Archive for category Professional Development

When Kids Teach Kids Through Social Media

My nephew excited to learn.

My nephew excited to learn.

A number of educators in the Langley School District spent the day learning from Alan November today.  During the morning, a key takeaway for me was asking the question “who owns the learning?”(also a title of November’s book).

While at conferences, workshops, and sessions, I often share my learning through social media.  The best part of sharing my learning is when someone outside the session does or says something that takes my learning to a whole new level.  Today, my sister and nephews helped make that happen.

November showed this AWESOME video of a child attempting and reflecting on his Rube Goldberg Monster Trap machine.  This video showed a child embracing mistakes and attempts in learning, a growth mindset, and complete engagement and excitement for learning.  Take a moment to watch below:



After watching this video (and loving it), I did what I often do at professional learning sessions… I shared it.  I have the wonderful privilege of having my nephew (“MN”) at our school this year in one of our kindergarten classes so when I posted the above video on our school Facebook Page, my sister saw it and showed MN.  After watching the video over 10 times and getting so excited at the same times Audri did, my nephew had an idea… HE was going to build his own project!  Within a few minutes of watching the video of Audri, MN had gathered a few of his toys and attempted to build a quick, 5 year-old  version of a Rube Goldberg machine. Check it out below.



How awesome is that? A 5 year-old boy in Langley watched a video from another boy in another country and was inspired to participate in his own learning experience!  I love the body language and brief dialogue when his machine DOESN’T work.  MN continued to try to make this work and then grew frustrated and destroyed it (I often do the same thing when putting together furniture from IKEA).  When his mom asked, “what would Audri do?”, MN responded “Audri would keep trying… but I think I need a break so I will try more after lunch”.  His four year-old brother was also inspired and then added, “no, Mom, we don’t need a break… we just need a bigger ramp and a toaster!!!”.  They worked together to make it successful after they had a break (without the toaster but with a bigger ramp) :-).

As fantastic as this moment of shared learning was for me as an educator and an uncle… it left me with further reflections:

  • Would MN  have been inspired to do this if an adult simply told him to do it? Would he have been as inspired if he watched a video of an adult doing this?
  • Do we (adults) embrace sharing our learning and sharing our mistakes and risk-taking like Audri does?  If we do not, what do we model to our kids?
  • How can we encourage a growth mindset in which students and adults are determined to continue on with learning despite setbacks?
  • Are we showing our kids what success looks like? Is the criteria of success clear to our students?
  • Are we doing enough learning by DOING?
  • Are we encouraging enough self-assessment?  If we are the ones doing the assessment, who owns the learning?
  • Are we sharing our learning so others can benefit?  Are we sharing our kids’ learning (being respectful of consent, etc)?
  • Are we using social media to help with our learning? (like this child does when failing to start a fire with a bowdrill set)
  • Are we tapping into the power of kids teaching kids through social media?  (Show Caine’s Arcade and watch what kids immediately want to do)

I thoroughly enjoyed the day with Alan November.  Because of social media, someone outside of the session enhanced my learning by creating and capturing a moment that has made me further reflect on a deeper level.

Students NEED us.  They NEED teachers and parents to help support their learning… but we also have to reflect on the aforementioned questions and ask ourselves, “Who owns the learning?”.  When we give up some control and create the conditions for more opportunities for kids to learn with and from each other (with our support)… more student engagement and increased student learning can occur.

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Looking Forward With Excitement; Looking Back With Pride

Walking on, looking back with pride.

Walking on, looking back with pride.

Pardon the delay of this post. It was originally written a week ago but the flu hit our family and it never got posted.

As I begin the next exciting journey of my career with the honour of being the principal of James Hill Elementary in the Langley School District, I have had many moments of excitement as well as many that have caused me to pause and reflect on my time at Kent.  Prior to the final week at Kent, I found myself looking back with a critical eye – looking for all the things I could have or should have done differently.  Maybe this was because I was handing my “stuff” over to the next principal, maybe it was because I was struggling with leaving a school and community I love, or maybe it was just me reflecting on how I need to continue to grow as an educator… but I think this caused a bit of a shadow over the many truly wonderful things I was privileged to be a part of at Kent.  After talking to a great friend and teacher at Kent, Stacey Garrioch, my sadness, nervousness, and minor regrets began to turn into happiness and pride.

I then made a list of the positive (major) moments, ideas, and changes that occurred during my time at Kent.  I have written about many of these in my blog before (linked below) but as I add closure to my journey at Kent, I wanted to describe the proud moments and changes that stick out to me and pay tribute to the efforts of the staff, students, and community of Kent Elementary and the Fraser-Cascade School District.  Please note that these changes were not my doing; these changes often arose from an individual or group on staff or in the community and I just helped to make the change a reality.

