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Moving Beyond the Sit ‘n Git Model of Professional Development

This post was originally written for the Canadian Education Association in 2015. I believe it is still relevant and important today. 

I often wonder if what we see as teaching at professional learning events would be acceptable in a high school classroom. If the purpose of professional development (Pro-D) is professional learning, then what is our evidence that learning does, in fact, occur? Are we using effective teaching practices in Pro-D?

Although Pro-D is evolving, the “Sit‘n’Git” way of learning seems to still be alive and well in many conferences and workshops throughout Canada and the U.S. In the past five years, I cannot tell you how many times I’ve sat in a large conference room for a number of hours with hundreds of other dedicated educators and not been provided with the opportunity to even talk to the person beside me. People are spending hundreds and thousands of dollars to attend these events to listen to a series of lengthy lectures without the opportunity to network and wrestle with the presented ideas. I’m not opposed to a keynote address to start off the day with some inspiring, thought-provoking ideas; however, if there is no opportunity to take these ideas and move deeper, many of the thoughts that are initiated in the keynote get lost as I move on to the next session or listen to the next presenter. It’s no secret that in order for deeper learning to occur, we must DO something with a new concept; we must apply new learning to take it from an idea to implementation. Our current typical model of Pro-D makes deeper learning a challenge and often only leaves participants with a few ideas that are unfortunately left on the shelf with the many glossy white binders from workshops of years past. At some point we need to stand up and say that a high volume of “Sit‘n’Git” style of Pro-D is no longer acceptable and is an insult to those who have spent money, time, and effort to attend. While doing this, we also need to rethink the conference model and professional learning so that it better aligns with what we want to see in classrooms.

There are many articles written about rethinking professional learning (for example – http://news.nationalpost.com/2012/04/20/is-the-pd-day-broken/ and http://www.cea-ace.ca/sites/cea-ace.ca/files/cea_fone_teacherpd.pdf) For me, the experience needs to be relevant, continual, and collaborative. As educators, we need time to take an idea, wrestle with it, discuss it, and then plan for implementation. Ideally, there should also be time for follow up with reflective dialogue either as a staff or as a group.

In B.C., the current learning model for teachers is five to six separate (often not aligned, surface level) PD days, monthly staff meetings, and (optional) after school workshops. Is this the best we can do? We know the importance of professional autonomy, so how do we offer this and also ensure that professional learning moves beyond surface level workshops or lectures that give participants the chance to mentally opt out? What is our collective responsibility as schools and districts to create the conditions for deeper learning that affects positive change?

It will likely be some time before we completely rethink Pro-D, so how do we make the best use of our current model?

One of the most effective ways to create change is to focus on the bright spots and build from there. There is a powerful movement of professional learning opportunities that have moved away from the “Sit’n’Git” model to one that taps into the strengths of participants and creates more opportunities for networking. All of these require TIME and it is important for us to change the question from “CAN we provide time for Pro-D?” to “HOW CAN we provide more time for effective, ongoing professional learning?”. 

Here are eight ideas to move us beyond the “Sit’n’Git”:

1. NETWORKING/COLLABORATION TIME AT CONFERENCES – We don’t have to blow up our system; we can start small and ensure that there is important “blank” space in between workshops or following keynotes for teams or groups of people to move the learning deeper. Within workshops, always provide time for participants to DO something with their learning; move from the “sit’n’git” to the “make’n’take”. We can use models that encourage inspiring ideas (keynote, workshop) as well as the time to take the WHY of ideas and move to the WHAT and HOW. I am excited to present in Red Deer next week at the Central Alberta Teachers Convention and they have the Thursday planned for presentations and workshops and the Friday planned for networking – a great way to take the new ideas and dive deeper the following day. 

