(Not) Just Another School Year

This year will be different…

Welcome your students with a new kind of message - one that imparts hope, excitement and promise:

“This year is yours to learn.”

1. My year is not planned. I have no intention of putting you through the same activities and assignments that your older siblings have done. Our focus for learning may be the same – but the way that we get there will be according to your learning needs (not my teaching needs).

2. Success or failure is up to you. I have zero interest (or intention) on ‘getting you through this year.’ Take your own learning into your own hands. I will support, guide and facilitate – but it will be you that holds the keys to your own success. I will not make excuses for you – nor will your parents – it is up to you to realize your centrality in this year’s educational plan.

3. Learning is paramount to your personal development. I absolutely recognize that your social networks, personal interests and skills are important to you – they are also important to me. That is why I will do what I can to weave them into my teaching practice. You will see yourself in our curriculum. They are the guiding principles framing our learning together – but they need a face and a perspective – yours, the student.

Let this year get messy. Let yourself fall into the deep, dark abyss that is the unknown. Take on new challenges and learn what it means to love learning – yourself.

I promise you that this will be your year of inspiration, reflection and passion – if you throw away the same old worksheets and craft new learning experiences with an entirely new (and refreshed!) group of students.

Let the journey begin! You are doing the work that matters in helping to bring about new, profound changes to the way we reach students and guide learning.

Curious Questions to Open Professional Practice

One of the greatest obstacles to overcome in the context of change management and instructional development is the perception of everlasting change. As a teacher, one of the most difficult ideas to come to grips with is that your practice is in need of changing. As a result, many educators opt to be stagnant and keep quiet – and only do what they have to do.

We need to become better at selling change.

A conversation grounded in the need for change will often do nothing to invoke a real change. Instead, use “curious” questions to get to the real heart of the matter when it comes to examining professional practice:

• How does this benefit students?
• How will this method reach your classroom audience?
• How does this activity improve student learning?
• How will we be able to see the gains in student achievement?
• How does this teaching style capitalize on your teaching strengths and abilities?
• How does this approach take into account multiple entry points for learning and student preferred learning styles?

Beneath the murky waters of driving school improvement – there lies a truth…

We are all in the business of doing what’s best for students. Check your ego at the door and open your mind to the possibility that your own personal growth and development rests on your ability to become pliable and receptive to professional change and improvement.

The path of educational progress lies ahead…

My Evolving Educational Philosophy

What guts and confidence does it take to open ourselves up and expose our most personal views and insights for all the world to see. Education demands that we peer inside ourselves, first, and plan for learning, second. As teachers, self-assessment of what we truly hold important and that which we frame all programming and delivery decisions needs to be authentic, timely and specific; indeed, if it is to evoke needed re-tooling, re-framing and re-imaging exactly why it was that we stepped forward as our generation's "teachers."

Here is my journey so far. For me, my own education, classroom teacher experiences, professional development and life experiences have all culminated into what I can now confirm is an ever-changing journey of my own life and learning.  

THE BEGINNING: THROUGH A "TRADITIONAL" TEACHER LENS (2001)

(TEACHER'S COLLEGE)

Through my experiences as a student, I have developed an insatiable thirst for knowledge that can only grow through my future experiences as a teacher. My best teachers shared an ability to carry themselves and the material in a certain way directly to their students. I cannot wait to join the 'club' of teachers. I foresee myself placing an emphasis on critical thinking, especially on key world issues, so that my students will be able to 'decode' today's world into terms that relate to themselves and their experiences. I cannot wait to be given the opportunity to directly facilitate personal intellectual growth in the classroom through lessons, films, activities and exercises. I feel that today is an exciting time to be a teacher as resources such as the internet and personal computers have become key partners in the learning process.

THE MIDDLE: THROUGH A LEADERSHIP LENS (2010)

My Philosophy of Educational Leadership

Values and Guiding Principles

Education needs leadership. It craves direction and begs for insight. Teachers need to feel that they matter and are part of a bigger picture in the lives of their students. Without strong educational leadership, no teacher can teach to their true potential. Leaders find purpose and value in any action; whether it is a positive or negative experience. Visionary leadership is the ability to make connections that are not even there yet, and to offer possibilities that no one has thought of. However, it is the social connections that leaders make with their educational teams and staff that cultivates the audience for your school ambitions and goals as a leader.

My own personal philosophy of education is that people, intrinsically, want to better themselves. Learning and interacting are two important ways to accomplish this, and both are available through the vehicle of education.

The classroom environment is as important to a student as a home to a family member. Within these walls, students must feel safe, appreciated and welcome. Whether through the seating plan, wall posters or classroom routines; your decisions must consistently demonstrate fairness - not necessarily equality. The same is true for a staff. Fairness must emanate from your choices and actions. Your decisions must be transparent and predictable, that is how teachers become comfortable with your vision for the school and its direction as it pertains to their daily work.

