The Podcast Broadcast – a Week of Rich Listening and Learning

 

It has been a while since I did one of these posts, but time is available right now, so I am excited to jump right back in with a review of a few new podcasts – all available on VoicEd Radio.

There is no real theme this week, just podcasts that I find interesting as I scroll through the new material that gets uploaded daily to our Radio.co site. I will add them all to a playlist that I will put up on VoicEd Radio today – Friday, March 29th.

This week, we are starting off with a great student podcast – Books R Us.

Books R Us is a 6th-grade student podcast featuring new books that others will want to read. These students are from Hopewell Elementary School in Bettendorf, IA and believe in the power of sharing great books with others to help foster A Culture of Readers. Each podcast reviews a new book and features a contest for a book.

The students are terrific and I think this would be a great project for other classes to get involved in. It is obvious that the students and their teachers have worked very hard to make this a smooth production. You can hear a part of an episode on The Third Mushroom here:

I don’t know much about this series, but this really animated conversation about books and authors that seems to have been going on for several years. Really well laid out book reviews by these students. No hesitation, full of life and energy!

 

The second podcast I listened to this week is Chris Nesi’s House of Edtech. As always, Chris talks about a number of subjects involving education technology. The segment that drew my attention was about online learning. Certainly, people in Ontario could benefit from listening to this right now. The conclusion of this discussion is important – studies show that students do not do as well in online learning situations. Chris Nesi is a very thoughtful educator and his summary of the findings of this study are worth listening to. The main point that I find important at this time in Ontario are the findings of an academic study on online learning. Basically, students do not like to learn exclusively online and they tend to do poorly. You can listen to the clip here.

Nesi includes the article in his show notes here.

Again, the conclusion in the report regarding online learning is important in the current Ontario context:

Though online learning courses have exploded in popularity over the last decade, we found that relative to courses with some degree of face-to-face teaching, students taking online-only courses may experience negative learning outcomes.

Will technology transform education for the better? (Abdul Latif Jameel Poverty Action Lab)

A few hours of listening produces lots of gems. Next, I listened to Teaching Tales with elementary principal Brent Coley. This is one of those podcasts you can dip into at any point. If it fits any genre, this would be one of those ‘around the staffroom’ conversations, this time between two elementary principals. When I saw the title – Overcoming Fear in the Classroom – I thought they would be discussing students and their fear. I quickly realized that they were discussing teacher fear in the classroom.

Brent’s guest is Craig Badura – his blog, A Teacher, Coach and Dad can be found here.

 

                        Craig Badura

This is a great free-ranging conversation on how to deal with failure in the classroom. Teachers don’t like to fail no matter what they say about the importance of failure. Risk taking is hard to do, especially when you are in front of a classroom full of kids. What makes all the difference is an understanding administrator who makes the effort to support teachers as they experiment with new ideas. I am convinced that one of the greatest engines for innovation in education would be supportive principals like these two who are clearly all about serving others.

Failure is a lot easier if you have people like Brent Coley and Craig Badura working with you. What a great conversation about enabling teachers and kids and getting out of the way. New principals really need to listen to this podcast. Important point – never focus on what went wrong – focus instead on the relationship you are developing with a fellow educator. To make mistakes is a human quality.

The next podcast features two of my favourite broadcasters, Derek Rhodenizer and Jon Harper. For this one, Derek is the host, but he mentions that he has already been on Jon’s – I will have to go back and listen to that one for sure. The show is Beyond the Staff Room and it is always great.

Again, these podcasts are done by school administrators and I am partial to these being a former administrator. Listening to stories of administrators fail is very instructive and it would be great to hear more of this. Failure is not only for teachers and students but administrators can also fail too and we would all be the wiser if we heard more about their stories of failure.

Wouldn’t it be great to hear the failure stories of a superintendent? Would they ever do that? Would our system be a little more humane if they admitted failure from time to time? I think that might be a topic for another post. But listening to Jon and Derek is instructive, and I would encourage you to listen to the entire broadcast.

