Exploring Mindset: A Focus on Intervention

Looking at pressing realities impacting education today, COVID-19 pandemic emergency and remote learning has placed a direct and bolder spotlight on issues of inequity that exists within schools and districts.

This is a reality that I’ve worked to address in my capacity as a Vice Principal. Whether it be a student’s lack of access to viable technology to a student’s mental health, inequity speaks to realities that impact students based on a number of factors including how cracks in the foundations of schooling can become wider and deeper for particular students.  With some late night casual reading, I’ve been losing sleep thinking about students with exceptionalities, their relationship with literacy and how to best serve them.

This is to say that in looking at an exceptionality in literacy, I’m quite cognizant of the student as a whole person and the challenges that may exist at home, school, broader community and how multiple milieus potentially intersect. As a relatively new Vice Principal, I began my administrative journey at the onset of COVID emergency learning and have been very direct about the need to be responsive to all learners, especially those in need of meaningful intervention. I recognize my privilege in that my own home experience is quite utopian considering the circumstances of COVID. We’re a family with one-to-one technology, no issue with internet connectivity or limits and my children are  without any cognitive barriers. Furthermore, we are a white family middle class family, which comes with other layers of privilege. Outside of the pressing realities of COVID and the challenges that any family is enduring, the experience of schooling is largely without issue. 

I recognize that is not the reality for many students and their families. Regrettably as an administrator I’ve shared in many emotional conversations with parents who are seeking support for their special education child. This support must come with a shift in mindset; recognizing that schools are truly for all students.

As such, when it comes to intervention for students with Learning Difficulties / Disabilities, schools and districts must be responsive to the whole student experience. This speaks to the ideas presented by the Learning Disabilities Association of Canada and Putting a Canada Face on Learning Disabilities.

This notion of “putting a face” is more important than ever taking into account the realities of remote learning and large school district initiatives to offer fully online and/or hybrid based learning. Specifically, as noted in the document Putting a Canadian Face on Learning Disabilities, “there is a direct correlation between the problems not identified in school, and/or not accommodated in school, with the end result of low literacy levels. This, in turn, impacts the employment opportunities and the financial situations of people with learning disabilities. The issue is cyclical, because these challenges feed into one another. Low literacy levels, high rates of unemployment, lack of independence, and lower income contribute to higher rates of mental and physical health and impact the relationships of people with LD” (Learning Disabilities Association of Canada). 

As such, it’s pressing that school leaders, program specialists, classroom teachers and system leaders, construct intentional plans of intervention that speak to issues of equity that impact student learning. As recommended by The Learning Disabilities Association of Canada, the government must “build awareness and training among medical, mental health and educational professionals of co-existence of mental health disorders and learning disabilities in both children and adults. This would facilitate quicker identification and diagnosis of LD and provide families with early support, understanding and resources to reduce the likelihood of developing more serious mental health disorders” (Learning Disabilities Association of Canada).

With all of this, it’s critical to be culturally responsive both in teaching and leading. In the case of exceptionalities and interventions, “putting a face” on learning disabilities means knowing, respecting, acknowledging and responding to the whole person. As in any study of equity, educators must start with self. As shared in What Works ? Research Into Practice, examining one’s own beliefs is significant. Specifically, “it is important to examine your own belief systems with regard to students with exceptionalities. It may be helpful to ask yourself such questions such as: What experiences in my own schooling may have shaped my attitudes toward students with exceptionalities? Do I have a close relationship with a person who would be considered to have an exceptionality? Have I ever been incapacitateed in a way that allows me to view my environment differently? These questions may afford you the opportunity to identify ways in which personal beliefs and experiences inform daily practice in both positive and negative ways” (Bennett, 2009, p. 2).

Furthermore, for LD students to be truly served, a shift in mindset needs to take place at all systeem levels. This is referenced in  Supporting Teachers to Work with Children with Exceptionalities.” Published in the Canadian Journal of Education, the researchers share “writing a policy that embraces inclusion involves much more than knowing how to accommodate students with exceptionalities or modify the curriculum. In order for the policy to be realized, a belief system that commits to inclusion is necessary” (Killoran, Zaretsky, Jordan, Smith, Allard and Moloney, 2013, p. 245). 

There’s most certainly so much to think about but leadership must come with action. This means, that new learning and approaches are critical if all students are going to receive the education they so rightfully deserve.

For me, the learning continues.

References:

Allington, R. L. (2001). Research on reading/learning disability interventions. In S. J. Samuels and A.E. Farstrug (Eds.), What research has to say about reading instruction (4th ed.) Newark, DE: IRA.

Applied: Bennett, S. (2009). Including students with exceptionalities. What Works? Research into Practice, Ontario Ministry of Education, Literacy and Numeracy Secretariat. Retrieve from: http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Bennett.pdf

Killoran, I. Zaretsky, H. Jordan, A. Smith, D. Allard, C and Moloney, J. (2013). Supporting Teachers to Work with Children with Exceptionalities, Canadian Journal of Education

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[Podcast Review] Reflections from my AM Walk Part 1: Brene Brown and “The Heart of Daring Leadership”

Over the course of the past few days, I’ve been finding myself quite restless. Like so many educators, my mind is continuously spinning. Although I’m no longer in the classroom, my role as a Vice Principal is to be in service to teachers, students and their families. Knowing teachers are struggling in the amazing work they are doing, as are students and caring adults at home during remote learning, makes me wonder about the critical realities we’re facing as teachers, administrators and district leaders in our shared service to students. 