  1. Ending awards  This conversation began prior to my arrival at Kent but I was honoured to be part of the final decision to move away from student of the month and year-end awards. Rather than award a select few students for strengths in which we chose to be the most important, we decided to honour each child at one point during the year for the strengths and interests they brought to our school. Our year end ceremony moved from an awards ceremony, in which often only parents of award winners attended, to a grade 6 honouring ceremony in which our gym was packed as each child had family members there to support him/her.  Death of An Awards Ceremony and Rethinking Awards.
  2. Moving away from rewards and punishment  This is another conversation that was initiated prior to my arrival but I was proud to be part of its evolution.  We moved away from sticker charts and behaviour prizes to instead place emphasis on students doing the right thing… just because it is the right thing to do.  When negative behaviours arose we placed the focus on determining the lagging skills, putting supports in place to teach/coach the lagging skills, providing opportunities for restitution, and working to ensure their is a positive sense of belonging. In the past few months, the school has also created a team to implement self-regulation strategies into a few classrooms. My Issue With Rewards, Creating the Conditions: Student DisciplineThey Need Teaching – Not Punishment, and Movement Is Not A Reward.
  3. Focusing on student interests, strengths and passions  Too often we place all the emphasis on the deficits of our students and staff.  The previous principal of Kent, Roxanne Watson, helped to show me the powerful shift that occurs when we start with strengths.  One of the successful initiatives that we have had at Kent for the past 6 years is the Choices Program that provides the opportunity for teachers to teach in an area of their passion and for students to choose to learn in an area of interest or passion.  Kent has a tradition of strong athletics, music, Aboriginal culture with dedicated staff that support this each year. Honouring A Student’s Strength: The Story of Daniel and Giving Students Choices
  4. Putting a focus on outdoor play   It started with a group of teachers working together to create a beautiful garden in the back field.  Parents then built a sandbox.  We then built a hill!  All of these provide the students with so many more opportunities to be inquisitive and active in the outdoors. The Power of Outdoor Play: We Built A Hill.
  5. Making the school library (and the teacher-librarian) a priority  Kent School has shown me the impact a passionate teacher-librarian and well-designed library can have on literacy (not just skill but, more importantly, a love of stories and reading).  In addition to literacy as is traditionally defined, a teacher-librarian can be a leader in the areas of research, education technology, inquiry and professional learning.  The staff at Kent have also shown me that we do not need pizza parties, prizes, nor points to encourage kids to read. Creating the Conditions: A Love of Reading.
  6. Fostering a partnership with our First Nation Communities  Although Kent School has a effective relationships with a number of the First Nation communities, the working relationship with Seabird Island is one that should be a model for others to follow. The Seabird Education committee consists of band leaders who are passionate about creating positive change and working to ensure all children get the best education possible.  The admin and (passionate) FN Support Worker met with the education committee four times a year (in addition to other less formal meetings) in which we discussed evidence and actions that could help the students.   The education committee supported and challenged Kent School in ways that created change that benefited not only First Nation students, but also all the students.  This was REAL collaboration with REAL trust in which there was a dynamic tension that allowed for intellectual collisions to help move us forward.  We have a long way to go to ensure more success of our Aboriginal students in BC but Seabird Island and Fraser-Cascade have made significant gains in this area.  Seabird Education Committee: Learning Together
  7. Increasing parent communication with technology  A key belief of mine is that in order to best communicate with families, we need to meet them where they are.  At Kent, we moved beyond the paper newsletter to include more frequent information (that can initiate 2-way dialogue) sent out in our blogs, Facebook Page, Twitter feed, Remind101 (SMS), Flickr, YouTube, etc to create a variety of ways to share the wonderful things that happen at the school. Using Tech To Meet Parents Where They Are, Parent Communication: To vs WITH, and Your School Needs a Facebook Page
  8. Shifting the focus away from grades  This is not as significant of a jump at an elementary school as it is at a high school; however, a focus for our school has been to put less emphasis on the grade and much more emphasis on growth minsdset with descriptive feedback, success criteria, and clear learning intentions. This has helped to create better evidence of learning, decrease anxiety, and increase confidence. 6 Big Ideas of Assessment Practices
  9. Continuing to make inclusion a priority  This was nothing new for Kent School as we just continued down the path that was set in motion long before I arrived.  I was always proud to see all students fully included with support throughout the day; not only does this help the child with special needs but it also has a huge impact on all students as they learn communication skills, empathy, care, and (most importantly) friendship. Modeling and Teaching Our Kids to Reach Out and Include
  10. Creating time within the day for teachers to meet and tinker with ideas  We often say that collaboration is important and that we want innovative practices in schools yet we often fail to provide the structures to make these a priority.  In the past, I have tried some extra preps for innovation (“FedEx Preps”) but this year, we placed time in the schedule for innovation and collaboration. FedEx Prep: Time For Innovation, FedEx Prep: A Reflection, and Creating Time for Teachers To Tinker With Ideas
  11. Providing opportunities for student leaders  Student leadership is part of the culture at Kent School.  Whether it is through buddies, supervision, help with decisions, or running activities to improve the culture of the school, the students worked hard to lead. I recall someone asking what our “leadership program” was and, although I am sure there are some great programs out there, I responded with “we had dedicated teachers that model and encourage it… they create the conditions for students to lead.”  When we moved to a “Play First Lunch”, our staff, along with the grade 6 students, made sure that the younger students were supported in the transition.
  12. Increasing opportunities for students and staff to connect with others  Encouraging and supporting the use of technology and social media to connect and learn from others had a significant impact on our school.  Although we did provide release time for staff to visit other schools, the technology provided the opportunity for staff to connect with and learn from other passionate educators around the world.  I am proud of the many ideas that were ‘stolen’ from others to benefit students at Kent. :-) How Social Media is Changing Education
  13. Continuing to foster community partnerships  Being in a small town in which relationships are key, the school has a lengthy tradition of community partnerships.  Here are just a few examples:  twice a week before school, retired community members come in and read aloud to children (one-on-one) in the packed library;  students regularly work with the Fraser Valley Regional Librarian to help support stories and literacy; the choir regularly travels to community halls and care homes and performs for others; the grade 6s reach out to the care homes to play games, read, and do crafts with elders; the Kent athletes participate in tournaments and playdays with nearby First Nation communities of Seabird and Sts’ailes; students also attend celebrations such as Sto:lo New Year at Seabird each year; the high school leadership students are regular helpers at a variety of events we host; students and staff from the Agassiz Centre for Education buddy up with Kent students and also partner in a number of “Senior-Teen Luncheons” at the Legion Hall to promote generational relationships and understanding; then at Christmas, the school invites the community supporters in for a huge turkey dinner in our gym.  One of the most memorable (and heart-wrenching) moments was when our community embraced Lilee-Jean and her family as we welcomed this beautiful 2 year old in to spend her first and only day at school.  These community partnerships help the students learn far beyond the school walls. The Most Beautiful Morning Spent Dancing in the Rain
  14. Embedding Aboriginal ways and culture  Some key staff members have worked hard to make sure that Aboriginal education and knowledge of First Nation language and culture moves beyond being a “field trip”; culture, language, history, and story-telling all occur across the curriculum and throughout the day.  The idea of honouring a child for the gifts he/she brings to us is just part of what is done at Kent.
  15. Showing pride in who we are  We worked hard to honour children for who they are. We challenged and supported students to grow and excel and also remember the strengths and interests in their lives that help to create their identity.  One of the most memorable activities I have been a part of was Identity Day in which each child in the school did a project on themselves.  The conversations and learning that resulted from Identity Day spilled over into days and months following the event and helped to create better understanding and more confident learners in the school. I will always remember a luncheon/honouring ceremony when a cousin (a young adult) of one of the students nervously and emotionally spoke up; she said, “I went to Kent 8 years earlier… and struggled… and I am so proud to see my cousin go through Kent school and be PROUD of who she is”. Identity Day: Pride in Who We Are

I am so thankful for all the opportunities that were offered to me during my time at Kent School and the Fraser-Cascade School District.  Writing this post has shown me the awesome power of having a blog as I was able to look back and read about the learning moments that occurred during my journey.

As I finish the chapter that is my journey at Kent, I look back at powerful learning, close relationships and wonderful memories.  As I start my new chapter at James Hill, I look forward with excitement for the opportunity to create new learning, new relationships, and new memories. I have only been at James Hill a few times now and I am already learning so much from the staff. One of the greatest aspects of education is that, although we may have similar goals, things are done differently with a variety of perspectives in different communities and contexts.   Each school community has its own ‘ecosystem’ and these new perspectives and relationships inspire me and help me grow that much more.  I am thrilled to have the opportunity to be part of this community and write a completely new chapter of my life full of moments that will make me proud to be a principal and educator at James Hill.  Hopefully I can add a few small pieces to the already strong cultures and traditions at our school.

