Tagged: impact

Microcosm for Creating Change

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.

A microcosm!

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?

 

 

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Teacher Profile

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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?

Concentric Thinking

Concentric Thinking

Concentric Thinking is a mindset that encourages discipline of thought in a number of ways. It underpins every aspect of the philosophies on which time space education is built. Concentric Thinking encourages:

  • focus
  • clarity
  • purpose
  • motivation
  • impact
  • proximity
  • timeliness
  • mindfulness
  • value