So, as I tie my shoe laces at 6:00am and head for length early morning walks, I immerse myself into podcast worlds where I can make my physical gains all while having my mind and soul filled as well. 

My podcast of choice as of late is Brene Brown’s Dare to Lead. If you see yourself as a leader or yearn to grow in your leadership discernment, Brown’s book of the same name provides a masterclass in exploring why leadership matters and what it is.  As Brown asserts in the first episode titled The Heart of Daring Leadership, we’re all leaders. Whether you work as a CEO, are a line cook in a restaurant, school custodian, classroom teacher or stay at home parent, anyone can and is a leader. Leadership is not about power, stature or gross income but rather the mindset to serve, make positive change, set direction and ultimately empower others to be their very best. This is all possible with courageous leadership. 

To be leaders, we can’t as Brown shares “tap out” of courageous conversations. In fact, she suggests that “we can’t get to courage without rumbling vulnerability.” The use of “rumbling” may sound disconcerting as it brings forward images of a fist fight. It’s best to think of it as a dance of ideas and the action of minds coming together with purpose and intention. This is what’s needed in leadership; the will to dialogue, share ideas, respectfully disagree, learn, unlearn and relearn together all while setting direction. 

In fact, I would argue that when looking at education and the change needed to give students a truly transformational learning  experience, the will to actively rumble vulnerability is by and large missing. In fact, this lack of  rumbling,  is negatively impacting the greatest issue in education today: equity and inclusivity. 

Looking at equity through the lens of Culturally Responsive Teaching and Learning, the immediate reality is that individual privilege must be explored at system and school levels. For this to occur, system leaders, school administrators and classroom teachers must intentionally reflect on who they are and their driving educational philosophy. This is important as knowing who we are will help use dismantle the “armour” that Brown shares we all carry. This armour is created by our fears and shields the vulnerability that comes with real and purposeful learning and dialogue. 

Therefore for us educators to truly create places of inclusivity and where equity and equality are truly understood and defined, we must know ourselves and embrace the courageous. What baggage do we come to education with? What are our blind spots? What bias do we carry? What shapes our thinking and our doing? Do we look to tap out or tap into courageous conversations?

For example, I have spent much time learning how to be a purposeful ally when it comes to Anti-Black and BIPOC racism. This has been at the foreground of my early work as a documentary filmmaker, which then became the driving force to becoming an educator. The power of story and how to be an ally who willingly unlearns and relearns with humility and understanding. This means checking my ego at the door, listening to and searching for new learning. 

For this work and mindset to begin and be sustained, I needed to know who I was and this includes understanding my relationship with schooling. This process took time and where I am today didn’t happen overnight. Importantly, to me, schooling is not solely about curricular expectations and course content but rather process and purpose. For me, how students learn and who they are is just as important as what they learn. Thus, to be culturally responsive is to shape intentional opportunities where students can share their why, their goals, and important chapters of their personal story all while I work to create an environment that supports, cares for, enables and empowers them to be their very best in school and beyond. This means I must change to serve the students. Such lack of change is hindering marginalized groups today. This is evident in ongoing debates about the texts used in English classrooms or mindsets around specialized programming and recruitment. For example, specialized programming such as STEAM must be inclusive of all students, especially boys and girls of the BIPOC community in recruitment and retention. For this to occur the structure of recruitment along with teaching needs to be re-imagined at all level. This can only occur when privilege is checked and that comes by rumbling the vulnerability.

Ultimately, courageous leadership is needed. This doesn’t mean combative but rather humanity filled leadership that serves with empathy and understanding but is also guided by purpose and intention. This is leadership willing to “rumble” with the vulnerable to ensure that students receive the transformational experience they deserve. I dedicate myself to this type of leadership; addicted to learning, unlearning and relearning every step of the way in service to teachers, students, parents, caring adults, the public and myself as an educator and parent of elementary school aged children. The world I want my children to live and thrive in is the world I must work to create for all young people.

Importantly, within the space of culturally responsive teaching and learning, the idea of “transformational” is multifaceted. The intentional equity and inclusivity work that speaks to race, class, creed, gender and sexual orientation also comes with the mindset needed to appreciate that each child comes to school with a unique relationship with schooling itself. Thus, for educators to really know students, to shape learning that is intuitive, inclusive and responsive is to be about process and not content. It’s about knowing how students learn, who they are and create spaces where student voice and experience can be put into practice to enrich a sense of self and learning.

For example, I believe that to be fully inclusive is to empower intentional story telling; this is the storyteller in me. For this to happen, students need to document their goals, classroom and curricular learning all while be invited to share personal stories. This can then be leveraged by teachers as a guide to what their students know, need and who they are. This form of “assessment for and as learning” is cross-curricular and is about creating safe spaces where goals can be set, dialogue can take place, supports can be implemented all while checking our potential privilege as educators at the classroom door. 

This can be done through digital portfolio design that empowers students to create, curate, share and connect. It’s about mobilizing in and out of school 21st century – multi-modal storytelling so peers, educators, parents, caring adults and other like-minded partners, can respond to who students are.  In doing this work, students grow as responsible citizens with the digital skills to share ideas and the emotional literacy to be the change and neighbour the world needs. Character education cannot come without the time and patience to share, learn and unlearn together. Unity cannot come without understanding and valuing the individual pieces of a classroom or school puzzle. This is work that I have practiced in with student, teachers and believe in.