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My girls and I “looking forward” with excitement!

Thank you so much to the communities of Kent and James Hill along with the districts of Fraser-Cascade and Langley.

If you are interested, here is the video I created for the community of Kent School that was shown on the last day of school.

 

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Creating Time for Teachers to Tinker With Ideas #RSCON4

Finding out what we are curious about.

Finding out what we are curious about.

We often hear criticisms about the lack of innovation and creativity from administrators and staff in schools.  I understand these concerns; however, my response is, “if innovation and creativity are important, why do we provide educators almost no time in the schedule to explore and play with questions and ideas?”

UPDATE:  The YouTube Video as well as the slides from the RSCON4 session are at the bottom of this post.

A couple years ago, I offered to cover 8 classes (spread out over a few weeks) prep-free so a teacher could tinker with an idea.  I called it the “Fed-Ex Prep: Time for Innovation” (based on the idea shared by Daniel Pink in Drive – you can read my reflection here) as I was providing time for teachers to explore… with the idea they would have to deliver something back to the staff. Although this was successful, it only provided time for one teacher at a time and relied solely on me to cover.  It was a good idea but not something that changed the structure or culture at our school.

In our school, like many others, we see pockets of innovation and brilliance but I think we need to work to create the conditions for staff to connect, share, and collaborate on ideas.  I wanted to build on the Fed-Ex Prep to encourage more time for innovation and I also wanted to create more time for teachers/staff to meet during the day so I spent much of last year reflecting and trying to determine ways to implement collaborative time into our school schedule.  I already knew the WHY so my how/what questions were:

  1. How can we create time for teachers and staff to collaborate without any additional cost?
  2. What will we focus on during this time?

I spoke with many people and toyed with many ideas around shifting the school schedule (that is tied to the bus schedule that impacts most of our students) but this was going to take at least a year to gather input and support from parents, community members, and educators… and after those discussions, we still may have had hurdles to clear.

At the same time I was exploring ways to create time, I was also reading/researching the idea of a Professional Learning Community (the DuFour model).  Many people were helpful in this research (big shout out to my friends Bill Ferriter and Cale Birk) and I began to try to engage our staff in moving toward a PLC model and creating time in the schedule.  I had an idea for time in the schedule and staff were on board for this time to collaborate; however as we started to move into the PLC model, I felt it was not fitting the culture of our school – I felt I was following a slightly top-down recipe rather than meeting our staff where they are and growing from there.  (This is not a criticism of the PLC model… more of a criticism of how I was trying to implement it. I learned a ton from the reading and conversations that shifted my thinking.)  After a few meetings with staff around this, it didn’t feel right so I threw a tweet out there that asked for Canadian educators’ experience (as our system is quite different than the US) with implementing a PLC model in an elementary school.  One response caused a significant shift in my thinking – Delta principal Dr. Janet Lauman said she had done her dissertation (a must read) on learning communities in BC schools and she had seen successes and failures.  She encouraged a “Living Systems” model she was using in her school that created time for staff to collaborate but was way more grass roots and free for innovation.  After a few phone calls, coffee at Tim Horton’s, and dinner with a few of our teachers, Janet and I came up with a plan of what it was to look like at our school.

This was not going to be a PLC model nor would it be focused on specific school goals (although the majority of our staff meeting time is professional learning based on our school goals).  This would be time for teachers to meet and tinker with ideas.  Here is a summary of the simplicity and how it works for our school:

  • In the final months of school, we created a new vision and mission statement for Kent School.  We also discussed the WHY of collaboration time.
  • In the summer, we decided that on Tuesdays and Thursdays, during the period before lunch, we would have our teacher-librarian, our music teacher, and me available to cover classes so teachers can meet (2-4 teachers/staff – our special ed teacher is also able to cover for special education assistants so they can meet with teachers).
  • In the summer, we also went through the details of the scheduling and then asked the question, “what are you curious about? If you were given prep-free time during the schedule, what would you explore?”  We then posted all the questions and ideas on a board and put them into themes (ex. Technology, writing, self-regulation, outdoor education, and fine arts were some themes that stood out).
  • Once the year started, I would create the schedule a week in advance and either staff would come to me with a need or question or I would go to them with encouragement to explore one of their questions.  The time could not be used for a typical prep.

The simplicity of this model concerned me.  Would this really have any impact on our students?  Would staff use the time effectively?

We are one month into our experience of being a living systems learning community and the impact thus far has been significant.  We have had a teacher and special education assistant completely redesign their room so it supports more students in their self-regulation needs.  We have had our intermediate teachers meet to discuss cross-classroom art themes to explore and teach.  Our music teacher worked with me to create a website that will help to better the communication with parents and share the musical learning happening in our school.  We have had teachers (classroom and spec ed) meet with our child care counsellor to develop ideas on how to more consistently work as a team to teach the needed social skills of some of our students who struggle with behaviours. Our teacher-librarian met with a few teachers to discuss inquiry-based learning and implementing a different reading framework. The best part of all this is the simplicity.  Our grade 6 teachers met with our First Nation Support Worker to discuss ways to embed learning around Residential Schools into many parts of the curriculum.  The time we have created is basically “seed” time.  The conversations do not end after 45 minutes; they continue through lunch as well as after school (in person and online).  The time gets the ideas growing and more and more staff are asking for more time to meet to continue to grow these ideas.

We have had a challenging September with a number of new students coming to our school that require significant support (that we do not always have).  The stress level is very high but in spite of all this, there is a culture of learning and positivity in the air.  Staff are excited to learn and grow with each other.

Although we have not provided Google’s 20% time and we have not provided time for every teacher each week, the seed time we have created has encouraged teachers to set aside their busy schedules, meet with another staff member and simply tinker with an idea. There is never enough time… but this model has provided a window in to the impact that just a little bit of time can have for teachers to create positive change by meeting and tinkering with ideas.  This model is messy and I do not know where this time together will lead us; however, it is also grassroots, strength-based, organic and all about meaningful, relevant, personalized professional learning. I am truly excited to see where our staff takes these ideas in the coming months.

This post will be one of a few stories shared to initiate dialogue during my presentation, “Educational Leadership: Creating the Conditions For Passion and Innovation”, at the FREE Reform Symposium Worldwide  E-Conference that happens October 11-13.  My session will occur at noon Pacific on Saturday, October 11.  Hope you can join us and share some ways we can create the conditions for more innovation and passion in our schools and learning environments.

#RSCON4

#RSCON4

Thank you so much to Janet Lauman for her insights and leadership.