Just like Brent Coley’s podcast, Beyond The Class Room is another great conversation around the table. This makes lots of sense, Derek is someone who really enjoys connecting to others and he is a wonderful conversationalist. Taking time for conversation seems to be a lost art, but people like Derek and Jon are keeping it alive. Like Brent Coley’s broadcast, you can basically pick a clip anywhere from the podcast and it will be interesting. It is a conversation about failure and interestingly it is very empowering because they do a great job normalizing failure. Again, this is a lesson more educators need to learn, especially those in senior positions in our school boards!

Here’s the clip:

In this clip, Jon uses a personal story – one that we could all tell – about misjudging a situation. It is reflective and honest. Not included here is Derek’s return which is another story that fits well into the title of Jon Harper’s show My Bad. I don’t include this clip here, but Derek’s show is easy to find on VoicEd Radio and I really suggest you take a listen, especially if you are in a leadership position or want to be someday. Being a good leader means being incredibly humble. Sadly, this is not something we see very much in our leaders these days.

This is all that I will write about these podcasts – go out and give them a full listen – you will learn lots!

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Has inclusive education gone too far? – The Globe and Mail debate

When I started this series of articles for the Class Struggle Podcast, I wrote that public debate on important public issues is sustained and encouraged through our media. A strong public press is essential in a healthy democracy and we are very fortunate here in Canada to have a vital and responsive media.

On Saturday, the Globe and Mail’s education reporter Caroline Alphonso wrote an important feature on the problems surrounding inclusion in Canada’s schools – Educating Grayson: Are inclusive classrooms failing students?

The article is an intelligent and sensitive report on the problems that take place every day in Canada’s schools surrounding inclusion. As a former elementary principal, I am well aware of these issues. Although I have not been in schools in the last two years, the problem obviously persists and the solutions remain elusive.

The Globe and Mail is sustaining this debate by publishing some of the comments to Saturday’s article. I have included two of them here:

From the comments: Has inclusive education gone too far? Educators and parents share their experiences

In 2018, I retired after 17+ years as an Educational Assistant (EA) in elementary schools. Over those years my job changed dramatically; from helping students (with varying needs) achieve their potential in class, to keeping students with often volatile behaviours from being a threat to others while in a “regular” classroom. Most, if not all, children want to belong and succeed at school. Teachers and EAs also want to make this happen. Too often, I have seen principals and parents put their own interests and opinions ahead of the best interests of the student. It becomes a fight about which adult is right, and the student’s true needs get overlooked. It is a terrible waste, made even greater when “experts” are brought in to observe briefly, and then chime in on what is best.

Please, parents and administration, gather and listen to the student, and the teacher and the Educational Assistant together. Set a few goals, be consistent at home and at school, and be kind and respectful of each other. You will see improvements almost immediately. Unfortunately this rarely happens. – MacKenzie96

Ms. Kahn is not wrong to want better services for Grayson. It is sad that services for children like Grayson are so limited. Underfunding special education programs pits parents against teachers and administrators. This undermines an education system that is the envy of the world (we rank #5 internationally according to the OECD). Please keep in mind that funding for education has been frozen for the last few years and special education in most boards has been cut. There are fewer Educational Assistants in my classroom than ever before. My fear is Mr Ford’s austerity measures aimed at health care system, social assistance and education will only make things worse. – Daysofmiracle

I don’t know if I have anything useful to add to these comments, but I do know that educators need to be part of this discussion.

This Thursday for this week’s Class Struggle on VoicEd Radio we will weigh in on this issue. As I have been saying, educators need to be heard on this issue and it would be great to see more writing from those who are active in the profession. We know there is a lack of resources when it comes to education and there are real human consequences to the underfunding that has been going on for years.

the next Class Struggle podcast will be this Thursday (January 10) at 8:00PM

The problems with inclusion are well known. Principals, especially in elementary school have been excluding special needs students from their buildings for years. These exclusions are hard to trace because they were never documented and were never part of any formal process. I remember many times as an administrator asking parents just to keep their child at home. They weren’t suspended, we just didn’t have the resources to keep them and others safe in our school.

