School District No. 57 (Prince George)

Our teachers and administrators are committed to our district vision: “Learning That Enriches the Life of Each Student.”

How do we encourage current practice that will benefit students? What do we do, as a district, to support learning innovation?

The complete answer is too long for a blog. The following four examples illustrate excellent processes supported by our Board of Education:

1. Learning Team Grants

These grants serve two purposes. One purpose is to support teams of educators working together on inquiry-based collaborative learning tasks, that are implementated in team members’ classes. The other is to provide a forum for learning leadership teams working on inter-school or district-level projects.

Learning teams enable teachers to keep up with the knowledge they need to do their jobs well. They also help teachers support each other as they continue to develop their practices as we move forward in education for the 21st Century.

This year, schools applied for grants in the areas of curriculum and instruction (numeracy, literacy, assessment and differentiated instruction), technology and Aboriginal education. This process recognizes our teachers as educational researchers and learning leaders! Who benefits? Our students!

2. Secondary Assessment Learning Teams (SALT)

These cross-curricular teams of teachers work together to enhance assessment for learning strategies. SALT teams meet with a teacher-trainer who works collaboratively with the team to move current assessment practice from the theoretical into daily practice. As you would expect, SALT team members share principles learned with colleagues throughout our schools/district resulting in improved learning processes for students!

3. Career Technical Centre (CTC)

This program allows students to graduate from secondary school while at the same time completing one year of college.  During grades 11 and 12, students complete two semesters at high school and two semesters at the College of New Caledonia (CNC).  Areas of study include one of: Automotive Service and Collision Repair, Carpentry/Joinery, Dental Studies, Electrical/Electronics, Heavy Duty/Commercial Transport Mechanical Repair, Industrial Mechanic (Millwright)/Machinist, Natural Resources and Environmental Technology, Plumbing, Professional Cook, Welder Level C.

In addition to the School District-College of New Caledonia partnership for learning, many local businesses support the program through scholarship, bursary, awards and employment priority.

4. Community Partnerships

Our school district enjoys the support of hundreds of community partners.  Partnership comes in many forms but has a singular focus: student learning.  Local Elders, Business, Not For Profit Agencies, Government, University, Special Interest Groups, College, Institutes and individuals with a special skill partner with  administrators and teachers to provide enriching educational experiences for our students.  Truly an example of community working together to raise our children!

Next blog: Learning Systems Pre-K to 16+

Part 1 – Change

We have been talking extensively about change in our district. Change is challenging for most people. System change is extremely complex! Learning how systems change and even contemplating how to manage system change is daunting for even the bravest of risk-takers!

Why is educational change so difficult?

Schwahn and Spady in an article published in Educational Leadership shared five rules of educational change which also summarize why change doesn’t happen:

1. People don’t change unless they share a compelling reason to change.
2. People don’t change unless they have ownership in the change.
3. People don’t change unless their leaders model that they are serious about the change.
4. People are unlikely to change unless they have a concrete picture of what the change will look like for them personally.
5. People can’t make a change, or make it last, unless they receive organizational support for the change.

One recent system reform discussion with principals and vice-principals focused on the following equation that illustrates the components necessary to create system change:

VISION + SKILLS + INCENTIVES + RESOURCES + ACTION PLAN = CHANGE

What happens if individual components of change are missing? The following diagram spells out the result.

What does this mean for our district? It means we need to review change literature carefully, consider partner and community input and move forward in a purposeful and organized manner.

Michael Fullan, in his book, “All Systems Go” agrees stating that system-wide reform or change becomes possible when educational leaders build collective capacity where individual teachers, schools, and districts are committed to working together to increase their effectiveness, rather than competing against one another. He believes that changing the whole education system for the better, as measured by student achievement, requires coordinated leadership at the school, community, district and government levels.

Andy Hargreaves, the Thomas More Brennan Chair in Education at the Lynch School of Education at Boston College and author of “The Fourth Way: The Inspiring Future for Educational Change” shares some of his beliefs about sustainable leadership, successful practice, and evolution of change strategies in this short clip recorded prior to the 2010 Systems Thinking in Action Conference, Boston, Massachusetts.