2. TEACHER ACTION RESEARCH – B.C. teacher, Jennifer Delvecchio, shared a grassroots concept of a“growing learners/pedagogy from within” group of teachers that used some of the allocated Pro-D days – along with school supported time (and some of their own time) – to take a concept and spiral deeper over time. Teachers looked at published research and then reflected on their own practices to question and implement change to benefit student learning. By continually analyzing practice in their own classrooms and making the time to meet a priority, they were able to use the published research in a way that actually created positive change in their classrooms. By tapping into teachers’ curiosity and providing small bits of time for reflective dialogue based on gathered evidence of student learning, we can drive powerful professional learning forward. I have seen the power of this in the past 2 schools in which I have served as principal. Teachers (and staff) have used professional development days, after school workshops, and collaboration time (in addition to their own time) to continually meet with a partner or small group and spiral deeper in their learning. This has a significant impact on student learning and the learning conditions in the classroom (see #3).

3. COLLABORATIVE TIME AND INQUIRY – For the past 2 years in the Langley School District, time that was previously allocated into two learning days in the year has been spread out over the year in the form of six collaboration mornings (80 minutes each). This model is more organic and teacher-driven than the typical professional learning community (PLC) model as educators are encouraged to choose an inquiry question with a small group of colleagues and then take the time to spiral deeper into their inquiry (see Spirals of Inquiry by Halbert and Kaser).  Another example of providing small bits of collaboration time at a school level (based on the passions and curiosities of staff) can be read here.

4. IGNITE EVENTS – Ignite sessions can feel kind of like an “underground” professional learning experience where a number of people meet and listen to others share a story, an idea, or an experience through a short series of slides (20 slides, 15 seconds per slide). There is some sit’n’git but the best part about the events is the networking that occurs before, during, and after the series of five-minute presentations that plant seeds of conversations.

5. EDCAMPS – More and more districts and even some schools are offering Edcamps as a way to tap into the strengths and knowledge of participants. With no formal set agenda and no formal lectures, participants bring their topics to the day and help facilitate conversation on participants’ areas of interest. The challenge with Edcamp, along with many of these participant-driven events, is keeping the passionate dialogue going beyond the event.

6. RETHINKING STAFF MEETINGS – Many schools are making professional learning the focus of staff and department meetings. If information can be sent out in a memo/email, leave it off the agenda and free up time for engaging discussions and reflections on student learning. Something as simple as “what have you tried since the last workshop/conference/collaboration that has had an impact (small or large) on student learning?” should be discussed at staff meetings. Cale Birk is doing some great work on Learner-Centered Design (LCD) that shows the power on redesigning the time we spend together learning as a staff.

7. INSTRUCTIONAL ROUNDS – The Kamloops School District has been exploring the use of Instructional Rounds (based on the work out of Harvard as a way to provide ongoing dialogue and reflections based on non-judgmental observations of educators by educators). The challenge is providing release time for rounds to take place but if a district is willing to consider HOW money is spent on professional learning, instructional rounds should be on the table.

8. SOCIAL MEDIA – There are many different platforms (Twitter, blogging, etc.) that can continue conversations past the event (and also help with the sharing of good ideas). Social media can help to connect people in areas of passion or curiosity who can have conversation that can lead to deeper dialogue in other platforms. Dean Shareski challenges us to connect with one person at an event and keep the conversation going beyond that event.

The Sit’n’Git, single event idea of Pro-D does not align with what we know about teaching, nor about professional learning. We need a sense of urgency to create change in this area. Start small. Build on what is working. Let’s work together to making professional learning more relevant and continual so it leads to deeper change in education.

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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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You’re Invited! Edcamp Fraser Valley – Dec 3

Last April I attended the best professional learning day of my career: Edcamp Vancouver (for more on my experience as an “edcamper”, please click here).  Following this experience, I knew we had to bring an “unconference” like this to the Fraser Valley so along with some other admin, teachers, and parents, we have organized Edcamp Fraser Valley for Saturday, December 3 at Garibaldi Secondary School in Maple Ridge.

So what is Edcamp and why is it such an amazing learning experience? Grant Frend, one of the Edcamp FV organizers, describes it as:

One forum that enables educators [including students, parents, community] to engage in meaningful and relevant professional development is the Edcamp model.  What is Edcamp? Edcamp is organic, democratic, participant driven professional development for educators. There are no keynote presentations, there is no formal pre-set agenda, and participants set the course of the day.

