A few years back Sam and I ran a 1 day workshop and 4 days of demonstration lessons at Mt. Scopus College in Melbourne, Australia. The format was very different to the usual ‘run of the mill’ workshops or conferences which most of us have become accustomed to.
Since then, Lana Fleiszig has developed a strong relationship with ISHCMC for a few years now and naturally, we thought it made perfect sense to bring her to VIS too.
The value and impact was immediate and she instantly drew in our teachers. Lana said it best when she referred to herself as ‘the provocation.’ And that is what she did, she stirred up our thinking, added to our evolving inquiry culture and inspired us to continue the amazing work she did for the week she was with us.
The power and value in hosting in-house professional learning is obvious. We all could learned together, we all got on the same page and we are all finding ways to strengthen our practice through her ideas and knowledge.
We are sending 4 teachers to Shanghai to complete Making the PYP Happen. They will fly to Shanghai, be part of the workshops and then, snap – it’s done. A huge amount of investment and resources funneled into 4 people. A week with Lana (in-house) meant that 28 teachers and 19 Instructional Assistants were all touched. I know which basket to put all (or most) our eggs in.
So how did we take the learning to the next level after Lana left?
Using Inquiry Moves (see below), each teacher selected 1 that they wanted to develop. They now have three weeks to collaborate with those people (outside of their teams) and then share back to the group. This is just one step of many we plan to develop and strengthen.
This is how we are developing an inquiry culture at VIS. This is just the beginning. We have big plans to bring Lana back and take us through the next cycle of inquiry learning t-o-g-e-t-h-e-r!
The ebbs and flows of exciting new job prospects and recruitment is slowing down to rest dormant for another cycle in international schools. More on this later in the post. Let’s pause for a moment and wind back to August before going any further.
You’re in August, just returned after a relaxing break, time to ponder and consider if you are staying on or moving on, as your contract is a perishable item, just like long-life milk in aisle 4. Before you know it, you find yourself in October (some schools drop the ‘letter of intent’ much earlier than this). You have to resign before squaring away that next job.
What to do? Am I fulfilled? Have I outgrown this place? Am I happy? Do I offer something unique? The questions, the introspection, the game of romanticizing and flirting with the dozens of possibilities of potential schools begins to become real. Then the practicalities and gravity of moving sets in…. shipping, housing, Visas, notarization, friends, the comfortable life you’ve created, police checks….. here we go again.
So you’re now leaving and have a good 6 months left at the school which saw something special in you when they first took you on. They hired you on all the skills, knowledge and passion for learning that you were bringing with you. Life was good. The cycle turns and rolls effortlessly.
And this is where ‘the game’ becomes interesting….
Who are you once you have a foot out the door? You’ve signed and secured a new contract somewhere else. Good for you!
How are you going to spend your remaining 6 months? What is your legacy? How do you want to be remembered? I believe that the true colors of who one really is, shine through in the last 6 months of their contract. This is when you see someone in their full light. Their morals, their values, their ethics, their desire, their essence, their personality, their qualities, their core…..
Are you someone who begins to:
- arrive late to work?
- use all your sick days?
- say less? do less?
- leave at 4 on the dot?
- gossip and be more negative
- and on and on…..
Or are you someone who:
- gives their best and remains consistent?
- contributes at meetings?
- turns up to organized events and supports them?
- is positive and works hard?
- still cares about learning and growing?
- has the desire to ‘finish’ well, right up to the middle of June?
- and on and on…..
I believe that school leadership and administration needs to connect with the schools that teachers are going to and share some ‘home truths’ with how things have turned sour (or not) in the remaining 6 weeks of the year. More like a follow-up conversation, a hand over. Sharing an appraisal or goals. We do that with our students, why not educators….. Maybe this would work…. maybe not. There has to be a way to circle things back.
Sure, leaders can have conversations with those who flag and meander. I think there is a missing link from the beginning of August. The ‘sun setting stage’ of one’s time in a school says a lot about someone. The approach we need to take should go beyond the signing of a new contract and hoping they stay true and consistent to what they have shown and been like.
Let’s finish well, let’s finish how we started!
Why do we have to manage grown adults ‘out of’ and ‘in to’ schools?
A parent recently asked me if I felt her children would struggle when returning to a more conservative model of education after several years in a PYP school… and an innovative PYP school at that.
She was mainly thinking about whether or not they would have fallen behind academically in the traditional subject areas as the system in her country, like in most of them, is very content-specific. I said that they may find there are things that they haven’t learned… of course! However, I told her, after several years in the PYP they will have the ability to access that information as they will be skilled in the “art of learning”. I reassured her that what they have learned, or haven’t learned, should not present them with insurmountable problems.
