Anthony Perrotta

The Memory of Movies

Posted on May 20, 2014 by Anthony_Perrotta

While driving to work the other day, I was listening to Metro Morning on the CBC and a discussion as to why we cannot actively and cognitively remember moments from our childhood – primarily our toddler years. As host Matt Galloway, reflected on his first active memory of his brother being born, it immediately struck me that my first real memory from my childhood, is of sitting in a movie theatre with my family. The film, a pre-cursor to Roger Rabbit, was the Disney classic Pete’s Dragon. I must have been four years old – but to this day I still remember the sense of awe in seeing a giant green cartoon dragon on the huge screen in front of me. The average screen in 1984 was much smaller than today’s multiplex – but it was still IMAX in stature. The movie magic felt incredibly real as the animated dragon interacted with live action characters. I remember anxiously moving around in my seat, the smell of the popcorn, and the celebration in knowing that we were at the movies. This was a big deal – going to the movies was an event.

This memory also ignited a reflection as to why I love movies. To say I am a film buff is limiting. Studying, appreciating and making movies are part of me – and I have already begun to share this passion with my three – year daughter and my eleven – month old son. From our movie nights to the production of short films using the iPhone, the experience and practice of watching and making is emotionally encompassing. Looking back on my childhood, movies like Back to the Future, Bettlejuice, Batman, Teenage Mutant Ninja Turtles and anything with Schwarzenegger or Stallone were my babysitters growing up – scary but I was an 80s baby and such domestic bliss was a norm. I would re-write movies as comics of short stories for school or act out my favourite scenes. Creativity was undeniably ignited.

I obsessed about making movies in high school, I went to both College and University to study film theory and production, and my teaching specialization is Communications Technology which is grounded in my active film production experience. Film, new media and the ability to tangibly create and share something that is layered in connotative meaning excites me incredibly. So, what does my early memory say about why film matters to me – and perhaps matters to so many people. It is the experience.

The experience of going to the movies is completely social – the privilege of coming together in a safe and shared space, where a collective of diverse people become startled, are bored, cry or applaud in pleasure at the screen. Nothing –including Netflix or iTunes can beat it.

Perhaps, the one thing that is missing is the intellectual discourse. Movies, whether it is Captain American: The Winter Solider or 12 Years a Slave speak to our lived and shared experience. As such, film in its very practice is rooted in the signification of social, cultural and political meaning. This is the origin and importance of genre study. It is with this, that for many movie goers, film is merely an artefact of entertainment. Fortunately, it can be and is so much more. At a time with theater chains such as Cineplex are piloting reserved seating in select theatres, the inclusion of a “film talk” after a show would be enriching and compelling. Perhaps, this would make the experience even more social and meaningful.

In the end it is amazing how one conversation about memory, like film itself, can generate deeper conversation and meaning.

From the System: My Self-Directed Need to Return to the Classroom

Posted on May 15, 2014 by Anthony_Perrotta

Why Go Back?

Let me begin by saying that I haven’t watched Jerry Maguire recently and that this writing is based purely on personal reflection and not an extravagant attempt to bring life to a mission statement regarding educational leadership. This post is my declaration that my leadership discernment and practice as a resource teacher in 21C has taken a new life – one that embraces the dangers of the pseudo-expert and consequentially yearns for authentic and active practice. So, what does this all mean? Although I have been renewed for an additional three year term as a system resource teacher, I have humbly and enthusiastically accepted the opportunity to return to the ever important and heroic role of the classroom teacher. Trust, when I say that my excitement/nerves are palpable. I am eager to put into practice experience and to learn from a new and great teaching community with the sincere hope to have a positive impact on student learning.

A New Path

The journey to this point has been inspiring. From the classroom to the system, my professional learning and growth has been accelerated – it has been a breathless ride. As part of a dynamic team of educators who are working to support a change in teaching and learning through 21^st Century Skills and Technology, the opportunity to contribute, initiate, and extend what I believed in as an educator was a blessing. As a Communications Technology teacher my efforts with students was to scaffold a learning environment that initiated student voice, ignited curiosity, and brought to life knowledge through creative and technical application. My concern was not about potential student career paths or even post -secondary studies but more importantly the ability to nurture a love of learning and to use new skills and knowledge in transferable and far-reaching ways.