These actions are taken by principals every day. When I excluded I always did this on my own authority. No one above me was willing to take any responsibility for these actions and when things went badly, I was the one who suffered the consequences.

Here is the problem. There are nowhere near the resources in the schools to deal with many special needs cases. As Caroline Alphonso mentions in her article, there are situations where a gifted teacher may be able to accommodate a special needs child, but such a situation is not sustainable, and not all schools have the talent to work successfully with challenging children.

More often the lack of adequate resources leads to disruptions and sometimes violence in the classroom.

In most cases, it is the educational assistant that suffers the direct consequences for the emotional outbursts of the child, but I know the results of poorly thought-out inclusion affects the entire school community, including children and parents.

The solution calls for a rebuilding of the inclusion model. Generally, the practices in Ontario at least are haphazard. Inclusion needs to be rebuilt from the ground up with a sharp focus on how best to accommodate the special needs child, their parents and the wider school community. Inserting the student into a regular classroom with some support and hoping for the best is just not good enough.

Such a rebuild will be expensive and I really don’t think we are there yet as a society to make the financial investment that it will take. Patching is cheap, rebuilding takes lots of resources and intelligent design.

I hope we have a good debate on Thursday. This is a problem that will just get worse until we face it head-on. Again, good for the Globe and Mail for keeping this important issue in the public eye. As educators, we need to do our part to make sure it stays there.

What was Your Political Issue in 2018? #classstruggle

So, what were the big political issues for you in 2018? Why do these matter if this is directed at educators? Do educators have political opinions? Can we express them?

This is a blog post that acts as a run up to our next edition of the Class Struggle podcast – week two of something new.

Tonight, we will be talking about what our big political issues were for 2018. We are still getting our sea legs, so it really hasn’t been determined if we are supposed to stick to political issues that have an impact on educators, or any political issue.

I am going with a wider interpretation here, but that’s just me. I think as educators, our opinion needs to be heard. We have a public role, maybe not the same as journalists, but we still are in the public forum and can contribute to any public discussion.

The concept of the public forum developed from a physical place – the Roman forum where for centuries,  people gathered to discuss important issues

For me, the main political issue continues to be the political turmoil in the United States. Democracies are fragile entities, and what we are witnessing daily in America is an assault on this very public institution by the chief executive, Donald Trump.

Nothing is ever new in the world and this attack has taken place before. The historian Edward J. Watts has just published a new book that chronicles a similar assault against the Roman Republic that eventually led to the rise of autocrats like Augustus Ceasar and the death of Rome’s limited democracy. The book Mortal Republic: How Rome Fell into Tyranny recently reviewed in the New York Times, looks like a really interesting read. In it, Watts argues that ambitious patricians began to build their own base of support amongst an angry populace increasingly enraged by dysfunctional public institutions (What the Fall of the Roman Republic Can Teach Us About America, Yascha Mounk, New York Times Book Review, December 30, 2018)

CreditCreditTyler Comrie; Photo by Paolo Gaetano/Getty Images

This sounds all too familiar, although the destruction of a democracy can be a long process, something really dangerous is happening in the United States right now and it deserves our attention.

I am not saying that we all need to stop what we are doing and focus on the American shutdown, but we do need to acknowledge that something profound is going on. Avoiding making a comment means we are missing an opportunity to speak in the public forum.

Stephen Hurley has contributed his view to our on-going conversation.

Stephen Hurley

For me, one of the most important political issues goes beyond partisanship to the way we interact with each other. We need to learn how to conduct our conversations in a manner that holds open the public square in a different way.

I hope you join us tonight as we continue this conversation.

#classstruggle

 

The Podcast Broadcast for October 19th – What you need to listen to this week

some of the great podcasts on VoicEd Radio every week.