What they might struggle with, I said, is being expected to go backwards in terms of how they learn. Being put back into a traditional classroom set-up in which all students sit at tables all day, sometimes in rows. Being put back into a traditional teacher-student authority relationship. Being put back into situations where all students are doing the same thing, the same way at the same time. Being put back into didactic, predetermined contexts for learning. Being put back into a place where only a few forms of expression are valued. These are all things they might struggle with. These are all things that many children who leave PYP schools and go back to state systems struggle with.
The metaphor of a genie in a bottle sprung to mind as I was talking. We laughed about how the PYP has released the inner genie in her children, and children like them, and how it might be very difficult or even impossible to put the genie back into the bottle!
But, do we really want to?
Header image from here
There’s a lot of hype around “makerspaces” at the moment – I definitely wish I’d bought shares in Lego a couple of years ago! It’s great though, our schools are responding to the need for students to work with their hands, to think differently and to learn to become content or product creators.
One thing we have to be very careful of, however, is that theses places – and what happens inside them – don’t become another separate entity, another “subject” or another thing that happens outside of “regular learning” or “the real stuff”. Know what I mean?
These spaces – and what happens inside them – need to become natural extensions of all the other types of learning that happen in our schools. All of that learning needs to create opportunities for students to make. Students need to become more and more aware of what is possible and then they need to be connected with the people, places and materials that can make those possibilities become reality.
True change happens when making becomes a mindset in the school, not a subject. If the mindset doesn’t evolve, makerspaces may end up being another fad.
If the 20th century was about rows, the 21st century should be about circles.
There is an ever-increasing voice for real change to challenge education. The above video touched on a plethora of points, which we actually all know about – or at the very least – should know about.
What is it going to take to do something tangible about turning education on its head completely, as a whole, and not its individual parts?
There are some great teachers out there who really do care and are trying to challenge ideals, approaches and attitudes. It isn’t enough. The amount of tweets I read, and the workshops and the conference people attend for the most part have the same recurring theme:
Challenge, Inspire, Re-imagine, Redefine, Innovate, 21st Century Education and on and on.
We get it…. education needs to change. The world is always changing and education hasn’t really changed that much in a very, very long time. Yes, there is technology and we have fancy spaces, yet I don’t feel that things have changed a great deal.
Where to from here?
I actually don’t think we know how to change, and that change is so slow some of us are beginning to feel like nothing is ever going to change. While this may be coming off in a cynical and defeatist way, I am feeling like this more and more.
The above video could lead us down many different paths…. Let’s take one of those that recently happened.
The other day, as a Primary staff we were talking about abolishing report cards. We use Seesaw (Student Driven Digital Portfolio) as a way to capture and record evidence of learning and thinking. We have 4 Open Houses a year at the end of a unit of inquiry for parents to see what students are up to. We have 1 three-way conference, 1 Student-led Conference and 1 formal teacher-parent meeting a year. Plus, on top of that we report 6 times a year and parents can arrange a meeting at any point throughout the year to discuss their child’s progress. That is a lot of contact and opportunities to partner and connect with parents, teachers and students. So let’s get rid of written reports.
- They take weeks to gather evidence, write, proofread and organize etc.;
- They take away from more important things such as planning, being prepared for lessons and teaching and learning;
- Reporting time causes a decay in one’s well-being, anxiety and stress;
- Often students miss out because teachers have an already difficult time keeping their heads above water.
- Some parents don’t read them fully or at all;
- And the kicker that stands true for most…. teachers just trawl through previous year’s comments, use them, modify them and often say, well those two students are the same anyway. Admit it. Again, the quality of the report doesn’t say that much.
- It is a formalized way to assess a student’s progress.
I often hear that we write reports because so that when they ‘leave’ our school the next school needs a record for admissions and to help place them. Really… that’s not good enough.
Admissions already (and this is increasing) send their own school’s profile to a student’s current teacher to get a picture of a student’s abilities, talents, personality and academic prowess or learning challenges. Let’s just use that… in the place of reports. That would mean teachers can do that requirement really well and depending on the school would be about 3-5 of those per class, per year. That’s manageable. Let’s put the focus on quality of teaching and learning…. not, “I am so busy!” We could say that every day – we’re teachers. But it’s best to be ‘busy’ on the things that matter. Reporting time is stressful for everyone. Where are the brave educators gone?