As educators and leaders, we have to embrace the “rumble” and come to conversations informed, ready to respectfully dialogue and with the willingness to look at and begin dismantling our armour. This can be scary but for our students, our fear can’t be a barrier to the change needed to ensure they become the leaders and responsible citizens the world needs today and tomorrow. 

I still have so much to learn and do. There is still so much work that needs to be done. However, I won’t tap out of the courageous conversations.

Thanks to Brene Brown for the opportunity to reflect. I can’t wait to listen to the next episode of Dare to Lead.

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A Parents’ Guide to Disney-Pixar’s “Soul”

The best movies not only shape new thinking but ultimately entertain us. They have an ability to transport us to another world, remove us from our everyday and remind us that life outside of the movie is as unique as the world on the big screen.

This idea of life is one that many of us may be pondering over the course of the past ten month as we balance the realities of COVID-19. As our everyday has been reimagined, life as we know it, has changed. However, within this place of change, we’re given time to pause and reflect on what makes us unique and what our spark is in life.

The “unique” is what Pixar has always done so well. From its genesis with Toy Story in 1995, Pixar’s genius is not so much it’s animation artistry (although it still remains the most gorgeous of all mainstream animation studios), but rather their ability to find the story in any aspect of life. Whether it be toys coming to life, a family of ants on a journey, or emotions forming a new understanding of themselves, the Pixar cannon is explores life’s unique wonderment.

With Soul, now available of Disney+, we’re introduced to Joe Gardner (voice of Jamie Foxx) – a middle-school band teacher who gets the chance of a lifetime to play at the best jazz club in town. But one small misstep takes him from the streets of New York City to The Great Before – a fantastical place where new souls get their personalities, quirks and interests before they go to Earth. Determined to return to his life, Joe teams up with a precocious soul, 22 (voice of Tina Fey), who has never understood the appeal of the human experience. As Joe desperately tries to show 22 what’s great about living, he may just discover the answers to some of life’s most important questions. (Disney +).

Watching this film with my own 10 and 7-year-old children was an emotional journey. In the past year, we’ve lost a dear family friend to COVID, two uncles and over the Christmas holidays a dearly beloved aunt (a family matriarch) passed away. Nonetheless, 2020 was filled with much sadness and thus my wife and I were hesitant to watch Soul with our children with its narrative grounded in life and death.

Regardless, we took the leap, made the popcorn, got couch comfy and found ourselves relishing in yet another heartfelt, touching and accessible story from Pixar. Afterwards we did what we normally do as a family: we talked about and decoded the movie.

So, here’s a little cheat sheet for any parent or caring adult looking to watch Soul with their child/children.

As you get snack ready, have a conversation with your child/children about what excites them about life. This is a great opportunity to just open the door to conversation.

In our case, because of all of the recent sadness the kids were processing, we asked them to share memories of the loved ones we lost in 2020. They readily shared so many warm memories and asked provocative questions of their own about life, death and faith.

It was an emotional movie set up but needed in order to ground the context for the film, give us a 2020 cleanse and also to allow our kids to reflect and share what has been on their minds and in their hearts over the last little while. Although, such family dialogue has been ongoing, the lead into Soul gave us yet another opportunity to intentionally pause and chat.

Although, they really can’t stand it, my kids are use to my pausing a movie while we watch. Like when I was in the classroom teaching Communications Technology, I often pause asking for a summary of the narrative thus far, what could possibly unfold, ask if there are any questions about where we are in the story or share a bit of useless “making of” information. Since, I’m a major cinephile, we typically watch a movie more than once – eventually the pausing stops.

With Soul, it provides a unique opportunity to explore typical Pixar storytelling itself in regards to race and representation. Not only do we have a story about life, death, soul and the meaning of life, but the movie’s foundation is about an African-American man in love with Soul music as an expression of himself, connection to his musician father and a mode of cultural expression.

Importantly, Joe is a good man. He’s not the Black voodoo villain of The Princess and Frog, but rather a whole person with ambition, hope, fears and insecurities who inhabits an African-American neighbourhood that is uniquely bountiful and lived in; not ghettoized in any way.

Guiding Questions:

Think about all of the Pixar movies you’ve watched. What’s interesting about the character of Joe? How is he unique compared to other Pixar main characters?

Depending on the type of conversations you have at home with your children, they may make a connection to race. Like my children who often decode media texts and casually participate or actively listen to dinner table conversation about politics, race is an important connection to make when watching Soul.

Joe is Pixar’s first African-American main protagonist and how he is represented matters. Like shared already in this post, he’s a positive representation is so many ways.

For example, Joe is educated and is a respected teacher. This is quite evident from the onset of the movie when we are introduced to him in his classroom. He’s calm, patient and giving with the students which counters images or ideas about the aggressive Black male that litters cultural discourse. He’s beloved and is welcomed to the school community fold with a full-time teaching promotion.

Outside of the classroom, he’s equally warm and beloved. An example of this when his old student invites him to audition for the The Dorothy Williams Band. It’s clear that Joe had a positive relationship with the people in his life.