My thoughts on Edcamp:

  • flattened hierarchies – voices from ALL people passionate about education can be heard rather than one expert and many listeners
  • participant driven – have a topic you want to learn more about – put up an idea and then join up with other interested people
  • all about conversation – the “empty vase” model of professional development does not exist at Edcamp -YOU drive the learning!
  • relationships – you get to meet new people that share areas of interest AND/OR you get to meet those people whom you have already connected with online
  • flexible schedule – the schedule is decided on the day and participants are encouraged to vote with their feet – they can decided to move to a different session at any time
  • networking sessions – there is much more time in between sessions to continue the dialogue or meet up with other participants to reflect on the sessions. Click here for the schedule for the day.
  • price is right – it is FREE! (unless you want lunch which is $5)

Here are some slides from David Wees (the educator who brought Edcamp to BC last year) that describe the Edcamp Vancouver model:

If you are a ANYBODY (students, parents, community members, trustees, educators, etc) interested in education in the Fraser Valley or beyond, come join us in Maple Ridge on December 3rd!

With the release of the BC Education Plan, this is a great opportunity to share and discuss the future of education in the province.  For more information and to register, please go to the Edcamp Fraser Valley website.  Join people already registered from the Frasey Valley, Lower Mainland, Vancouver Island, Okanagan and Washing State!

Also, like us on Facebook. Follow us on Twitter.  For an information sheet to distribute, click here. For more info, please contact me.

 

For a more in-depth talk on Edcamp, please watch the embedded video from Kristen Swanson:

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Becoming a Connected Leader: A Journey

Image from http://bit.ly/pZYAkL

[caption id="attachment_1343" align="aligncenter" width="230"] Image from http://bit.ly/pZYAkL[/caption]
I recently had the honour of presenting to a neighbouring school district about my journey in developing

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Challenge Me

Help me grow. Image from http://bit.ly/n89fga CC

In his book Five Dysfunctions of a Team, Patrick Lencioni tells us that if you have a team that sits around and always agrees, you are not a real team.  Teams must challenge each other to be better.  There is no innovation if everyone agrees; agreement equals status quo.

I have recently read a few posts by educators whom I consider leaders in the the world of professional learning communities – Bill Ferriter and Cale Birk.  In Ferriter’s post, he quotes Dyer, Gregerson and Christensen (from the book Innovator’s DNA) when he writes

Recognizing that the best ideas are the by-product of intellectual collisions, true innovators constantly seek out sources of personal and professional challenge.

For my first few years as an administrator, I had battles with colleagues around assessment and student motivation.  I would come away from meetings angry and frustrated.  If someone debated me, I would take it personally.  I would defensively REACT rather than professionally RESPOND.   I strongly believed in my philosophies and would become offended if someone challenged me.  I felt there were some colleagues that i just did not get along with.

In 2009, I opened up a Twitter account and began blogging.  It took a lot of time and building of confidence to put my ideas out there but eventually, I did.  I starting writing about rewards, discipline, awards, assessment, and homework (among many other topics).  People immediately began to challenge me and I was not sure how to react.  I realized that I better have research and experience to back up my thoughts.  As I grew in the blogging world, I began to mature as an educator.  I started to love being challenged on topics and engaging in professional debate with people online.  However, in the face to face world, I still took things too personally.

This past year, I realized that I should be THANKFUL to those that have challenged me both online and in person.  It is THESE people that have helped me to grow and see education through a different lens.  Those who have asked powerful questions around student motivation and assessment have actually helped me to either become more confident in my philosophies or reflect and alter my views.

It is only through this challenges and intellectual collisions that I have grown.  To those who have challenged me within our school staff, our district or online: thank you.

It is acceptable to disagree with a person at the table but it is UNacceptable to ignore them when they have a different view.  It is important to have people in your professional learning community/network who continually challenge you and the team to be better. When someone disagrees, do not take this challenge personally and then react.  Instead – listen… reflect… respond.