This is the difference between radical and progressive thinking and ideas to make the bold changes needed and a school actually standing up in the name of ‘making circles and not rows.’ Be that first school to say “we believe that what we do is more than enough to communicate to parents who their child is as a person and a learner and we do not value formal report cards”.
More schools will follow that bold school which takes a stand – they will.
Who’s first? (Give me two years to change hearts and minds)
Today, a lizard visited me. It was on my bag… for no reason, well seemingly.
It might have appeared to tell me that my universe is aligned, that the things I need are with me. Just the way it was that hot night in Bangladesh when the power had gone off for hours and my daughter, a month old, had cried and cried until a Gecko appeared on the wall. As I held her in my sweaty arms, my mind frazzled and her face red from screaming… the presence of the Gecko soothed us, reminded us of the presence of something else. Something both smaller and bigger than us.
Today, this lizard might be telling me that what I just read and the connections I have just made are profound and that I must stop and listen to them, just the way I stopped and acknowledged the presence of the lizard.
This is what I read:
“… geniuses of all kinds excel in their capacity for sustained voluntary attention. Just think of the greatest musicians, mathematicians, scientists, and philosophers throughout history – all of them, it seems, have had an extraordinary capacity to focus their attention with a high degree of clarity for long periods of time. A mind settled in such a state of alert equipoise is a fertile ground for the emergence of all kind of original associations and insights. Might “genius” be a potential we all share – each of us with our own capacity for creativity, requiring only the power of sustained attention to unlock it? A focused mind can help bring the creative spark to the surface of consciousness. The mind constantly caught up in one distraction after another, on the other hand, may be forever removed from its creative potential.”
The Attention Revolution by Alan Wallace
These are the connections I made:
- We need to evaluate whether or not the “busyness” and scheduling in schools is, actually, exactly what Wallace is referring to by “caught up in one distraction after another”.
- We need to take some time to be very honest about whether or not students (and teachers) are, in fact, just being “caught up in one distraction after another”.
- We need to explore ways in which we can create “long periods of time” in which students (and teachers) can reach that “state of alert equipoise” in which everyone can be at their best.
- We need to make the relationship between mindfulness practice in schools and the capacity of students (and teachers) to sustained voluntary attention more explicit.
- We need to develop a sophisticated understanding of what attention means and move beyond thinking it is just either (a) listening to a teacher or (b) doing what a teacher expects students to do.
image by sergey245x on Flickr, shared under creative commons license
The word “ego” often comes up in conversations about teachers, and not in a positive sense.
We hear teachers being described as having a “big ego”. However, this is usually in reference to teachers who are confident. This confidence comes through by:
- consistently putting ideas on the table
- coming up with an approach and going for it
- refusing to allow oneself to be bullied
- projecting an image of confidence to students
- looking confident
- taking on the challenge of leading people
- stepping up to deal with situations
- consistently contributing to discussions in large groups
Sure, these can sometimes spill over into arrogance or an inflated ego, but usually only when people feel cornered, subject to critical scrutiny by colleagues or – inevitably – malicious gossip.
I think a teacher ego – in it’s negative sense – is much less visible than the things in the list above. I think a negative teacher ego manifests itself as:
- believing one is much better at one’s job than one is
- claiming good practice is obvious, yet not actually doing it
- being a know-it-all
- always referring to one’s own ideas, thoughts and practices and not those of other people
- making it clear that other people’s perspectives matter less than one’s own, either consciously or subconsciously
- consistently talking while other people are talking
- finishing other people’s sentences
- shutting people down
- consistently judging other people’s practice and behaviour
- believing other people are interested in one’s negative or critical thoughts
- struggling to see anything from other people’s perspectives
- consistently making everything about oneself
- making one’s problems someone else’s problems
These behaviours are subtle, divisive and destructive… and particularly so because they are not usually the behaviours of people who are often described as “having a big ego”. Instead, they are often the behaviours of people who come across as insecure and, as a result, are quite hidden.
I should clarify that I’m not writing this posting because of anything that has happened to me recently… some, but not all, of my postings are autobiographical! I guess I’m writing this posting because I would like to see an increasingly sophisticated understanding of:
- what confidence is and why it is important for young people to be taught by confident adults
- how to avoid writing off confident people as having a “big ego” and preventing that initial observation from manifesting itself as malicious gossip
- how to deal with the more subtle, egotistical behaviours that do more harm in our schools than any confident, or even over-confident, behaviours could ever do
image from https://www.linkedin.com/pulse/positive-ego-nancy-steidl-1