Further, Joe can be compared to the satirical Combat Carl from Pixar’s 2013 Halloween special Toy Story of Terror, he’s a totally formed Pixar character. Whereas Combat Carl was a comic spoof of Carl Weather’s action persona from the film Predator, Joe is a fully flushed lead character with a backstory and more. Perhaps, Joe lacks agency as some critics have shared. Regardless, we do grow to understand who he is. Part of Joe’s story is that he doesn’t fall into the trope of the fatherless black male. Instead, he yearns to follow in his father’s footsteps.

This may be quite a topic to unfold with your children. Nonetheless, to avoid Joe and his world is to lessen the impact of the film itself. This is not to say that the film is perfect in its representation or race. However, within the Pixar cannon, Joe is most certainly a progressive first step.

What does Joe learn from Soul, 22? Why is this important?

Your child/children may bring forward a number of answers that are all correct. When I watched the film with my children, it’s about enabling their imagination and sharing how they see life through their eyes.

Guiding the conversation, you can bring forward that Soul – 22 does inspire Joe to see the uniqueness in everyday life. Soul – 22 relishes in the small moments that Joe takes for granted. Like Pixar films that have the ability to find a story in just about anything, Soul, 22 finds spark in the everyday – walking, nature, the sky and more.

With this, Soul – 22 not only reminds Joe but all of us that life is the spark. Whereas Joe is singular in his obsession with being a musician throughout the film, he realizes that with his second chance at life he’s going to enjoy all things and broaden who he is and how he sees the world. He’s no longer just going to live for soul music but life itself.

Now that all of the decoding is out of the way, use the stay at home time as an opportunity to have your child/children create, share their life sparks.
This could be a vision board, a collage or at home show and tell. Or, you can use the following Soul “Dear Future Me” worksheet.

For more worksheets, click here:

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Weekend Watch List: Friday December 11

We’re almost to Christmas and there is no better time to get couch comfy and indulge in some Christmas movie wonderment. So, whether you’re finding time for a family movie night or if you’re in the mood for more mature viewing, this list has something for everyone. Grab a hot coco, get under a cozy blanket and enjoy!

First Blood (1982)

Yes, like Die Hard (1988), First Blood is a Christmas movie. Often forgotten within the landscape of action movie masterpieces, First Blood is the first film in the Rambo series which was inspired by the David Morrell action thriller First Blood first published in 1972. 

Forget about the Rambo you may know from the over the top Rambo First Blood Part 2 (1985) that was released at the peak of Reagan’s American obsession with meta-history and “winning” the Vietnam War. In First Blood we’re introduced to an isolated Rambo, a Vietnam War veteran drifter who in looking for friendship is confronted by a small town Sheriff who doesn’t like his kind or his war. The two characters collide as Rambo launches into a PTSD fuelled response to the Sheriff and the small town policemen who push him too far and ignite within the physiological trauma of the war both at home and afar. 

Quietly set during the Christmas season with only a few Christmas trees and lights on display, this origin story places Rambo in the small town America he was told to fight for in Vietnam. A place of indifference towards him, First Blood’s epic climax takes place in a quintessential small American downtown and specifically a gun shop. There, Rambo finds himself coming to terms with his war demons and the loss he faces day-to-day as as veteran of a war America is ashamed of. 

Much different than the original novel, it took First Blood many years to get to the screen but it is all worth it. Released in October of 1982, First Blood is the OG of 80s action cinema later perfected by films such as Die Hard. 


Happiest Season (2020)

This perfectly 2020 Rom-Com tells the story of young lesbian couple Abby (Kristen Stewart) and Harper (Mackenzie Davis). Newly in love, Christmas obsessed Harper  wants to spend Christmas morning together and invites Abby to spend the holidays with her and her family.


Not until they are travelling by car to the holiday festivities does Harper cautiously inform Abby  that she lied about telling her parents about being a lesbian in the summer and that Abby isn’t her girlfriend but roommate.

Along with this, Harper also places Abby in the awkward and unsettling scenario of not being truthful about her own sexuality; asking her not to mention the fact that she is gay. All of this to protect the sensibilities of her conservative parents. Even worse, Harper selfishly leverages Abby’s hardship of losing her parents as the reason she is celebrating with her family. With this chain of events, a joyful family yearn unfolds with Abby caught within this American family with all their obscurity. Reminiscent of the very best of 90s and early 2000s romantic comedy hits, Happiest Season is very much in the spirit of writer-director Nora Ephron (Sleepless in Seattle, You’ve Got Mail). This little film co-written and directed by the wonderful Clea DuVall is smart, charming and so progressive without being cliched or preachy. It’s LGBTQ pride shouts with grace, empathy and love. A must watch for anyone looking for a warm hearted family affair. 


All I Want For Christmas (1991) 

This is not remotely the Christmas movie 2020 is looking for. Although overtly white, privileged and littered with high brow rich New Yorkers, this early 90s film does strike a sentimental Christmas tone with a brother and sister who scheme to reunite their recently divorced parents at Christmas.

It all begins with young Hailey (Thora Birch), who visits Santa at Macy’s. Instead of asking for toys and treats, she asks Santa for a united family. Her caring older brother Ethan (Ethan Embry), who is perhaps the nicest older teen brother in family films, works to ensure that Hailey’s wish comes true.

So, brother, sister along with some friends stir up the perfect mix of family film antics that brings laughs to kids and warms the melodramatic hearts of adults. Yes, it’s sappy and far from a Capra classic, but this little 1991 film brings plenty of heart just in time for Christmas. 


