Customer Service Matters – Even in Education

Over the past few days we have been in the market for a new car – always a joy in the middle of the summer!

We actually enjoyed the first part of the experience. We met a great salesperson who talked to us, found out who we were, listened to our concerns and then took us for a really fun test drive.

Everything was going beautifully and for a moment I thought this might not be a terrible experience. We agreed on a price, I had my card out ready to pay the deposit then things went south. Our salesperson called over his manager to confirm the deal. He took one look at the paperwork and quickly bumped up the price by an additional $10.00 a month.

We were stunned – not so much by the added price, but by the way the manager totally disregarded his salesman and decided on his own that he could squeeze another $10.00 a month out of us.

Of course, we left. But the money was not the issue. It was the total disregard the manager showed to his potential customers and his staff. They tried to get us back in later in the day, but the total lack of customer service and common decency was enough for us.

On to the next dealer. In this case, I had been in correspondence with the saleswomen for two days. We had texted about price, model all of that sort of stuff. We went in to meet with her to start coming up with a final price. She then excused herself and the manager returned. He took her seat – she wasn’t even allowed to sit down – and quoted us a price that was way beyond what we had discussed with our salesperson.

Again we left, the woman looked apologetic about the total brush off we had received from her boss.

So, dealerships 2, family 0.

But was that really the case? We had spent the better part of the day talking in good faith with dealerships and had encountered people who didn’t have a clue how to treat employees or customers.

It made me think that actually, maybe things are not so bad in education. I have seen so many teachers become administrators and turn into multi-headed monsters, showing little regard for their staff and the parents they serve. I assumed in the business world things would be better, but I don’t think that is the case.

It seems to me that our modern society has lost a certain amount of civility. How you treat the people you work with and your clientele doesn’t seem to count for much these days. I know of instances where the principal had no problem disregarding the interests of their parents because they were certain they knew the best way to get things done. Such leaders pass this arrogance on to their staff creating a toxic atmosphere in the school.

This should never happen and these leaders need to be called to account if they don’t know how to manage people.

In the case of the dealerships, I had calls apologizing for the poor behaviour of their managers. In each case, they wished us well and there were no hard feelings. What would happen in education if we treated our parents with this level of care and respect when a manager missteps?

Customer service is everything. I have written about this before, and there are excellent examples of organizations with great customer service out there and they need to be celebrated. For years, I have worked and volunteered for Discovery Education mainly because they never miss an opportunity to thank those who work with them. It almost seems a little countercultural, but they always act with grace and do their utmost to make sure their clients are receiving the service they deserve. We need more Discovery Education these days.

By the way, we did find a car – excellent customer service!

Response to George Couros – Empowering or Stifling Voice?

As a blogger who tries to find something to post every week, I find lots of inspiration from the people I follow and read every day. I try to read something and comment when I can. George Couros is one of the best and I find I get lots of inspiration from his writing. Today’s post by George, Empowering or Stifling Voice? inspired me to make the comment below. If you read this post, please consider reading and commenting on what he has written – I think he really gets to the heart of the risks bloggers take when they go public with their ideas.

Thanks for this post George. I am sure I am one of those bloggers who makes errors each time I write. I find it a bit weird that people would make comments on a post that pick up on small errors – what is the point? Why try to bring someone down?
I remember meeting you at one of the BIT conferences in Niagara Falls. The encounter was so positive and friendly, you encouraged me as an educator and as a blogger. I really appreciated the positive nature of that encounter.
I think we always learn more from the positive encounters. The negative ones can be instructive, but criticism needs to be delivered with kindness for it to be effective.
I am now a retired educator which has allowed me to be more critical of established educational institutions than I could have been as a principal. I have received great support from people like Doug Peterson and Stephen Hurley, and this encouragement has propelled me to write more. I sometimes feel like I am writing for an audience of two or three, but at least there is some audience out there that reads and comments on my posts.
What I do find bizarre and rather hurtful are the people who disagree with what I write but who respond by actually blocking me on Twitter.
To my knowledge, this has only happened once, but I truly don’t understand this behaviour.
If something you read upsets you, how does it help to block out that voice? How can you continue a conversation when you turn off the speaker?
Blogging is a risk. Everytime you hit the publish button you really don’t know what will happen next. People may like your writing, some will ‘unfollow’ you and I guess in rare cases you might be blocked.
As a blogger, what I would rather see would be a response. If you disagree with what is written, write back. It may take more time, but it shows more respect for the writer.
All that being said, positive comments are appreciated too!
Thank-you for being the inspiration for this piece of writing!
I hope your day goes better.

