Innovation, Agency, Empowerment are words that should not be used lightly. As professional educators, we believe with absolute conviction, that we can create the change we wish to see. As a School, we wish to challenge the purpose of report cards. Removing report cards would be an unwise and bold move to do all in one swoop. Therefore, we decided to explore this through a microcosm. To gauge whether our thinking, values and philosophy are in-line with being practical and realistic in terms of, if not report cards, then what?
A smaller and measurable scale needed to be the way forward, a pilot.
In essence the definition of a microcosm is:
A community, place, or situation regarded as encapsulating in miniature the characteristics of something much larger.
We have created a microcosm, a small world where we have brought parents, teachers and students together to pilot a new initiative in PREP from March until June, of this year.
Our own inquiry into: How can we effectively provide meaningful, dynamic and timely feedback that causes thinking and promotes learning and growth together?
We invited parents to Look 4 Learning as an authentic opportunity to see learning in action.
Parents recorded what they heard and saw and then shared their discoveries, questions, concerns and connections. We weren’t telling parents what we do (that’s blind trust) we were showing them what we do everyday and who their child is at school, where they spend most of their day, and young lives.
As a school, we have gone through a grueling process of establishing expectations around report cards and how best to meet the needs of our community as far as a formal document goes. We keep simplifying and seeking ways to satisfy parents in terms of what they know and have experienced in their schooling life.
We explained to parents the ‘input’ (time) vs ‘output’ (impact) aspect of what is involved in the process of writing report cards. They got it. Great! They understood that the time it takes to write report cards, is time taken away from doing all the other things that has a positive impact on learning, without sacrificing the learning conversations, planning, pedagogy, data collection……… Report cards is a static point in time, let’s use dynamic ways (Seesaw) to document learning and provide feedback that encourages and support the learning process.
The idea around what does authentic feedback mean and how feedback should cause thinking become the focus of the conversation. How can we create a solid partnership between parents, teacher and student to develop shared goals where it is valued in the learning process become important too as the discussion evolved.
The power of partnering with parents and teachers led to a deeper understanding of the importance of creating a situation where ‘really’ knowing our students is central to what we hope to achieve everyday. Knowing where they are in their learning and planning for that process of what needs to happen inspires effort and attitudes towards learning which is incredibly motivating for all stakeholders.
Over the next 4 months we are going to put report cards on hold and pilot what we believe to be a more effective and meaningful approach in understanding our students as learners and provide balanced authentic feedback. We have developed six drivers to provide feedback to students and parents that promotes richer and deeper conversations about learning and our learners.
We will review and evaluate the effectiveness of this pilot in June with our parents. Where could this lead? We don’t know and we’re not meant to know just yet. We find that quite liberating and exciting!
Why do we have reports? We have to do and be better. If it is a formality to facilitate the process of a student moving from one school to the next, that’s not good enough. We can work around that. We’re in education! Our parents are with us. They are in with two feet and we’re open to see where this all goes.
We think we have the right balance between being authentic, informative and also ensuring a deep sense of accountability and responsibility in doing these things well.
Where did all this inspiration come from?
From Alan Atkisson and Sam Sherratt. They were the sun providing light and energy in us asking, Why and Who are we?
We accept the challenge to innovate, lead change and transform to impact and ripple out! Out of touch traditions and norms must be challenged and at-least a re-think should occur.
Who are we and who do we want to become?
The Amoeba of Cultural Change should be happening from, and out of, Education. We should be setting the scene for change and leading it. Education has been idle and mainstream for too long. There are some great things happening out there in schools. We need to connect and explore ideas together to reach a tipping point for others to follow, and then lead from the front. Walking the walk, now that is a school I want to be part of. We’re on our way!
Who are you in the Amoeba?
Where do you get your light and energy from to shake education up and try something new?
How do you cultivate change in your school?
Forget the learner profile for a second…. what about the Teacher Profile!
The other day I was sitting in a meeting with the MYP and DP coordinator and we asked ourselves what type of teacher do we want here?