Scrooged (1988)

From Richard Donner, the director behind Superman, Lethal Weapon and The Goonies came this late 80s classic that finds Bill Murray in his cantankerous prime.

A dark comedic take on Charles Dickens A Christmas Carol, Bill Murray is a media mogul without a soul that not only pollutes the television airwaves with cultural rubbish but also treats the people in his life with incredible disdain. Like all tellings of the Dickens’ classic, Murray’s character is visited by a collection of ghosts who teach him a thing or two about what it means to have the Christmas spirit all year round. Heightened by Murray’s comic antics and talent for gruff, this telling is dark, satirical and more timely now than ever. 


Batman Returns (1992)

I still have memories of this most Tim Burton of Batman films while enthralled at an opening night screening back in June of 1992. 

Enjoying Batman’s even darker Gotham, a family with young kids left the theatre as Danny DeVito’s sinister Penguin enjoyed a vicious bite of a man’s nose.It immediately dawned on on my 12 year old self that this tale was not the kid geared story of the first Batman that dominated movie theatres and toy stores in 1989. Instead, Tim Burton with all the clout of new cemented A-list director dove deep into the complexity of Gotham, the characters that inhibit it and the unmasking of Christmas itself.

At its core, Batman Returns with all of its violence, sexuality and holiday set design is a Christmas exploitation film; one that forces audience to remember that with the festive season rests many unhidden or often avoided truths and horrors of society forgotten or run amok. 

This is quintessential Burton; peeling away the societal masks and using costumes and abstraction as an exploration of truth. Regardless of all of the dark, there is a sheer comic joy to Batman Returns. Brooding and fun, this is the best of the 90s Batman films and one of the characters most intriguing interpretations. 

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Press The Re-Set: Thinking of September and Beyond

RESET1
As the uncertainty of the COVID-19 pandemic continues to unfold globally, the return to school stresses also continue to mount. As an educator and parent, I am most certainly anxious about the unknown that rests ahead.

Thinking about my own children going into Grade 5 and 2 respectively, I’m constantly thinking not solely about their physical well-being but their mental and emotional health as well. Knowing that this school year will be decorated by PPEs, new routines, staggered recess and lingering health threats, I’m hoping that an intentional balance between academic success and overall well-being can be found.

This is all to say that as educators return to school in September and amidst all of the challenges that rest ahead, COVID-19 does present us with the opportunity to reset the norm. Whether this means that curriculum takes a back seat at the onset to finding new pedagogical opportunities with through technology, there is a need to revisit what teaching and learning really means.

As educators we all must revisit our individual and shared purpose. What’s our critical motivator? In regards to the COVID era, I’m personally reminded that schooling must be and is so much more than content and curriculum. I’ve echoed this sentiments before on this very site and must reassert this more now than ever. Schooling must be about who our students are, how they learn and important not just what they learn.

More now than ever, as we return to school within a landscape of diverse COVID modelling, we must ensure that we truly know who our students are and the emotional space in which they are returning to school. Urgently, although we have all been in this COVID-19 reality together, our individual experiences has not been the same. Thus, more now than ever, our relationships with students will be critical in helping grow their success. Ultimately, for us as educators to truly understand and value our students, we must know ourselves in all forms.

For example, I know that during the time of COVID distance learning my empathy for students and their experience truly deepened. As I played Nintendo Switch with my kids, swam in water behind my father-in-law’s cottage, ordered toys and 4K movies on Amazon and even renovated my house, my pandemic experience was unique. Although, we truly missed and longed to see grandparents, aunts, uncles, cousins and friends, we were safe and enjoying the frills of our privilege. This was not the case for many of my students and perhaps even colleagues. Everyone comes to the classroom with their own narrative and thus to serve students the best we can we must unravel not only their story but our own. How can we truly foster student success if we don’t either know who are students really are?

This is all to say that as educators reflect on today’s many COVID challenges at the centre must be the promise of purpose. Now is the critical time to remember that as educators we serve children – they are our guiding force not curriculum expectations.

So, let’s have a conversation. Let’s share and look to September with the provocation to Reset the Norm and discover what teaching and learning in the COVID-Era could look like.

Let’s talk about our success teaching and/or leading during the pandemic along with our challenges and next steps;

With Dr. Marlyn Morris, an expert is curriculum design and equity training, let’s reflect on anti-racism and what it means to be a culturally relevant educator;

Let’s reflect on the growing need for enriched tech-ed and how technology can be used to support student well-being and enable transformational teaching and learning;

Let’s come together as a community with purpose.

Join me and Dr. Marlyn Morris on Wednesday August 19 at 9:00am for a FREE interactive webinar on Re-Setting The Norm: Teaching an Learning in the COVID-Era
Click on the following link to register:

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Getting Ready – September is Coming

COVID

The first day of school is only 46 days away and with all things COVID-19 that reality is becoming increasingly daunting as each day passes. Personally, I find myself going to sleep at night thinking about what September will hold for my elementary school age children, my wife who is a high school classroom teacher and myself as a Vice Principal. Whether it’s a full return or hybrid model where modified in person teaching is coupled with online learning, the COVID-19 educational space is littered with unknowns. This is not a criticism but a stark reality that there is no perfect solution to this pressing enigma. There is no right answer.

