAdmissionsDirectorimplementingthesamecampaignatherlocalcommunitygroup.InJanuarywepromotedandbeganournextschoolwideinitiativeofpacking50bagseverytwoweeksforalocalschool.OurPrimaryCitizenshipClubjoinedintheeffortstocollectrecyclingaswell.TheintentionbehindBackpackBuddiesistoprovidefoodforstudentsinlowerincomecatchmentswhomaybeonafoodprogramduringtheweekandthebagsgohomewiththemonFridaysforweekendmeals.Ourfirstfewpackshadlogisticalissues;fooditemchoices,responsibilitybeinglefttohomeroom/classroomteachersfororganization.WithoutplanningforRitchard’sInteractionsandRelationshipsforceemergedasvariousschoolgroupsshowedtheirrespectandvalueforthedifferentactionsbeingtakenandaspiritofcollaborativeinquirygrewasstudentsfromdifferentclubsarrivedMonday’satlunchtohelppackourfoodbags.FromJanuarytoJunewepacked550bagsforstudentsataninnercityschoolinVancouver.Thisprovided1,650mealsfor50studentsfortheweekendswhentheirschool’sbreakfastandlunchprogramswerenotaccessible.

Conclusion Ilearnedthatdemystifyingtheroleofserviceasnotbeingoneofcollectingmoneyoroneofdoingitonceanditisdone,hasitschallengestobesustainedthroughouttheyear.Byprovidingexperiencestostudentsthathavethemworkingtowardsanauthenticneedintheirowncommunityallowsthemtomakeaconnectiontotheirroleasaglobalcitizen.OurreflectionforservicethisyearwillincludeincorporatingtheThinkingRoutineMatrixusedinVisibleThinking(HarvardProjectZero).FutureopportunitiesmayincludeascopeandsequenceforserviceandreflectionthroughtheMYPIBframeworkandVisibleThinkingRoutines.

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OptimizingtheUseofLabTimebyMYPScienceProgramTheresaKwan–SouthpointeAcademy

ReferencetoLiterature• ChangeLeader:LearningtoDoWhatMattersMost-byMichaelFullan(2011)• LeadershipthatGetsResults–byDanielGoleman(articleinHarvardBusinessReview,March-April2000)• MiddleYearsProgramSciencesGuide-byInternationalBaccalaureateOrganization(2014)• MYPScienceLabReportGuide–byInternationalBaccalaureateOrganization(2014)

Educationiscontinuallymovingforward.Curriculumchangesnecessitateeducatorstoadapt,anddepartmentheadstoprovideleadershipandguidancetomanagethosechanges.Formyreflectiveinquiryproject,IwouldlikemydepartmenttodevelopacurriculummapthatwouldoptimizetheuseoflabtimebyourMYPScienceProgram.ThismapwillincludelabstobeperformedbyMYPstudents,andtheselabswillfitintheoverallcontextoftheskillsthatwewouldlikeourstudentstoacquireastheyprogressfromMYPtothesenioryears.InreferencetoMichaelFullan’sChangeLeader,Iusedthefollowingprinciplestoeffectchangeinmydepartment:

• BeResolute–Imayneedtounderstandtheperspectivesofthosewhodisagreewiththisinitiative,asthisprojectmaybeviewedasyetanotherintrusionoftheirtime.

• MotivatetheMasses–Iseethisprojectasajointinitiativethatwillbenefitthewholedepartment.“Acquisitionofskillsincreasesclarity”.Tothisend,IhavearrangedprofessionaldevelopmentformyMYPSciencecolleague.Inadditiontovisitingotherschools,wereadtheMYPSciencesGuidetogethertounderstandtheglobalaimsoftheIBprogramandthecriteriaspecifictoScience.Thisprofessionaldevelopmentopportunitywasmeanttobean“intrinsicallymeaningfulexperience”thatwillpromoteownership,and“sharedownership”isencouragedbytacklingthetasktogether.

• LearnConfidently–AstheMYPIBprogramisnewtomyschool,learningtogethercultivatesagrowthmindsetthatiscrucialtotakingrisks,evaluatingourstrategies,andmodifyingourapproachwhenneeded.

AccordingtoDanielGoleman,leadershipisnotastaticentity,butaseriesofstylesthatcanbeusedintherightcontexttogetthebestresults.Iwasmindfulofthesestylesandwasflexibleinchangingmyapproachinresponsetotheneedsofmydepartment.

Context SouthpointeAcademyisaco-educational,independent,universitypreparatoryschool.Ourenrolmentincludesstudentsfromkindergartentogradetwelve.OurschoolfollowstheB.C.Curriculum,andthisyearithasexpandeditsIBprogramfromPYPtoincludeMYP.Sincelabactivitiesareavaluableexperienceforallsciencestudents,therewasanewinitiativethisyeartoensurethatstudentsingradessixtoeightarescheduledintotheseniorlabrooms.TheuseofthislabspaceandtimeshouldfulfillboththenewB.C.CurriculumandtheMYPIBFramework.LabactivitiesaddressCriteriaBandCoftheMYPScienceFramework:InquiryandDesign,andProcessingandEvaluation,respectively. SincetheB.C.CurriculumandtheMYPIBFrameworkarenewtomydepartment,ourinitialtaskwastofamiliarizeourselveswiththeprogramrequirementsandassessmentcriteria.EventhoughtheaimofmyprojectistooptimizetheuseoflabtimebytheMYPScienceProgram,Iwantedtheentiredepartmentinvolvedinthisprocess.Thegoalistocreateacurriculummapthatwilloutlinethelabstobecompletedateachgradelevel,fromsixtoten.SpecialistteachersinPhysics,Chemistry,andBiologyareinagreatpositiontocollaboratethedevelopmentofMYPlabsbecausetheycanidentifytheskillsthatthestudentswillneedtoacquireastheyprogressfromMYPsciencetothesenioryears.

PlanningTasks:

1. DeterminethelevelofcomfortthattheMYPScienceteacherhaswithlabactivities.2. Acquireprofessionaldevelopmentopportunities.3. Afterdepartmentmembersbecomemorefamiliarwiththeprogramrequirementsandassessmentcriteriaof

boththenewB.C.CurriculumandMYPIBFramework,IsetasidetimeforthecollaborationoflabideasforScience6to10.

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TimeScale:ThisprojectbeganinSeptember,andbyMay,ideally,mydepartmentwillhaveourcurriculummapoflabactivitiescompleted.Regulardepartmentalmeetingsfacilitateddiscussionsandallowedforcollaborationtime.

Budgeting:

1. Findtimeforcollaboration.2. AskLeadershipTeamfortimeandmonetarysupportforprofessionaldevelopment.

ChangeStrategies:ChangestrategiesformyprojectwerediscussedintheReferencetoLiteraturesection.

Implementation Implementationofthisprojectwentsmoothlydespiteaslowstart.Initially,IworkedcloselywiththeMYPScienceteachertogetherfeedbackonhowsheiscurrentlyusingthescheduledlabspaceandwhatsheneedstoimprovetheeffectivenessofherlabtime.IalsoaskedtheMYPstudentstocompleteasurveyonhowtheyfeelabouthavingscheduledlabtimeandwhattheylearnedasaresultofthisarrangement.Inshort,theMYPScienceteacherwantedmoreinformationabouttheIBframeworkandideasonlabactivitiesthatwouldlendthemselvestoIBassessment.IthenarrangedavisittoSt.John’sschool,wheretheHeadofSciencegenerouslysharedwithushisknowledgeoftheMYPIBProgramandgaveussuggestionsonhowtoapproachlabactivitieswithrespecttoCriteriaBandCoftheMYPScienceGuide.Usingthismomentum,IinvolvedtheothermembersofmySciencedepartmentandsetasidemeetingtimesforustobrainstormlabactivitiesthatwillfulfilltheBigIdeasinthenewB.C.ScienceCurriculum.Throughoutthisprocess,mydepartmenthadregularmeetingsandduringthesetimes,wetalkedaboutthenewcurriculumandchangesintheupcomingyear.Wemaintainedagrowthmindsetenvironmentwhereeachmemberwasfreetomakesuggestions,andideaswereevaluatedandrefinedwithoutjudgement.TheresultsofthestudentsurveyandthedraftofourlabideasforScience6to10areavailableonrequest.

Evaluation Throughoutthisproject,Ifoundmyselfusingtheauthoritativeleadershipstylewhensettinggoalsandtasks,butIusedademocraticleadershipstylewhenworkingalongsidemyteam;Iwelcomedandencouragednon-judgementalsharingofideas,concerns,andsuggestions.Ihadanendtaskinmind,andIcommunicatedthiswithmydepartmentmembersduringourteammeetings,butIallowedthemtoapproachthetaskinamannerinwhichtheyfeltwasmostappropriate.Iwasfortunatetohaveagroupofmotivatedandindependentteachers.Theywereinagreementwiththevalueoftheprojectrightfromthestart.Theslowestandlongestpartoftheprojectwasgettingstarted.ItwasdifficultformeandtheMYPScienceteachertostartaskingtherightquestionswithsuchalimitedknowledgeofthenewB.C.ScienceCurriculumandtheIBFramework.Muchofthetimeatthebeginningwasinformationgathering.Aswebecamemorefamiliarwithbothprograms,wesharedourfindingswithourteam,andthiswasthe“intrinsicallymeaningful”experience,orthecatalyst,thatpromotedownershipofthisprojectbyeveryoneinthedepartment.Ifeltthatmydepartmentdidagreatjobatmaintainingagrowthmindsetthroughoutthebrainstormingprocess.Itwasimportantthatwehadsetasidetimeexclusivelyforthiscollaborationeffort.Moretimewillbeneededtorefineourdraftideasanddevelopthemintopublishableassignmentswithassessmentcriteriaforstudentuse.

Conclusion Ilearnedthattheauthoritativeleadershipstylecanbequiteeffectiveingettingtasksdone,butinordertopromotesharedownership,Iusedademocraticleadershipstylewhenworkingalongsidemyteam.Itwasimportantthatregularcommunicationwithinthedepartmentreinforcedthevalueoftheproject.Iamluckytoworkwithself-motivatedcolleagueswhohaveavisionforthedepartmentbeyondjusttheirowncourseload.Ialsolearnedthatprofessionaldevelopmentwasinvaluableinprovidingmyteamwiththeinformationthattheyneedinordertotakeownershipoftheproject,anditisvitalthattimebesetasideforcollaboration.Thisway,itwasagroupeffortasopposedtoindividualstakingfromtheirowntimetocompletethetask.Inthefuture,IfeelIcouldhaveeffectedchangeearlierifIadoptedmoreofapacesettingleadershipstyle;IcouldhavebeenmoreproactiveinseekingoutinformationabouttheIBframeworkandthenewB.C.Curriculumsooner.Ifwehadbeenmorefamiliarwiththeseprogramssooner,wemighthavefullycompletedourtaskofdevelopingacurriculummapoflabactivitiesfortheMYPScienceProgram.LastbutnotleastIwouldliketoextendabigspecialthankyoutoSt.John’sSchoolforitsvaluableassistance.

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InvestigationofSTEMintegrationinthePYPCarrieMohoruk–MeadowridgeSchool

ReferencetoLiteratureEpstein,Diana;Miller,RaegenT.Slowoffthemark:ElementarySchoolTeachersandthecrisisinSTEMEducation.

EducationDigest,September20122Vol.77Issue1,p4-10Yoon,SoYoonetal.TheeffectsofintegratedScience,Technology,andEngineeringEducationonElementaryStudents’

KnowledgeandIdentityDevelopment.SchoolScienceandMathematics,Vol.114(8),p.380-390NadelsonL.S.,Callahan,J.Pyke,P.,Hay,A.,Dance,M.Pfiester,J.TeacherSTEMPerceptionandPreparation:Inquiry-

basedSTEMprofessionalDevelopmentforElementaryTeachers,JournalofEducationalResearch,106,157-168,2013Inventtolearn-Martinez,S.L.,Stager,G.ChangeLeader–MchaelFullan

ThereareincreasingexpectationsthatcitizensengageindiscussionaboutSTEM(i.e.energy,ICT,health)andhencethereisaneedtoensurethatcitizenshavethefundamentalunderstandingsneeded.PeoplebegintodeveloptheirperceptionandunderstandingofSTEMinelementary.(Nadelson)Despitethis,veryfewSTEMinitiativesfocusexplicitlyontheneedforbetterelementarylevelteachinginMathandScience,yetitistheseearlygradesthatlaythecriticalfoundationforfuturestudentlearning.(Epstein)StudieshaveshownthatintegratingSTEMintotheearlygradesimprovesskillsandattitudestowardsSTEM.(Yoon)IntegratingSTEMshouldbeguidedbyideassuchas‘Learningbydoing’,‘Technologyasabuildingmaterial’,‘Youcan’tgetitrightwithoutgettingitwrong’and‘Weareenteringadigitalworldwhereknowingaboutdigitaltechnologyisasimportantasreadingandwriting’.(Martinez)Professionaldevelopmentandsupportfornon-specialistteachersintheseareasiscriticalasconfidencecorrelateswiththedesiretoincorporateauthenticSTEMinelementaryclasses.(Nadelson)

Context AstheScienceDepartmentHead,theimportanceofdevelopingskillsthatwillenablesuccessinourrapidlychanging,technologycenteredworld,hasbecomeincreasinglyapparent.Lookingaroundourschool,Iamalwaysamazedatthevarietyandquality,butIhavelongfeltthatthereisagap.Thereisverylittlecomputerprogramming,engineeringandonlydevelopingquantitativescientificexperimentation.Whatwasonceanichesetofskillsreservedforasmallnumberofpeoplerunningthecomputersandbuildinggadgets,arenowcriticalinawidevarietyoffields.WhileIamalreadyworkingwiththeScience,MathandDesigndepartmentsinthemiddleschooltobringaboutchange,thechallengewastoinvestigateandsupporttheelementary(PYP)grades.ThoughIhaveworkedtosupportSTEMinthePYPthroughincreasedaccesstoequipmentandsupplies,Ihavenothadtheopportunitytoevaluatewhatishappeninginclassesanddeterminewhat,ifanything,couldimprove.IbelieveourPYPclassesarethemodelofinquiry-basedlearningwithawealthofexcellenthands-onexperiencesoccurring.Whatisnotclear,ishowwelltheyintroducestudentstothequantitativeandengineeringaspectofSTEM.Arestudentsengagingintheanalyticaldesign/evaluationofexperimentalscienceandthedesignprocesscentraltoengineering?Withthenewcurriculumimplementation,IfeltthatitwasanexcellentopportunitytoworkwithPYPteachersinasupport/leadershiproleastheyadaptandprepareforthechange.