Here is the YouTube Video as well as the slides from the RSCON4 session:

 

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Spirals of Inquiry Chat With @jlhalbert & @lkaser – May 26 #inqBC

Judy Halbert and Linda Kaser (image from http://bit.ly/10TVG39)

Judy Halbert and Linda Kaser (image from http://bit.ly/10TVG39)

Chris Kennedy and I are excited to host an upcoming Twitter chat with BC educational leaders and authors Judy Halbert and Linda Kaser. The chat will focus on key areas from their latest book “Spirals of Inquiry” (see below) and will take place this Sunday, May 26 at 8pm Pacific with the hashtag #inqBC.

Here is more info taken directly from Kennedy’s recent post:

Judy Halbert and Linda Kaser have been at the forefront of teaching and learning in British Columbia for decades. I have written previously about their work with theNetwork of Performance Based Schools (now the Network of Inquiry and Innovation). Their latest book Spirals of Inquiry For equity and quality is a welcoming book; it takes us from where we are and invites us on a team journey. Halbert and Kaser have a wonderful way of bringing us aboard and to become part of their team – “We have had the privilege of working together on system transformation for a number of years. We have experienced the joy of teamwork and the support that comes from facing challenges with a trusted learning partner. Inquiry is not a solitary pursuit. Meeting the needs of all learners is simply too big a task for any one leader, teacher, school or district to attempt alone.”

I have taken a stab at defining inquiry in my post All About Inquiry; I referenced the work of the Galileo Educational Network and in reviewing previous posts realize that I have made reference to inquiry in one out of every five posts written. Inquiry is THE buzz word in education, but while there is opportunity there are also drawbacks that can be attributed to one word used so often, by so many, in so many circumstances. There is general agreement we want more inquiry (the anti-inquiry movement is quite quiet), but exactly what this is and means is not clear. Although the work Halbert and Kaser describe is hard work, their approach is straight forward. I find it far more accessible than other frameworks and they provide structure without recipe.

Halbert and Kaser encourage us to start our investigation into inquiry with four key questions that “help move our thinking from a preoccupation with content coverage, to a focus on what learners are actually experiencing with the learning we are designing for, or with, them”:

  • Can you name two people in this school / setting who believe that you can be a success in life?
  • Where are you going with your learning?
  • How are you doing with your learning?
  • Where are you going next with your learning?

They move into their spiral approach, quoting Madame Gertrude de Stael, “The human mind always makes progress – but it is a progress in spirals.” Halbert and Kaser focus their spirals around several key questions continually coming back to the first:

  • What is going on for our learners?
  • What does our focus need to be?
  • What is leading to this situation?
  • How and where can we learn more about what to do?
  • What will we do differently?
  • Have we made enough of a difference?

While I researched the book to better understand the process of student inquiry, it reminded me that we, as teachers, need to be committed to the same efforts with our own learning.

Halbert and Kaser have created a book with useful approaches to both student and adult inquiry; more importantly, they validate the work in British Columbia, link the efforts they describe with existing practices in districts across the province, and do not hit us with a stick if we are not all doing it yet. I would argue this book should be a must read for all new teachers, and for educators with decades of experience, it is a reminder that we are all part of a big team, who need each other and that our students need us, for as Halbert and Kaser conclude, “Let’s stick together and stick with this work until every BC learner does indeed cross the stage with dignity, purpose and options.”

WANT TO LEARN MORE

Spirals of Inquiry is available through the BC Principals’ and Vice-Principals’ Association for $20 (all proceeds support innovative and inquiring schools).

I encourage you to join us and add your questions and insights May 26 at 8pm Pacific for this important Twitter chat on professional learning through inquiry.

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Social Media in Education: Who is it REALLY About?

Who is it all about?
CC Image from camknows http://flic.kr/p/bmXv1d

Number of followers. Klout scores. Lists of “top” people to follow. Twitter grades. Likes. Branding. Edublog Awards. Bammy Awards. Blog hits.

Social media is filled with passionate educators that are trying to learn and grow together in a way that benefits their districts, schools, classrooms and students. My worry is that I am seeing some things that make me question if some people have altered their social media strategy to be less about sharing and learning stories of OTHERS to being more about sharing stories and ideas about THEM.  Getting attention feels good and can often distract from purpose so when you look at the list above, who are these scores/lists/ideas really about?

As someone who has used social media in education for almost 4 years (long time for some, not long for others), I have built up my personal learning network to a point in which truly makes my learning personal.  I have blogs in my reader that support and challenge my philosophies and I am always looking for new voices from whom I can learn.  I admire those that share stories of their staff and students and the impact that this is having on their education.  I admire those who take risks and share stories of vulnerability in order to help them grow.  I am, though, concerned about the sharing of only MY messages and the “I am right, you are wrong” discourse that I sometimes see in my feeds.  I have  been caught up in these zero-sum style debates and also learned from this; I have made many mistakes and continue to learn from my actions.  I am also concerned that we are having the same conversations over and over again through social media, conferences and unconferences but not really changing much in our practices.

I wonder the point at which social media becomes more about marketing the user than about the learning that can result from using it to connect with others..  We often hide behind the idea that “the intent is good and we are sharing good stories of education” when we participate and promote education and social media awards and “top” Twitter lists.  Do we really need these awards to share stories if social media is already about sharing good stories?  How many great narratives are missed and lost because people are only following the “top” tweeters and only using apps like Zite and Flipboard to read the “top” stories in education?  Do these edu-awards ceremonies create more of an echo chamber and an imbalance of power as those with large number of followers get more followers and a louder voice and those with fewer followers become more silenced? Most of us believe that collaboration is the key to driving education forward so when we set up these arbitrary competitions, what does this do to collaboration?  I see so many tweets and post questioning school/student grades, rankings, and awards and student grades, rankings, and awards… yet we also see people promoting these very same things about educators and stating that this is “good for education”.  How can it be bad when it is about students but good when it is about educators?

I worry about the edu-celebrities that have been created and the branding of people that results.  Tweets like “OMG, sitting next to ________ at ____EduConference – looking forward to great conversation” concern me.  I worry that we seek out those who are popular on Twitter rather than engaging those right beside us.  As Andrew Marcinek said to me:

…we can do great things with these social mediums, but instead, we’re competing against each other for some arbitrary glory.

I realize Andrew often says it like it is but his statement makes me reflect on my social media learning strategy.  I do not believe people intend to be competing with others for messages but if you watch with a critical eye, you can see examples of this on many occasions.

U understand the message is easier to spread with a high number of followers and viewers… but what if getting followers becomes the primary goal?  Much like how grades can take away from the focus on learning, number values on people using social media can take away from the meaningful professional learning dialogue that can occur.