I am continuing my posts on upcoming episodes of the Podcast Broadcast that Stephen Hurley and I are putting out on VoicEd Radio every week.

I think this is an important series, podcasters are coming up with great material that educators need to be aware of. When we start thinking of new ways to do PD, the material coming out every week offers a wonderful variety of learning opportunities for educators. What do you want to learn? Whose voice do you want to hear?

This week, we will be talking about This Week in Canadian EdTech with Robert Martellacci, My Bad with Jon Harper, Faith in the System by Munazzah Shirwani and the upcoming Digital Citizenship Summit taking place next week in Toronto.

Two of these podcasts have to do with community discussions – this is where new learning really happens. Even in the digital age, face to face conversations offer great new, unscripted learning opportunities.

Robert Martellacci and Stephen Hurley discuss a really interesting initiative that is coming out of Sackville called Sackville 2020. I love this initiative and I would like to hear much more about this. The discussion on the podcast explored how to develop productive partnerships involving both public and private enterprises. The Sackville 2020 initiative as described in the Sackville Tribune Post is developing something new and exciting that takes education out of its traditional silo.

The Sackville Schools 2020 vision is one which includes more outdoor learning spaces, community connections, hands-on learning, inclusive education, bright and open areas, more innovative teaching approaches and so much more. It’s a concept that would help bring more 21st-century approaches to the local education system and to ensure our children are being provided with more experiential and community-based learning opportunities.

Here is part of the discussion on how this initiative is changing how people are envisioning education and outreach into the community.

I would not have known anything about this great initiative if I hadn’t listened in on the podcast this week. This really is new learning that has a great potential to bring us together in a wider community. Could this be a way to innovate into the future of education?

At the very same time, there is a really interesting conference that will take place in Toronto next week, the Digital Citizen Summit or Digcit Summit.

The collection of speakers is impressive and the conversation will be really important. Listening to In Conversation with Stephen Hurley, I realized that the whole theme of the summit has lots to do with something we featured last week when we discussed (too briefly) the work of Jennifer Casa-Todd. I love her positive spirit and the work she is doing to help educators to see the positive side and the wonderful potential of social media in the classroom. At a time when we are getting pushback from all sorts of populist forces that want to stifle the use of social media, this is an enlivening breath of fresh air.

The podcast is a great introduction to the upcoming conference which will have a positive impact on how we use social media in education. Here one of the organizers Carlo Fusco is talking with Stephen Hurley.

The next two podcasts will take listeners in a different, but equally important direction. I really like My Bad by Jon Harper. I would argue that this short, concise podcast should be required listening for educators, especially administrators. Each episode explores a mistake (My Bad) that an educator has made and what they learned from it. It is a humbling experience and one that many educators could benefit from.

In education these days, we are all about making mistakes and learning from them. But the reality is no one likes making mistakes and very few are willing to talk about them. If more people did this we would certainly have a more humane system overall.

I looked at two of Jon’s podcasts this week, one from an administrator who reflects on how she sometimes judged her own admin harshly and the second from an elementary teacher who talks about calling out a 6-year old student in front of his peers. These conversations are difficult to listen to, but maybe this is exactly what we need to be doing. Listening to the mistakes of others and learning to become a little bit more humble is a useful practice.

Here is part of the second conversation.

Finally this week, a podcast that is new to me but one that I will continue to listen to every week. Faith in the System is a podcast by Munazzah Shirwani. In her profile, she calls herself a ‘rookie podcaster’, but she is already really good. I listened to her second episode this week, Confessions of a Sikh High School Teacher.  She talks with Amrit Kaur Dhaliwal, program coordinator for a secondary school program at Khalsa Community School in Brampton where she has been teaching for over ten years.

Over 40 minutes the conversation ranges over a number of issues involving faith and schools. It is a really different podcast and it is truly compelling. At one point Munazzah and Amrit get into a discussion about discrimination in Canada and its impact on both of them. This is really important for us to listen to, I have included an excerpt here.