Planning WhatdoesSTEMintegrationlooklikeinthePYP,towhatextentisthisoccurringinourschool,andhowcanIsupportfurtherintegrationthrougheffectiveleadership?PreviouslyIarrangedfundingtoprovideeachPYPclasswithsuppliestoallowscienceinquirytobeashands-onaspossible,buthowhadthisimpactedtheinvestigationandproblemsolvingskillsofthestudents?LastyearIbegantalkingtoteacherstoformacommitteeaddressingSTEMbutmeetingtimewaslimited.Thoughnothingtangiblewasaccomplished,theconversationwasstartedandIbegantobuildrelationshipswithinterestedpartieswhichledtotheprojectthisyear.ThePYPgradeswereparticularlycomplexformanyreasonsandsothisbecamethecentralfocus.TheapproachIdecidedonwas:

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- Researchwhatwasthebenefit/challengesofintegratingexemplarySTEMintotheelementaryclassroom.- Researchwithinourschooltoseewhatiscurrentlyoccurringandidentifystrengthsandweaknesses.- VisitschoolsthathadsuccessfullyintegratedSTEMintotheirelementaryschools.- ArrangeforourstafftovisitschoolswithintegratedSTEMtofosterdiscussionandunderstanding.- DetermineaplanforsupportingPYPteachersduringtheimplementationofthenewcurriculum.

Implementation AschairoftheScienceContinuumGroup,thiswasastartingpointfordiscussion.ItquicklybecameapparentthatthePYPteachers,whileexcellent,couldnotspeaktowhatwasoccurringinotherclasses.AfterintroducingtheideasbehindSTEMthroughdiscussion,examples,andaTEDtalk,therewasclearlyagreatdealmoretobedonetobuildunderstanding.Ihadalottolearnaboutbuildingtrustandengagementwithintheteam.ThroughmeetingwiththePYPdirectortoexaminethegradeplansforwhereSTEMwasbeingincorporatedIhopedtoeducatemyselfabouttheinquirybasedapproachinthePYP.Becauseofthecomplexityofworkingwithnon-specialistteacherswhoarewithinmanydepartments,westruggledtodetermineaneffectivewaytoinvestigateanddocumentwhatwasoccurring.AttendingtheIBcontinuumschoolsconferenceinAprilwasanopportunitytohearhowotherschoolswereattemptingtoaddressthesameissueofcontinuityacrossthegrades.IcontactedandvisitedthreeschoolswhohadSTEMintegrationintheirelementary.IthenarrangedatripforagroupofPYP/MYPteacherstovisitafourthschoolwithdevelopedintegrationofSTEM.Basedonthevisitsandresearch,IdrewupaproposalforaSTEMsupportpositionforconsiderationbyadministration.Tosupportthepotentialforroboticsatourschoolintheupperelementary,IarrangedforfundingtopurchasetwosetsofLegoroboticstoallowinvestigationandinitiationofaFirstLegoLeagueteamforgrades6-8,withthepotentialtoopentheteamtoupperPYPgradesinthefuture.Attheendoftheyear,IbegantomeetwithteamsofPYPteachersduringtheirplanningforthenewcurriculumtosupportSTEMintegration.

Evaluation Whilethereisstillfartogo,Ifeelthatgoodprogresshasbeenmade.ThereisagreatdealofuncertaintyaboutthenatureofSTEMintheyoungergradesastheintegratednatureofthePYPprogramleadstodifficultyindocumentingSTEMspecificskills.Astheplanningforthenewcurriculumoccurs,furtherefforttoinvestigateandarticulatethisinformationiscriticaltodevelopasoundcontinuumprogramthatdevelopsstudentswithexcellentSTEMskillsandappreciation.Ihopetobeabletoactinasupportingroleduringtheplanningasmuchaspossible.Thevisitstotheschoolshighlightedavarietyofapproaches,someofwhichwillhopefullyhelpguideourprogress.ItfurtherreinforcedtheuniquenessoftheenvironmentpresentinourPYPclassroomsandtheenormouspotentialforSTEMintegrationinherentinthePYP/MYPsystem.TheschoolvisitwiththeteacherswasperhapsthehighlightasitresultedinexcellentdiscussionandabriefpresentationtootherPYPstaff.ItwasexcitingtoworkwithpotentialleaderswithinthePYPandearlyMYPandIbelievethattheprocessofdevelopinglocalchampionsiswellunderway.ThetripachievedthegoalofmakingintegrationofSTEMintotheclassroomlessdauntingandmoreexciting.Oneprojectisoccurring,andothersareintheplanningstage.Asaleader,myabilitytocommunicatethe‘why’ratherthanjustthe‘how’isaworkinprogress.Impressiveempathyandfirmcommitmentwillbecrucialtonurturethisprogress.(Fullan)

Conclusion FurtherprogresswillneedadedicatedgroupofearlyimplementersamongstourPYPteachers.IhopetocontinuetoworktowardsunderstandinghowSTEMcanbeauthenticallyintegratedwithinthePYPandarrangeprofessionaldevelopmentforPYPteacherstoincreaseconfidenceandappreciationofthebenefitofintegratingchallenging,quantitative,STEMprojectswithincurriculum.Hopefully,asleaderswithinthePYPimplementsomeoftheseideasintheirclassrooms,thiswillbuildmomentuminthefollowingyears.Thisprojecthashighlightedtheimportanceandchallengeofestablishingcollaborativepracticesbetweenspecialistandnon-specialistteacherswithinacontinuumschool.Changeasateameffortiscrucial,butthisisuniquelychallengingwithsubjectspecificinitiativesandPYPclassesasteachersaremembersofeveryteamintheschool.

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CultivatingaCollaborativeCulture:Co-TeachinginaNewELLImmersionProgramAnnekeNussbaum–QueenMargaret’sSchool

ReferencetoLiterature HonigsfelddandDovequestion“whatexactly...collaborativeteamsdo[and]how...theseteamsactuallyworktobringaboutneededchangesandsupportforclassroominstruction”(111)intheirleader’sguidetoCollaborationandCo-TeachingforEnglishLearners.JoyceandCalhounexpressthat“teacherswhothinkandstudytogethercanmakepositivechangesthat,moreover,canmakeaseriousdifferenceinstudentlearninginarelativelyshorttime”(ModelsofProfessionalDevelopment,62).InMichaelFullan’sChangeLeaderwelearnto“bewareoffatplans,honourtheimplementationdip”and“ready-fire-aim”(61)aswemovethroughchangeasateam.RonRichhart’sCreatingCulturesofThinkingteachesthat“ourallocationsofperiodsoftimereflectourvalues”and“breakingthroughthiscontradictionbetweenwhatwewouldliketobedoingandwhatweareinfactdoing[pushes]usastepfurthertoidentifypriorities”(87-98).

Context TheSeniorSchoolofQueenMargaret’siscomprised,onaverage,ofapproximately40%EnglishLanguageLearning(ELL)students.Inthe2014-2015schoolyear,VirginiaRojas,anindependentconsultantofASCD,conductedanevaluationofourprogramandprovidedfeedbackandrecommendationsforourschool.Basedonthisreport,wewereinspiredwithanewvisionforourschool:ELLinclusioninallcorecourseswithacollaborativeteachingmodeltosupporttheirlearning.WhileELLstudentshavealwaysbeenimmersedintheSTEMdepartment(grades8to10),thisisanewapproachfortheHumanitiesdepartment.Afterplanningandreflectingonourpastpractice,webeganthe2015–2016schoolyearwiththefullimmersionofELLstudentsincorecourses,eliminatinglevelledsegregatedELLclassesandreassigningourELLteachersasspecialistsupportteacherswithincorecourses.Withour“ready-fire-aim”(Fullan)beginningtotheschoolyear,weimmersedourselvesintothisnewworldofco-teachingandELLimmersion;anumberofquestionsbegantoemergewithinourdepartmentaroundsupport,time,andwhatco-teachingandthisprogramwouldlooklike.

Planning&Implementation

Sept-Oct MeetwithELLCoordinatortooutlinetheprogram;collectELLstudentreflections

Nov

Discusstheprogram’sprogresswiththeHumanitiesDepartment;mentormeetingatStMargaret’sSchooltolookatSMS’sELLprogramanddiscussstrategiesforELLimmersioninHumanitiesclasses;formulatequestionstoguidetheinquiryprocessdeeper

Dec

MeetwithELLCoordinator&SeniorSchoolPrincipaltogiveSMSELLProgramOverviewanddiscusssolutionsforissuesthatarosefromthedepartmentdiscussion;analyzegatheredmaterialandformulatequestionstoguidereflection

Jan-Mar

Collectstudentreflections;implementchangesbasedonteacherandstudentfeedback;applyvariousstrategiestoownco-teachingpartnershipsandreflectoneffectivepractice;researchandsharestrategiesandideasinrelationtonewquestionsraised

Apr

SMSMentorobservesco-taughtlessonsandprovidesfeedbackforgrowth;gatherteacherfeedbackandreflectionthroughaGoogleform(onboththeimmersionprogramandtheco-teachingpartnership);analyzegatheredmaterialandcreateachartoutliningareasforchangeandsupportsneededinthe2016-2017schoolyear;revisitandreflectondepartmentalgoalsaroundcollaboration

May-JunMeettodiscussdatafindings,professionaldevelopment,resources,andtimetableforthe2016-2017yearinrelationtogatheredteacherfeedback;collectstudentfeedback(survey)

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Evaluation Ilikechange.The“ready-fire-aim”(Fullan)methodworkswellformyleadershipstyleasIfocusmyactionsonthefuture;Icanlookforthetargetwhilethebulletisintheairandthisdoesnotmakemefeeluncomfortable.Manymembersofthedepartment,however,initiallyrespondedtothenewprogramwithcautionandIhavecometorealizethatthe“ready-fire-aim”methodforchangedoesnotsiteasilywitheveryone.Whilethereisagenuinedesiretocollaborateamongstmyteam,ourdiscussionsthisyearhaveprimarilybeenspentexpressingconcernovertheamountofchangeandlackoftime. Itisimportantforleadersto“striveforsmallsuccesses,acknowledgerealproblems,admitmistakes,protectpeopleandcelebratesuccessalongtheway”(Fullan,77).Therefore,Ihavefocusedonlisteningtomyteam’sconcernsandseekingactiontoshowthemthattheirvoicesareheardandrespected.Ihavebeenworkingto“taketimetoobservebeforeacting;alwayskeepthedooropentostaff;havepeopleworktogetheroncertaintasks;[and]leadbyexamplebyhelpingwiththework”(MorrelandCapparell,100–fromFullan,96).Breakingdowntasksintosmallerchunks,“bewaringoffatplans”(Fullan)andfocusingourgoalshashelpedmyteamfeellessoverwhelmedbychange. TherehasbeenmuchprogressfromSeptembertonow.Afterlisteningtoteacher’sconcernsandvoicingthechallengeswenoted,problemshavebeensolved,supporthasbeengiven,andwearebeginningtofeelmorecomfortablewithco-teachingasadepartment.Aswecontinueto“unpackthistogether”(Ritchhart,95)and“honourtheimplementationdip”(Fullan)wearebeginningtoaimforthetargetasateam.Basedonthespringreflections,allteachersinvolved,bothELLspecialistsandcontentspecialists,observedthesamebenefitsandnotedsimilarconcernsandrecommendationsfortheprogramaswemoveforwardintoSeptember. Whenteamworkisnotoptional,it“createspeerpressuretodowell”(Fullan,92).Ihavebeennotingthisinmyownpractice,inhowweshareideasthisyear,aswellasinanumberofmyteammembersastheystepuptheirlessonsandtalkaboutwhatisgoingoninotherclasses,specificallytheThinkingRoutineswehavebeenmodellingaspartofaschool-widegoal.Ourfocusonlearning,using,andsharingstrategieshashelpedusrealizehoweffectivetheco-teachingmodelhasbeeninhelpingustofosteracollaborativecultureas“emotionsandideasarecontagious”(Fullan,89).Thiscrosspollinationofstrategies,planningandroutineshasbeenapositiveandunexpectedoutcomeoftheprogram.

Conclusion Ihavelearnedtheimportanceof“regulargatherings,”(MorrelandCapparall),somethingthathasbeendifficultashalfoftheteambelongtomorethanonedepartment,andthegeneralconsensusisonanoveralllackoftime.However,the“collaboration-brainneedssocialactivity”(Fullan,113)andthisishowwebuildstrongteamswith“aspiritofmutualrespect,nonjudgmentalism,andadeterminationtopressforresultsthathavetheirownformsofpressureandsupport”(Fullan,104).Thisiswhenco-teachingiseffective.Whiletimehasbeenararecommodity,Ihaverealizedthat“[slowing]downand[making]buildingrelationshipsasimportantasbuildingprojects”(Fullan,65),whilethinkingcriticallyabouthowwevaluetime,isthekeytothesuccessofthisprogram.Itisimportanttonotethat“Collaborationisaprocess—onethatmustbedemonstrated,modeled,andguidedintoschoolwidepractice”(HonigsfeldandDove,131).Aswelookattheprogramfornextyear,wehavebeenfocusingonschedulingandtimeforplanningandco-assessing,soasnottooverwhelmedstaffwithtoomanyco-teachingpartnerships,ensuringweputtherightpeopleintherightplaces.30hourshavebeenallocatedforcollaborationandweneedtoensureweusethistimeeffectivelyasadepartment.Bybuildingconnectionsbetweenteacherswhoregularlydonotworktogether,continuingourcross-pollinationofideas,Ritchhart’snotionofcreatingroutineswillextendfromstudentsintheclassroomstothewiderschoolculture.Aswecultivateourcollaborativepractice,wewillestablishthat“thisishowwedothingshere”(Ritchhart,9).