We have a lot of work to do as we move forward. It is clear that we need to involve our whole community in this educational imperative. We need to continue our work of bringing together learning teams focused on inquiry, encourage a culture of innovation and have the courage to conquer barriers to change. Our kids deserve to be equipped with the skills, expertise and knowledge to survive and thrive in the 21^st century!

Next blog: Change, Innovation and Disrupting Class – Part 2 A Closer Look at Our District

Principals and teachers in our school district have been talking about 21st century learning for a few years. We are not alone. Government and business have also been talking about 21st century learning —- why?

Some who study the economy believe that our society has three realities to address:
1. Our economy is moving from production of products to service.
2. The economy is dependent on a widening international market.
3. Innovation is the fuel of economic development in the 21st century. Successful economies must invest in creativity and innovation.

In order to address this reality, education systems need to reflect the work world and develop learners who have the skills to function in a continually changing world. Key elements of a 21st century education model are the 3Rs (Reading, wRiting and aRithmetic) and the 7Cs (Critical thinking and problem solving, Creativity and innovation, Cross cultural understanding, Communication, Computing and technology literacy, Career and learning self reliance and Collaboration, teamwork and leadership). A growing belief is that every course needs to incorporate teamwork and should include both project-based learning and direct instruction.

Peter Hill, CEO Australian Curriculum Assessment and Reporting Authority, shares the following observations about 21st century learning:
“There is no shortage of controversy and fuzziness to contend with. Let me suggest four characteristics:
1. It does not always imply new learning, but learning that is relevant to life and ongoing learning in the 21st century. By definition, what is relevant is subject to ongoing change.
2. It assumes competence in and increasing reliance on new information technologies for accessing, processing and sharing information.
3. It is about learning in the service of a better world, and about promoting human potential to solve problems, be productive, creative, think deeply about issues and care for others.
4. It is for all and is founded on the notion that all can achieve high standards given sufficient time and support.” (Education Services Australia Summer 2010: A National Curriculum Looking Forward)

Much of the literature about 21st century education points to learning that is active and engaging. Students must be able to think, find information and solve problems themselves rather than being required to memorize facts. A 21st century learning model treats students as individuals and accommodates the different ways in which they learn.

Our government in British Columbia is looking for ways to “develop our education system so it enables each learner in B.C. to meet his or her full potential.” The Personalized Learning Interactive Discussion Guide provides you an opportunity to participate in the provincial discussion. I have provided a link to the document and encourage you to contribute.

Personalized Learning Interactive Discussion Guide

Next blog: Change, Innovation and Disrupting Class

Our current education system was established to serve the needs of the Industrial Age, a time of rapid growth in manufacturing, marketing and distribution of products. 

Today we live in the Knowledge Age, with a focus on information exchange in a rapidly shrinking world of communication and economic activity.

Ken Robinson,(http://sirkenrobinson.com/skr/) internationally recognized leader in the development of education, creativity and innovation has produced a short clip that summarizes education across time and suggests reasons for changing the system to better meet student needs. 

Knowing we need to change is step one.  How we go about making changes is our next hurdle.

 Tony Wagner,  codirector of the Change Leadership Group, in his book “The Global Achievement Gap,” suggests ways system evolution may occur:

“Quite simply, we need to expect all teachers to teach all students how to think and communicate effectively, and they need to assess these skills and benchmark expectations to what the world will require of our high school graduates. And this needs to happen every day in every class and at all grade levels. If we do this in all of our schools, while also stimulating curiosity and imagination, then all students will have the skills they need to get and keep a good job and be a contributing citizen, while our country will have a workforce that can continually produce innovations. An economy based on innovation will be more competitive and successful than any other in the 21st century.”

Education in British Columbia is very good.  The British Columbia system is among the world’s best and our students continually rank “top 5” in most international assessments.

What government, educational leaders, business, community and students are recommending, however, is a shift to a more personalized approach.

Next blog:  What is 21^st Century Learning?  How can my voice be heard?