THE TEACHER PROFILE
This could be different and unique for every school depending on their culture and what is needed at that point of time to move the school forward; therefore, it could evolve and change.
After discussing, debating and really thinking about it… we all agreed on one – OPTIMISM.
If one exhibits continual optimism then so many other things shine through. Looking at everything as an ‘opportunity’ can only mean that true growth and movement for change will follow.
Adaptable was second on our list….. we didn’t get any further than that in deciding from the 12 we had on our list.
What would make your list? (Let’s say top 3)
What type of person do you want to be around and how would that bring about achieving a desirable and measurable impact to develop a school’s identity?
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)
Teachers do a lot of reflecting, but do we ever truly reflect?
The type of reflection I’m referring to is the type that drills down to the core and demands to explore and examine the inner workings of who we are, how best we teach and why things worked out the way they did in our practice, style and approach.
Do you venture outside of yourself and look to blame others when things didn’t work out or do you look within and accept the home truths that laid buried beneath the surface?
Who are you? What is your tendency?
As teachers, we expect our students to reflect all the time. “What could you do differently next time?” or “Write a piece on what you now know and understand because of this experience.”
Do we leave enough room for teachers to do the same? I’m leaning towards a ‘no’ here.
I guess this is where I have a problem with it all. We get our students to reflect, yet teachers are the worst at it. Yes, there are those 6 times in the year we skim over the reflection piece of a planner – agreed. But, it is more about getting through it, as opposed to that true excavation of how to be better, increase intrigue and insight for the next opportunity to improve. I believe that there needs to be a section (time allowed) where students give feedback to teachers on how we could have taught them better. Imagine that! An opportunity for us to learn from our students and see things through the eyes of a 6 or 10 year-old.
We would discover things about ourselves that we would normally ‘overlook’ and, therefore would ‘look over’ to seek ways to simplify, improve and learn from.
Give students a voice to build a real culture of honesty – that will lead us towards being and doing better for them and for ourselves too.
I also believe that (now I’m taking a side Sam) teachers need to not only reflect about the pedagogy, they also need to reflect about what they bring and don’t bring to each unit – not just as a teacher, but as a person. We are great at using terms like growth mindset and innovation for education, redefining, being a capacity builder…. what does all that mean if we leave out the biggest piece – how is your practice changing you?
As I mentioned in my previous post I am moving to a new school….. this book has revolutionized every aspect of what I hope to achieve as we create positive change and consolidate on what works….. together. Especially, as we look more closely at the culture of the school.
There are many different personalities with different leadership qualities and styles. While a true leader may have to bend depending on the context, person/people or situation there should always be at least one thing that grounds your approach. I believe it is ‘The gentle art of asking instead of telling’ which should be something we attempt to develop as our craft.
For most of us we work in and with an inquiry curriculum, we need to also inquire too. The people we work with are just as important as the students we teach. They are! If we truly want the best out of people telling them will not create mutual respect or trust for open communication and collaboration. Asking builds relationships. Not only does asking build relationships, but it sharpens our IQ and EQ on what type of questions to ask which invite open dialogue.
Humble inquiry is intended to illustrate an attitude or provide specific questions that show interest and respect, which will stimulate more truth telling and collaboration. Humble inquiry is not a checklist to follow or a set of written questions – it is behaviors that comes out of respect, genuine curiosity, and the desire to improve the quality of the conversation by stimulating greater openness and sharing.
To put some of these ideas and approaches into action I am going to experiment with this by conducting a humble inquiry into who we are as a school and to mark a point on where we are in place and time as a school as we set goals and connect to our vision and mission. To take it a little further, I hope to use all the 6 transdisciplinary themes and through observations, conversations and humble inquiry I hope to gain a clear insight into who we are as a school with fresh eyes. If what I notice is the same as what people see and feel, then we have an opportunity to challenge, learn and plan ideas to implement change or improve on what we are already doing. This should make people feel part of the process, encourage opinion and amplify voice. I have no idea what this will reveal after such a process, but isn’t that the point of inquiry?