Effects of my Philosophy on my Interactions

My educational philosophy guides and influences the majority of what I do and say. It is through my beliefs towards education that I foster positive relationships with colleagues and community, in an attempt to get closer to the promised land of self-fulfillment and attainment of my personal goals. Functioning as a valuable team member on a school staff is only possible through the use of the same differentiation instruction techniques we use when instructing students. Depending on the person we speak to, it is important to change our tone, change our words, or even to change our overall approach to the conversation. Our methods of reaching students are the same. No one style can reach all learners. No one approach can be successful with all colleagues.

Contemporary Issues/Theories in Education

I think that, as teachers, we find ourselves in interesting times. The current educational system in this province – and even beyond our provincial boundaries – is in disarray. Funding formulas seem unsustainable. Student enrollment is declining. Data-driven goals are placing heightened pressures on administrators and teachers alike. Caught in the middle of a technological revolution, schools find themselves on the outside looking in when it comes to reaching students and motivating learners. Many teachers are learning how to implement new technologies and incorporate fresh ideas in their classroom practice, but curriculum constraints and increasing accountability to a vocal (and aware) public inhibit true change in many teachers today.

Whole shifts in the way we approach learning in a 21st century school are needed. Previous ideologies and values are being eroded and compromised by a student population that has been raised to believe, “that which they do not like, they re-write.” Online social media and web 2.0 tools have placed new perspectives on learning and the sharing of knowledge. Raising digital citizenship in our classrooms and surviving this educational crisis is only achieved through visionary and bold leadership decisions.

My Motivation to Become an Educational Leader

I want to be at the forefront of this exciting educational transition. Possibilities and perspectives emerging in academic and social discussions offer truly unique ideas in the organization and administration of schools. Having experiences as an overseas teacher, French teacher, Special Education teacher, and Junior/Intermediate teacher, have equipped me with a fused view of teaching from many different perspectives. Through my involvement with the Federation (as a collective bargaining rep and steward), I have been able to experience first-hand the overriding principles of our collective agreement and regulations and the practice of their implementation at the school level. This administrative step is the next phase of my educational journey in being a part of the new process of reaching 21st century students and teachers. It is only through direct involvement in these matters that I will satisfy my ambitions and pedagogy in the field of education.

THE NOW - THROUGH A SELF-DIRECTED/INQUIRY-BASED LEARNING LENS (JUNE 2013)

My Philosophy of Education

Students are the key. Whether it is designed authentic, learning experiences based on student need and interest; or engaging in purposeful conversations to uncover who they are and what they hold important – we need to know our audience.

Through inquiry-based learning, collaborative planning, feedback and sharing sessions, we are able to create the conditions for learning that will raise student engagement and improve student achievement.

Redefining teaching practice and constructing student-centered learning requires bold reflection and brave risk-taking. We need to expose ourselves as the life-long learners we truly are. We need to put our practice on display for ourselves and others to experience, discuss and reflect upon – if we are actually going to make the necessary changes to meet the needs of an ever-changing world.

The keys to facilitating learning for today’s students rests on our own ability to treat the daily experience as a work in progress and not a well-rehearsed presentation that we have perfected over the years.

If you want to join in the conversation of your own evolving educational philosophy and how you can make sense of it, use #engagedinmyed on Twitter. Thanks, Neil!

Are we in the "Matrix" of our Education System?

Ever feel like you've been living in a dream world?

Our greatest goal is to educate students in a way that equips them with the tools for success, and that cultivates a culture of life-long learning. Our charge is to find a way to deliver this on a daily basis. We are providing the future with an opportunity to a better life.

Here are questions that cross my mind, from time-to-time...

How many individual students do I reach day in and day out?
How effective is the tone I set during instruction?
Do I find ways to connect and personalize the learning environment for each of the students in my room? Why don't I give students an exit ticket like a comment card at the end of a restaurant meal?
What is it that worries me about walking into a classroom and discovering that my method of teaching may not be as effective for the needs of the learners?
Do I matter?
Does this system of teaching - and learning - need an overhaul?

I think the teachers, indeed, have one of the greatest professions, the most profound, the scariest in magnitude, and ultimately, the most responsible in terms of future society and generations.

I know that's why I got into this job in the first place. I wanted to affect change. It's like that scene in "The Matrix" when Laurence Fishburne's character says something to Neo (played by Keanu Reeves) like, "you knew that there was something wrong, that something just wasn't quite right, but you weren't sure what it is," and he explains to him what The Matrix is and how he has been living in a fantasy world. Sometimes I feel like this might parallel our education system, and while it sounds critical, and it sounds like I'm in that dark place - perhaps being a naysayer or a pessimist - there is nothing further from the truth.