Again, this is terrific stuff and there is so much that we can learn here. The conversation is frank and intelligent and it leads us into a world that is probably unfamiliar to many of us. Here is the beauty of podcasting and digital radio. Within a few minutes, we can take part in important conversations that can inform our practice.

I hope you listen to a few of these snippets. The Podcast Broadcast will air again this Saturday at 10:00 am and I hope you listen in. You never know how these conversations will turn out, but that is the beauty of live radio.

 

Educators really need to be more political

I would love to work with these guys. They are political and that is something unique. They are honest and they are really brave.

I saw Andrew Campbell’s tweet earlier today and I knew I was going to write about it. This is something that bothers me. We are in a unique and dangerous time in our world. We have a totally dangerous demagogue in Donald Trump and now in Ontario, we have a  ‘mini-me’ in Doug Ford.

Peter Cameron speaks out. He is bold in his criticism of standardized testing and he promotes a new form of education that supports the values and ideas of indigenous peoples in Canada. He is an activist.

Andrew Campbell was writing every day about the absurd changes that are happening in Ontario. He chronicled the growing dissent of school boards against changes to the physical and health education curriculum in this province. He was a lone, strong voice.

Yes, these are dangerous times and most educators are doing very little. Am I missing something? Are there more voices?

This summer while trekking in Peru, I had a chance to have a good long conversation with a wonderful educator I worked with at my last school. She was from the Balkans when she was younger and saw the destruction that took place in Bosnia in the 1990’s.

What really struck me was what she said about how people reacted to the growing strident language coming from politicians. They didn’t get involved. They didn’t vote, they let things go. Nothing bad could ever happen, right?

Are we in a similar situation here? Do we just not react? Do we see any political comment as beyond the pale? Are we a little too meek?

It might be easy to criticize me for writing this now – I am retired and am beyond reach. But I did make comments while I was a part of the system. I usually got in trouble, but I did say something. It didn’t seem like I had a choice. I was more than a little surprised that I did get in trouble. When I made public comments about student drug use in the schools or the Catholic bishops of Canada I wasn’t making things up.

Truth hurts I guess.

So, like Andrew Campbell, I don’t get it. Teachers on social media you are doing all of us a disservice. I hate to say this, but there is a problem with your silence.

My background is history. We have all heard the tired old statement, if you don’t learn from history you are doomed to repeat.

Well, it’s true and educators need to step up.

Choose your issue – it’s not like there is a vacuum out there. But choose your issue and speak up. You have the best platform ever and you shouldn’t leave it up to Peter and Andrew. 

You really can leave your branding alone for a while and speak from the heart. We will all be encouraged when you finally do. And we are waiting for you.

How can Canadians Get Involved in Supporting our Brothers and Sisters in the Global South?

Usually, I write about education issues, but development assistance is something that I have cared deeply about for many years going back to trips I used to organize for students to the Dominican Republic.

Recent events in the United States and their unethical attacks on immigrants has propelled me to dive back into the complex issue of how best to lend assistance to people in the Global South.

We are a very wealthy nation with clear connections to poor countries around the world. The Canadian Catholic Organization for Development and Peace (CCODP) is a unique organization that works actively to improve the lives of people in many poor countries. They are unique because they have always made a good effort to involve Canadians in their work. It is an organization that is faith-based, but more importantly, it reserves a role for Canadians to get involved in raising money and setting policy on how best to assist with development assistance. It has also always had a strong educational mission which is essential if we want to be involved in social change in the world.

Over the years, the organization has lost its way due to the influence of right-wing elements in the Catholic Church and its inability to sustain an organizational approach that allows for meaningful participation from ordinary Canadians.

Development and Peace needs to be refashioned to reach the grassroots in Canada. It needs to develop a structure that opens itself up for renewal and it needs to broaden its appeal beyond the narrow confines of the traditional Catholic Church.

What it needs is a manifesto for change.