Bird’s Eye View

This volition motivated me to accept the opportunity to work at the system level. Instead of working with students, my hope was to collaborate with teachers to support promising practice and to share my love of what education could be. To my pleasure, I had the opportunity to join forces with many like-minded individuals and have achieved great professional and personal success. Whether it was my extensive/intimate work with all levels of eLearning or supporting the inclusion of new media within a cross curricular milieu, the time has been professionally and personally rewarding on so many levels. In many ways, my role as a resource teachers was to be a provocateur – challenge, motivate and build conversation around new thinking. I suppose I have come to the point where I want provocation to be supported by self-directed action. This is really about me – thus with all of the incredibly good – turbulence did arise.

Back to Reality

Over the course of this past year and with conversations about my potential post-resource interests, I began to come to the realization that I was teetering on the side of the pseudo-expert (the turbulence). The pseudo-expert (Google and explore) is someone that is not authentically entrenched, active or practicing that is which they present in theory. Like the phenomenon of pseudo science where a Google search “makes” someone a medical professional, a dangers rests when a perceived expertise is not intentionally challenged in thinking, design or implementation. It is with the “pseudo” as married to both my leadership discernment and role as a 21C resource teacher that I felt a professional need to return to the trenches. So many personal and reflective questions came to mind that fueled my active thinking.

How can I continue to be a 21C resource if I’m not actively practicing what I believe?

How can I be a potential administrator without living more time in the classroom/school?

How could I be a legitimate instructional leader if I haven’t authentically lived the challenges and realities of those I wish to serve?

Beyond the “pseudo” I went into teaching from a creative career in film and new media with the goal to have a positive impact on student learning and share my love of film, new media and technology studies. This is something that I have missed – and I am exhilarated to put into practice all of my new learning and experiences. In many ways, I am anxious to see what will authentically and tangibly work, won’t work and what will need to be evolved.

In the end (or rather beginning), this journey has been inspiring. I have made fantastic friends, collaborated with amazing people and supported system goals and initiatives – great things are happening. From all of this, my greatest fear when moving from the classroom to the system was “losing touch” with the real successes, challenges and lived realities of the everyday teacher. I feel that I have started to lose that touch – and hence it is time to become reacquainted with my profession in the most intimate of ways. Now, it is time to put all my experience (and so called expertise) to the test. Am I a pseudo- expert?

I hope not for the students’ sake.

Let the journey begin…

Posted in 21st Century Learning, Education, Educational Leadership | Leave a comment

Reflecting on Student Voice

Posted on April 17, 2014 by Anthony_Perrotta

At this beginning of the month, I had the privilege to attend and present at OTRK12 (Enhancing Digital Learning). The two day conference seemed to be the equivalent of the Oscars for the eLearning community. With a number of boards and personnel from across Ontario present, the goal of the conference was to bring together the eLearning community to build, share and extend best and promising practice. In this regard, the event was highly successful. From keynote speakers to the everyday teacher in the trench doing amazing things with their students, the opportunity to make connections and share ideas was significant and meaningful. With that said, although great connections where made and many great resources shared, it did seem that technology, at times, overshadowed purpose. As such, the conference, although topical, reminded me as an educator of the importance of integrating technology with real purpose – students first.

This purpose, in many ways is the student experience. The integration of technology cannot be placed into action merely because of availability and access. This very much means that digital tools such as a LMS (Learning Management System) should not be implemented without real tangible goals that speaks to pedagogical practice, learning process and importantly the empowering of students to be active learners who are able to negotiate, collaborative, navigate, create, share, curate, construct and extend learning opportunities within technical realms and beyond. As such, student voice is important to not only discuss and theorize but to intentionally put into action.

With my presentation at OTRK12 titled “Student Voices: Extending and Enhancing the LMS” the attempt (which I hope was at least moderately successful) was to facilitate a large group discussion that looked at both face-to-face and online learning not through the lens of solely technology but that of the student. With technology put away, participants shared ideas and reflections on educational goals and the realities of the students they teach. It was with those two big ideas, that student voice (whether enriched by technology or not) becomes urgent and is the pinnacle of all we do as teachers. Who are our students? What are their realities? What are their expectations for their learning? How can they show what they know? With these questions and a multitude of others, embracing student voice can create face-to-face, blended or full credit online learning environments that are meaningful and real. Thus, the importance is having an authentic understanding of the student experience and serving it with the technology.