Lately I have seen some people whom I respect start to “weed out” their networks by unfollowing 1000′s of people.  I understand the purpose of this as people want deeper connections with fewer people… but can you not have deeper connections without shutting out those who you once wanted to connect with? I rely on lists in Twitter as my home feed moves awfully quickly to keep up; having said this, I do check in on the home feed once in a while for new perspectives and stories. George Couros recently wrote about this trend and he threw out a great challenge to those unfollowing people in a comment,

If you really want to start fresh, why not just start a brand new twitter account? Those relationships you talk about are important and obviously a two way street so if they were important on the other end, wouldn’t they find you as well? If it not about followers and about connections only, would you be willing to start truly from scratch?

Some of my learning conversations happen through Direct Messages as I need  that one-on-one conversation.  I recently tried to do this with an individual but he/she had unfollowed me so I was not able to tap into his/her insights.  If stories and connections are truly important for education and learning, what message do we send when we shut out people from our networks?  You never know who will reach out or who you will learn from so it is important to keep these connections open.

While at a workshop on professional learning through social media, a fellow educator recently asked me – do you think people who use social media are too much about themselves? My initial response was “no” but upon further reflection and as our conversation continued we began to agree that there are some people that use social media to promote primarily themselves – THEIR blog, THEIR ideas, THEIR “brand” (and some make a great living doing this; their social media strategy is clear – to sell their message).  This conversation made me step back and look at how I am using social media. There is power in humility.  There are many people whom I follow that have grown to have a huge network but maintained humility while sharing important stories about ideas, students, parents, and educators. Here are some key questions I am asking myself:

  • Am I sharing ideas that keep students at the centre… or am I sharing MY ideas that keep ME at the centre?
  • Am I more drawn to those with high profiles or those with powerful stories to share?
  • How often do I get caught up in the attention that social media can bring?
  • Do my education philosophies align with my social media presence?  Do I walk the talk?
  • Am I taking what I learn through connecting with others and applying it to our school and students?

This post is not meant to be critical of any individuals but more to encourage more of us to use a critical eye on how we use social media in education.  We need to question the events and initiatives that may hinder the meaningful dialogue that can occur through social media.  As Alec Couros wrote:

Education needs role models who demonstrate that complex problems are solved by cooperative networks of creative & passionate individuals

Are we REALLY working to use these cooperative networks to solve problems that benefit students… or is it about something else?  I have been caught up in the attention before; I have been caught up in the numbers – but I continue to learn from these mistakes.  For me, social media is about professional relationships that connect and share stories from many different voices; then applying these stories/ideas to enhance my professional/personal life as to ultimately benefit our students.  We need to be careful not to get caught up in the awards, lists, and numbers so we do not contribute to the hierarchy of connected voices in education.  If we focus only on the strong voices in social media, we may unintentionally marginalize people and risk missing so many important stories.

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Creating the Conditions: Instructional Leadership #Leadership20

This is the 3rd part in the “Creating the Conditions” series; Part 1 was on Student Discipline, Part 2 was on Love of Reading.

I recently had the honour to present in the Leadership 2.0 MOOC series (in which I am learning alongside others) on “Providing Instructional Leadership” (To view the archive of the presentation click here - you can also view the slide embedded below).  When George Couros asked me to be part of this, I looked over the sessions and chose Instructional Leadership not because I am an expert on this topic but more because this is the area of current focus for me as an educational leader and this would be a way to learn from others.  I figured doing this would challenge me and give me the extra push to channel all of the reading and learning conversations I am having into one 60 minute session. (please note that due to the size of this topic, this is one of my lengthier posts but please have a read and add your stories at the end so I can learn from your experience).


As I communicated with people like Bill Ferriter (who continues to challenge me to be better), I realized that I had some concerns with the term “Instructional Leader”.  To me, that term states that there is a single instructional leader; what the staff of Kent Elementary has taught me is that that everyone can and should lead – and that many people can work together to facilitate instructional leadership.  The key role for me as a principal is to create the conditions for our staff  to be more of a professional learning community and create more opportunities for people to be involved in the instructional leadership of our school.

My reflections lead me to discussions with Bruce Beairsto and Jacquie Taylor (2 former BC superintendents who now work as consultants and volunteer as mentors) about how I can work to create the structures for the conditions for instructional leadership.  Both Bruce and Jacquie said they had a similar concern: the management side of school leadership had been given a bad rap and is something that is crucial to effective principal leadership.  Bruce said, “Leadership and management are the yin and yang of administration… management and leadership are equally noble, complex and necessary.”  He also used the analogy of a house when he said “You need management to build a house but only leadership can make it into a home” (more from Beairsto).  Through these conversations, it became clear to me that I had focused mostly on relationships and conversations but had focused too little on the structures that could facilitate more effective dialogue and put these conversations into action.  The key question for me this year is: how can I work to create the conditions for more  instructional leadership in our school?

One book that I read in my Master’s program was by Blase and Blase and in it, based on their work with hundreds of teachers, they summarize how teachers described effective principals.  The best thing about this list is that this is the feedback that has often been given to me by the staff in our school. Blase and Blase stated that effective principals:

  • lead with a shared purpose
  • empowered teachers (although I struggle with the term “empower”)
  • fostered collaboration and collegiality
  • supported risk taking and innovation
  • helped teachers become inquiry oriented
  • provided resources and time for professional growth

The majority of staff that I have worked with, both as a teacher and a principal, want to lead.  They have an area of passion or interest or they have some questions and want to explore; the challenge is often creating the conditions in which it more comfortable to do this.  When I think back to Deci and Ryan’s work on motivation (also explained by Daniel Pink), the ideas of autonomy and purpose stand out.  How can principals work with staff to provide the needed professional autonomy and voice in developing shared purpose?

Professional autonomy is one of those terms that is defined in so many different ways.  I strongly believe that in an environment of professional learners, professional autonomy can help teachers to flourish (we have “linchpins” in our schools that especially need that autonomy to fly and lead).  I like differentiating between professional autonomy as “freedom FROM” and “freedom TO” that was discussed by Blase in “Bringing Out the Best in Teachers”.  In a top-down controlled environment (think micromanagement), teachers often want freedom FROM doing things that they are directed to do; in a supportive, collegial environment, teachers want the freedom TO try new ideas and dive deeper into areas of interest.  It is important to also note that there are some ideas and initiatives that are agreed upon by staff (the “non-negotiables”) that teachers should not move away from (ie. consistency in assessment).  In our district, teachers have the option of doing some learning team professional development and are given time in lieu.  The past year, we had 5 teachers discuss ways that we could increase the joy in reading at Kent School; they met and learned together far more than the “earned” time in lieu and their conversations and ideas have had a significant impact on our school (click here to read more).  Professional autonomy significantly impacts student learning in our school as staff have shown that when they have ownership (purpose) of their learning, motivation increases.