So what are some of the pillars of a manifesto? I would suggest the following as a start.

Stewardship – the preservation of a forward-thinking, faith-based development community.

Participation – an inclusive organization that respects and encourages the diverse voice of Canadians. For all people in Canada that care about the plight of people in the Global South.

Respect for excellence in development policy that puts the empowerment of people in the Global South as its primary motivation. When organizational ineptitude gets in the way of good work a reboot is called for.

Human Dignity – everything that is done must place the dignity of all people first – people in the Global South for sure, but also fair-minded people in Canada who want to help others and who are willing to participate in a dialogue that includes more voices, opinions and mindsets.

What else is needed? How can a large institution be renewed? How can an organization that has been too exclusive become one that welcomes new voices?

I hope a dialogue can be started. There is too much to do in this troubled world to remain behind old barriers and prejudices.

Let’s move on and try to do something new and effective. Let’s work on development and involve as many Canadians as possible. Let’s think way outside the traditional box.

 

Response to George Couros’ Post: We can’t ask teachers to be innovative in their practice while administrators do the same thing they have always done.

We can’t ask teachers to be innovative in their practice while administrators do the same thing they have always done.  I have noticed that the schools where teachers are doing incredible things have leadership that innovates inside the box. They do not just encourage different thinking and action, but they model it through their own process in supporting teachers within the constraints of the system.

I wrote this in response to a great post by George Couros today. Goerge does challenge and he asks questions that are difficult to answer. His post prompted me to respond on his blog. I have written an extended response below.

Hi George

Yes, your ideas make a great deal of sense. It seems to me that there is a creativity barrier in education. We want our teachers to be creative, we want them to empower students and we want an engaging learning environment.

However, when we pass over the Rubicon into administration, we mostly value compliance. You are now an ‘officer of the board’ whatever that means and what is most valued is your ability to do what the senior admin wants to be done, sometimes at the risk of suppressing the creativity of staff members.

Creativity can be a liability. In administrators, it is seldom valued and to remain creative is a risk that sometimes will lead to disapproval or even sanction.

This is a big problem in our education system, one that I don’t know how we will break out of.  How can a system that devalues innovation survive?

Every day I see creative work being done and shared by educators. But not from administrators. Their voice is more muted and their contributions often fall into the category of ‘cheerleading’. This is a shame because administrators can be innovative too.

Maybe they are at their best when as George Couros writes, they are supporting the innovative efforts of others. Is that the best that we can do?

There seems to be a great shift that that takes place when we become school administrators. We enter a world where compliance is the main value. To question and to innovate is not acceptable and is seen as risky.

Thanks to George Couros for writing this piece. It takes courage to question the status quo and I appreciate his efforts to do this. I really think we need more educators with the ability to call into question some of the failings of our public education system.

How can we ever have an honest public debate about the quality of public education if many of the main actors feel that they play no role in commenting and questioning how we are educating our children in 2018?

If not us, who are we leaving this to?

Response to: Are There Times When Even Adults Choose Not To Comply For The Sake Of Self-Reg?

I read a great post today by Aviva Dunsiger on compliance and self-regulation entitled Are There Times When Even Adults Choose Not To Comply For The Sake Of Self-Reg?