So, what does student voice look like? Well first, it acknowledges that we as teachers are to serve students in the fullest. As public servants, we are professionally obligated to adapt and create learning environments that do not meet our needs, but the needs of those we serve. Thus, a real partnership is to be built and sustained. This may mean adapting to the use of technology to enrich learning or change in class pedagogical practice that promotes students as active participants. Nonetheless, the conversation around student voice is multi-layered. This is not to say that I am an expert – I am not nor will I pretend to be. I am guilty of creating learning outcomes that are more mine than my students. However, I have come to realize that as a teacher and importantly parent, that education has to be intentionally designed to foster environments where students can be cherished, appreciated and served. Student voice is not merely students being creatively or critically expressive – but importantly drivers or their learning.

I suppose in the end, my hope is that either the online environment of face-to-face environment are ones where students comes first – before curriculum and teacher expectations. The big question is: As a community of educators, are we prepared to acknowledge that students are the owners of their learning – not us? Whether online or in person, reflection is a needed constant.

Posted in 21st Century Learning, Student Voice | Leave a comment

Flipping in Action: Where can we Begin?

Posted on February 20, 2014 by Anthony_Perrotta

Over the course of the past few years, the conversation focusing on “flipping” the classroom has been active and at times controversial. The traditional notion of flipping re-imagines and restructures the teacher’s role of delivering content during class time. Rather than using the class time to lecture or delivery content from text, teachers embrace technology to distribute content to students in digital format – videos, multi-media presentations outside of the classroom space. In such a practice (insert the controversy) the big question flourishes: What happens with class time when content is delivered during home time? For some teachers who are liberated from the disconnection from traditional content delivery, the flipped framework provides them with an opportunity to enrich student experience through collaborative activities where “homework” is done in class. Thus, the classroom becomes a time where they can support active learning, ignite curiosity and ensure that next steps are meaningful to students. Such a change can be a challenge – a challenge for the teacher to break away from the traditional and a challenge for the student to find comfort outside of the overtly institutional. It is this freedom that perhaps challenges some teacher’s connection and dependence on content – content is what they teach and practice and process is perhaps secondary. Regardless, flipping (in a number of variations) can provide students with enriched and meaningful learning opportunities. As noted in the educational article entitled Expanding the Definition of the Flipped Learning Environment, “A flipped classroom allows instructors to introduce new ways of doing things. Yet adding something new generally requires letting go of something old. In the flipped classroom, instructors need to let go of their reliance on the lecture and focus on other ways to enhance learning by introducing active learning strategies that put students in the center of the learning experience.” (Barbi Honeycutt, PhD and Jennifer Garrett)

It is with the focus of putting students at the center of the learning experience, that I have recently begun working with a dynamic teacher by the name of Helen Estrada. Helen teaches at an Alternative Education school – where teenagers and young adults work towards their secondary diploma. Her students represent a true diversity – attending the school for unique and particular social, emotional and educational reasons. They are a great group of young people and deserve the opportunity to learn in active ways.. As such, with Helen her students are very much at the center of the learning.

Helen and I began working together after a brief meeting to discuss a pilot for Blended eLearning – the goal to flip aspects of her classroom. She is currently teaching an interdisciplinary course that marries Media Studies with English. Excitingly, we found a very common ground in providing students with an opportunity to mediate their voice. Thus, in working towards the notion of “flipping” it become essential to determine some real goals etc. Thus, to being flipping, the following must happen.

Reflect on Your Reality:

Before embarking on a flip, the teacher must be actively aware of their lived reality. This takes into account the learning clientele and also the resources and culture of the learning community. In Helen’s situation, her particular clientele flourishes from social interaction where debates and discussion can take shape. The students have limited access to technology outside (and inside) of school and require extra support to synthesis information etc. Thus, traditional flipping through online videos and other applications may not be suitable. The goal then becomes to extend – flip expectations for student work. Thus, I humbly supported Helen in her design of a Blog activity where expectation for submission would be restructured. Students will actively blog through the use of an LMS. Extending from this, students would then submit blogs of their choice to a school community showcase. Thus, where students have become accustomed to working at home and submitting work to Helen – they will now be given active time in class to brainstorm, reflect, write, peer edit, debate and prepare their online blog submissions. Their blogs will be the start of their digital footprint.