Being part of the instructional leadership in a school is crucial to the effectiveness of a principal.  In order to be part of this, there must be TRUSTING relationships and credibility.  When meeting with staff we must work had to listen… truly listen.  When listening, I often come back to this story:

A little girl came home from school with a drawing she’d made in class.  She danced into the kitchen, where her mother was preparing dinner.
“Mom, guess what?” she squealed, waving the drawing.
Her mom never looked up.
“What?” she said, tending to the pots.
“Guess what?” the child repeated, waving the drawing.
“What?” the mother said, tending to the plates.
“Mom, you’re not listening.”
“Sweetie, yes I am.”
“Mom,” the child said, “you’re not listening with your eyes.
Mitch Albom

If relationships and trust are important to us, whether it is with students, staff, or families – listen with our eyes.  Doing this allows for us to not worry so much about what we are going to say next and more about actually hearing the message being communicated.  Having trusting relationships helps with the personal credibility needed to be on an (informal) effective instructional leadership team in the school.  Professional credibility comes from the earned respect from others based on knowledge and experience.  Therefore, it is so important for principals to stay up to date on ideas and practices, share this with others, and, most importantly, be in classrooms.  Both being in classrooms learning from teachers and actually teaching a small amount each week (one of the greatest learning experiences I have had as a principal was co-teaching grade 1 reading with a very experienced and effective primary teacher) can only work to build relationships and both professional and personal credibility with staff.

One of the biggest barriers to staff learning, leading and trying to go deeper with their ideas is RESOURCES.  As Chris Kennedy has stated, “If we want people to do well, we need to give them the tools.”  How can principals use the (often small) budget to provide staff with the resources to participate in instructional leadership by enhancing their practice?  The cheapest way to do this is to offer a few tools and TIME.  I find that few teachers ask for much other than time.  As principals, I think we need to move from people asking permission to try new things to asking “how can we…” try new things.  This year, I have offered teachers the option (this is not a requirement in our district) to do an inquiry-based growth plan, not for accountability and not to be sent anywhere outside of school, to help me provide the resources for teachers to grow in area of interest.  I have been so excited to read these and engage in dialogue on how our school can help facilitate their learning.  My former principal, Roxanne Watson, modeled to me the importance of offering teachers time to learn; I again have offered to cover classes for any teacher wanting to observe another.  I will also again offer a “FedEx Prep: Time for Innovation” so teachers can have some extra prep to explore an area of interest and apply that to their practice.  I am hoping that by engaging in reflective dialogue with our staff, I can better provide the tools for our staff to enhance their learning and, in effect, be more involved in instructional leadership.

As we model learning, it is important that we share this with staff and encourage collegial learning.  As Linda Lambert writes:

For decades, educators have understood that we are all responsible for student learning. More recently, educators have come to realize that we are responsible for our own learning as well. But we usually do not move our eyes around the room—across the table—and say to ourselves, “I am also responsible for the learning of my colleagues.”

We need to share our learning and share the learning happening within staff.  I believe one of my roles is to be a connector of learning in our school; I need to connect educators that are separated by bells and walls by sharing the learning story and encouraging staff with similar interests to connect.  This can be done best through face to face but also through email and social media.  Staff meetings are the only time we get to be together as an entire staff; as Scott Benwell said to me, “in BC, we have a total of about 15 hours in which we can meet as a staff – how are you going to organize that time?  Is this time best used for reporting out information or is it best used for collegial discussions that drive us forward as a school?”  Staff meetings must be effectively prepared in a way that leads to important dialogue and sharing for our staff (for a fantastic post on this, check out Cale Birk’s recent post or any of the posts at Bill Ferriter’s blog) as this can be a key structure to facilitating instructional leadership.

Staff (principals included) also need to be encouraged, supported, and challenged. As most of you know, I am not a huge fan of public recognition of individuals so I believe that private conversations that acknowledge the hard work and efforts of our teachers are so important.  Hand-written notes are something I need to do more of as I know how people appreciate these.  Staff do not work hard to get the “prize of a note” but feedback on their (often amazing) efforts can go a long way.  Feedback can also be used to challenge a staff member to reflect on certain practices.  Having difficult conversations with staff is never easy for me, but as Johnny Bevacqua says: “we need to go skate into the puck and go to the hard places”.  A colleague in the district, Mark Classen, has pushed me to seek to understand and see through the lenses of the other person; he has helped me to sit beside and discuss concerns rather than sit across from and debate.  Even our best teachers need positive feedback as well as a push to be better.  Tom Schimmer recently challenged me to approach educational conversations as “gentle nudges” rather than the right vs wrong ways of doing things.  This perspective has helped me engage with a variety of educators (both in and out of our sch00l) in effective conversations that move the focus from teaching to learning and drive both parties forward.  Having trusting relationships can open the door for 2-way feedback that will not only challenge our staff to be better but also make it easier for me to receive feedback to make me better.  It is also important that principals and teachers in our schools understand that when principals enter the classroom, it is to be further engaged in the LEARNING of the school and not to just participate in surveillance.  Although I realize that often when ANY adult enters a classroom to observe it is natural to see change, the more we are in classrooms (and GET OUT OF THE OFFICE!), the less likely it is to be viewed as an event and more as part of the conversation.  Through the conversations, gentle nudges, and positive feedback, all those involved in instructional leadership will see more growth both individually and as a team.

To create the conditions for instructional leadership, it is important that we engage in discussions and are aware of literature on current effective pedagogy.  For curriculum and assessment, one of the areas that we have focused on has been the practices included in Assessment For Learning, particularly having clear learning intentions and criteria as well as using effective descriptive feedback that student can act upon.    When I first started to learn more about AFL and became an administrator, I made the mistake of coming across (preaching) as using the practices of AFL was “right” and not using them was “wrong”; by doing this, I alienated many people in the conversation.  Since then, I have worked with teachers to highlight some of the work already being done in our school as well as setting up reflective staff meeting discussions of assessment practices to give some gentle nudges both in group and individual discussions; too, teachers have challenged my ideas and caused me to continually reflect.  For summative assessments, we are currently trying to use school data to inform us (NOT evaluate) but we have to ensure that this data is as real as we can make it – we have to work to make the data more consistent, ensure that we are assessing the same standards, and not participating in grade inflation/deflation (through late marks, zeros, bonus, etc).  Ideally, we would like to have what Benwell calls an effective dynamic tension between where we are now and where we want to be.  Although we continue to challenge each other, the strengths of staff members,combined with avenues for reflective dialogue, have moved us all forward in providing more effective, consistent, transparent assessment practices in our school.