I will be using this to record the things I notice and hope to get teachers and students to also be part of this inquiry too. Let’s hope we can create the culture of listen first and then make sound decisions after with pure intentions to bring people together and help us be the best we can for our students and the people we work with and learn from.
I am soon going to start a series of blog posts with suggestions for how schools and education can change in order to begin to have a positive effect on our (human) way of life. Let’s remind ourselves of some of the problems first:
- The desired outcome of school is the chance to pursue a degree, yet massive amounts of money are wasted on university degrees that are never used.
- Millions of students begin their careers horribly in debt.
- Apart from the process of learning to learn, much of the content of education has little or no lasting significance.
- Many of the highest income earners, those who are most in demand or those with most job satisfaction – are people who were deemed to be “failures” at school. For example, those people who have a trade.
- Many young people’s talents go unnoticed, only – in a miniscule amount of cases – to surface again by accident or through some stroke of luck or serendipity.
- Young people who have a need – or the ability – to specialize rather than be all-rounders are stigmatized by formal education.
- Education has become almost entirely cerebral, marginalizing those young people who think with the rest of their bodies… and simultaneously ignoring the fact that the world needs those people just as much, and maybe more.
- Schools are, in many cases, training centers for compliance:
“The child in a classroom generally finds herself in a situation where she may not move, speak, laugh, sing, eat, drink, read, think her own thoughts or even use the toilet without explicit permission from an authority figure.” (Carol Black)
- People typically have to wait until long after they have got through their education to discover the positive emotions that really motivate them – interest, joy, awe – and help them – if its not too late – figure out the direction they hope their lives will take.
- The idea of “success” perpetrated by society – and therefore by schools – is extremely narrow, very financially-focused, devoid of any emotional consideration and couched in western cultural ideals.
- Structures exist in schools that exist nowhere else in society – such as only being able to collaborate with people almost exactly the same age as you.
- Many young people emerge from their education with little knowledge or understanding of how to take care of themselves – cooking, money management, relationships, ethics, common sense, repairing things and so on. This creates cohort after cohort of people who have been prepared to work, but rely on others for their basic needs or who have to find out through trial and error.
- Students are squeezed through a finite number of career-based doors in pursuit of the traditionally accepted good, lucrative careers – law, medicine, engineering – while, in reality, good lucrative careers are way more diverse, interesting, weird and wonderful than that. Many of these careers are also significantly less destructive and/or beneficial to the world.
Any more to add?
A few days ago, the Dalai Lama tweeted this:
The Dalai Lama has hit the nail on the head. As educators, we are caught in an endless cycle of change as we perpetually seek to “make education better”. However, unless that is part of a higher purpose (or at least one that could have some visible manifestation for us to see the fruits of our labour) – being endlessly in the pursuit of the vague idea of “better” is pretty demoralizing and exhausting. It is also quite pointless as we never stop to think about why we are educating, what school is really for and what the long-term effects are of being educated.
We do need to “change our way of life”, lets face it. Take a good look around you… and beyond. Can we honestly say that humanity is doing a good job at the moment? Can we honestly say that we are part of something positive? Can we put our hands on our hearts and say we are creating a better world for our children, and their children?
Even more worryingly, can we honestly say we – in our schools – are creating better children for our world?
There are all sorts of positive stories out there about people doing wonderful things. But they are a tiny fraction compared to the stories of greed, destruction, waste, pollution, violence, hatred, racism, misogyny and stupidity. Those positive stories frequently come about despite how people are educated. They are often the result of those people who are challenging the systems that education is a part of. They are often perpetuated by the outliers, failures and rejects of formal education or the people who had to wait until their education was over before they could do something they really believed in.
In some cases, however, they are the direct result of education… a single school with a clear mission, a solitary teacher who makes a lasting impact, a student who emerges as a true leader, a project that gathers real momentum. We must start to gather these examples and commit ourselves to creating the conditions for them to happen more. Much more. So much so that they become our purpose – not creating employees, not getting kids into universities, not guaranteeing high incomes.