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TheImplementationofCollaborativeClassroomObservationsforFeedbackandGrowth

DylanReeves–GlenlyonNorfolkSchool

ReferencetoLiterature AlloftheparticipantsintheISABCLeadershipProgrammehaveapersonalstyleofleadershipandanextensivetoolboxofskillsgarneredthroughyearsofworkingwithstudentsandcolleagues.Havingasetoftoolsisonething;however,understandinghowtomosteffectivelyuseandfine-tunethemisquiteanother.Duringtheimplementationofmychangeproject,MichaelFullan’sChangeLeader(2011)helpedmefocusontheimportanceofbeingresolutebyactingwithpurposeandempathy,reinforcedtheadageof‘leadingbyexample’throughactivelyparticipatingasalearneralongsidemycolleaguesandfinally,andmostimportantlyconsideringtheobjectiveofmyproject,highlightedthekeystepsinbuildingacollaborativeculture.AnarticlewrittenbyElisaMacDonald,WhenNiceWon’tSuffice(2011)aidedmeinensuringthatformyparticulargoal,Idevelopateamthatwascomfortableprovidingoneanotherwithhonest,constructivefeedbackthatwouldleadustoapointwherewecouldengageinrigorouscollaborativediscussions.

ContextGlenlyonNorfolkisanIBContinuumSchoolinVictoria,BritishColumbia.Currentteacherobservationpractices

atGNSaregenerallylimitedtofirstyearteachervisitsbyanadministrator.Thepurposeofthistraditionalevaluationtechniqueistoobserveateacher’sinstructioninordertoimproveitthroughtheuseofachecklistof‘bestpractice’instructionalstrategies.Thekeyfocusisontheobserver’sfeedbackfortheteacherthatoftenprovidessuggestionsforincreasingtheuseofmissingorweakinstructionalstrategies.Thefollowupvisitstendtobeanexerciseindiscoveringtowhatextenttheteacherhasadaptedsuggestionsfromtheadministrator.Novalidmeasureonhowourpracticesareengagingstudentsinlearningisassessed.

Theobjectiveofmyprojectwastoimplementacollaborativeclassroomobservationapproachthat,insteadoffocussingonthe‘bestpracticesoftheteacher’,wouldshiftourobservationstohoweffectiveourlessonsandtaskswereinfosteringstudentlearning,withtheaddedbenefitofsharingideasthatwecoulduseinourownclassroomstofosterlearning.

Havingnoformalobservationaltrainingmyself,butunderstandingthatmydepartmentoftenmiddleandseniorschoolteachersofFrench,Spanish,MandarinandEnglish(asasecondlanguage),wasrichwithenthusiasticandinspiringeducators,whohadmuchtoshareandlittletimetodoso,Idecidedtoconcentrateonimprovingstudentlearningwiththeaddedbenefitofprofessionaldevelopmentandimmediatefeedback.Thisapproachseemedlikeitwouldresultinawinningcombination.

PlanningPlanningfortheprojectbeganinNovember2015withtheguidanceofmymentor,HeatherClayton,theDirector

ofLearningatSt.Michael’sUniversitySchool.StepsTakeninPlanningforImplementation

1. ReviewofliteraturesurroundingandinsupportofCollaborativeClassroomobservationsthatfocusonfosteringstudentlearning.

2. Createguidelines,anexplanationoftheparadigmshiftfromteachertostudent-focussedobservationsandatemplatetobeusedduringthecollaborationprocess.

3. Strategicallypairdepartmentmembersforfirstcollaborationsession.4. IntroducetheinitiativetothedepartmentatourFebruaryDepartmentMeeting.5. Oneobservationperteachertobeundertakeninthe(February-March)andanotherduringtheSpringTerm

(April-June).6. Createasurveytogatherfeedbackfromtheprocess.

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Inregardstothechangestrategiesimplementedforproject,Ispecificallyhighlightedtheimportanceofthe

collaborationprocess,activelyparticipatedinthelearningprojectmyselfbybeingobserved(andvideotaped)andactedwithspecificpurposeandempathyintheintroductionofthisdepartmentalchange.

ImplementationTheprojectwasintroducedtothedepartmentduringameetinginFebruary.Partnerswereassignedandtime

wasgiventogoovertheframeworkandguidelinesandalsoformemberstoalignschedulestomakeplansforobservations.Eachteacherwouldobserveoneanother’sclasseswithaspecificfocusonhoweffectiveourlessons/tasksareinpromoting/fosteringstudentlearning?Doourstudentsknowwhytheyarecompletingourtasks?Dotheyknowwhatthegoalorpurposeisforourlessons?Itwasleftuptotheindividualteacherswhatthelearningtargetwouldbeandalsowhatmorehe/shewouldliketheobservertowatchforintheclass.

Onceobservationswerecompleted,thepairswentthroughastructureddebriefprocessthatencouragedhonestandrigorousdiscussion.Ithenmetwitheachteachertofindoutwhatwentwell,areasforimprovementandwhatwaslearned.

Evaluation AsaleaderIamcollaborativeandopen-minded;however,Ialsofeelthatitisimportanttobeabletochangemyleadershipstyletomeetthechallengesofspecificissuesordynamics.Ibelievethatthatthemoreengagedmydepartmentmembersareindecisionsthataremade,themorelikelyeveryonewillbeinsupportingchange.WhileIamnotafraidtodelegatetaskstomymatureandprofessionalstaff,ifadecisionneedstobemade,Ihavetheconfidenceinmyabilitiesasaleadertodosoandtothenworkandgrowwiththeconsequences;generallypositivebutnotalways. Myteamwasamazing.DespitehavingrecentlyparticipatedinBCMinistryofEducation,IBandCAISevaluations,everymemberwas100%opentothischangeinitiative.Idiscoveredfrommydebriefsessionsthatthewillingnesstoengagewasattributedtotheclearlysetguidelines,therelevancetotheirday-to-dayteachingandthecollaborativeapproachinwhicheachmemberfeltalevelofownershipofthechange.Theshiftoffocusfromteacher‘performance’tostudentlearningrelievedthepressureandhelpedusfocusonwhatmattersmost.

Conclusion WhenIbeganbyprojectIwasmostnervousaboutintroducingyetanotherlevelofevaluationtoastaffthathadalreadybeenheavilyassessed.Myworrieswereunfoundedintheendbecausewhatteacherswantmostistobebettereducators.Ilearnedthatitispossibletomotivatethemassesbybeingpartofthemassesandbycreatingsomethingspecialandlonglastingthroughconstructivecollaboration.

Movingforward,IwillcontinuewithonecollaborativeobservationpertermnextyearintheLanguagesDepartmentandIamworkingtointroduceaschool-wideplantoimplementtheprocessinwhichwewillbegintoobserveteachersinotherdepartments.

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GlobalExperientialLearning&InternationalPartnershipsAlexRoss–WestPointGreyAcademy

ReferencetoLiterature MichaelFullan(2011)statestheeffectivechangeleaderactivelyparticipatesasalearnerinhelpingtheorganizationimprove,showsempathy,motivates,andcollaborates.DanielPink(2009)emphasizestheimportanceofautonomy,mastery,andpurposeinmotivatingpeopleintoaction.

Context WestPointGreyAcademyisayoungschoolwithhugepotential.Only20yearsold,ourschoolembracesthechangingeducationallandscapeandcreatesgloballyinspiredprogramstoenrichourstudents.In2014,underdirectionofournewHeadofSchool,weunveiledtheschool’snewStrategicPlan,‘ForwardTogether’,whichidentifiesareasforgrowthwhilecontinuingtobuildonpreviousschooldirectives.Itisambitiousbutclearlyfitswiththeschool’scultureidentifyingFourStrategicPriorities,twoofwhichwillguidethefocusofthisproject-‘TeachingandLearning’and‘ProvidingLearningEnvironments’. Withanythingnew,changeisinevitableandneedstobeembracedpositivelytomakealastingimpact.Ourschoolvision,leadersinfuturefocussedlearning,meansconsideringstudents’futurelivesandtheskillsneededtoaddress21stCenturylearningpriorities,includingglobalcitizenship,sustainability,entrepreneurship,andsocialjustice.Asaschoolcommunitywearegloballyinspired,characterdriven,academicallyinnovative,andintentionallybalanced.Westrivetoprovideeachstudentwiththemostenriched,joyfuleducationalexperience,andindoingsodeliverteachingandlearninginawelcomingandinclusiveenvironment. In2003,webegantotakestudentsonsoccertourstoEuropeeverytwoyears.Whatmadethisdifferentfrommanyschoolswasthatweweretravellingwith11/12yearoldsandnothighschoolstudentsfortwoweeks.Thestudentsexperiencedmanythings,bothculturallyandathletically.Formanythiswastherefirsttimeawayfromhomeontheirown.Thesewerefantastictripsforstudentsthatwereselected,butthetripswereexclusive.AftereachtripIhadachancetoreflectonwhatthepositivesandthenegativesoftheexperiencewereforthestudents,andeachtimewhatbotheredmewasthatnoteverystudentatWPGAcouldbeinvolvediftheydemonstratedinterestinattending.Thegoalbecametoaccommodateallstudentsandtoprovidethemwiththesamelifechangingexperiencesastheirpeers.

Planning PlanningfortheprojectbeganinNovember2015withtheguidanceofmymentor,HeatherClayton,theDirectorofLCommunicatingmyintentionstomyteam-creatinglearningopportunitiesoutsideoftheclassroomthroughstudentexchangesorcultural/linguistictoursthatexpandontheprogramsweofferatWPGA-wasapriority.Iwantedtoensurethateverythingwastransparent,includingwhatrolesIsawthemtakingonaswemovedforward.Beforetheplanningcouldoccur,weneededtoclarifywhatourendgoalwas.Afterdeliberating,negotiating,collaborating,andlisteningtooneanotherwesettledontwothemes:tocreateabalanceintheoffcampusopportunitiesourschooloffers,andtoensuretheseopportunitiesareinclusiveforallgrade7WPGAstudents.Fromthiswecreatedamissionstatementthatwoulddefineourprogramme:‘throughbalanceandinclusionwestrivetocreatelearningopportunitiesoutsideoftheclassroomthatallowstheforexplorationoftheworldandthecreationofInternationalPartnerships.’Establishingourmissionstatementtogetherwithinputfromeveryonehelpedtobuildtrustandunderstandinginoneanother.Havingdefinedourgoal,wesetaboutcreatingouractionplanwithclear,currentstrategiesandobjectiveswhichwouldguideusaswemovedforwardthroughvaryingobstacles.

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Implementation Creatingopportunitiesandlearningthroughdoingaretheunderpinningofthisproject.Asateamwethoroughlybelievethatweneedtobuildastrongfoundationwhichwillensurethelongevityoftheendeavour.Theprogrammehasbeenmetwithahighlevelofinterestbybothstudentsandparentsinourschoolcommunity,andwehavereceivedtremendoussupportfromtheschoolLeadershipTeam.Atthisstagewehavebegunimplementationbyestablishingtieswithschoolsinanumberofplacesglobally.Thesepartnerschoolsarealsointentoncreatingopportunitiesoutsideoftheclassroomwhichbroadlysupportsstudentlearningabouttheircollectiveexperiences.Collectively,wewanttoincreaseopportunitiesforpersonalizedlearningandenhancetheinteractionbetweenstudentsofdifferentcultures. Asateamweareexcitedtointroducethedetailsoftheprogrammetotheschoolcommunity.InordertodosowehavecreatedawebsitethatwillbepublishedduringourGlobalConnectionsweekatschool.Thewebsitewilloutlinethevisionoftheprogram,destinations,andthedifferenttypesofopportunitiesoffered.Itistheperfectculturalplatformfromwhichtobuildexcitementandtogainmomentumforaprogrammethatwillgiveourstudentslifechangingexperiences.Ourfirstexchange/culturaltourisbeingplannedfortheSpring2017.

Evaluation&Conclusion Attheoutset,itwascleartomethatIneededtobuildcollectivecapacitywithinthisgroupofteacherssowecouldalllearnfromoneanother.Creatinganenvironmentwithinourteamthatallowedformemberstovoicetheiropinionsandknowthattheirinputguidedourprojecttoasuccessfulconclusionwascritical.Throughourgroupmeetingsandminimeetings,Itookthetimetolistentoothers,reflectontheiropinions,andthenreactaccordingly.Myteamweredoers,theywantedtobeinvolvedandcontribute,soImadesurethateachwasassignedataskandeveryonewasgivenakeyrole.Duringourbi-weeklymeetings,Imadesuretoprovidepositivefeedbackthatmovedthelearningforwardtothegroupandmirroredthisinminimeetingswitheachindividual.Wecelebratedsuccessesalongthewayasweallworkedthroughthevarioustasksneededtogettheprojectofftheground. Thisprojecthasallowedmetodevelopstrategiesthathavethepotentialtoaffectrealchangeinthewayourstudentswillbelearningandhowourteacherswillbeteaching.Additionally,throughoutthepastyearIlearnedsomuchaboutmyselfandreaffirmedwhatIknewalready,butneverfeltconfidenttospeakoutabout,thatIamonmywaytobecomingastrongleader.Leadershipisanabstractart;itrequiresconstanttweakingandtheabilitytobeopen,tocontinuouslylearn,tobepatient,andadapttochangesastheycomeabout.Equallyimportantistocraftateamculturewhereeveryonefeelsvalued,comfortableinsharingtheirideasandempoweredtodothingsatahigherlevel.TheimportanceofempoweringstafftotakeonleadershipopportunitiesiscriticaltodevelopingastrongfoundationandissomethingthatWPGAdoessowell.Asaleader,maintainingregular,transparentcommunicationandthesharingofideasleadstoaproductiveenvironment.IwillcontinuetoaskquestionsandreflectasIstrivetobecomeastrongerleaderandabetterperson. Asateam,wearecommittedtoofferingasmanyofourstudentstheopportunityto“ExperiencetheWorld”uncompromisinglyanddirectly.Werecognizetheneedtobeopenwitheachother,torespecteachotherandsupporteachotherthroughwhatwehavedeemedourcollaborativeculture.Webelievethatwearechangingthecultureoftheschoolbyofferingopportunitiesforstudentstolearnthroughdoing.Changecanbedifficult,butintheendIhaveneverheardanyoneeversayitisnotworthit.