Creating an instructional vision must be done from within.  It cannot be MY vision because if the staff does not feel they have ownership, it stays as MY vision and goes nowhere.  I need to have a voice but so do others.  The key questions I am asking myself and others are: how do we create a shared vision? how do we KNOW it is a shared vision?  One of the responses is quite simply to truly listen and build the vision from the strengths within the school.  Are other people being heard? Are we tapping into the effective practices already in our schools?  A shared vision with a sense of purpose can guide us in so many instructional decisions; getting to that point requires active listening and open reflective discussions about what we believe as educators.

Another aspect of leadership that I am working on is being a more transparent educator.  I think it is important to show that it is acceptable (and encouraged) to take risks and be vulnerable.  Leadership requires people to put themselves out there and possibly be wrong.  To facilitate instructional leadership, we need to model vulnerability and transparency and encourage staff to pursue the questions they/we have.  David Wees and John Spencer have challenged educators to not only share the successes but also the failures.  I have shared my “oopses” with staff and I plan to blog on this in a future post.  As Brene Brown wrote, “To believe vulnerability is weakness is to believe that feeling is weakness.”  It is important that we show care… that we show feeling… and, at times, we show vulnerability.

As I said, the topic of instructional leadership is vast as so many aspects of leadership come into play.  I believe that the main role of a principal is to create the conditions for instructional leadership to occur in our schools.  The key questions that I am exploring are: what are the conditions that facilitate more instructional leadership that drives each of to be better educators… and how do I create these conditions?

I look forward to reading any insights/stories you can share of the positives and/or negatives of instructional leadership in your schools.

 

 

 

 

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Creating the Conditions: A Love of Reading

A gr. 6 student reads aloud to gr. 2 students during lunch.

This is the second part of a series on motivation called “Creating the Conditions”. For part one on student discipline, click here.

No charts. No stickers. No pizza parties. No awards. No certificates…. and LOTS of reading!

Following the post by Joe Bower, “Daddy, I Want a Book Buck!“, Joe and William Chamberlain encouraged me to share the story of how Kent School has created a positive culture of reading without the use of prizes and incentives programs.  It is difficult to sum up in a few paragraphs but I will make my best attempt to remember the MANY things that the staff and community of Kent School have done to create the conditions for students to motivate themselves to learn through an interest in reading.

In the past year there have been many moments that have made me step back and take note. Here are a few:

  • A student running into me as I walked down the hall because he was so into reading the book he just checked out from the library.
  • Our teacher-librarian shouting out to a primary student passing by, “Leila, I found some more books on pixies for you” and the student responding, “Yay, I will come see them in the morning!”.
  • A student, who less than 2 years ago was a non-reader, coming into the library and asking for any more Dav Pilkey books.
  • Seeing and being part of the seemingly endless activities in our “For the Love of Books” month. Please check out our teacher-librarian’s blog posts on “For the Love of Books”.
  • Getting the results back from our student survey that asked: do you like to read? 97% said  YES
  • Seeing a teacher holding up a huge poster board that had all the book and author recommendations from students from the previous year.
  • Seeing EVERY teacher in the school reading aloud to their students on a consistent basis.
  • Being part of numerous author and illustrator visits.
  • Checking out all the teacher “Hot Picks” books on display outside their doors.
  • Hearing teachers ask powerful questions about reading; also observing teachers trying new things (to our school – like the Daily 5/CAFE) to help teach and encourage reading.
  • Have a teacher-librarian working virtually side by side with our community-librarian to promote reading.
  • Seeing a line up of kids so excited to read with our volunteer community readers on Tuesday and Thursday mornings before school.
  • Seeing students so excited to write letters to their favourite authors
  • Observing our grade 6 lunch leaders reading aloud to both groups and individual students.
  • Being part of a school-wide “Read-In” in which all our students packed into the library (in shifts) to read.
  • Watching children aged 4 and under take out books in an area of their interest as part of our Family Library Card program.
  • Walking into a classroom and seeing kids sprawled everywhere – in every corner and even in cupboards – choosing a spot in which they LOVE to read.
  • Discussing the idea of our kindergarten students walking to our senior care facilities to have our elders read to them.
  • Seeing students so excited about our book swap and book shops in our library.
  • Observing our teacher-librarian read to our Strong-Start (birth to age 5) students each Friday afternoon.
  • Hearing our staff state how important the teacher-librarian position is to our school and using their voice to ensure that we maintain this in our budget. (although I need very little nudging to keep this as a key part of our budget ;-)).
  • Having our previous librarian choose to go back to the classroom to share her passion with reading with her students AND state that she felt the position should go to our current teacher-librarian who was completing the TL program and was excited for the opportunity.
  • Seeing our buddy readers march from the intermediate end down to the primary end each Friday.
  • Having a student so excited to say to me, “Mr. Wejr – I finally got a book on girls’ hockey!”
  • Knowing that every teacher is committed to DEAR (Drop Everything And Read) time – and students are not forced to read books in which they have no interest.  Not enjoying the book? Head on down to the library and get a different one.
  • Watching groups of teachers and staff members meet and discuss on their own time how we need to work to create a culture of reading at our school.

I am sure there are so many things and conversations that occur in our classrooms and libararies that I do not see but the items in the list above have significant impact on our kids’ interest in books. The best part of all of this is that I have had very little to do with leading this culture of reading.  Teachers have used their professional autonomy to meet during professional development time (and beyond) to discuss and implement many ideas to help our students become more engaged readers. One group of teachers used Steven Layne’s book, Igniting a Passion For Reading, to fuel professional dialogue around doing just what the title has stated; these conversations have spread to the staff room, staff meetings and into other classrooms.  At our school, I am so proud to share that we have large number of teachers who are truly excited about reading – they model this in how they teach and what they do every day.  We also strongly believe in the role of the teacher-librarian in our school; our library is slowly converting into a learning commons area and is definitely the literacy and learning hub of our school.

Although this post is primarily to share the story of how a staff can create a positive culture of reading without the use of prizes and other extrinsic rewards, there are embedded stories about the importance of professional autonomy, tapping into the strengths of teachers, teacher leadership, student motivation, staff collaboration, and the power of a school library with a passionate teacher-librarian.

I often hear that students with little home support NEED extra incentives to get them to read.  The staff of Kent school have worked hard to prove this theory incorrect. It is not about pizza parties, book bucks, and stickers – it is about creating the conditions for students to develop a love of reading.

Thank you to the students and staff of Kent School for all they have taught me about the power of promoting a real love of books. Images are a powerful way of sharing stories; please check out the video below for images of what we do to encourage reading at our school (I realize here is a spelling mistake as I could not fit the title in :-)).

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Leadership 2.0 – A Collaborative Learning Opportunity for School Leaders #leadership20

“It’s not what I know, it’s what we know. And my reality is that I would suddenly become much dumber if you told me I had to disconnect when seeking answers or solving problems.” — Will Richardson

No words can express how much I have learned from those that I have connected with both online and face to face.  The learning conversations that I participate in on a regular basis are often informal, ongoing, and thought-provoking; these connections have also led me to even more formal and informal learning opportunities.