I am addicted to learning and it is through respectful, challenging educational dialogue that I see the most growth.

Pernille Ripp challenged me to write about how blogging has changed my world.  Blogging had led me down a path to meet so many educators who continue to engage with me in dialogue around student learning.  The lessons I have learned from these intellectual collisions have transferred from the computer screen to face to face meetings.  Now, instead of taking things personally, I have begun to take things professionally and use the disagreements as a way to grow as an educator and as a person.

Help me continue to grow. Challenge me.

 

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#BCed Chat Monday, July 25 at 7pm

Monday, July 25 at 7pm

Monday, July 25 at 7pm

“Social Media Super Man” @davidwees and I invite you to attend our second ever Twitter chat about issues in BC Education. We will be having these chats weekly/biweekly throughout the year and will be using the hashtag #BCed.

For Monday, July 25th at 7:00pm, you can tune in to voice your thoughts as well as hear from others interested in BC education on the topic: “What should personalized learning look like in our schools?”. This is a continuation of the dialogue started in our first BCed chat with Education Minister George Abbott.

David and I invite any person with an interest in education in British Columbia to come join us.  Also, if you have a colleague not on Twitter, this is a perfect opportunity to get them to join and see the power of connecting.

(Adapted from David Wees’ blog)

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Grading and Assessment with @tomschimmer

10-things2
In June, I offered our intermediate teachers the opportunity to attend, with me, a one day session with Tom Schimmer on the topic  of “10 Things That Matter From Assessment to Grading” (based on his newly released book of the same name).  I have been connected with Tom for about 8 months and we have had some powerful conversations around the topics of assessment, motivation and leadership through Twitter, in person, and on the good ole telephone.  If you ever get a chance to see/hear Tom speak: do it (you can view some of his other presentation slides here).  Be sure to check out Tom’s blog and follow him on Twitter.

The way I often take notes during sessions is to Tweet out comments and info that cause me to pause and reflect.  Although this probably does not “flow” too well, here are my notes from the day (all those without reference are quotes from Tom – I may have missed some references.). Thank you, Tom, for the learning and permission to post this on my blog.

  • “We no longer need to accept the assessment legacy of our past. We know better” – Stiggins
  • “When we think about change, we must think about possibility… we cannot think about what won’t work”
  • “In our current system, how many students are penalized because they do not learn fast enough?”
  • “There is an obvious tension between depth of learning and coverage of curriculum in our schools today”

On CHANGE:

  • “It is our foible as humans to stoutly defend an established position despite overwhelming evidence against it” – Dr. Hawkins
  • “Who is putting the NO in innovation?”
  • “I am personally convinced that one person can be a change catalyst, a transformer” – Covey
  • “How many people have the same phone since 2000? How many people use the same lesson plan since 2000?”
  • “Do any other professions state: it worked back then, why would I need to change?”
  • “Just because you say you don’t believe in something does not abolish its existence nor its effectiveness” (ie. I don’t believe in AFL)
  • “How often do we, as educators, make people professionally uncomfortable – by challenging each other”
  • “Think BIG, start small.”

On Assessment:

  • “It’s not good enough to give students the ‘opportunity to learn’. We must ensure that they learn!”
  • “If students become frustrated and disengage from learning – what do their grades actually represent?”
  • “For sound, accurate assessment – we need to have a clear purpose, clear targets, sound design, effective communication, student involvement”
  • “Formative assessments are designed to keep the information within the classroom”
  • “If your formative assessments involve a spreadsheet… you are missing the mark” Dylan Wiliam
  • “Should be a balance between summative and formative – the pendulum should not swing from one to the other (although formative should happen much more often that summative)”
  • “Summative assessment does not mean a multiple choice test”
  • “We have turned school into a game – all students have to do is collect enough points to win”
  • “How much better would our kids do when the threat of failure has been taken off the table?
  • “Assessment For Learning = CLASSROOM assessment for STUDENT learning”
  • “Are we OVERteaching some parts of the curriculum while UNDERteaching other areas? How do you know without formative assessment?”
  • “We often use methods of assessments that are mismatched with learning targets (ie. multiple choice for a reasoning target) – make sure your assessment methods match the targets.”
  • “To be effective, feedback needs to cause thinking. Grades don’t do that…and comments like ‘good job’ don’t either” Dylan Wiliam
  • “In elementary schools we often confuse maturity with ability.”
  • “Feedback has the smallest effect size when it is related to praise, rewards, and punishments” – Hattie
  • “Don’t just say “good job”.  Finish the sentence! Good job… because you…”
  • Feedback – what matters? Quality of feedback, focus on learning, include strengths – Black and Wiliam
  • When using Descriptive Feedback, make it: Timely, Specific, Clear and Useable
  • “For rubrics – avoid using numbers. Kids will add up the numbers to give them a score.”
  • “Differentiation: Put students in situations where they don’t know the answer often” Dr. C Morreale
  • “What role does time play in distorting the achievement level in our kids?”
  • “Myth: Differentiation is about creating individual lesson plans”
  • “Differentiation is NOT I will teach my lesson and then alter the lesson for those who ‘don’t get it'”
  • “Figure out ways that you can infuse AFL into your practice”
  • “If we say we can or can’t change the way we assess – we are right.”
  • “If we want the system to change – WE need to BE THE CHANGE. Be the example that we want to see.”
  • “For change to occur, we need to be able to take heat from our colleagues”

Some Videos Tom shared:

A student describes the power of forms of assessment beyond tests:

An example of what a class can be if we begin move away from a focus on grades, worksheets and tests and make learning more real for our students.

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Meeting Old Friends For The First Time

Do you remember having penpals? I have fond memories of connecting with other kids from Japan and Australia as an elementary student. I also remember being so jealous when one of my classmates was able to actually meet his penpal face to face at Expo 86 in Vancouver.

I recently attended two conferences (well, one was an unconference) in Vancouver – EdCamp Vancouver (#edcampvan) and the Digital Learning Spring Conference (#edtechbc). My conference experience PRE-social media usually went something like this: I would arrive at the conference last minute, attend the keynote, listen to the presenters, take notes, and go home. I rarely knew anybody and I was not the person to just walk up to someone and introduce myself. I was a receiver of information and took part in very little educational dialogue.

handshake

From: http://bit.ly/lsRJUi

Flash forward to life after Twitter and blogging. For the past 2 years, I have connected with thousands of educators from around the globe; more recently I have connected with quite a few educators from BC. Prior to EdCamp, I posted a Tweet asking who was attending and I also posted some presentation ideas on the EdCamp site. Through this, I was able to have conversations even before the event started; I even arrived early to EdCamp because I was so excited to actually meet some of my Twitter friends face to face. When I walked into the library, I can think of no other way to describe it other than it felt like I was meeting my penpals for the first time. I felt I knew these people so well: I knew their values, their educational philosophies, and even a bit about their families. Instead of sitting in the corner waiting for the next presentation, I found myself seeking out educators and having powerful dialogue with people who I felt like I knew. I said to Heidi Hass Gable at one point “I have never met so many people for the first time… Whom I already knew”. There were plenty of smiles, handshakes, and even hugs as so many people were excited to connect with those who they had been “speaking” with for the past few months or years. (You can read more about my EdCamp experience here). I think this comfort level lead to the ongoing powerful challenging conversations that occurred throughout the day.

Two days later, I attended the #edtechBC conference which was keynoted by George and Alec Couros. George is someone who, prior to that day, had never met but have had endless chats through Twitter, blogging, email, and Gmail Video chats. I walked into the room just before he was about to present, he saw me, gave a wave and I think he wrote it best when he tweeted:

Tweet from @gcouros

I have always realized the power of social media as a professional development tool; I never could have imagined the resulting connections and face to face relationships. These relationships will never replace those within my school and district but social media has added so many passionate people to my professional learning network and, combined with conferences, truly has led to the feeling of meeting old friends for the first time.