Coupled with the anxiety of the unknown is how all educators will cope within an educational milieu where tech integration is no longer a niche novelty but rather an urgent necessity. There is no longer room to debate the validity of tech based instruction. It’s here, it’s been here for some quite time and COVID-19 has reminded us that a limited responsiveness to tech integration can create great inequities in regards to the learning experience and shape deeply reflective conversations amongst stakeholders.

Yes, inequities have always existed. For example, how one classroom teacher is in their classroom is not how another teacher is in theirs. This is a known reality.  However, with COVID-19 and the use of virtual learning environments and looking to stakeholders as active partners, the evidence of such inequity has become even more clear with pedagogy and purpose at the epicentre of conversations. This by no means takes away  away from a respective teacher’s great intentions. Rather, the ability to leverage digital modalities requires new learning that embraces technology as an enabler of reimagined pedagogy. Thus, pedagogy and purpose must come before the technology. The technology must be an enabler of a teacher’s why. Technology is the how. 

This has been a big part of the conversation in the Integration of Information and Computer Technology courses I am teaching at Niagara University this summer. Teachers in the respective courses recognize that using technology is a transferable skill set that speaks to their ability to foster enriched learning regardless of subject or grade level. Whether you are teaching Gr. 1 or Gr. 12 English, all things COVID-19 has presented all educators with this pressing provocation: How can technology be used to promote deep teaching and learning?

This is to say that the ongoing challenges outside of what model is adapted by respective school boards will be that of instruction. It will not be business as usual come September and regardless of model, every teacher should be preparing and adapting their courses for either D2L, Google Classroom or whichever digital platform their board promotes. I recommend Blend, Blend, Blend.

In the world of COVID that can turn so easily, all teachers must be prepared for a full distance teaching and learning model. This doesn’t mean correspondence through PDFs but direct instruction where students engage with their educator in a meaningful way and experience.

Yes, I suggest that this means synchronized learning and a mindset shift that recognizes it’s value to cultivate responsive learning spaces. I know that this term carries a lot of unease. However, it is critical in shaping opportunities for learners to engage meaningfully with their teacher. I’ve witnessed the power of such practice as my son’s Gr. 1 teacher during COVID distance learning would host individual guided reading sessions with students through Google Meet. That 20-25 minutes with my son, once a week, was transformational. It provided him with an intimate opportunity to engage with his teacher and receive the responsive education he deserves; immediate feedback that spoke to his strengths and next steps.  As a parent I can deeply appreciate the value of synchronized opportunities as much as I do an educator.

As an administrator, I know this won’t be easy and it hasn’t been.  Nonetheless, the ongoing challenge is deeply significant. As educators and professionals we are called to be life-long self directed learners. More now than ever, we have to continue on this journey with all of its successes, challenges and next steps.

So, as you breathe deeply thinking about September, please start preparing if you haven’t done so already. Be prepared for any reality and remember that when it comes to tech-ed, the technology will never make an educator obsolete.

The educator will always matter.

Good luck!

 

 

 

 

 

 

 

 

 

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Webinar Registration

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Join me for a Conversation with Dr. Marlyn Morris on Thursday May 7 from 7:30pm – 8:30pm

As over 70 million children around the world continue to be out of school, it’s important to recognize that this time of COVID-19 remote learning is not business as usual for all educational stakeholders. It’s not business as usual for our politicians, policy makers, system leaders, school administrators, classroom teachers and of course students and their families.

As our global community comes together, it’s urgent to recognize that not we are not all the same. This is to say that although “we’re all in this together,” every individual encounters this shared new reality through an individualized and personalized experience.  Importantly, in regards to our students, each learner comes to COVID-19 remote learning with their own unique personal and family narrative that will shape their potential success during this critical and unprecedented time. 

As educators navigate this unique time, what it means to be a culturally responsive teacher and learner is a worthwhile conversation to engage in. As such, with the support of Dr. Marlyn Morris, this webinar will provide teachers with an opportunity to reflect on key thinking to ensure that this COVID-19 reality is one that moves beyond “content,” and speaks to the mindfulness needed to ensure that distance learning is a human experience with the child in focus. 

For a window into Dr. Morris’ thinking, please watch the video below:

Sign up for the FREE Webinar here: In Conversation with Dr. Marlyn Morris

Special Note: The video of Dr. Morris shared above was produced by and for OECTA. This webinar conversation is not being held in association with OECTA. 

For further thinking:

It’s Time to Check Our Privilege: A Distance Learning Reflection

Distance Learning: An Open Letter

Cultural Responsive Pedagogy: Reflecting on Purpose

 

 

 

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It’s Time to Check Our Privilege: A Distance Learning Reflection

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Believe it or not, we’re only in week three of distance learning. I can’t even believe that all of what we are experiencing is still so new. Personally for me, the days are a blur. Between working from home, mourning the loss of a dear family friend from COVID-19 and doing my best to be an active dad and partner in the homeschooling of my two elementary school-aged children, the past three weeks have seemed like a three month marathon.  Regardless, as my high school English teacher wife and I work to balance our days, we know that our situation is one of great privilege. This is a privilege that we are very aware of and one we have engaged our own children in.