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Post-SecondaryCounselling(PSC)DepartmentStructuresinCanadianIndependentIBSchools

CatherineWhite–MeadowridgeSchool

ReferencetoLiterature• InternationalACACWorkplaceSurvey2015-Results-Article1-SecondarySchoolCounselling:Caseloads&Office

Arrangements(keyfindingsinrespondentsarethat38%ofPSCsalsoteachandthat56%ofIndependentSchoolshaveadedicatedPSC)

• CaseLoaded:Highschoolcounselorswithbiggerandbiggercaseloadshavemuchmoretodoforcollegeapplicants,butlittletime,TheJournalofCollegeAdmission,Spring2015p.34-39.(keyfindingsarethatthereisonlyonePSCin31%ofschoolsandthatinPrivateHighSchools,PSCsspendapproximately59%oftheirtimeonthisrole)

• It’sTimetoSayNoMore,RobertBardwell,JournalofCollegeAdmissions,Fall2010,p.30-31• HowtoKeepYourSanityinCheck,MelanieLachance,JournalofCollegeAdmissions,Summer2014,p.22(key

findingswerethatattendingprofessionaldevelopmentandshuttingemail/phonesoffattheendoftheworkdaywerekeytorejuvenationandsuccessinthisrole)

• SurveymonkeySurvey-completedby19CanadianIndependentIBSchoolsinNov-Decof2015

Context MeadowridgeSchoolwasestablishedin1986andhasgrownintoanIBcontinuumschoolservingapopulationof550students.In2014MeadowridgegraduatedourfirstclassofIBDPstudentsafterswitchingtotheIBDPcurriculumin2012.Astheschoolgrew,apost-secondarycounsellingdepartmentwasestablishedanduntilJanuaryof2016wasstaffedbyoneteacher.Overtheyears,thatteacherhashadadditionalresponsibilitiesincludingteaching,scholarshipcoordination,CASadvisorandgraduationcoordination.Furthertothis,thegraduatingclasssizehasfluctuatedsinceourinceptionandhasnowgrowntoincludeapproximately40studentsannually. Aspartofourschoolgrowtharegularreviewofexistingstudent/familyservicesisundertaken.Aspartofthisexploration,thecurrentpost-secondarycounsellordecidedtoexploreprovisionsatotherindependentCanadianIBDPschoolstobenchmarkourstructureandestablishfuturegrowthandservicegoals.Thisprojectwaschoseninordertoimprovesupportforstudentsandtheirparents.

Planning Sept/Oct-Inordertoestablishourservicemodel/provisionandstructure,Iinitiallydevelopeddocumentsrelatedtothepost-secondarydepartmentmission,vision,valuesandgoals.Aspartofthisprocess,variousstakeholderswereconsultedanddraftdocumentswerepassedthroughourschool’sadministrativeteamforinput. Nov-IexploredhowvariousPost-Secondarycounsellingdepartmentsdifferedintermsoftheirmissionandthatoftheirschool.Thiswasacriticalstepasthestructureofdepartmentsisverymuchlinkedtotheirpurposeandtheroletheyfulfillwithintheirschool.AspartofthisstepIdevelopedandgainedadministrativeapprovalforourdepartments’mission,vision,beliefsandgoals.

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Implementation Nov-Theinitialexplorationwasfollowedbythecreationofa31questionsurveymonkeysurveywhichwasthensentoutto23CanadianIndependentIBschoolsforcompletion.MymentorKimberleyHarvey(YorkHouseSchool),theIBDPDirectoratourschoolKristalBereza,ourDeputyHeadmasterJasonParker,ourHeadmasterHughBurkeandDrElizabethMoore(ExecutiveDirector-ISABC)helpedvetthequestionsusedinthissurvey.Nov-DecSchoolswerethengivensixweekstocompletethesurveyand19ofthe23schoolsinvitedtoparticipatedidso,givingaresponserateof83%andrepresenting73%ofIBDPCanadianIndependentschools.

Evaluation Demographics:44%oftherespondentschoolswerefromOntario,33%fromBritishColumbiawiththeremaining23%dividedevenlybetweenNewBrunswick,NovaScotia,QuebecandSaskatchewan.Thelargestpost-secondarycounsellingdepartmentserveda2015graduatingclassof143studentsandthesmallesthad14students.31%oftheschoolshadover100studentsintheir2015graduatingclassandanadditional58%ofschoolshadbetween33and792015graduates.In84%ofschoolsthegraduatingclasssizeremainedconstantorincreasedfromthe2015to2016cohort.In37%ofschoolsbetween21and50%ofthegraduatingclasscompletedthefullIBdiplomawithanother58%ofschoolshavingover61%ofstudentscompleteit.22%ofschoolshadbetween91and100%ofgraduatescompletethefulldiploma. OfficeStructure:Inordertocomparedepartmentsservingdifferentnumbersofgraduates,theratioofgr10-12students/staffandgrade12/staffwascalculated.Sincedepartmentsareunlikelytobeoverstaffed,thedepartmentswiththeloweroftheseratiosweredeterminedtobeoptimal.Thisledtotheidentificationofanoptimalratioofunder60:1gr10through12sandunder30:1gr12sperPSC.Additionally,fiveofthedepartmentssurveyedidentifiedincreasingdepartmentstaffasamajorpriority.ThiswassimilartoresultsfoundbytheIACACsurveywhere40%ofPSCshadacaseloadof30to50gr10-12studentsandanadditional32%hadacaseloadof75studentsorless.Additionally,intheIACACsurvey,13%ofPSChadacaseloadoflessthan20graduatingstudents,whileanadditional12%workedwithlessthan30studentsandafurther20%workedwithunder40andunder50graduatingstudentsrespectively. OtherrolescommonlyheldbyPSCsincluded:teaching,personal/pastoralcounselling,CAScoordinator,HeadofDepartment,SeniorLeadershipTeamMember,AdvisoryCoordinator,GraduationCoordinator,Planning10/CareerStudiesCoordinator,Gr11&12EthicsCoordinator,ScholarshipCoordinator,GraduationTransitionsCoordinator,StandardizedTestCoordinatorandIBDPCoordinator. Furtherareasstudiedincluded:standardizedtestsoffered,theroleofthePSCAdministrativeAssistant,Groupv.Individualcontacttimeallocatedinschooltimetables,DPcourseselectioninvolvement,timingofinitialofficialcounsellor/studentcontact(bygradeandtimeofyear),formsofcommunicationwithfamilies,predictedgradetimingandsharingmodels,interactionwithadvisory/homeroomteachers,applicationdestinations,applicationsupportoptions,alumni/parentinvolvementwithPSC,universityvisits,workexperienceprograms,theuseofexternalagentsandareasforgrowth.

Conclusion• ResultsweresharedwithparticipatingschoolsinFebruaryandrespondentswereaskedforfeedback.• RecommendationswereputforwardtotheHeadmasterandMeadowridgeschoolandresultedinthe

establishmentofasecondPSC.• Furtherareasforgrowthinourdepartmentwereidentifiedincluding:PSCcounsellingsessionobservations,PSC

evaluations,PSCgoal-setting,betteruseofouradministrativeassistant,increasinguseofalumniandtheirparentstosupportPSCandestablishmentofinternship/workexperienceprograms.

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Buildingdepartmentcapacity:strategicuseoftimeandstrengtheningofprofessionalrelationships

KatrinaO’Connor–St.George’sSchoolLearningandteachingshouldnotstandonoppositebanksandjustwatchtheriverflowby;instead,

theyshouldembarktogetheronajourneydownthewater.Throughanactive,reciprocalexchange,teachingcanstrengthenlearninghowtolearn.~LorisMalaguzzi

ReferencetoLiteratureChangeLeader:LearningtodoWhatMattersMost(Fullan,2011)speakstotheimportanceofputting

relationshipsfirstinleadershipandbuildingteamcapacity,developingpeercultureasdrivingforce(85).Inachievingmeaningfulchange,Fullanadvocates‘reflectivedoing’(82-83),andemphasizesfocusingonasmallnumberofcoreprioritiesatatime,doingthemwell(134). WhenChangeHasLegs(PerkinsandReese,2014)advocatestheinvolvementofteachersinregularsmallgroupmeetingswhenworkingwithnewframeworks,inordertoshareandprogresslearning(46). WhenNiceWon’tSuffice(MacDonald,2014)assertsthatatruelearningcommunitymustbeonewherehonestprofessionaldiscourseisthenorm-movingbeyonda“cultureofnice”-orelseitrunstheriskof“gainingnoinsightsintoitsownpractice,obtainingnoresults(orunsustainableresults)forstudents”(45).

ContextSt.George’sSchoolisasinglegender(boys)schoolcomprisedoftwocampuses(JuniorandSenior),withthe

SeniorCampussupporting750students,Grades8-12.TheSeniorEnglishdepartment–thefocusofthisenquiry-isateamoftwelveteachers(includingmyself),ranginginexperience,butallhighlydedicated.Overthepast4years,theschoolhasbeenprogressingthroughamajorperiodofchangeintermsofleadershipandshiftingstructures.Withinthis,theEnglishDepartmenthasbeenundergoingitsownchangeintermsofteamcomposition,theshiftingofcurricularframeworks,andtherevisitingofteachingandlearningstrategies.

MyGuidingQuestions:

1.Howcanweensureprofessionaldevelopmentispartofthedailycultureofourschool,andthatfacultyfeelsupported,valuedandchallengedintheirworkenvironments?Asamiddlemanager,howwillIknowthisisoccurring?Whataremychecksandbalances?2.Whatisthebestapproachforshiftingthepeercultureofmyteam,tomoveawayfroma‘cultureofnice’,toamoremeaningfullycollaborativeprofessionallearningcommunity?3.Whatstructureswillbestfacilitatetheworkweneedtodoandensurerespectfuluseofpeople’stime?

Focusingoncreativeuseoftimeandthestrengtheningofprofessionalrelationships,IusedanexplorationofourMasterTimetableandourGrowthandRenewalstructureasmystartingpointforthisproject. Necessarybackgroundincludesthataspartofmacro-changewithintheschool,in2014anewGrowthandRenewalplan–comprisedofthree‘Tracks’-wasreleased.Track1isforteachersnewtotheschool,whoarecompletingtheirtwo-yearprobationaryperiods,andforwhomformalevaluationoccurs.Track2isforcontinuingteacherswhohavecompletedTrack1:theseteachersreceivethreemini-observationsfromtheirDepartmentHeadandamemberofSeniorAdministrationperyear,andarealsoresponsibleforcompletinganannualresearchproject–eitherindependentlyoraspartofagroup.Track3isforteachersputonspecialmeasures,whichisdirectlyoverseenbyasenioradministrator,withfacultysupportprovidedbytheHeadofDepartmentorotherlinemanager. Despitetheefficacyoftheschool’sGrowthandRenewalframeworkasamodelforevaluatingteachers,overseeingdepartments,andasaprofessionaldevelopmenttoolforsomewhoaremotivatedintheirTrack2research,itdoesnotyetfullytapintothecapacityofallteacherstoinspireandlearnfromtheircolleagues.Thisenquiryworkstobridgethatgap. Accompanyingthisgoalistheissuethatasourschoolstructurescontinuetochange,anddemandsexpand,itbecomesincreasinglydifficulttofindtimetoworkmeaningfullytogether.Bygainingteacherrelieftimeaspartofourpeerobservationstructureandbeingmorecreativewithallocationoftimeforsmallgroupworkingsessions,thehopeisthatcollaborationandcapacitywillcontinuetogrowinenduringways,andthatpeoplewillfeelmoresupported,andevenmoreempowered.Overtime,thehopeisthatthisstructure,whichbuildsacultureofrespectingteacherexpertiseandacknowledgesourresponsibilityforthegrowthofoneanother,becomestheguidingcultureofdepartmentsand,overtime,thewiderschoolcommunity.

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Planning&Implementation• November–December2015:Createascheduleofmoreregularintegrationofsmallgroupteammeetingswherethe

HoDisnotalwaystheleader(leveragingarelativelycommonprepperiodanddistributingleadership)andutilizeGoogledocstostructureapeerobservationsysteminpartnershipwiththedevelopmentofteacherprofessionalgrowthplans;gainadministrativesupportforcoverageofteacherssotheycanparticipateingrade-levelmeetings,peerobservationsandfollow-upreflectivemeetings.

• January2015:Providedepartmentmemberswithaclearrationale/objectivefortheprocessandoutlinestructures:colleaguesobservestudentlearningintheclassroom,notevaluatepeers;departmentmemberssendtwoprofessionalgrowthgoals(atleastonedirectlylinkedtostudentlearning)toHoD–HoDdocuments.

• February2016-March2016:peerobservationcyclesarecompleted-HoDparticipatesassomeonetobepeerobserved;asteacherscompletetheirobservations,theylogthedate/class/andteacherobservedontheGoogledoc.,whichHoDmonitors;whenbothobservationshavebeencompleted,personalgrowthplanconversationsaresetupbetweenHoDandteacher.

• April-May2016:HoDfollowsupwitheachteacherregardingprofessionalgrowthplans:teachersarenotaskedtoreportbacktotheHoDontheirpeerobservationsaspartofthis;however,peervisitsmaywellinformpeoplemovingforwardintheirprofessionalgrowthplans.

• May-June2016:Teachersreflectonprocessesandgoalsetfor2017.HoDassistsinprovidingpersonalizedsupportforteammembersinsupportoftheirgrowth.

• Academicyear2016-2017andbeyond:cyclerepeatsitself,withteachersobservingtwonewpeerseachcycle,tocontinuetobroadenconnectionsandlearning/sharingacrossthedepartment.

Evaluation WhatbeganinSeptemberasanexplorationofwaystoachievedepartmenttaskcompletionsoonexpandedtoamorefundamentalconsiderationofhowtoworkbeyondperceivedconstraintssuchastimetabling,the‘busyness’oftheworkday,andalargedepartmentbeingpulledinmanydifferentdirections.Thejourneyofthisacademicyearhasbeenoneofmovingtoapointofclarityregardinghowimportantitistoshiftperspectivesandleveragetheseelementstowardthebuildingofteamcapacity.ThoughitcontinuestobechallengingtoensurealldepartmentmembersaregivenduetimeandattentiongiventhesizeoftheteamandotherincreasingdemandsoftheHeadofDepartmentrole,beliefinthisprocessmaintainsmydedicationtomakingithappen. Mostteacherswerefullyreceptivetotheprocessandspokeinappreciationofwhattheysawtobemeaningful,respectfulandimportantuseoftheirtime.Thoughteacherswerenotaskedtohavepost-observationconversationstogetherregardingtheirpeervisits,Iwasencouragedtoseemanyofthemdoingsoasaresultoftheircuriositybeingsparkedbytheideasandstudentlearningtheyobservedintheircolleagues’classrooms.Thequalitativedatagatheredabouttheprocessfromcolleaguesisencouraging:manyspokeofhowthey’dbeenmeaningtogetintoeachother’sclassrooms,butpreviouslyneverfelttheyhadtime,ordidnotfeelabletoasktoseecertainclassesgiventheyfelttheydidnotknowsomeoftheircolleagueswellenoughtoask.OneinstanceofdirectnegativefeedbackIwasgivenencouragedmetoreflectonthechecksandbalancesIhadintegratedintothestructure,whichwasimportantformetodo.Onthewhole,Inowobservesomepeersbeingmoreopenwithoneanotherandlessafraidtorespectfullychallengeeachotheraswestriveforcontinuedgrowthinourworktogether. Myhopeisthatwewillmovethroughannualiterationsofthisprocess,andthat,aswedoso,wewillreachapointwhereallmembersofthedepartmentfeelempoweredby,andfullybelievein,thevalueofthesestructures.