I want our schools to matter. I want my son - now in our public education system - to be excited about learning. I want to do the best job possible with the tools I am equipped with. And I am willing to take risks to do so.

I know many educators that feel the same way that I do. Our schools are the places where we live and breathe and work. When something doesn't quite feel right you know that change is needed. Whether it's engagement in the intermediate classroom, escalating behaviors, or a general difficulty in communicating with parents and school community - we are facing difficult times in terms of leading learning.

If we are to be successful in educating our students today with today's goals in mind for future successes and opportunities - we must be willing ourselves to try new things today. Things that we don't know off by heart. Things that we can't recite from our own school experiences, and perhaps, ask new questions that weren't even questions as little as five years ago.

This might seem like ramblings. Like some moral epiphany ala the Jerry Maguire. But this is actually how I feel. This is what I think - and I know I am not alone.

Schools have changed. Students had changed. Have teachers changed? A big question with a lot of ammunition waiting quietly behind it to ask more targeted questions. But I'm not afraid to ask it - are you?

I would love to hear what you think about our schools; about the way that we teach our students; about how you think things are done, and why, or if, things need to be closely examined?

Share your thoughts. Offer your ideas. Be a part of the change conversation.

I'll end with the ending words from the Matrix:

I know you're out there. I can feel you now. I know that you're afraid. You're afraid of us. You're afraid of change. I don't know the future. I didn't come here to tell you how this is going to end. I came here to tell you how it's going to begin. I'm going to hang up this phone, and then I'm going to show these people what you don't want them to see. I'm going to show them a world without you. A world without rules and controls, without borders or boundaries; a world where anything is possible. Where we go from there is a choice I leave to you.

What do you think? Are you part of "us' or part of "them?"

Students - The Missing Puzzle Piece

Many teachers find themselves drowning in the inescapable waters of change. They struggle to keep afloat by attempting small bits of new innovation or re-packaging old bits of confident instruction. They scream out at change and technology as a harbinger of finality and morality to their teaching careers and lives. They sincerely need help and support.

The education industry is slowly finding itself. Its merits and morals are becoming more built on creativity, critical thought, and expressiveness. Those teachers and leaders that have taken on this new challenge are reaping the rewards of true 'student-centered' learning. Their classrooms are places for talk; places for questioning; places for discovery. Students don't sit in their chairs - they merely start in their chairs.

Training teachers to believe they are experts of knowledge is counter-productive. This inherently establishes a hierarchy between pupil and teacher. Even the most brilliant teachers are missing the one important piece of the educational puzzle until they enter the classroom....the students.

Let's compare this profession with that of doctors...

Any newly trained doctor has made it through the training and medical knowledge testing to have a solid starting point. However, how they use their knowledge and bedside manner is entirely dependent on the situation they face. All the knowledge in the world is useless, if you can't identify how it all fits together to find a solution.

Similarly, teachers start with curricular knowledge and the best intentions. But, until you walk into your classroom and meet your students - you should have no idea how to move forward in THEIR learning. It is helpful to have a path or purposeful planning, but if there is no chance that you will alter or modify it - it truly is meaningless.

We do teach STUDENTS - not curriculum. Our lasting effects on our students are not measured by CASI or monitored by report card marks. We cultivate the atmosphere we work in everyday through our choices and confidence. What that looks like and what you will do with it is up to you. But don't cower from change and progress - recognize its purpose and learn from it. Those around you will support you in your quest and those in need will grow from your journey (even if vicariously until the time is right).

Change....it's Coming.

Be an agent of change. Work tirelessly to improve your profession, your practice, your student's learning - yourself. It is difficult to cast aside what we know and work towards trying what we don't. It's the price of reform that also comes with a disclaimer that advertises "personal and professional benefits to all who self-reflect and self-improve."

Teaching is a dynamic profession. It requires people that are invested in equipping our youth with ideas, skills and the necessities of life. All too often, we can get bogged down by the policy and procedures without truly understanding the impact we can exert on our students. Students need direction; but they will only follow those directions that get them to where they want to be. If your practice is outdated; if your methods are outmoded; if your ambition has been outsourced - get out.

The world is changing. We are watching it unfold and become a reality. Our students will grow up in a system and society that has re-defined itself on the merits of technology (for better or worse). Our schools are a microcosm of society. If they are crying out for new ideas and new directions through escalating negative behaviours and poor attendance patterns - listen up. The students have things to offer us teachers that have not been printed on the School Improvement Plan or planned for on the Board Course of Study. They have needs and wants that are emerging as their day progresses, often in response to what they are being subjected to in our classrooms.

Just as we can often conceptualize our ideal version of something based on the negative experiences we have had, our students are envisioning a classroom that is the alternate reality of what they're used to. We deliver that vision, and we will deliver them into an effective 21st century education.