Planning the Lesson:

With the goal to provide students with an opportunity to shape their learning, the goal was to scaffold learning that was grounded in the students being participatory. Thus, in Helen’s situation, classroom time needs to be less about her instruction and more about where the students want to go. Thus, as part of each lesson, Helen intentionally embeds an opportunity for students to be reflective. Students, after each class, complete an exit card. This card asks: What did you learn today? What do you need more help understanding? What do you want to learn next? It is with these questions that Helen gives control – her students are active in directing the teaching and the learning.

Taking Action:

Like Helen, you cannot be afraid to take action and find which mode of flipping works for you. Just go for it and build through trial and error. In taking action you must also be open to adapting.

Posted in 21st Century Learning, Flipped Classroom | Leave a comment

Why Gravity Matters

Posted on January 31, 2014 by Anthony_Perrotta

When thinking about the great Science Fiction films made throughout the course of popular cinema’s history, arguably such classics as George Melie’s silent A Trip to the Moon (1902), Stanley Kubrick’s 2001 A Space Odyssey (1968), Steven Spielberg’s Close Encounters of the Third Kind (1977), George Millers’ The Road Warrior (1981), James Cameron’s Terminator (1984) and The Wochowski’s The Matrix (1999), all redefined genre norms, challenged and pushed forward technological limitations and importantly understood that true Science Fiction film is rooted in an anxiety of who were are, the construction of our lived experiences, the impact of evolving technology innovation and how the quest for political power always hinges on the fragile borders of peace and war. It is with these noted films and others like them, that Science Fiction cinema was always about the “other” – external realities that impact daily lives and designed within a framework that provoked new thinking and understanding. With this use of genre to construct meaning, Alfonso Cuarón’s Gravity (2013) is not only a contemporary masterpiece of technological innovation but importantly breaks the barriers of Science Fiction – it does not feature the unattainable, cyborgs or alien creatures. It is not Science Fiction at all – but rather a spiritual and emotional drama masked by the elements of the genre’s grandeur.

Alfonso Cuarón’s ability to disguise his story of a woman stripped of her ability to be both maternal and living, within the visual frame of the science fiction milieu is a marvel of economic narrative. Within a running time of 90 minutes, Cuarón brings to life a story that is both harrowing and inspiring – a character study of a childless mother who’s belief is God limits her ability to live. In extension to his narrative that transforms into a visual monologue of sorts about Sandra Bullock’s character of Dr. Ryan Stone emotional implosion (visualized through the chaos of space debris), his use of 3D along with continuous composition is unlike anything in recent memory. Where contemporary 3D films such as Avatar (2009) and Oz the Great and Powerful (2013) work to create touchable vistas and environments, Cuarón, without the hyper stylized manipulation of picture editing, provides his audience with the point of view of Dr. Stone. The viewer is in her suit and feels the thrust of her haunted and shallow breathing. The film makes you see, listen and feel in a way that can only truly be appreciated on the biggest of screens. Such a small and personal story, yet so big and expansive in emotional and creative scope – narrative and picture frame is not wasted.

So, why does Gravity matter? Beyond the prior noted ideas, Gravity, at a time when Cable television (AMC, HBO) and streaming services (Netflix) are producing mature, creative, thought provoking and daring programming, reminds us that cinema is still the most compelling of shared experiences. Just like when television was first born and Hollywood responded with Vista-Vision and Widescreen, Cuarón reinforces film’s ability to bring to life the grandest of images and that Hollywood itself can indeed produce exhilarating narratives while serving the most mainstream of audiences.

All I can say is: “Thank you.”

Posted in Gravity, Media Literacy and Pop Culture, Movies and Television | Leave a comment

Black Friday – Is the World Ending?

Posted on November 29, 2013 by Anthony_Perrotta

Driving into work today on one of North America’s busiest highways, the morning radio was abuzz with updates about Black Friday – and the deals, deals and deals. As I focused both on the news of chaos coming to life in malls in Canada, the US and even Britain, scenes from the under valued Arnold Schwarzenegger Christmas “classic” Jingle All the Way (1996) came vividly to mind.

For those who slightly remember or don’t know, the movie tells the tale of Howard (Schwarzenegger) a forgetful and neglecting father/husband who embarks on Christmas Eve to purchase for his young son the ever popular Turbo Man action figure. As he embarks on an adventure to purchase the toy, he encounters a mod culture of zombie like consumers who violently search for bargains and the season’s most popular gifts – including Turbo Man. The satirical narrative continues to build around Howard’s journey into consumer darkness and the chaos that consequentially brews.