ConclusionWhenworkingtoshiftculture,leadersmustbevisionary,patientandresilient,andunderstandthatschool

structuresreflectwhatisvalued.Ifteachersarenotprovidedwitheffectivesupportstructures,particularlyonesthatofferandcreativelyusetime,leadersruntheriskthat-inverybusyandpotentiallystressfulworkingenvironments–teacherswillnotfeelvalued,genuineprofessionalconnectionswillnotbemade,andstudentlearningwillnotbesupportedasmeaningfullyandmindfullyasitcanandshouldbe.Aswewelcomeothersintoourclassroomsandengageinconversationsaround‘whatwedo’,webegintofeellessprotectiveofourownpractice,realizingthatothersfacemanyofthesamedilemmaswedo.Whenpeoplefeelsupported,andsupportothers,powerfullearningemerges:wallsarebrokendownandalevelofcomfortwithoneselfandone’scolleaguesisreachedtothepointthatcriticaldiscourse-thatreallygetstotheheartofwhatcanbeachievedinourworktogetherforyoungpeople-grows.

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DevelopinganOutdoorEducationDepartmentandProgrammingDamienWaugh–FraserAcademy

ReferencetoLiteratureLastChildintheWoodsbyRichardLouv(2008)wasinstrumentalinformingapedagogicalfoundationfor

outdooreducationalprogrammingandisfullofpracticalsuggestionsforleadinganimplementationinaschool.Place-BasedEducation:ConnectingClassroomsandCommunitiesbyDavidSobel(2008)providedexcellentexamplesofplace-basededucation,andstrategiesonhowtostructureeducationtoencouragestudentstotakeownershipoftheirlearningthroughstudent-drivenprojects.APotentialNaturalTreatmentforAttentionDeficit/HyperactivityDisorderbyKuoandTaylor(2004)wasahelpfulsummaryinsummarizingthebenefitsofanature-basedcurriculumonreducingADHDsymptomsinstudents.TheBCcurriculumdraftsforsecondaryscienceinparticularwerehelpfulincreatingaprogramwithaninterdisciplinaryapproachtoarangeofsubjectsthathadbeentreatedinasilo-approachinthepast.

ContextFraserAcademyisaschoolforchildrenwithdyslexiaandotherlanguage-basedlearningdifferences,serving230

studentsingrades2-12.Electiveoutdooreducationopportunitieshaveincreasinglybeenofferedinthepastfewyears.Students,parents,staff,andadministrationrecognizedthemanybenefitsoflearninginanoutdoorsetting.Outdooreducationhelpstoremovesomeoftheintrinsicbarriersthatexistinlanguageandclassroom-basedinstruction,andallowsstudentstolearninanauthentic,meaningful,experiential,andconstructivistmanner(Sobel).AsLouv(p.203)states“experientialeducationteachesthroughthesensesinnaturalworld.” Administrativeleadersintheschoolsupportedthecreationofaformalcontinuumofoutdoor,ecological,andexperientialopportunitiesthatwouldformapartoftheeducationfortheentirestudentbody.Inaddition,anelectivecohortofstudentsingrade11wouldbecreatedinordertofacilitateasemesterofexperientialeducationthatintegratedseveralacademicclasses.

PlanningTheplanningphaseincludedmeetingswithmymentorEricWaters(Collingwood).Wediscussedseverallogistical

issuesofprogramimplementation,andlargerpedagogicalquestionsthatinformedprogrammingchoices.Iobservedatrippreparationday,aswellasmeetingwithotherOutdoorEducationdepartmentheadsfromanumberoflocalISABCschoolstolearnabouthowtheydelivertheirprogramming.Iattendedconferencesthataddressedriskmanagementandexperientialeducation.OneofthemostvaluablepartsofattendingconferenceswasthenetworkofconnectionsthatIwasabletoformwithothereducatorsinthefield.

Inplanningaproposalforaprogramitwasalsohelpfultolooktocurrentresearchinthefieldtosummarizethemanypotentialbenefitsforstudents.WorkingwithastudentpopulationthatoftenhasADHDasaco-morbiddiagnosis,aswellaschallengeswithexecutivefunctioning,itwasimperativetoshowhowresearchinoutdooreducationhasshowntoimprovecognitivefunctioningandminimizesymptomsofADHDandsupportattentionalfunctioning(Kuo&Taylor).

ThefollowingaresomeofthekeyquestionsthatIaskedofmymentorandotheroutdooreducationleadersthatledtovaluablediscussions.

1. Whatisyourpersonalphilosophyofoutdooreducation?2. Whatarethebenefitsanddrawbackstoofferingelectivevs.mandatoryexperiencesforstudents?3. Whatareyourbiggestchallengesinrunningtheprogram?4. Inwhatwaysdoyouconnectwithadministrationabouttheworkthatyoudoanditsoutcomes?5. Howdoyouhavegreaterstudentreflectionpost-trip?6. Howdoyoubestintegrateacademics?7. Howdoyoucreateandmanageabudgetspecifictooutdooreducation?8. Ifyoucouldchangeanythingabouttheprogramsyouoffer,whatwouldyouchange?9. Howdoyoubalancethedemandsoftheprogramonyourpersonallife/familytime?

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ImplementationAcriticalpartoftheimplementationphasewastomeetwith,andgetfeedbackaboutprogramdetailsfrom

severaldifferentpeople:teamleaders,departmentheads,assistantheadsofschoollifeandacademics,theheadofschool,andtheboardofdirectors.Listeningtotheiradviceandrespondingtocriticalfeedbackwasimportantinordertobuildsupportforaprogramthathasimpactthroughouttheschool.Italsoincreasedbuy-in,andultimatelyledtostaffembracingachangeinschoolculture. Tomysurprise,alargelyeffectivepartoftheimplementationcamefromcreatingabrochureforthecohortprogramthatwouldbewidelydistributedtothegreaterschoolcommunity.Thistaskforcedmetoarticulateaclearandconcisevision,continuumstructure,schedulinglogistics,andkeyobjectivesofecologicalandexperientialscience,environmentalandsocialresponsibility,personal,interpersonal,andoutdoorskills.Italsohelpedtoillicitfurtherfeedbackfromallstakeholdersandintegrateandrecognizetheworkofotherstaffmembersinimprovingtheprogramming. RecentcurriculumchangesinBCalsohelpedtoprovidemoresupportandautonomyinprogramdeliveryandencourageimplementationofinterdisciplinarycoursesofstudythathavefewerprescribedlearningoutcomesandafocusoncorecompetenciesandbiggerideas.

EvaluationWorkingalonetosuccessfullycreateanewposition,program,anddepartmentatmyschoolwasmostly

dependentonbuildingrelationshipswithallinterestedstakeholders.Ensuringthatothersbuyintoaprogramthatwillresultinpositivechangethatstaffwouldembracewascritical.Especiallyconsideringthattheschoolhasundergoneatremendousamountofchangeinthepastfewyearswithmultiplenewschool-wideprogramsbeingimplementedinshorttimeframessuchasanExecutiveFunctioning,andCritical,Collaborative,andCreativecurricula. Expressingappreciationtowardsallcolleaguesfortheirinputandconsultingwithothersmoretoinvolvetheminthedecisionmakingprocessresultedinacollectiveownershipoftheprogram.Spendingtimetodeveloprelationshipswithparentswasalsohelpfulingainingadministrativesupport,astheycouldseetheappetiteforthistypeofprogrammingwasevident.

ConclusionInthebeginningstagesofplanning,Ispentthemajorityofmytimeindependentlytryingtocreateaprogram

fromscratch.Isoonrealizedthatitwouldbemosteffectivetocreateaprogramthatdove-tailedwellwithotherschoolinitiatives,andtotakepartsofprogramsfromawidevarietyofsourcesthatwouldfitwellwithinthealreadyexistingschoolstructure,vision,mission,andvalues.Makingtheconnectionsandbenefitsoftheprogramexplicitresultedinthesupporttoimplementit.

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DevelopingFacultyOwnershipofaChangeInitiativeDavidDallman–YorkHouseSchool

ReferencetoLiteratureChangeLeaderandLeadinginaCultureofChange-MichaelFullan,2011Drive-DanielPink,2009HandbookofProfessionalDevelopmentinEducation:SuccessfulModelsandPractices,PreK-12-Martin,Kragler,Quatroche,&Bauserman(Eds),2014LongWalktoFreedom-NelsonMandela,1995Mindset:TheNewPsychologyofSuccess-Dweck,2006

Context YorkHouseSchoolisanindependentdayschoolforgirlsfoundedin1932,withacurrentenrollmentof600studentsingradesJKthrough12.WithaBYODprogramme,leadingedgeAVandnetworkedsystems,andanarrayoftechnology-basedresources,YHScantrulybedescribedasatechnology-richlearningenvironment.Technologyissupportedbyateamoftechnicalsupportspecialists,aK-12EducationTechnologyCoordinator,andbymyrole,TechnologyIntegrationandTechnicalOperationsManager.ReportingtotheDirectorofLearning,Creativity&Innovation,Ioverseeallaspectsoftechnologyuseattheschool.Technologyisintegratedintothecurriculumacrossthegrades,however,therehaspreviouslybeennoformalsystemforscaffoldingdigitalliteracyskills.Addressingtheneedtoprovideclarity,andtoestablishbaselinestandardsfordigitalliteracyteachingandlearning,developmentofatechnologyscopeandsequence,theDigitalLiteracyFramework,wasidentifiedasapriorityforthe2015-16year.Likemanyschools,YorkHousewantsfacultytoengageinongoinggrowthofpracticethroughactiveparticipation,teachervoice,collaborationandcreation,enquiry,andreflection.Martin,Kragler,Quatroche,&Bausermancallthisprofessionallearninganddescribeitas“ownershipovercompliance,conversationovertransmission,deepunderstandingoverenactingrulesandroutines,andgoal-directedactivityovercontentcoverage”(Martinetal.,2014,p.147).LedbytheYHSEducationTechnologyteamoftheTechnologyIntegrationManagerandtheEd.TechCoordinator,andsupportedbytheDirectorofLearning,Creativity&Innovation,thevisionforaYHSDigitalLiteracyFrameworkwasinformedbytheprofessionallearningmodel,orinotherwords,facultyownershipoverfacultybuy-in.Iftheprioritywastogettheplanoutquickly,theEd.Techteammayhavelockedthemselvesinaroomforaweek,andthrashedouttheframework.Followingthis,wewouldhaveinformedteachersduringafacultymeetingwithourslideshow,glossyhandouts,andsomefanfare.Fromthere,we’dbattletogetbuyin,orevenworse,lobbytheseniorleadershipteamtoagreetoforcedcompliance.However,Fullannotesthatrewardsandpunishmentareshortlived,andleaderscan’tmakepeoplechangewhentheyaren’tgivenopportunitiesforownershipoftheinitiative,“...allsuccessfulchangeeventuallymustrevolvearoundcollectiveownership.”(Fullan,2011,p.53).TheYorkHouseDLFwillbealignedwithYorkHouse2030,theschool’snewstrategicplan.Itidentifiesanumberoftechnology-basedstrategies,includingthatfacultywill:integratetechnologytotransformlearningandsupportthedevelopmentofresponsibleandethicaldigitalcitizenswhoarebothconsumersofinformationandcreatorsofknowledgeoptimizetechnologyasatransformativetoolforlearning,communicatingandcollaboratingwithothersatthesametime,theBCMinistryofEducationhasdevelopedaDigitalLiteracyFrameworkguidingdocument,alignedtoCoreCompetencies,aspartofthenewBCCurriculum.TheYorkHouseDLFisorganizedunderthesixdomainsdescribedbytheBCMinistry.

Planning Earlyintheplanningphase,afacultyownershipmodelwasdecidedasthebestwayto“motivatethemasses”(Fullan,2011).TheinitiativeintendedtoestablishaDLFTaskForcecomprisedoffacultyfromallthreedivisionsandavarietyofgradelevels,andspecializations.Undertheplan,facultywouldbeinvitedtonominatethemselvesforselection,andwouldbeprovidedwithspecificsincludingtaskforceselectioncriteriaasfollows:commitmenttoworkingcollaborativelywithcolleaguestoidentifyappropriatetechnologyintegrationstrategies

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willingnesstocollaborateeffectivelywithcolleagues,andtocontributepositivelytogroupworkorganizationalskillstocommittoagroupprojectanditsfulldevelopmentandsuccessfulimplementationdemonstratedabilitytobeareflectivepractitionercommittedtoongoingprofessionalgrowthEstablishingataskforcewoulddevelopacoregroupofteacherswhowereconversantindigitalliteracy,andeventuallyabletoleadpeersalongonthejourney,collaboratingwithfocusgroupsfromtheirteachingareastobringthemintothefold.Fullan’sElementsofaCollaborativeCulturedescribesimilarstepswhenplanningforchange:focusandsetasmallnumberofcoregoals,formaguidingcoalition,aimforcollectivecapacitybuilding,workonindividualcapacitybuilding,andreapthebenefitsofcollaborativecompetition.