I really suggest you read it. Aviva is writing about something we don’t talk enough about – the pressure for adults to conform. Again, this is something we do in education, we are expected to do everything in our power to respect the student’s need to self-regulate and possibly opt out of difficult situations, but on the other hand, we expect nearly blind compliance from the adults in the system. She ends her post with this question:
Maybe not complying is still a good option at times, but just in a different way than our four- and five-year-olds chose to do so. Are there times when, even as an adult, you also choose “not to comply” for the sake of Self-Reg? I guess the troublemaker in me continues to exist.
At the end of Aviva’s post I added this response:
Great question. I think as adults we need to get much more comfortable with noncompliance. Especially when we work for large organizations like school boards noncompliance is healthy and necessary. I became increasingly uncomfortable with the pressure to comply especially as a school administrator in a Catholic school system. The pressure to comply was always tremendous. To not comply was seen as disloyal.
To question ideas was not encouraged and loyalty to the party line was a value that was rewarded. Cheerleading of board initiatives was seen as the best way to use Twitter and other forms of social media.
I wish this was not the case. Noncompliance should be encouraged. Noncompliance is a way to promote independent thought which is what I always thought we were supposed to be teaching our children to do.
Aviva is making an excellent point here. To opt out, to question, to take a different path is just as important for the social-emotional health of adults as it is for children. It is dangerous however because it will put you at odds with the vast majority of people who are comfortable with or unwilling to question the status quo.
When we discourage noncompliance and independent thought, what does an organization lose?
To call for strict compliance means that decision making is left in the hands of the few in the highest positions of authority. To question their ultimate authority will lead to sanction. This means that alternative positions are not encouraged by teachers, consultants and especially school administrators.
Consequently, adults in school boards are reduced to ‘cheerleading’ tweets. While there are many educators that go beyond cheerleading, it is seldom that they seriously question the status quo – something that is established by a small group of people whose authority is never questioned.
I have seen this demand for compliance with other large organizations. The Catholic Church and its agencies and large education corporations are two I have had some experience working in. It seems the larger you get the less room there is for thinking outside the box. It makes me wonder how innovative thought and action ever takes place!
When it comes to opting out there are not a lot of options. You simply cannot dissent if you work for a large school board or other big organization. This means that your social-emotional well-being is secondary to the well-being of the organization.
Adults always have the right to opt out, but that comes down to leaving the organization. In my case, speaking critically about my school board meant that I would be suspended without pay. So, I complied.
This was not a good situation, but I did have the option to opt out and I did. I left the organization and I started to write. From a social-emotional perspective, this is a good thing.
It might have been better if independent thought and initiative had been encouraged while I was a school administrator. You really lose something when you demand blind compliance. Opting out is good for adults, it would be even better if we could do this more while remaining members of the organization.

Who Gets Hired in Ontario’s Education System?

Most of my friends are teachers. My wife teaches grade 7 and 8. I feel that I am a strong advocate for teachers and I did whatever I could for the teachers I worked with while I was an administrator at four elementary schools over a twelve-year period.

I feel I need to put this right out in front when writing about the topic of hiring and seniority.

I know this is a very thorny issue, especially in Ontario where government regulations have restricted who school boards can hire based on seniority. I am taking part in a debate on Voiced Radio this morning on this topic, so I am using my blog today to prepare for this session.

While I write, I am also checking out a Twitter conversation on seniority and hiring. Here is one comment that gets to the point – a hard thing to do using Twitter!

As an outsider, I can’t help but feel there should be a middle ground. I’m instinctively uncomfortable with the idea that you get hired because it’s your turn. But I also see scope for abuse in a free for all situation

The writer is not an educator, he is a concerned parent and he makes a great point. While the old way of hiring was open to abuse, do we really make things better by putting in place an arbitrary system that blindly imposes limitations on school board when it comes to hiring talented people?

School boards are terrified of teacher unions so there is no way to get around regulations that are negotiated between boards and the government. They know to do so risks legal action. So boards and more specifically principals follow the mandated hiring practices without criticism.

If I was still a principal I wouldn’t be writing this. Criticizing provincially mandated hiring practices, no matter how ill-considered is a really good way to get you sanctioned by your employers.

If you have read my blog, you know that I have a big problem with large public institutions, school boards in particular. Unions are big organizations as well and while they do great things for their members, they are susceptible to the same foibles as school boards.

Unions sometime promote policies that are great for their membership without seeing how these policies do not serve students. In Ontario, they are now using seniority as a blunt instrument to protect their membership. It is blunt and blind. There is no guarantee that you are getting an excellent teacher when you rely on seniority to hire.

Excellence, however, is what we should be demanding from our education system. Our kids deserve it.