That little movie, reinforces and foreshadows to today – emotional breakdowns in stores, violent encounters, consumer obsession and a complete fragmentation of social wellness. Black Friday and its build up is very much evidence of the growing shallowness of culture and the very devaluing of what Christmas is and should be. Are we loss?

As a Catholic school teacher, the possibility to explore faith and community wellness through the highlands of “Planet Friday,” are immediate and could play a significant role in providing students with an opportunity to actively incorporate their faith in practice. This includes, the use of technology to bring to life creative possibilities where students share their voice – critical, creative and thought- provoking. For example, students in English class could blog or write an editorial (accompanied by mock interviews or a photo expose), that reflects on the Black Friday pandemic. Perhaps, students in art classes, create stop motion animations (inspired by the 1960 classic TV specials) that focus on the lack of faith in the build up to Christmas. Again, so many possibilities.

At the end, Black Friday at least provides an active opportunity to converse about who we are as people and what do we really believe in as a shared community.

Here is an interesting read: “Ready. Set. Shop.”

Posted in Media Literacy and Pop Culture, Movies and Television | Leave a comment

Why Talk Netflix?

Posted on November 27, 2013 by Anthony_Perrotta

Recently, Toronto Star Columnist David Olive, wrote a compelling piece of the viability of Netflix as a contemporary broadcaster and on the empowerment that it has provided users in regards to choice and voice. In understanding that Netflix’s popularity is grounded in the user experience, it’s original programming that includes “House of Cards,” “Orange is the New Black,” “Helmlock Grove” and the re-birth of “Arrested Development” illustrates that audience taste and consumption dictates not only Netflix in house production but importantly the curating of a content library – the Hollywood, TV and Indie Catalog that Netlflix provides. So, why does Netflix matter – what does the Netflix revolution say about who we are has 21st century consumers?

Simple – we are consumers within a framework of instant access want control over our experience. The audience of today, want control over where they access, when they access, what they access and how they share and build a community based on their likes and interests. The day of the traditional broadcaster, as dictated in David Olives article, is dead and Netflix is responsible for demolishing it. The industrial model of broadcasting, is fast fading – the history of television and its political roots are slowly dying and becoming irrelevant in a time of popular creation. Content, within a particular ideological lens, was projected down to the an audience. The audience received content based on a pre-established schedule and simply consumed – the audience did not have a voice and was held hostage to the “controlled” framework of communication. This has now changed. Netlfix, like Wikepedia, iTunes U and Google, provide access to content based on demand – breaking away from traditional modes of broadcast delivery.

Some may say that Netflix still controls because its library is curated. However, this thinking fails to realize that Netflix curates based on viewership and audience taste. The more horror films viewers watch, equates to a growing horror library – content is not massaged to suit advertisers and government funding rhetoric .

The question is, where does Netflix go from here? As shared via Rotten Tomatoes recently, Netflix is moving into producing in house big budget theatrical films that would play in the multiplex and premiere on Netflix at the same time – a day to day release. So, what after that? Perhaps, the next natural step is for Netflix to include a subscriber library – short films produced and submitted by viewers. That would represent the evolution of choice – and transcend viewers from consumers to producers.

Let the revolution continue.

Posted in Media Literacy and Pop Culture, Movies and Television, Netflix | Leave a comment

There’s No Place Like Home: Why the Wizard of Oz is the most Important Hollywood film ever made

Posted on September 30, 2013 by Anthony_Perrotta

Just a few days ago, I took my two year old daughter to the IMAX 3D release of The Wizard of Oz. Since she was first introduced to the story of Dorothy a few months ago of DVD, my little one has been obsessed not only with the songs and grandeur of the film, but importantly the idea of displacement and home, which is very much the story’s narrative grounding. From drawing pictures, to listening to the soundtrack and now playing with her collection of McDonald’s Happy Meal Toys, she has focused in on Dorothy leaving her home and feeling anxious about the adventure of returning. My little girl’s stories and drawings are about her getting Dorothy home. It is with this universal theme, along with the audience composition (parents with kids, seniors, young couples), that one thing came to mind during the IMAX screening: The Wizard of Oz is the most important Hollywood movie ever made.