My wife and I know that our home schooling experience is charmed. Our children wake up each morning with all of the basic necessities they need. There’s food in the fridge and pantry. They need or want for nothing of the “basics.” Even a backyard, something easily taken for granted, holds a new perspective that they now understand. Our greatest stress is “surviving the day” with two kids at home. A far cry from folks fighting for their lives during this crisis, who may be laid off or worry about what tomorrow may look like and what bills can be paid. 

In regards to schooling, my children have one-to-one technology and unlimited wifi. In We are working from home but not sharing our technology. The kids sit with their bluetooth headphones on and engage in online video conferences with their teachers while my wife who is the “Headmaster” of homeschooling sits beside them doing her school work or guides them through learning tasks while also extending upon the wonderful work their teachers are doing.  This is a privilege. 

In fact, just yesterday we spoke to our children about that very specific privilege. They sit at a desk in an office doing their school work with mom and dad’s university and college diplomas decorating the wall. That was not my reality growing up in a blue collar family to immigrant parents who cared for school deeply but were limited in the tangible support they could provide. Now, our family’s direct relationship with schooling and education is so very positive that even pandemic homeschooling is shaped to be meaningful and constructive. This is a privilege in and of itself. 

Here my children are working each morning while I’m in Admin meetings, with their University of Toronto and OSIE graduate mother who happened to go to law school before she embraced her calling to be a teacher. What a benefit to have such a homeschool Headmaster. Their experience although weighed down with their own fears and anxieties of COVID-19 (especially with the passing of a family friend they loved) is softened greatly in that homeschooling is not an unattainable challenge; this a defused stress. Obviously, as parents we would prefer that our children are back in school but we have the privilege to mitigate this new reality through our own experience as educated adults and importantly educators who can decipher curriculum and shape at home pedagogy that meets the needs of our children. It’s not easy but is nothing compared to the stresses other parents may be experiencing.  This doesn’t mean that our children are to feel guilty for their norm, but rather they must be responsive in their understanding of it. They must be young people that pray at dinner and bedtime for all people and not merely for themselves while thanking God for the opportunities that they have. 

This brings me to my greatest concern as a Vice Principal during this time and thus a distance leader. I am deeply concerned for:

  • All children but especially those not like my own;
  • I’m concerned for the students whose parents are in precarious employment situations; 
  • I’m concerned for students and their families feeling the weight and pressure of a homeschooling reality they did not sign up for;
  • I’m concerned about students who come to school as their safe place;
  • I’m concerned for students who miss their social setting of the classrooms and cafeteria; 
  • I’m equally concerned for students in need for caring adults and with special education realities;
  • I’m concerned for my colleagues’ wellbeing and that of their families;

This is all to say that over the past three weeks it’s been made very clear that this entire experience cannot be about “curriculum” but rather the one thing that truly makes education transformational: relationships

In order to have positive and deep relationships that shape learning and make the transformation possible, us educators must be reflective and aware of our own privilege. This privilege doesn’t mean the amount of money we make but the very relationship we have with schooling itself. Not all students are like my children who have all they need to be successful through this ever-evolving puzzle of pandemic era learning including a positive family relationship with schooling.

For many students there are barriers that we may not even perceive. As such as educators we must be pressingly aware and ensure that distance learning is culturally responsive learning that is grounded in cultivating an experience that moves beyond a hyper concern with summative tasks/marks but is focused on a love of learning guided by trust, empathy, compassion,  genuine care and an intentional focus on Assessment For and As Learning. Thus, focus on “learning” which doesn’t meaning testing or increased workload. Sometimes less is more. Quality over Quantity. Purpose over Process. 

For this massive puzzle of distance learning to form with purpose and meaning, the frame that holds it all together must be our ability to understand our students and their families. We must be aware of our privilege. I am and thus have great empathy for the reality of students and parents that I have the honour to serve. These are realities that transcend and weigh more than an curriculum expectation. 

In the end, many years from now, our students won’t remember the overall expectations they completed during COVID-19 remote learning but they will remember the human reality of it all. They will remember if we gave a damn. 

Let’s be measured. Let’s make sure we show our care. 

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Distance Learning: An Open Letter

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Dear Education Community,

Tomorrow,  marks the official beginning of what truly is an unprecedented time in education across Ontario and the entire country. As provinces act responsibly in announcing the closure of school districts, resilient teachers, administrators, system leaders and support staff have joined together at this critical time. 

This is evident on social media platforms such as Twitter where school stakeholders are engaging in virtual/shared PD. From parents and trustees connecting about next steps, to teachers sharing promising practices, to administrators exploring their new role as distance leaders, the buzz about next steps and new shared realities is abundant. 

Personally, as a Vice Principal was a diverse tech-ed and professional development background, I’ve been entrenched in supporting my system and school community over the past two weeks, while also balancing the realities of home. With two school-aged children yearning for some school connectedness and a spouse who is also a teacher preparing for her new norm, the schooling landscape both in terms of the personal and professional is being written day-by-day. With all of the good, bad and unknown of this new world of education, it is clear that this new norm is multifaceted and comes with great potential and challenges.

This is to say that across Ontario and the country, it is not business as usual. It’s not business as usual for our day-to-day lives and it’s not business as usual when it comes to educating our students and serving our school communities from afar. 