So… I call upon all teachers to ask yourselves…
“are you changing our way of life through education?”
If so, what are the conditions that allow you to do that?
If not, what holds you back?
Artwork by Igor Morsky. For more information about him and his work, click here.
As many of us are aware, education has been quite ill for some time. I prescribe a good dose of Vitamin D… in the form of Deconstruction, Deprivatization and Demystification.
- We need to take apart our existing teaching habits so that we can stop doing the things we know have little impact, no impact or a negative impact on learning
- We need to take apart our timetables so that we can stop ourselves from segmenting learning
- We need to take apart our classrooms and make them less traditional and less restrictive
- We need to take apart our academic subjects so that we can stop seeing them as isolated entities
- We need to take apart our school calendars so we can get rid of stuff that doesn’t matter
- We need to remove barriers from our learning spaces so that other people can become involved
- We need to remove barriers from our learning spaces so that students know they can look beyond
- We need to remove barriers from our schools so that they can be part of the community they lie in physically
- We need to remove barriers from our practice so we can grow together
- We need to remove barriers that keep parents at arms length to develop real relationships
- We need to remove our own hang-ups so teachers can talk, write and reflect as openly as they expect their students to
- We need to remove the stigmas that make us keep assessment information a mystical secret from everyone but us
- We need to remove the cryptic language that makes it hard for students and parents to understand us when we report
- We need to take a “show don’t tell” approach when sharing new pedagogy with parents
- We need to open up many of our hidden decision-making processes so students can be involved
Can you think of anything else to add to these lists?
Thankfully, there is much talk of change in education at the moment. Sir Ken Robinson’s provocation – nearly 10 years ago – has been simmering away and, in the last few years, genuine ideas have started to emerge. Sir Ken told us why education needs to change, but not how. Well. the how is happening…
But, a word of caution. When we are in the business of breaking moulds… we often create new moulds. When we are finding a new way of doing something, we may substitute it for something that is not that much better.
We need to use the SAMR model as a way of considering all of our pedagogy, all of our ideas and all of the systems in school. We need to make sure we’re not just substituting… and that we are aiming for a redefinition of the school experience. Anything less, really, and we’re not creating real change. Anything less than redefinition and we are just trying to improve things, to augment.
In the current climate of change, why should we aim any lower than redefinition?
We are renovating the outdoor space in our Early Explorers area. Because of a number of practical issues, the work is being done while we are at school.
This is obviously quite a disturbance, and also has an impact on the space that is available to the students for outside play.
This could be very annoying and could be a cause of stress to teachers… and therefore to students too.
However, all situations that come up around us can easily be opportunities to learn – if we allow them to be. We can choose to be unhappy about such things – like bad weather, powercuts, big events, things not working, disturbances, distractions, unforeseen circumstances etc… or we can choose to make them part of the learning. Very often, these opportunities lead to much powerful learning than we could ever have planned for!
This week, our Early Explorers teachers “lifted the curtain” on the construction work that is going on in their playground. Not only were the students fascinated by it, they were also invited to help out! So, suddenly you have a group of four-year-olds rendering a real building, using real tools and real materials. The man supervising the construction was so excited about this that he is going to continue to look for simple, safe ways that the students can be a part of the construction work.”They are the next generation of adults” he said, clearly imagining a whole group of young architects or builders in the next twenty years!
Naturally, the experience has provoked all sorts of play, art and questions in the Early Explorers classrooms… and teachers are planning many ways to take them further.
So, next time there’s a thunderstorm… open the windows and see how your students react. Next time something breaks your routine or disrupts your usual plans… run with it. See what effect it has on the learning… a different type of learning than the one you had in mind! As you become more comfortable with this, perhaps… in the future… you might start actively seeking these opportunities.
Oh… and p.s… this doesn’t only apply to early years teachers.