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Wow, that is a bold statement. But this is why I share it:

Released in 1938, the film was only the second (after Gone with the Wind) to be filmed in color. Unlike Gone with the Wind that used new coloring technology to foster blockbuster appeal, the creative team behind The Wizard of Oz recognized the narrative duality the technology could bring to life – projecting the magical world of Oz through the mise-en-scene of a hyper colorized palette within a framework of rich set design and matte paintings with focal depth. The Wizard of Oz, more than any early film is an example of how film technology can be used to transport an audience into story.

The film was the first major cultural phenomenon. Although other films before it’s time were major successes, The Wizard of Oz was a synergistic first– the film, soundtrack, book and print media (movie booklets) were tremendously successful.

To this day, the synergy still exists. The film is lasted the test of time and transcends beyond the film experience itself. From animated film versions, a cartoon series, releases (including the recent IMAX), toys and most recently a MacDonald tie-in, the film (and the original story) has be accessible for over 75 years.

Most importantly, regardless of decade, the film retains and grows in audience and technological relevance – it is accessible with no bias to age, demographic, religion, class or technology. The film’s narrative, ideologies and conventions retain important – it is a film that can be taught and a film that teachers. Along with this, the film adapts to every technology changes in exhibition and distribution. The film is every lasting.

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In all, when at a time when Hollywood is releasing big films with little meaning, I encourage you to revisit Dorothy, Lion, Scarecrow and Tin Man. Their story is worth revisiting.

Posted in Education, Media Literacy and Pop Culture, Wizard of Oz | Leave a comment

The Jedi Within: Empowering our Students to Stand Up to Bullying

Posted on June 25, 2013 by Anthony_Perrotta

Recently I was at the public library with my two year-old. As she carried an assortment of reading material from Dora to Spider-man, I happened to come across a book titled Bullied: What Every Parent, Teacher and Kids Needs to Know about Ending the Cycle of Fear. Wonderfully profound, the book provides an examination of the impact and causes of bullying with a focus on how to empower young people to be proud of who they are and to stand for what they believe is to be morally right and fair. Written by Carrie Goldman, the text begins with Carrie’s reflection on her daughter’s Katie experience with bullying. A victim of bullying because of her liking of Star Wars and everything not traditionally “girly,” Katie who was five years old and in grade one at the time, was consistently and hurtfully mocked for being “different.” It wasn’t until a young boy in her class stood up for her that the momentum of hurtful taunts evolved into acceptance and for Katie the comfort to attend school without the fear of being marginalized for her interests and likes. It was with the help of one young classmate that she found comfort in herself again. In the words of that classmate, “Girls can like Star Wars too.”

Katie’s classmate was heroic in his actions – not timid or afraid to stand up for what he believed to be morally right. Like a Jedi in the Star Wars universe, Katie’s classmate used the force within to bring harmony to a turbulent time – he was not a bystander. “The Bystander Effect,” studied by Bibb Latane and John Darley examines an individual’s response time to an immediate event. For example, the response time to an event where someone falls from their bike in a public setting, is determined by the number of bystanders present – thus each individual bystander remains inactive with the quiet anticipation that someone else will take action. The Bystander Effect brings to life topical discussion not only in terms of psychological and societal behaviour, but also issues surrounding moral code and community responsibility. In regards to a school setting, the understanding of the Bystander Effect is relevant within the anti- bullying conversation, as educators and parents must move to discuss not only the realities surrounding bullying and its victimization but also the need for our young people to be active preventers and responders – not bystanders. This is not to say that my goal is to encourage vigilantism or inspire Spider-Man type heroes to monitor the school hallways or Twitter feeds, but rather for young people to find the hero within and address situations that do not serve the common good and consequentially be proud of who they are and what they believe in. This was Katie’s friend. The question is: How do we as teachers and parents nurture students to stand up for what they believe in – not to be bully or victim?

There is not easy answer to the question above. However, as shared in the text Bullied, peer intervention is the number one detractor for instances of bullying. As such, young people need to be nurtured to be confident, self-aware and courageous. Young people need to be taught that it is important to depend and be given the tools to do so. This could be as simple as being taught to call on an adult when someone is being hurt. Nonetheless, within a social space where interaction is unlimited, the topic of bullying will only intensify. It is our job as parents, teachers and adults, to teach our children not to be bystanders and to treat all peers with respect and stand up for kids like Katie and say “she can like Star Wars if she wants.”