Here is a list of people whom I connected with face-to-face for the first time (and a few whom I had the pleasure of reconnecting – if I missed you, I apologize!!!):

  • @davidwees – The man behind EdCamp. A math teacher in Vancouver and one of the most reflective educators I know.
  • @johnnybevacqua – An inspiring, reflective, energetic administrator from Vancouver. Encouraged by his reflections on student motivation.
  • @aakune – A passionate administrator and great leader from Delta. Only chatted with him for a few minutes but looking forward to the next time! Love his thoughts on educational leadership.
  • @remi_collins – A principal from Coquitlam, Remi and I actually completed the BCELC seminar series a few years ago but it was great to reconnect. I love his thoughts on grading and assessment. He is currently trying to pilot a project in his district that would see intermediates moving away from grades
  • @gmbondi A true family man and a guy who has a way with words around his powerful views on education. Gino is a principal in Vancouver.
  • @bsoong A senior science teacher in Vancouver – wish I had Bernie as a mentor to me when I was teaching high school science.
  • @aaronmueller You cannot help but smile when you hang out with Aaron – just a positive, happy guy who also happens to be an online educator in Vancouver.
  • @grantfrend An administrator in Maple Ridge who does it all. I love his reflective views on motivation of students.
  • @5_alive I love what Jaki, a teacher from Vancouver Island, is doing in her classroom around assessment! Her movement away from grades has significantly increased learning in her class.
  • @darcymullin When Darcy, a principal in Summerland, speaks, it is like he saying the words that I wish I knew how to say. Love his views on motivating students and his thoughts on assessment.
  • @tomschimmer The Assessment For Learning guru. District Principal from Penticton. #nuffsaid
  • @hhg One of my mentors on parent engagement in schools. The DPAC president in Coquitlam, Heidi works tirelessly to be a voice for students and parents.
  • @bryanhughes Passionate teacher in Vancouver – great views on EdTech.
  • @alissalu Energized administrator from Vancouver Island. Eats a mean burger.
  • @scienceworldTR Katie is just beaming with positivity – and great resources from Science World.
  • @teachingtammy A reflective, positive teacher from Vancouver.  Love some of the stuff she is trying with her class this year.
  • @millerblair Blair seems to do it all – math, tech, business, coach… an inspiring educator in Vancouver.
  • @emcavin Love the conversations Ed, a teacher in Vancouver, has with his class around motivation and education reform.
  • @fionade A lady that has been part of some key changes at our school. She is another mentor to me around parent voice, engagement and education reform. Fiona is about as passionate as they come and a member of @4moms1dream.
  • @cyberjohn07 The MAN when it comes to websites and distance learning. Check out his site for cool education sites. Love his energy.
  • @malchkiey Malcolm says it like it is – gotta respect that. Never even caught on that he was at EdCamp until it ended!
  • @stephenhurley All the way from Ontario, Stephen writes a darn good blog with powerful thoughts on ed reform.
  • @clthompson A science teacher from the Okanagan – cannot help but smile when you are around Claire.
  • @gcouros A man that needs no introduction… George is an online mentor to me. Creator of Connected Principals, principal in Alberta and social media guru, Roberto Luongo impersonator.. I just wish he would stop making fun of my phone.
  • @courosa Alec has been leading the way using social media to connect in education. I have never seen a man eat a burger that quickly. Poor younger brother George never had a chance growing up.
  • @chrkennedy One word: ENERGY. Wow, no wonder he became Superintendent of West Van at such an early age. A truly inspiring leader in BC Education and a leadership mentor to me.
  • @erringreg Erinn just oozes passion in education, especially around what she is doing with her “connected classroom”. Great sense of humour too!
  • @jbellsd60 District Principal of Technology in Fort St John, Jarrod is doing some awesome stuff with social media and schools.
  • @mthman Came up from the Washington and immediately liked this dude. Math teacher with a great future in educational leadership.
  • @mrmosesdotorg This guy blew me away with his thoughts on education technology. All the way from Vegas, he spread his ideas throughout BC at the EdTech conference. He is more than about technology, he is all about kids.
  • @tysune Tyler is a UBC student – I love this guy’s critical nature of his thoughts. A great perspective on education.
  • @learnbyliving Julia is someone who you meet and you just cannot help but stay and chat. Love her thoughts on education reform and overall learning. Reflective is a word that I seem to be using a lot but I must use this to describe her.
  • @4moms1dream A fantastic collaborative effort to change education with parent power. 4 BC moms with a purpose.
  • @g_kima Goran calls himself “just a parent” (is anybody “just a parent”?) 😉 . Although not a teacher, he is a true educator for more than just his kids. I love his perspectives on assessment and motivation. Organizer of TEDxKids in Vancouver.
  • @amy_stephenson A new Tweeter and teacher – another person you cannot help but smile when you are around.
  • @khforkids Her Twitter name says it all – Kimberlee is a mom with a purpose to encourage more parent engagement in schools. Another member of @4moms1dream