Is leadership an innovative endeavour? – Response to George Couros

In January, George Couros asked this question and answered it with a definite “yes”.

I totally agree with his answer and his caveat that it should be an innovative endeavor.

My concern is that the urge to innovate seems to dissipate the higher people reach up the leadership ladder. There is certainly more pressure to follow the company line and as this pressure increases, the ability to innovate declines.

But when you see the challenges that are facing schools and organizations, if “leaders” are not also “innovators”, there is a danger of irrelevance.

George Couros

As George Couros writes, the inability to think outside the conventional ‘box’ can lead torganizations like school boards to become irrelevant.

Almost as a response to this challenge, Larry Ferlazzo has written a good series on leadership –  Response: Support Curriculum Innovations by ‘Failing Forward’

This three-part series offers a whole variety of ideas and suggestions from some of the top education leaders in the United Staes on how to support innovation in schools. One suggestion from Mark Estrada, principal of Lockhart Junior High School in Lockhart, Texas is very interesting.

School leaders and teachers must develop a growth mindset as Keith Heggart describes in a recent article.

  • Teachers and administrators must model a growth mindset

  • Create space and time for new idea development

  • Build time for self-reflection

  • Administrators must provide positive formative feedback

We are all familiar with the concept of ‘growth mindset’, and we want our students and teachers to embrace this idea. We don’t, however, insist that a growth mindset be adopted by school and district leadership. In my opinion, after working for years as an administrator in a large Ontario school board, a growth mindset amongst our leadership is sorely lacking.

I would argue that what we experience in many schools and certainly at the district level is a preservation mindset. Keep everything moving, nudge forward a little, pick up the newest fad in education, but basically keep things the way they are and celebrate compliance as the gold standard.

Those who do not accept this as the standard operating procedure are not welcome at the table.

So, while I applaud writers like George Couros, Larry Ferlazzo, and Mark Estrada who work hard to extend the reach of new ideas on leadership, I have to ask – who is reading these articles, and who is simply paying mouth service to ideas about innovation, change, and bold leadership?

If our education leaders are not overly concerned with real innovation, do they risk becoming irrelevant?

The Principal as Activist

A few days ago, I was part of a presentation in front of the Ottawa Community Housing Foundation. We were talking about the work that we had done to raise money for a community organization called Rec Link by climbing Mt. Kilimanjaro. We talked about the importance of developing community assets to assist schools in high poverty areas. Rec-LINK was one of these important community assets that continue to be a great help at my last school.

One board member asked if it was normal for principals to develop strong links with community agencies that make the lives of families in the community richer. I had to say that, no this is not common. I do know some great principals who have linked their school to community agencies, but unfortunately, in my opinion, this is rare.

We are not trained to develop our community assets and this made me reflect on why I had taken this approach at my last school.

I think a great deal has to do with what I have learned from a visionary principal, Nelson Rutilio Cartagena Orellana who administers an elementary school in San Jose las Flores in El Salvador.

Nelson has been principal and a prominent member of the community of San Jose las Flores for many years. Nelson is everywhere in the community. He sits on local and regional anti-mining committees, he is always looking for ways enrich his school community through the development of projects that include an extensive garden and livestock growing project, a breakfast program for all students and a new computer lab for the school. He does much of this through the partnerships he has encouraged with schools and communities in Canada, Spain and I am sure many other countries.

Nelson was actually voted principal by the teachers of his school – can you imagine if we did the same thing here?

Nelson grew up in and around San Jose las Flores and was a young victim of the Sumpul River Massacre.  His brother died trying to cross the river and Nelson still wonders what he would be like if he was alive today.