Posted in Bullying, Education | Leave a comment

Kirk and Spock: What they can Teach us about Educational Leadership

Posted on May 22, 2013 by Anthony_Perrotta

To say I am a passionate film buff is an understatement. It is clear that the word “buff” doesn’t truly encapsulate my odd appreciation for the cinematic experience as one that not merely entertains but promotes and nurtures critical analysis beyond the film text itself. With that said, I was recently enjoying J.J. Abrams Star Trek into Darkness and while being truly amazed by the grandeur of the picture’s cinematic scope, I could not escape a self induced inner dialogue reflecting on the film’s examination of leadership – effective leadership within an milieu composed of multiple and diverse personalities, attitudes, values and moral codes. Thus, as Star Fleet was in battle against a menacing foe, I found that Captain Kirk and Spock can teach us much about educational leadership and how to effectively lead within a space defined by looming challenges and potential successes.

In examining and reflecting on 21^st Century teaching and learning, much has been written about the teacher and student experience – how teachers push forward to provide students with authentic learning and how students transcend the norms and traditions of the classroom. In extension to this teacher and student centered conversation, it became apparent to me that much of the discourse is void of an administrator perspective – one that explores how leadership can nurture teachers to evolve in their practice and philosophy. Imagine if Kirk was your Principal and Spock your VP. So, what three things can Kirk and Spock teach us about educational leadership?

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ACTION: Enter, Kirk. From the onset for Star Trek into Darkness, Kirk is placed immediately into the action. Fleeing from a tribe of alien ingenuous tribe, Kirk has not allowed the role of captain to limit his reach or participation within the Enterprises’ fold. His commitment to “action” earns him the respect of his administers and those on his crew. Thus, he directly and indirectly motivates his crew to take risks, engages debate, forms relationships and scaffolds others to become leaders in their own right- often leaving the Captain’s chair to others as he embarks on practical tasks. However, with all of this action, Kirk continues to lead with a side of egotism where he perceives his actions to be morally right. Thus, where he is celebrated for his active leadership, his perceived weakness, especially by Spock, rests in a stubbornness to embrace convention (when applicable) and address his own limitations.

HUMILITY: It is with Kirk’s stubbornness, that Spock teaches him (and us) that active leadership must be married with humility and that moral code must be inclusive – aware of self and others. As Kirk and Spock bicker over Star Fleet regulation and the processes and conventions of leadership, it becomes clear that Kirk’s weakness is humility – he has an intimate difficulty at admitting fault and consequentially recognizing the view point of others. Thus, where Spock deeply respects Kirk’s need to be an active leader , he continuously asserts that Kirk’s leadership needs to evolve to the point where system (in this case Star Fleet) goals must be obtained while managing difficult decisions, taking ownership of faults and moving forward with the collective in mind. Only when leadership is active and humbled (and by extension truthful), can it be morally whole– this is Kirk’s progression of growth through the film’s narrative.

CONSTRUCTIVE RELATIONSHIPS: From the onset of the film’s opening action scene where Kirk must decide between exposing The Enterprise to a new world or saving his friend and crew mate Spock from the inside of a volcano he is trying to prevent from eruption, the two leaders share very tense words and battle through conflicting ideas regarding Kirk’s choice of action to save Spock at the expense of the greater good and Spook’s willingness to sacrifice himself for a cause greater than his own survival. It is from the opening scene that the evolution of their relationships throughout the narrative becomes the foundation for their shared leadership – without the ability to share tense words and explore conflicting ideas, the two could not grow individually and more importantly allow their crew to evolve in their own practice. Thus, the courage to constructively share feelings, ideas and opinions, contributes to the growth of a constructive relationship between the two. This formation of a relationship, especially from Kirk’s lens lives beyond Spock and is evident in his encounter with crew. Never one to dismiss his appreciation for his team, Kirk is also able to grow relationships based on candidacy and an ability to recognize the strength in individuals – fostering autonomy which leads to moments where crew members showcase their own leadership abilities.

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Granted, reflecting on educational leadership through Star Trek is not reading Fullan, however, it does provide a very visceral approach to understanding the changing power strong leadership possesses. With all of this, leadership is multi-layered. Educational leadership, within an every evolving climate, most be one of action (leaders actively participating in the learning and teaching), humility (where practices are reflected upon and new ideas are shared) and where strong and real relationships exist – not afraid to face difficult conversations with the goal to push forward with a shared goal in mind.

Posted in 21st Century Learning, Education, Media Literacy and Pop Culture | Leave a comment

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