Implementation TaskForcemeetingswereheldinFebruary,MarchandApril.Thesemeetingspreparedmemberstoleadfacultyfocusgroups,organizedbydivision(KindergartenandJuniorSchool),andspecialistarea(SeniorSchool).Thetwogoalsofthefacultygroupmeetingswere:DescribewhywearedevelopingaYHSDLF(establishbenchmarks,createauserfriendlyDigitalLiteracyguideforteachers).HavefacultyshareDigitalLiteracyactivitiesthatarealreadytakingplace.Duringthefocusmeetingsanotherkeymessagewastobearticulated.Itwasseenasimportanttohonourthatdigitalliteracyactivitieswerealreadyembeddedinteachingandlearning.Furthermore,itwasessentialforfocusgroupstounderstandthattheTaskForcewoulddotheheavyliftingofdevelopingtheframework,andwouldassistfacultyinidentifyingDLFdomainsfortheirvariousactivities.ThecontributionofthewiderfacultywastosimplyidentifyandprovidethecontextforthevariousDLactivitiesthatwerealreadytakingplace.Duringplanning,theambitiousgoalofcollectingonelearningactivity,pergrade,perdomainbytheendofthe2016academicyearwasset.However,theenormityofthistaskwithinourtimelinewassoonrealized.Moreimportantly,thisdidnotaccountforgapsinthesequencingofdigitalliteracyskillsthatwereboundtoexistinasystemthathashithertonotincludedformalguidelines,checksandbalances.Fillinginthosegapswouldrequirealevelofcommitmentfromfacultythatwasnotimaginedduringplanning,andwouldflyinthefaceofthemessagingthattheaimwasnottocreatemoreworkforteachers!Furthermore,itcouldsingleoutindividualswhohadlesstocontribute,riskingjudgmentthatcouldnegativelytainttheprojectfromtheonset.Anecessaryadjustmentwastochangethegoaltotrackingwhathadalreadybeendone,andcouldbearticulatedwithinthetimeframeofthefocusgroupmeetings.AsFullanpointsout,researchshowsthatpurposefulexperiences(behaviour)changesbeforebeliefsdo.Hesuggeststhatsuccessfulchangeleaders“...givepeoplenewexperiencesinrelativelynonthreateningcircumstances,andbuildonthem,especiallythroughinteractionwithtrustedpeers.”(Fullan,2011,p.68).DuringtheMaymeeting,TaskForcemembersplottedDLactivitiescollectedfromfocusgroupmeetings.TheseexamplesserveasastartingpointtodevelopingthefullDLFmatrix,aswellasprovidinginformationabouttheareasofstrengthandgapsinDigitalLiteracyeducationinthecurrentlandscape.

Evaluation BeinginanewleadershiproleatYHSin2016-17,Iwaseagertoestablishareputationasaleaderwhoisn’tafraidtotakeonachallenge,andwhogetsthingsdone.Knowingthatfacultysometimesfeeloverwhelmedwithsomanycompetingpriorities,Isawpotentialforsuccessinfacultyownershipofthechangeinitiative.Fortunatelyforme,itwaspossibleforthistofitneatlyintotheleadershipstyleIaspireto,thatbeingsomeonewhoempowersteammembersbygentlynudgingthemtowardsspecificgoals.InthewordsofNelsonMandela(1995),“Aleaderislikeashepherd.Hestaysbehindtheflock,lettingthemostnimblegooutahead,whereupontheothersfollow,notrealizingthatallalongtheyarebeingdirectedfrombehind.” ThisalsomatchedwellwithmanyaspectsoftheliteratureIhadanalysed.Fullandescribesthebigchangeproblembyposingthequestion:Howdoyougetpeopletoputintheenergytoimproveasituationwhenalotofthemdon’twanttodoit?Ifeel“don’twantto”isnotanaccuratedescriptionoftheYHSfaculty,asagrowthmindsetisadistinguishingfeatureofthecommunity.Rather,withsomanycompetingpriorities,IhaverewordedtheYHSchallengeto:“Howdoyougetpeopletoimproveasituationwhentheydon’thavetheenergytotakeonsomethingnew?”DanielPink(2009)providesnumerousexamplestoshowthatintrinsicmotivationpayshigherdividendsthantheothertwoformsofmotivation,biologicaldriveandtheincentive/punishmentmodelofextrinsicrewards.Fullan(2011)describesfour

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componentsofintrinsicmotivation,threederivedfromPink’sanalysis,andthefourthdevelopedthroughhisownwork.EachofthesecomponentscanbelinkedtotheYHSDLFmodel.Thefirstisthatitneedstobemeaningful.FortheDLF,themainpurposeistheconnectiontothenewBCcurriculum.Teachershavemanyquestionsaroundimplementationofthenewcurriculum.TheDLFisaresourcethatwillhelpteachersimplementandnavigatenewterritoryofCoreCompetencies.Fullan’ssecondcomponentisthatitprovidespeoplewithincreasedcapacity.Teacherswillbeabletoconnectthescaffoldingofdigitalskillstoasetofstandards,seewheretheyfitintotheoverallframework,andhowtheyconnecttoCoreCompetencies.Thethirdcomponentisautonomy,playedouthereasfacultydescribetheDLskillstheyalreadyincludeintheirpractice.Fullan’saddition,thefourthcomponent,iscamaraderie.TheDLFfocusgroupsledbypeersformsthecollectivecapacityforthisleadershipinitiative.CreatingaDLFisalargetaskwithinitself.Creatingtheframeworkusingafacultyownershipmodelwithsomanymovingpartsnecessitatesanevenlongertimeline.Atthetimeofwriting,developmentoftheframeworkisinit’sinfancy,anditistooearlytomeasuresuccessoftheDLFimplementation.AquestionIcontinuetograpplewithis,“HowwilltheDLFbeusedbyfaculty?”Statingthevisionforhowitwillbeuseddoesnotnecessarilyequatewiththereality.ThereareanumberofconcurrentchangeinitiativesatYHScentredaroundthenewBCcurriculumandtheYorkHouse2030strategicplan.Asthesechangeinitiativesareimplemented,theconnectionswillneedtobecomemoreconcreteforteachers.Fullan(2011)reportsthatacriticalfactorinlongevityofhighperformanceisasupportiveinfrastructurethatcanprovidecontinuousdevelopmentandmonitoring.Afutureleadershipchallengeformewillbetocreateconditionstomaintaindevelopment.Theprocessoffacultyownershipthroughadistributedleadershipapproach,however,hascreatedtheconditionsforchange.Thereisevidencetosupportthesuccessofthemodel.TheTaskForceisfocussedanddetermined,andhavereallytakentoowningtheDLFprocess.Meetingshaveincludedlivelydebateandrichdiscussionarounddigitalliteracy.Thechallengeforleadingthisgrouphasbeentogentlyprodintherightdirection,sothatwecontinuetofocusonourgoals.Feedbackfromfocusgroupsisalsoencouraging.Oneteachercommented,“Youaregoingaboutthistherightway,gettinginputfromallofthefacultyandhelpingustounderstandwhytheframeworkisworthwhile”(personalcorrespondence).Taskforcemembershavereportedthatmeetingshaveyieldedhealthydebatearounddigitalliteracy,leadingtogroupsidentifyingmanyDLexamples.AnumberofteachersreportthattheycannowconnectDLactivitiestodomains,wherepreviouslytheyfounditdifficult.Otherteacherfeedbackincludedthatthey:

likedthatitwasframedasacollectiveactivity,wanttimeinastaffmeetingtotalkaboutitwiththefullfaculty,wantmoregrade/departmentcollaborativetimetodevelopitfurther,andacknowledgethattheprocessisausefulstepinunderstandingthenewcurriculum.

Conclusion Theuseoftechnologytoolsasacorecomponentof21stCenturylearningiswellestablishedandhighlyregardedbytheYorkHouseSchoolcommunity.Theorganicmodeloftechnologyintegrationhasservedtheschoolwellformanyyears.RecentchangesincludingthereleaseofthenewBCcurriculum,andthenewYHSstrategicplan,havehighlightedtheimportanceofdigitalliteracycompetenciesforfuturesuccess.DevelopmentoftheYHSDigitalLiteracyFrameworkisafirststeptowardsacknowledgingtheneedforasystematicapproachtotechnologyskillacquisitionforteachingandlearning.Earlyindicationsarethatthedistributedleadershipmodelismeetingthechangemanagementgoals.Althoughsettingupthefacultyownershipprocesshasmadeitslowerandmorecomplexfromamanagementperspective,thebenefitshaveoutweighedtheadditionaltime.Movingfromtheimplementationstagetosustainedusewillpresentfurtherleadershipchallenges,includingfindingwaystomaintainmomentum,andstayingthecourse.“Plansareonlyasgoodastheactiontheyinspire”.(Fullan,2011,p.67).Thereisstillmuchworktodo.AsDweck(2006)pointsout,growth-orientatedpeopledon’tlookforimmediateperfection,rather,theylearnovertimetoconfrontchallengesandmakeprogress.PreparationsareunderwaytolinktheDLFwithotherleadershipinitiatives,sothatfacultyhasclarityaroundwhenandhowitwillbeused.

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AppreciativeInquiryinPhysicalLiteracyBrentJackson–YorkHouseSchool

ReferencetoLiterature Focus:Throughacollaborativecohort,thisprojectaimedtobuildapracticalphysicalliteracyresource(portfolio)thatempoweredparticipatingteachersbygivingthemtheopportunitytocollectivelyowntheknowledge.Aswell,thecompletedportfoliossupportandenablestudentstogainadeeperunderstandingofphysicalliteracy.Throughthestewardshipofthisproject,Iwasabletoproceedthroughareflectiveenquiryintoleadership. LiteratureReview:Inhisbook“ChangeLeader:LearningtodoWhatMattersMost”,MichaelFullanpresentstheready-fire-aimmetaphortohelpsprocuremotionleadership,leadershipthatcausespositivemovement.Aswell,Fullanalsodiscussesthebuildingofcollaborativecultures,akeyelementinmanysuccessfulgroupprojects.In“ThePowerofaPositiveNo”,WilliamUryhelpsusnavigatetheprecariousbalancebetweenpowerandrelationshipsbydemonstratingthatyoucannottrulysayyes,untilyoucantrulysayno.

Context WiththereleaseofanewBCcurriculumin2015,wesawashiftinformattingandscopeofPhysicalEducation(PE).ThephysicalpartofthecurriculumnowfallsunderPhysicalLiteracy,andthescopeexpandedtoincludeSocialandCommunityHealthandMentalWell-Being.Withtheseismicshiftscameanewcoursename–PhysicalandHealthEducation(PHE). ItdoesnotcomeasamassivesurprisethattheMinistryofEducationrenamedandrefocusedPEasmanyhavebeenpredictingaparadigmshiftforPE.Inhis2010book“PhysicalEducationFutures”,DavidKirkdiscussedthepastas“physicaleducationasgymnastics”,thepresentas“physicaleducationassporttechniques”,andfutureofPEas“beingoneofthreeoutcomes;muchofthesame,aradicalshift,orextinction”.KirkproposesthataradicalshiftwouldseephysicaleducationasfightingobesityKirk,andthenheunderpinstheideaofextinctionontheSaber-toothcurriculum(Peddiwell,1939),statingthatPEwouldbecomeextinctbecausewhatweareteachingisnolongerrelevanttosociety. Wherearewetoday?PEiscaughtupinthesamewindsofchangethatallofeducationiscurrentlyexperiencing.“PEassporttechniques”nolongercarriestheimportanceitoncedid.PerhapsPEasweknewitwillbecomeextinct,andaparadigmshifttowardsteachingthewholechildwillsetupPHEastheguideofphysicalandmentaldevelopment. AlthoughthereiscurrentlyapushinPHEresearchtofindameanstomeasureone’sphysicalliteracy,itwasnonotherthantheDameofPhysicalLiteracy,MargaretWhitehead,whoatthe2015InternationalPhysicalLiteracyConference,statedthatphysicalliteracyisnotsomethingyoucanmeasure,itissomethingyoufeel.Thisfurtheremphasizesthedeepconnectionbetweenourphysicalandmentalwell-being.Deeperconnections,inconjunctionwithmycurrentPHEassessmentsmodels,leadmetocreateacohortthatwouldinvestigatePhysicalLiteracyandcreatearesourcethataidsthephysicalliteracydevelopmentofallstudentsbyenhancingtheircompetencyand(physical)self-efficacyinawidevarietyofphysicalactivitiesthatbenefitthehealthydevelopmentofthewholechild.Theintentionofthisportfolioisnottomeasureone’sphysicalliteracy,rathertouseitforassessmentforandaslearning.

Planning Theplanningstageofthisprojectinvolvedapproachingpotentialcollaborators.ByinvitingpeoplewhoweresomewhatfamiliarwitheachotherIattemptedtoputrelationshipsfirst,andinthatwayIwasactingonthefirststepofFullan’sMotionLeadership.Inordertomakethework-loadmanageableIfeltwouldbebesttohaveonegroupmemberforeachofthesevengrade-levelportfolios.Ourcohortstartedwithsixmembers(personalities)fromthreedifferentschools.IncludedinthegrouparefourPEspecialistswitharangeofbackgrounds(primary,middleschoolandsecondary),andtwoelementarygeneralistsworkingaspart-timePEspecialists(oneprimary,oneintermediate).Aswell,thegroupincludedthreeneworinternteachers(lessthan2yearsexperience),oneseasonedteacher(3-5yearsexperience),and2

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masterteachers(12+yearsexperience).Finally,wehadtwoteachersfromamaternityleaveposition,boththeonecoveringtheleave,andtheoneonleave. TheplannedtimelinewastohavesixmeetingsfromSeptembertoApril.OurprimaryresourcesweretheBC’sNewCurriculum,SportCanada’sLongTermAthleticDevelopment,PhysicalandHealthEducationCanada,andmostimportantlyourcohort’sexperienceandpreviouslydevelopedresources.

Implementation Ourfirstmeetingformallyintroducedtheideaandaprojecttimeline.ThegroupdecidedtocreatefoldersonGoogledriveenablingeveryonetoeasilysharedozensofdocuments.Inaddition,atemplatehelpedeveryone(re)developresourcesbytailoringthemtoBCsnewcurriculumfocusofphysicalliteracy.Thetimeline,GoogleDriveandtemplatehelpedmovetheprojectoutofatheoreticalstanceintopracticalposition.Afteranefficientstart,wefacedwhatFullancallstheimplementationdip.Oursecondmeeting,whichhadfullattendance,nearlyderailedtheoriginalvision.Thepresenceoftwomasterteachersengaginginapassionate,professionaldiscussionopenedupmanyconversationsandweleftthemeetingwithlessclaritythatwehadarrived.Fortunatelyittriggeredsideconversations.WhenthegrouparrivedatourthirdmeetingIwas,asFullansays,resoluteinactingwithpurposeandempathy.Iwasassertiveincorrectingourpathwhileempathizingwithhowweorganicallymovedawayfromourintendedoutcome. Withrenewedvigourthecohortbuiltalargeresourceofpotentialportfoliomaterialateachgradelevel.Throughtheyearwecontinuedtodrivetowardscompletingtheportfoliosandinmanyinstancesweweretestingtheresourcesastheyearunfolded.Duringmeetingsfourandfiveandsixeachmemberofthecohortpresentedtheirwork,andhaditenhancedbytheothers.CorrectionsweremadeandbylateApril,theportfolioswerecompleted,andreadyforusenoworinthefuture.