This is not a scenario where students have been intentionally prepared for eLearning or have signed up for programming with an understanding of the realities that they would face. Rather, this is very much Emergency Response Learning where all educators are treading in unknown and uncharted waters. Whether you are a Ministry of Education, Director of Education or classroom teacher, this new landscape for schooling is being shaped as the collective is being mobilized. This isn’t a bad thing as it means we can mould, adapt and shape based on our needs and new norms. It won’t be pretty or perfect but I am confident we can make it work. We must and will find a way. 

Although the realities of eLearning will come into play for many as teachers and students harness platforms such as D2L and Google Classroom across the province and country, it’s important to recognize that many administrators, teachers, students and families will not be prepared for what is next as we are working to balance the realities we know exist. 

Importantly:

  • We’re all overwhelmed by the reality of our local, national and global situation and thus wellness matters;
  • The respective narrative of families are not one and the same. Not everyone is like me who can work from home, support the learning of my children and provide them with access to hardware and unlimited internet access;
  • Teachers are seeking professional learning on the fly. This can cause stress and imbalance as growing professional practices takes time, patience, trial and error;
  • Administrators will become strained as they work to stay connected with staff, families, address equity issues of distance learning and prepare for September;
  • Senior leadership has been treading water for sometime now; navigating their own district realities while working with their respective ministry and federation partners;
  • Every stakeholder is under pressure and this includes students and parents/caregivers. 

With all of this, whether you’re a VP like me, a classroom teacher like my wife, a student like my own children or any education stakeholder, now is the time to go slow and attempt to be steady. 

Now is the time:

  • For teachers to stay connected with students and families. Spend time sending an email or calling home rather than on Pow Toon or exploring new digital tools;
  • For teachers to be balanced in their approach when assigning learning tasks for their own wellness / balance and that of students and their families;
  • For teachers to avoid the need to be “transformational.” Sometimes less is more when it comes to tech integration and all things digital;
  • For teachers to know there is nothing wrong with keeping things simple. For many digital teaching (fully distant) will be new and scary;
  • For administrators to set a tone of calm and togetherness;
  • For administrator to be accessible to staff  and the school community more now than ever  while remembering it’s okay not to have the answers and to be vulnerable;
  • For administrators to be measured and cultivate a culture of  patience, balance, wellness and shared understanding;
  • For parents (I am one) to be please be patient and know that their respective school and teacher has their child’s best interest at heart;
  • For parents to know that distance learning doesn’t mean that  children will be doing school work all day.  Balance is needed;
  • For parents to please know that the unknowns are not being sidelined but worked out (i.e. lack of access to technology at home);
  • For everyone to know that this is a challenging time for all. Everyone owns their unique and personal narrative.

So, as I embark on this journey as a VP and parent, I can assert that my greatest concern is with patience, balance, wellness and shared understanding.  This is a time to be measured and to let everyone know it’s okay to be uncertain and nervous. It’s okay to tread slowly so that you don’t drown in these choppy waters. 

Through all of this, it’s okay to be human. We all are. 

Be safe and well!

Anthony

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Stay at Home Watch List: Week 2

Week 2

Well, it’s Wednesday but I suppose it’s never too late to share a great catalogue of weekly movies. With the reality of COVID-19 becoming more pressing each day, it almost seems that staying at home will never end. Regardless, being at home is the way we can all serve the common good and these films can help pass the time.

Last week’s collection of films were for hours spent after the kids were in bed. This week’s title are more family friendly (although my sensibilities are a bit liberal) and I have already enjoyed and look forward to viewing.

Monday March 23: The Invisible Man ($19.99 for Rent on Google Play)

Yes, I watched the this R-rated Blumhouse picture with my 9 and 6 year old kiddos. Thus, please do feel free to judge. However, since horror is my guilty pleasure, they’ve been raised on an assortment of horror classics. From Night of the Living Dead (1968) to Scream (1996), my wife has not been too pleased with my liberal screening sensibilities. With all of this, The Invisible Man (fresh from theatres) is not to be missed. The official launch to Blumhouse’s re-telling of Universal Classics is how horror should be done. So, forget the disaster of The Mummy from a couple of years ago and enjoy this frightful tale.

Tuesday March 24: Crawl (Amazon Prime)

A sleeper thriller from producer Sam Raimi (The Evil Dead, Spider-Man), Crawl, was released in theatres to critical praise last Spring. Masterfully produced, this “Anaconda at home” thriller provides for a great time with a bowl of popcorn.

Wednesday March 25: Deep Impact (Amazon Prime)

Released in the summer of the asteroid (along with Armageddon), Deep Impact is arguably the stronger of the two pictures. Perhaps a bit unsettling to watch during a pandemic, this tale of the world coming to an end due to an catastrophic asteroid makes for great conversation about the importance of family and what is truly important in life. In 90s fashion, it’s cheesy as hell but makes for a fun night at home with the family.

Thursday March 26: Onward ($24.99 for rent on Google Play)

Fresh from theatres in response to the Covid-19 crisis, this Pixar film has been yearning for an audience. With solid critical response, anything Pixar provides for a great night at the movies for children and adults alike. For those who subscribe to Disney +, Onward will be on the platform on April 3.

Friday March 27: A Jumanji Marathon (Jumanji and Welcome to the Jungle, Netflix & The Next Level for rent on Google Play)

The Jumanji franchise most certainly provides for a wonderful binge. Combining the Robin Williams 90s gem with the new rendition of the franchise with Dwayne Johnson, all three Jumanji films are for adults and children alike. Must watch pandemic titles.

 

 

 

 

 

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