My good friend George Couros has organized a fantastic learning opportunity that I am going to take advantage of – a learning series or MOOC (massive open online course) that is completely free, reflective, open to everyone, and based on the Alberta Principal Quality Standards.  Please join me and many others as we collaborate and take our learning to the next level in this 9 part webinar series on Tuesdays beginning October 2, 2012.

 
Leadership 2.0 Open Course #Leadership20

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Goal One: To Read More Children’s Books

One way we promote a love of reading at Kent School.

In the past year, the staff of Kent School have had some inspiring conversations and professional learning opportunities (stemmed from professional autonomy and inquiry) around helping students to develop a love of reading based on Steven Layne’s book “Igniting a Passion For Reading”.  The book is jam-packed with strategies that are easy to implement as well as thoughts that cause deeper reflection on HOW and WHY we teach reading.

One of the pieces that he discusses is that if we want students to continue to enjoy reading, we have to read the books they enjoy.  Although I do not currently teach in a primary classroom, I feel as a principal, I need to be able to discuss and share some of the books that our students are reading.

This year, one of my goals is to read more children’s books.  We have many teachers who are passionate about reading in our school (and this has a huge impact on the joy of reading in our kids) so I am tapping into their strengths and have asked them to recommend books for me to read.  Our amazing teacher-librarian drops off a new book each week in my “Mr.Wejr’s Hot Pick” cubby (see photo above -many of our teachers have this just outside their classrooms to help promote books) and I read it and share it with students. I am excited to read my first books this year: When You Were Small by Sara O’Leary and The Kissing Hand by Audrey Penn (actually recommended by my sister).

Although this is a very simple goal, it is just one way that I can tap into the wonderful work that is being done at Kent School around encouraging a love of reading.  By doing this I can better meet kids where THEY are… and have fun reading the books they love to read.

Thank you to our staff for all the work they have done and continue to do to encourage pure joy in reading!

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From Followers to Friendships

Fist bump – from http://flic.kr/p/7XiTUz

Many of us have written about how our PLN (personal learning network) has helped us get through challenging times.  I wanted to share some experiences of how people I have met through social media have impacted me in my day to day life and even moved from followers to friends.  I am not a fan of lists of people and this is not meant to include or exclude but more to share some recent positive experiences resulting from social media.

As I head back to work and reflect on the summer, some key moments with friends stand out… moments that would not have occurred had I not been using social media as a tool for professional learning.

People who do not use Twitter and Social Media often state that “real relationships” cannot be formed through these avenues.  This summer was a clear example of how friendships CAN result from relationships formed through social media.

At the beginning of the summer, George Couros, division principal in Alberta, planned a few days stop over in Vancouver on his way to a speaking tour in Australia.  We planned to hang out for a day and then meet up with a few others that evening.  I picked him up at the airport (I was a bit late… although I did a drive by and he was too busy tweeting out that I was late to notice me driving by) and we spent the day chatting about all things life, education, and social media.  In the evening, we met up with a few other amazing educators (whom I have also met through Twitter) for some dinner and in depth chats about technology, education, and professional learning.   The weird thing is that this was only the third time I had ever met George face to face.  We have ‘spoken’ through Twitter, Facebook, email, SMS, Skype, etc for a few years but because he lives in Alberta, we rarely get to meet.  George and I hung out like we were university buddies… often it felt like we were catching up by sharing old experiences and bouncing ideas off each other.

Brian Kuhn, the technology leader in Coquitlam, is someone whom I met through Twitter and blogging a few years back.  I originally went for breakfast with Brian to pick his brain about developing a tech vision for our district.  What resulted has been regular (EARLY!) breakfast meetings throughout the year that include dialogue not only about technology and education but also about family and life in general.  We often meet up at conferences or events and I follow his travels around Europe and mountain biking trails via Facebook and he follows the growth of my young daughters.  Today we attended an Edcamp together and he made a comment “It is so cool to see photos of your daughter growing up… feel like I am watching family”.   Brian is a bit of mentor to me but also has moved to a trustworthy buddy that I can chat with about anything.

Another connection with Kuhn.

A few weeks ago, I was heading up to a family reunion in Salmon Arm and the route to there took me through Kamloops.  Cale Birk, a principal in Kamloops, invited me to stop by his place on the way back.  His house was a perfect pit stop for my family (you cannot get very far with two 20-month-old daughters in the car) so we popped in for a few hours.  Again, hanging out with Cale was like being with a buddy that I played hockey or basketball with.  We chatted about everything until finally my wife gave me the signal that we had to head out.  The crazy part of this is that our wives had actually connected through Facebook a few weeks prior as they are both dance teachers.  Further, Cale has 2 beautiful daughters (2 and 4) who immediately connected with our daughters.  The best part of this meeting was the fact that I had never met Cale face to face before.  We had also used a variety of tech to communicate with each other so we knew each other quite well but meeting face to face created that friendship.  Cale, Lori, Paige, and Kate stopped by our place for lunch the following week, en route to Victoria, and we are planning some more gatherings in the near future.

 

Meeting the Birks


The last example I want to share does not involve a face to face meeting but more of someone whom I keep in touch with on a regular basis.  Darcy Mullin, a principal in Summerland, and I have been Skyping once a month for the past year.  In addition, we chat via Twitter, Facebook, email, and text messaging.  Although our attempt to meet up this summer (which would add up to a whopping 3 times) did not work out, Darcy and I kept in touch by Skyping a few times and texting throughout the summer.  The best thing about our conversations this summer is that the focus was not just on education but mostly on our families.  Darcy has twins as well so the stories of my daughters really bring him back; too, I enjoy his narratives of his family outings throughout BC and Western USA – the excitement in his voice when he speaks about his wife, son, and daughter is truly contagious.

Meeting with Mullin

To me, the learning that results from the connections we have with people is obvious.  This post is by no means meant to be a cheesy shout out to George, Brian, Cale, and Darcy nor is it to exclude the many other people and friends I have met through social media; it is to share and highlight the potential deeper relationships that can arise from the effective use of social media.

Connecting through social media is not about the quantity of followers or ‘friends’ that a person has but it IS about the deeper, trusting relationships that can result if you take the time to make these relationships happen.  These guys have had a huge impact on me – and I probably would never have met them without social media.  I look forward to deepening the relationships and learning with a few more folks in the near future. Thank you to all those that have taken the time to connect with me to help me both as an educator and as a person.

For another example of how followers can turn into friends, please check out Stacey Garrioch’s wonderful post on #edcampkinder.

 

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