Evaluation Attheendoftheproject,Ifeltsatisfiedthatwehadaccomplishedwhatwehadsetouttodo.Itwas,attimes,quitechallengingasgettingeveryonetoameetingwasdifficultandalongthewaywedidhaveamemberstepdown.Thereweretwoportionsofthisprocessthatwerehighlightsintheend. First,wecompletedtheprojectandtheprocessresultedinindividualgrowthintheareaofphysicalliteracy,andwehaveaworkingresourcetosupportstudentdevelopment.Asmentionedearlier,thegroupasbuiltwasquitediverseinexperienceandbackgrounds.Thisdiversitypresentedsomelogisticalchallenges.Howeverstrong,thosechallengeswereovercomebyourcollaborativecultureasoutlinedbyFullan:

• Focus:wehadaclearlydefinedoutcome.• Guidingcoalition:Throughrichdiscussionsweformedaguidingunderstandingofphysicalliteracy.• Collectivecapacity:bybuildingagradelevelportfolio,wewouldeachleavewithaschoolportfolio.• Individualcapacity:byengaginginthisproject,eachindividualunderstoodthattheywouldenhancetheirown

toolkit.• Collaborativecompetition:eachmemberunderstoodtheywereaccountabletotheothers,andnoonewanted

tobethenon-contributor.Second,IamproudofwhatweaccomplishedandIrecognizegrowthinmyleadershipskillsbecauseofthisproject.Inparticularastheleader,Iworkeddiligentlyontwopoints:

1. Eachofusisanownerandshouldfeelcompleteownershipofthefinalproduct.AlthoughIcoordinatedthemeetings,IfollowedFullan’skeyinsightof“activelyparticipatingasalearner”.Iputmyworkforwardtobeenhanced,justthesameasthefirstyearteacher.Myworkneededimprovement,andIopenlywelcomedeveryone’sinsight.Basedonthegroup’spostprojectfeedbackIfeelweweresuccessfulasthey“feltgreatabouttheoutcome,andfeltrewardedfortheirwork!”

2. Eachofthemembersshouldknowhowmuchwevaluetheirtime.Iunderstoodfromtheverybeginningthatthelogisticsofthegroupwouldbringaprofoundrichnesstothephysicalliteracyconversation,butthenumberofstressesoneachmemberwouldbeoutofmycontrol.Toshowmyappreciation,Iarrivedateachmeetingwitha

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Starbucksorder.Itwasasimpletokenthatwasalwaysreceivedwithasmile.ThemoresignificantpointofviewwasfromWilliamUry’sbookThePowerofaPositiveNo.FromitIlearned3keypointsabout“no”andit’spowerinnegotiations;

a. Saying“no”isalwaysaboutfindingthebalancebetween“exercisingyourpowerandtendingtoyourrelationship”.AsIstatedearlier,Iwantedtoputrelationshipsfirst,andIdidnotwanttobeperceivedasthepowerbrokerinthegroup.

b. Wesay“no”becauseofthethreea’s:accommodating,attacking,oravoiding.Understandingthethreea’smadehearingthatsomeonecouldnotmakeameetingmucheasiertocomprehend.

c. Uncoveryour“yes”.Ifwearesaying“no”,whatisitwearesaying“yes”to?Reframing“no”inthislighthelpedmedealwiththestressesplacedontheindividuals,anditmadeitmucheasiertoacceptwhenamembersaid“no,Icannotmakethemeeting”.Italsomadeitveryeasytounderstandwhyonememberofthecohorthadtostepdown.

Conclusion Through“AReflectiveInquiryintoPhysicalLiteracy”Ihadtheopportunitytodevelopareasofmyleadershipwhilecreatingaratherusefulstudent-centredportfoliodesignedtoengagestudentsinthedevelopmentoftheirphysicalliteracy.Workingwithadiversegroupofcolleagues,IfoundFullan’sdescriptionofacollaborativeculturetobequiteaccurateandvaluable.RegardingUry’senlightenmentof“no”,Icannotunderscorehowimpactfulhisteachingshavebeen,particularlywithmysenseofwhatFullancalls“impressiveempathy”. Theproject,asitsitsnow,couldbeusefulforanumberofyears.However,Ibelievetheportfoliocouldbeasignificantkeythatopensthedoorforcross-curricularworkbetweenPhysicalandHealthEducationandanynumberofprimaryorintermediatesubjectareas.However,thatisaprojectforanothertime.

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“TakingtheChair”AndrewJones–St.George’sSchool

Leadingthecommitteeindevelopingandpresentingournewtimetableproposal,withanemphasisonpromotingtheengagement,feedbackandsupportoffacultyandstudentleaders.-AndrewJones,StGeorge’sSchool.

ReferencetoLiterature RonRichart-CreatingCulturesofThinking(page108):“Whenthegroup’scollectivethinkingandindividualthinkingisvalued,visibleandactivelypromoted;thoughmembersmightfeelchallenged,theyalsohavefeelingsofenergy,enthusiasmandbeingengaged”. MichaelFullan–ChangeLeader(page60):“Peopleareturnedonbydoingsomethingmeaningfulaslongastheyhaveahandinidentifyingit”–MotionLeadership“truststheprocess”.Theeffectivechangeleaderactivates,enablesandmobilizeshumanandmoralpurpose.Also“MotivatingtheMasses”(page80)“Thepowerofthegroup...hierarchicalleadership,nomatterhowgood,canneverreachthemasses,butpurposefulpeerscan.Tounleashthepeersisnottogiveupcontrol;quitethecontrary.Leadershipisamixtureofauthorityanddemocracy;basedongoodrelationships,goodideas,andempoweringtheteam”. RonWilliamson-SchedulingtoImproveStudentLearning:“Aqualityscheduleemergesonlywhenteachersandadministratorshaveworkedtogetherdesigningit,andthatdesignisguidedbyasharedvision.Changeismostsuccessfulwhenitisbroadlysupportedamongstthefaculty…distributedleadershipcharacterizedthemostsuccessfulcases”. RichardBranson–LikeaVirgin:“Involvingeveryemployeegroupindevelopmentnotonlydrivesbetterproductdesignbutalsoaddsahugepride-of-associationfactor.Mostofthetime,nothingbeatsgatheringallthecontributorstoaproject,solicitingeveryone’sinputthenactingonit”.Also“Tobeagoodleaderyouhavetobeagreatlistener.Noonehasamonopolyongoodideasorgoodadvice.Bewillingtolearnfromothers”. Thesequotesandotherlikethem,reallyresonatedwithme,andcertainlymatchmyleadershipstyle.Thesebecamemyroad-mapforhowtoharnessthepower,capabilityandcollectivewisdomofthecommittee,andsolicitingtheopinionandcritiqueofotherstakeholders–appreciatingthattheiropinionandsuggestionsweretrulyvaluedandrecognized.Astoo,weretheprofoundwordsofwisdomandcriticalguidancefrommymentor.

Context StGeorge’sSchoolhasbeenoperatingwiththesametimetablestructureforthepast20years.Wehaveadayone/daytwoschedulewithfourperiodsperday,75minutesperperiod.Firstblockstaysfixed,buttheotherthreeblocksrotatebytermABCD/ADBC/ACDBetc.Thisframeworkhasserveduswellforthepasttwentyyears,butincreasinglytherehavebeenproblemsarisingasourschoolhasbecomebusier.Studentsmoreandmoreoftenmissacademicclass-timeforotherworthyopportunitiesandactivitiesandforagrowingnumberofspecialassemblies. AcommitteewasformedbythePrincipaltorevisitourtimetable,betterunderstanditsstrengthsandlimitationsandexplorehowwemightimprovetheframework.Iwantedtobeinvolvedinthiscommittee,feelingpassionatelythattherewereimprovementsthatcouldbemadeandIfeltIcouldplayakeyroleinworkingtodevelopanewframework.ThiscommitteehadacoreofPrincipal,AssociatePrincipal(Academics),DirectorofLearningandmyself.WesoughttoexpandthecommitteewitharangeofHeadsofDepartmentandHeadsofGrade,tobringawiderperspectiveandopiniontoourresearch.Ourfirsttaskwastoidentifythemainproblemsthatwefeltwerecompromisedbyourcurrentframework.

• Firstblockdoesnotrotate.Isthisanoptimalsituation?• Blockrotationbytermmeansthatvarsityathleteswhoarepulledoutoflessonsearly,havetheir

learningimpactedinthesametwosubjectsthroughouttheterm.• Students(andteachers)havedifferentenergylevelsatdifferenttimesofday.Theseenergylevels

impactthesamesubjectsthroughoutthewholeterm.• Wehavenomechanismtomeeteffectivelywithlargecross-gradesectionsoftheschool.• Increasedvisitingspeakersandspecialassembliesleadtoaplethoraofalteredschedules,causinglack

ofconsistencyandunpredictability.Assemblieswhichover-runalsoimpactteachingandtesting.• Evidencesuggeststhatthemid-morningperiod10:00am–11:00amisatimewhenmoststudentsare

engaged,focusedandattentive.However,thistimeperiodisoftenusedforgradeassembliesandadvisortimeandwearenotleveragingthepotentiallearningopportunity.

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Wewantedtoinvestigatewhetherwecouldovercomeormitigateagainstsomeoftheseincreasinglyfrustratingcircumstances;todevelopatimetablemodelwhichwouldbeapositiveenoughimprovementtowarrantundergoingsomesignificantchange,yetalsobeingflexibleenoughtocopewithinevitablemodificationsovertheyearstocome.Weabsolutelywantedtokeepstudentlearningandengagement,forallstudents,inthecross-hairsofourdeliberations.

Planning

Afterthewholecommitteedeconstructedourcurrenttimetableandidentifiedthekeyconcerns,thesub-committeesoughtfeedbackfromourISABCpartnerschoolsandschoolsinOntario.IalsotweetedarequestforfeedbackacrossmyPLCandbeyond,whichyieldedanothertenrepliesfromtheUS,theUKandEurope.Theoverallimpressionwehadfromalloftheseresponseswasthateveryschoolfacedthesamekindofchallengesandthatno-onehadfoundaninnovative,transformativesolutiontotheproblemswewishedtoaddress. WedeterminedthatSt.George’sSchooldidnothavetheappetitefortotal‘revolution’buttheyweremoreinfavourof‘evolution’;tryingtomakesmallerchangeswhichneverthelesswouldbringsignificantbenefits.Ourfocusbecamehowtoleveragetheutilizationoftimewithintheschoolday,toenhanceandpromotelearningandengagement,mindfuloftheneedsofthewholestudentbody.

Implementation ThefullcommitteemetseveraltimesbetweenOctoberandDecembertodevelopabroadsetofconsiderationsandthesubcommitteealsometseveraltimestolookattheseinmoredetail.IvolunteeredtodevelopvariousdrafttimetablerotationsandraisedthepotentialofhavinganX-blocktosupportspecialassembliesandnon-curriculumlearningopportunities.ThesewerepresentedinbroadstrokesatafullHeadsofDepartmentmeeting,wherethereseemedtobegeneralconsensusaroundoneofourproposals;fullyrotating,X-block,consistenttimings,consistentlunchlengthandmovingadvisorandassemblytimesintothelunchbreak.However,theactualmechanicsanddetailofthisbroadproposalstillremainedunclear.ThePrincipalthenhandedtheprojectovertometoleadthecommitteetodevelopastrongframeworkwhichaddressedourkeyconcerns;toensurethatthenewframeworkwouldindeedcreatenewopportunitiesforengagementandlearning;torationalizethereasonsforthesechangesandforthewholecommitteetobeenthusiasticandsupportiveaboutourproposal. Throughoutthisprocess,theprimarygoalIsetmyselfwastoensurethateveryoneinvolvedfeltthattheiropinionmattered,theirconcernswereheardandthatthecommitteecollectively‘owned’thisproposal.Mytaskwasnotto‘steer’thecommitteetoadesignthatIalreadyenvisioned,buttofacilitateandleadthecommitteetoajointly-owned,fullyexplored,fullyconsideredsolution,whichtheywouldthenfeelconfidentaboutexplainingtherationaleforvarioussuggestionstothewiderfaculty. Thesecondpartofthisprojectwastopresenttheproposaltothefaculty.Thiswasafarmoresensitiveandcriticaltask,afterall,thecommitteehadbeenlivingandbreathingtheseconversationsforfourmonths,whereasthefacultyatthispointhadnotbeenpartytothesediscussions.Changecanbedifficult,especiallyifitisseenas“changeforchange’ssake”.Itwasimportantthatthefacultyfeltthatthiswasnotatop-downdecision;thatthiswasnotafait-accompli;thatwereallywantedfacultytounderstandandsupportthereasonsforthechangeswewereproposing.Wewantedtoensurethattheirinputandcritiquewasactivelysoughtandvaluedandthatwewouldindeedsolicittheirfeedback,embracetheirsuggestionsandstrivetoaddresstheirconcerns. IpresentedourdraftproposaltofacultyonFebruary5th,withtheemphasisasstatedabove.Thefacultyseparatedintogroups,tofourdifferentclassrooms(whereineachaparticularkeychangewasaddressedandexploredhostedbymembersofthecommittee),withallfacultyaskedtowritetheirconcerns,likes,dislikesandsuggestionsonlargewhiteboards(aChalk-Talkactivity).Thegroupswouldthenrotatetothenextroom,sothateveryoneeventuallyhadofferedtheircontributionandopiniontoeachofthekeychangeswewereproposing.Asimilaractivitywasalsodonewiththestudentleadersacrossallgrades8to12thefollowingweek.Icollatedalltheresponsesfromthefacultyandstudentsandthecommitteemetoncemoretoworkthroughallofthese,addresseachconcern/suggestionandtomodifyourproposalbasedonthefeedback.Ipresentedtheupdatedproposaltofacultyonceagain,explainingourrationaleforeachmajormodificationandtotheSeniorManagementTeam,atwhichpointtheHeadmasterendorsedthenewtimetableforimplementationinSeptember2016.