The obvious retort that I will be hearing soon will undoubtedly be – well what would you replace it with.

To this, I don’t have a good answer, but that is no reason to make seniority the main factor in deciding who gets to teach our children. Sure there were abuses in the past. People got hired who shouldn’t have. This was because the people who were doing the hiring were abusing the system. It was dishonest and wrong.

But, this is not a good enough reason for developing a policy that is also wrong and protects a particularly privileged group of people.

We need excellent educators and excellent administrators who do not abuse the system. Maybe we get the system we deserve, but I have to argue we could do so much better than this.

 

Growth Mindset Can Work – But Who Needs to Grow?

I was looking for some inspiration today for a post after listening to my wife debrief after another exasperating day working with a particularly rude and difficult child. It is very frustrating to hear about her bad days because she is a gifted teacher and does wonders with intermediate students. My natural inclination in these situations is to look for ways to mute destructive students like this so that their impact on their school surroundings is minimized.

I can no longer affect the outcome of these challenging situations, I am not longer a principal. So, I write.

I am reflecting on the unfairness of this situation. Why does one child have the ability to disrupt, frustrate and block efforts that are being made to help them get an education?

This is probably one of the most frustrating situations in education. Children who for a wide variety of reasons do their best to oppose those who are committed to helping.

Sometimes Twitter can help with a prompt to help reflect on these exasperating situations. Today I found something by Dr Stuart Shanker

As teachers, this is an imperative reframe:  “I wasn’t trained for this.” To:  “Where can I learn more?” I love hearing about real experiences with the “growth mindset” model – will you share yours?

The growth mindset here has to do with educators, not students. Many children are in no way prepared to change their mindset. Who knows what has caused the blockage that leads to disruptive and destructive behaviour? The change in mindset needs to come from the educator.

The challenges in the poster at the top of the post are instructive. What happens when we open our minds to vastly different ways of doing things to support a student who is really struggling?

Can we be flexible enough as a system to adapt to the needs of a struggling child?

I think in many cases if we are able to start this work early enough we can make a difference. We must be ready to throw out everything in order to do this. Rework the system to fit the child. Design a system that uses the talents and intelligence of committed educators to affect change.

I have seen this work. In my last school, we had a wonderful boy in grade 3 who really challenged the entire school. He started off with us one block a day and even that was a struggle for all of us.

We had to rework things to make things work for this child. He was held accountable, but he also became the focus of a group of very compassionate, talented educators. Gradually, over time, his day lengthened. There were still the outbursts, the anger and the foul words, but we persisted. We adapted. I would like to think that we grew. He flourished.

Unfortunately, we lost touch with the boy when he was moved to another city. I like to think that we had all turned a corner and that given more time he would survive and thrive.

I think at the worst moments, we have to think back to our stories of growth. Even in the most unlikely circumstances, good things can happen.

I am not fooled into believing that positive change happens all the time. It may only happen once in awhile and it may not be longterm. What is important is the belief that we can adapt our mindset to bring about success in some cases and this makes all the difference.

In the case of the student my wife is struggling with there is a long road ahead that will not be completed by the conclusion of this school year. Maybe in another place and time something will spark a difference.

In Ottawa, many of our high-needs schools work with an organization called Christie Lake Kids. Their mission is to transform children through recreation. They call it Transformative Recreation or T-REC.

Through participation in the T-Rec model, the children and youth we serve develop a greater capacity for self-regulation, self-efficacy, social skills, adult monitoring, and positive relationships.

T_REC Model Christie Lake Kids

I mention Christie Lake Kids here because I think that the mindset change we need to employ will involve others outside the education system.

Maybe the counter statement to ‘We don’t have enough resources’ should really be ‘But what resources, especially in the community are we not using to their full potential?’

We certainly can do a better job at thinking outside the box. We also need to take a moment and really applaud the teachers like my wife who go in every day to face the unending challenges of dealing with the students who challenge.

May we learn to support them better.