Thank you to all those that helped (and continue) to make my learning experiences so powerful!

5

Reflections of an EdCamper

edcampvan

After a day in which I was truly inspired by the students at our school (post upcoming on our Identity Day), I had the privilege of attending an inspirational day of professional development in which there was no keynote, no registration fee, and no agenda. EdCamp Vancouver was brought to us by David Wees and his organizing team and I think it has truly changed the way I view professional development in education.

Although I see the benefit of an expert keynote speaker, and I think these need to continue, the EdCamp format is nothing short of brilliant. There are so many passionate, reflective, resourceful educators (and by educators I mean more than teachers) in our region that the need for that high-priced keynote is lessened. Also, the learning at EdCamp is completely personalized. Let me briefly explain the day:

I arrived with 2 colleagues, my vice principal and a parent member of our school planning council, and walked into a room not having met any of these people but because of Twitter, felt like I knew them so well.  A few presentation ideas were up on a board.  If you wanted to attend these, you placed your name on a sticky and placed it on the presentation; if you wanted to facilitate a discussion or present on another topic, you posted a new sheet with that topic on the board.  Each participant (there were over 100 of us) chose 4 topics and once the topics had enough participants, they were placed on the schedule.  There were 4 rooms that held 4 sessions so we had a total of 16 sessions.  The organizers moved the sessions around to best suit the participants.  Topics included Moving Away From Grades, Questioning Awards, Project Based Learning, Assessment For Learning, Parent Engagement, Ted Talks for Kids, Making e-Books, Social Media 101, and many others.

I had the opportunity to “present” on Awards in Schools and Assessment For Learning.  When I say “present” it was more like I did a mini presentation (15 minutes) and then we spent 45 minutes discussing the “how” of AFL.  I was not there as an expert but more as one to throw out ideas, challenge others, and be challenged.  After the presentation, I became a participant of the dialogue so my learning was enhanced.  (You can access my Prezi on AFL here).

A big difference between the Edcamp “unconference model” is the amount of time built into the day for connecting with others outside of the presentations (David Wees has a good visual on his post).  The day is all about dialogue rather than listening to lectures.

Some of the key ideas that I came away with:

  • many educators want to see changes with the way we educate/school kids
  • the shifts are happening in the way we engage and motivate kids in a way that moves from extrinsic to intrinsic and information delivering to exploration
  • there are many powerful ideas but the implementation of these ideas is often the challenge (ie. how do we do this within our current education structures)
  • we cannot and should not do this alone – we must work with all stake holders
  • professional development needs to be ongoing and is best accomplished through dialogue around powerful questions
  • We are not “just teachers” or “just parents”.  BC is loaded with passionate educators!

Two days later, I am still inspired by the day’s conversations; I now look forward to seeing where this model takes professional development in schools and districts.  My final question is this:  if this was such a powerful learning opportunity for educators, how can we do something like this with kids?