Evaluation ThepresentationtofacultyandtheChalk-Talkexercisewerebyfarthemostcriticalaspectsofgainingthetrust,supportandbuy-inofthefaculty.Afewdayspriortotheunveilingofourproposal,Isentoutadocumenttoallthe

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facultywhichsummarizedthebackgroundtothisdraftproposal.Iwasimmediatelybombardedwithaflurryofemailsvirtuallyallofwhichwereincrediblysupportiveoftheproposal.Therewaswidespreadacknowledgmentofthesignificanttime,effortandconsiderationwhichhadalreadybeendonebythecommitteeandsupportofsomeofthekeymodificationswewereproposing. Duringtheexerciseitself,itwasobvioustoeveryonepresentthatthefacultygroupswereengaged,excitedandinterested.Followingit,acoupleoffacultycametomereportingthattheyhadoverheardmanyconversationsbetweenothers,revolvingaroundhowappreciativetheywerethatthecommitteereallydidwanttheirfeedbackandvaluedtheiropinion;howgenuinelyinclusiveandconsultativetheprocessseemed.Onememberoffacultycommentedthattheyhadlowexpectationsaboutallofthis,butfollowingthepresentationtheywereextremelyimpressedwiththeintelligentandthoughtfulworkthathadobviouslybeendonebythecommittee. Inrecognitionofajobwelldoneandthesignificanttimeinvestedbythemembersofthecommittee,Iinvitedthemoutforacelebrationdinner.Manyoftheconversationsagainrevolvedaroundtherespectandinclusionthateveryonehadfelt,thattheirownvoicewasgenuinelyheardandtheirsuggestionsacknowledgedandexplored.Theyallfeltthenewtimetablemodelwasstrongandbelieveditwoulddeliver. Ofcourse,thereisstillmuchworktobedone.Mostsignificantly,theX-blockprogramneedstobedevelopedandweneedtofindamechanismtosupportongoingPro-Dwithoutadverselyimpactingteachingtime.Thetimetableisamechanismfororganizingandenablingthedeliveryofouracademicandnon-academicprogram,butwillnotfostertheimprovementinlearningandengagementinisolation.Muchwillrelyonthesupportandvigilanceofbothfacultyandmanagement,toensurethattheobstaclesandfrustrationthatimpactourcurrenttimetablearenotreplicatedinthenewone.

Conclusion

Thishasbeenanincrediblypowerfulandenlighteningprocessforme.Asalong-standingHeadofDepartmentandHousemaster,Ihavebeenusedtorunningmeetingsandinculcatingchangeandprogress,havingestablishedtrustandrespectamongstmyteamoveralongperiodofassociation.However,suchchangehasgenerallybeenorganicandhasusuallyreliedongradualevolution.Also,asalong-standingpractitioner,IbelieveIhaveaverygoodunderstandingofthebackgroundandtheorybehindwhateverchangeswewereimplementing. ThetimelinesforthisprojectweredemandingandIhadnobackgroundknowledgeoftimetabledesignorsignificantchangemanagement,butIwasexcitedbythechallenge.Throughoutalltheinitialmeetings,Iwasincrediblyimpressedandawareofthetremendousintellectintheroom;manyofwhomwereinmoreseniorpositionsthanmyself.Itwasadauntingpropositiontoleadthisteamtoasuccessfulfulfillmentofourgoals,undersuchatightdeadline.HowwasItoearntheirrespectandtrust?HowwasItoleadthispowerfulgrouptodeliveroversuchacompressedtimeline,whilstgivingproperopportunitytodiscussandexploreideas? Ireturnedtomyreadings,especiallytoFullan.Motivatingthemasses,enablingthepowerofpeercontributionandlearningtotrusttheprocessbecamethetouchstonesformywork.IlearnedthatIdidnotneedtobethesmartestpersonintheroom,indeedIshouldnotbe,butIdidneedtobethebestpreparedperson.Toexpectandrequirethetencommitteememberstoparticipateinthreetwo-hourmeetingsoverthespaceoftwoweekswasasignificantask,soitwasessentialIwaswell-preparedandveryclearinarticulatingallthatweneededtoachieve.IalsospenttimeacknowledgingthetrustIhadinthecapabilityofthisteam.Iwasimpressedatjusthowwell“trustingtheteam”and“trustingtheprocess”worked.WhilstImusthavesubconsciouslynudgedtheteamtokeepon-trackandfocusedonthespecifictask,itdidnotfeellikeIwasforcingtheprocess.Therewasasharedunderstandingandcommitmenttothegoalwhichwasenergizingtoeveryone. Withregardstothepresentationtofaculty,Ithinkoneofthekeyreasonsthatitwassuccessfulwasbecausethecommitteecommunicatedthebackground,theprocessandtheaskforcriticalfeedbackinatransparent,genuineandhonestmanner.Secondly,thiscommitteewasacommitteeofpeersaswellasadministrators,whichcertainlyhelpednegateanythoughtsof“top-down”leadership. Theimplementationinallstages,followedaniterativedesignmodel;develop,propose,takefeedbackandadjust,beforereassessingonceagain.Thiswasapowerfulmodelwhichpromotedengagement,insight,perspectiveandunderstanding. Theleadershipcoursethisyearhasreallyhelpedmeunderstandmyownleadershipstyleandskillsetandhowtoleverageaspectsofthoseinparticularsituations.Itisnota“one-stylefitsallcircumstances”,butisinsteadrathermorelikeatoolboxofskillsthatonehasaccessto,butoneneedstodecidewhichtoolstoselecttoachieveone’sgoal.Thisrequiresthoughtandcarefulconsiderationbeforeanycriticalconversationsoractionstakeplace.Ibelieveithasmadememoreempatheticandmoreawareoftheneedtoletothersexpresstheirconcerns,beforeacting.Thisisacriticalstageinestablishingtrustandmutualrespect.

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ChangeYourMind:ANarrativeonSelf-AwarenessandConfidenceinaNewLeadershipRole

CaseyTurnpenny–StratfordHall

ReferencetoLiterature CarmelByrne’sarticleGettingtoKnowMe,assertsthat“self-awarenessisacriticalfoundationforstrongleadership,”andthata“lackofconfidence”isa“keyfactorinlowperformancesituations”.(21)InConnectingCompetencewithConfidence,GraceKilleleareflectsonherownleadershipexperienceinbusiness.Shewritesaboutneedingtoremindherselfthatthe“negativevoicesin[her]headarelying,”andthatby“connecting[her]internalknowledge”withher“externalenergy,”shewasableto“achievesuccessandhappiness”.(66)Finally,MichaelFullan’sChangeLeader,remindsusthat“ifyouwanttochangepeople’sbehaviour,changethesituation”.(45)ThisresonatedwithmeforthepurposesofmyowngrowthinthesensethatIshouldnotpassivelywaitformyconfidencetomanifest,butinstead,bepragmatic;plananddesignmysituationtosetmyselfupforsuccess,ultimatelychangingmyperceptionofmyabilitytolead.(45)Itwouldsimplybeamatterofrememberingtoconnectmy“competencetoconfidence”.(Killelea,67)

Context Afterworkingasanelementaryschoolteacherfornineyears,thiswasmyfirstyearinaleadershipposition:PrimaryYearsProgramme(PYP)Coordinator.AsPYPCoordinatorandmemberofourSeniorLeadershipTeam,IamresponsibleforbeinganinstructionalleaderwithinourJuniorSchool.ThisincludescloselycollaboratingwiththeJuniorSchoolprincipalonissuesrelatedtoteachingandlearning,andensuringthatthestandardsofpracticesetoutbytheInternationalBaccalaureate(IB)aremet.Ischedule,planandtrackspecificgrade-team,aswellasKindergarten-GradeFivePYPstaffmeetings,andoverseethemappingandevaluationofcurriculum.Iactasanadvisortofacultyonissuesrelatedtoplanning,assessmentandclassroommanagement,andamofteninclassroomsprovidingsupporttostudentsandcompletingteacher-observations.

Planning TheareaofchangeIplannedtofocusonwastheviewIhadofmyperceivedsuitabilityinthisleadershipposition.Atthebeginningoftheyear,Iwasveryexcitedtobeinapositionthatwouldadvancemeonmycareertrajectory;however,IwasalsonervousabouthowwellIwoulddointhisrole.IquestionedifIwasinfacttherightindividualfortheposition,orifIhadperhapsaccidentallybeenplacedinarolethatwasoutsideofleague?Unliketeaching,manyelementsofthejobwerenotintuitivetomeyet,meaningthatIrequiredmoretimetoreferencematerialsorpreviousdocumentation,andtoplanandpreparewhichfeltfrustrating.Ibecameconcernedthatfacultywouldimmediatelycomparemetooutstandingleaderswhohadheldthispositionpreviously,andperceivemeasaslowworkerandineffective.Inspiteofmyyearsofteachingexperienceandprofessionalqualifications,mylackofconfidencewasbecomingmylargestroadblock.Iwasconcernedaboutmyabilitytoleadourteamofteachers.Therefore,tohavethesuccessfulyearthatmycolleaguesandPYPstudentsdeserved,IknewIneededtofocusonchangingmyself-perception.And,ifIwasnotyetconfidentaboutmyleadershipskills,Icouldatleastpractice“hopefulconfidence”inmyabilitytochangemymind-setdowntheroad.(Fullan,44) Iplannedtotakeactionby:

1. SchedulingweeklymeetingswithourJuniorSchoolprincipaltoensureIstayedontopofduedates,events,etc.,andthatIcouldalsouseasopportunitiestoseekadviceandfeedback.

2. CompletingaprofessionalgrowthplanthatexplicitlylaidouttheareasofthenewpositionthatIwantedtounderstand,tryandimproveupon.

3. Creatingbenchmarksoflargeinitiativesthatwouldrequiremyleadershipskillsthroughouttheyear,whilealsoplanningtheamountoftimeIwouldneedtoprepareforthem(backwardsdesign).

4. ConnectingwithPYPCoordinatorsthatIknewprofessionallytoaskfortheirinputandadviceonprocess,aswellasmyISABCTeamLeadershipmentor.

5. Alwayskeepingmydooropenandbeingvisible/availableinclassrooms,thehallwaysandthestaffroomforquestionsorhelp(evenifthethoughtof“notknowingtheanswer”scaredme).

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Implementation

ActionPlanTask Implementation

WeeklyMeetingwithJuniorSchoolPrincipal

• BeganinSeptemberandcontinuetothisday.• Themeetingsaretrackedwithanagendaandnotes.

ProfessionalGrowthPlan • CompletedinOctober2015andupdatedinApril2016.• Providedwithfeedbackontheplananditsimplementationbymyprincipal.

LargeInitiativeBenchmarking • TransferofcurriculummapsfromAtlasRubicontoManageBac(November,2015)

• SupportingteachersthroughtheiruseofManageBacforreporting(December,2015-now)

• PlanforandleadninePYPStaffMeetings(September2015-June2016)• Scheduleameetingwitheachgradeteamone-twotimesperUnitofInquiry

(sixweekcycles),forsixunitsintotal.• PYPExhibition(May,2016)• ProgrammeofInquiry(POI)Review(June,2016)

SupportofProfessionalConnections

• Toconnect,IinitiallysentoutapersonalemailtoallindependentschoolPYPcoordinatorsinthelowermainland,introducingmyself.

• EmailedtheabovecoordinatorsattimesthroughouttheyearwhenIneededasecondopinionoradvice.

• StayedintouchviaemailandmetinpersonwithStratfordHall’spreviouscoordinators.

• Invitedmymentortoobservemeprovidingfeedbacktoateacheronalessonobservation.Afterthat,shegavemefeedbackonmyfeedback.

KeepanOpenDoorandStayAvailable/Visible

• Purposelyscheduledmyselfinclassroomsonaweeklybasis.• Trialledournew“LookingforLearning”rubricbycompletingteacher

observations.• Wasoutsideforrecessdutytwiceweekly.• Committedtotwoco-curricularclubs.• Madeapointtoalwaysprioritizespeakingtofacultyinperson,ratherthan

sendinganemail(ifpossible).• Alwayskeptmyofficedooropen,welcomingconversations,suggestionsand

feedback.

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Evaluation&Conclusion HowdidIknowIwasdoingwell?WouldIbeabletoseeormeasureachangeinmyownperception?WhenIbegantosuccessfullyhitthelargescaleinitiativebenchmarksIhadsetformyselfthroughouttheyear,myconfidenceasitrelatedtomyabilitytoplanandimplementchangestartedtogrow.Ironically,thebetterIfeltaboutthejobIwasdoing,theeasieritwastocommunicatewithfacultyandcompletewhatneededtogetdone,makingmeamoreintuitiveandeffectiveleader.Seekingconstantfeedbackfrommyprincipalandcolleaguesalsohelpedmeevaluatemystrengthsandabilities.Theideathatstuckwithmethemostcamefrommymentor:speaktoyourpersonalexperienceandtrustinthedepthandbreadthofyourknowledge.Ihaddifficultybelievinginthisatthebeginningoftheyear,butovertime,IrealisedthatIwaswellequippedtoprovideleadershipwithinthePYP.Ihaverealizedthroughoutthisprocessthatconfidence(orlackthereof)canhaveanincredibleimpactonourleadershipcapabilities,andwhensteppingintoanewrole,itisimportanttoreflectonthepaththatledusthere,andwhywearethebestpersonforthejob.Practicepatiencewhilelearninghoweverythingworks,seekmentorship(allowingforvulnerabilitywhilelisteningtofeedback),andtreatallnewsituationsasprofessionalgrowthopportunities,notunsurmountablechallenges.Applyaservantleadershipapproachwhilelearninghowtobemoreintuitivetotheneedsofteachers,andbegintoassertauthoritywhenappropriate.Continuetoreflect,andalongwithkeepinganopen-door,maintainanopen-mind.

ReferencesByrne,Carmel."GettingtoKnowMe."NewZealandManagementApr.2005:21.Print. Fullan,Michael.ChangeLeader:LearningtoDoWhatMattersMost.SanFrancisco:JohnWileyandSons,2011.Print. Killelea,Grace."ConnectingCompetencewithConfidence."USATodayMagazineJan.2016:66-67.Print.

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Manythanks,totheTeamLeaderMentors,whohavegivensomuchoftheirtimeandwisdomoverthepastyear.Youreffortsaredeeplyappreciated.

MartinJones

KathyKealey

BrianLee

CraigDavis

GordonMacIntyre

AndyRodford

ShirleyFrytag

JohnThomas

LisaZiebart

ShelleyLammie

HeatherClayton

JasonParker

CarolynBreland

MichaelMoore

EricWalters

KimberleyHarvey

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