A depiction of the Sumpul River Massacre. It is estimated that over 600 people, mainly women, and children were killed trying to cross the river from El Salvador to Honduras.

Nelson’s commitment to his school and community is very special. He knows that the children at the school have the potential to prosper in the future – one no longer clouded by war and oppression.

To be an educator in San Jose las Flores means that you are committed to bringing about social change for the children of the community and that you must use every asset you can find to make sure they have a bright future.

Children getting a mid-morning meal at the school – this program is funded by one of the many school partners.

While our challenges in Canada are nothing like those in El Salvador, there is an important message to be learned here. It is simply not enough to administer your own school and shut the community out. The problems that exist in disadvantaged communities in Canadian cities are too great to be managed by the school alone. Schools must develop stronger ties to local community agencies like Rec-LINK in order to provide the well-rounded education our children need to prosper.

This may be done at some schools, but if it does it is because of one or two inspired leaders like Nelson – it certainly is not common. The need for better integration between school and community seems to be poorly understood here and this needs to change.

A principal needs to be an activist. If they are not comfortable with that role, probably best to move on to a less challenging school.

The elementary school in San Jose las Flores

 

Big News – Growing gap in fundraising between affluent and needy schools

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Today the Globe and Mail’s great education reporter Caroline Alphonso put out an important article about the dreadful disparity that continues to exist between Ontario’s rich and poor schools.

Schools in affluent neighbourhoods are fundraising almost $50 for every dollar raised by a needier school, new data show, raising concerns about a growing inequity in public education.

If you don’t know this already, you should. Growing up in Kanata or Manotick is not the same as going to school in Caldwell, Russel Heights or Dalhousie. When you administer a school in the richer parts of Ottawa, you have access to thousands of dollars that you can spend almost any way that you want. As the article states, provincial regulations disallow you from building a new school addition, but after that obvious limitation, the sky is the limit.

When I worked in Manotick, the school council briefly debated, then purchased a new school mascot – big enough for a good-sized grade six student to inhabit for school rallies and events. This cost thousands of dollars. At my last school, we had a slightly oversized teddy-bear as our mascot. The Manotick school had three – count them – three good sized play structures, the last one costing over $80,000.00

When the topic came up at school council that as Catholics, we should share some of our cash surplus with poorer schools, the motion was quickly defeated – this money was for our kids.

So why don’t we share our revenue? No idea –  you would think that in a Catholic Board this would at least be debated.

Next question – why don’t we help the poorer schools? Oh, we do! The poor schools in Ottawa usually get a one-time grant of around $3000.00 to make up the difference. These special grants are not enough, they usually go to pay for food and clothing for our kids. As Alphonso writes:

The Toronto District School Board, Canada’s largest school district, provides special grants to schools in high-needs communities to help compensate for the fundraising differences. It can’t compete, though, with the hundreds of dollars raised by schools in the city’s richest neighbourhoods.

The disparity problem doesn’t seem to be understood by school officials. Years ago, we were told that a special emphasis on the poor was going to be the mandate of the newest director of our board.

I wonder how that was to be acted out? Was it a matter of highlighting how certain students had made it out of poverty because of an excellent education? Is that really enough?  Is that more than simple charity?

If we truly want to redistribute income throughout the schools in Ottawa there is so much that we could be doing. It is simply unfair that some schools have more of everything than others, especially in one of the richest cities in North America.

Don’t be shocked by headlines that write about the growing gap – don’t look to poor countries in the South – look to schools in your own city.

 

The Importance of the Community School

a mural painted at St. Anthony School to celebrate the Italian heritage that shaped the early history of the school

 

Community schools that are truly integrated as a partner into the wider neighbourhood are rare. However, they are increasingly important as more community agencies try to work together to solve complex social problems.
Education institutions stand apart from these cooperative efforts mainly because they still see themselves as silos or islands of instruction not to be sullied by outside influences.
It does not have to be this way, and it would be heartening to see a shift away from the silo approach to education in our society.
There is no question that the connection between a school and its surrounding community is vital. Really, the two should be inseparable, both working together to make a stronger union and a better community.
As a principal, I have always tried to do this, especially in the last school I worked in.
St. Anthony School in Little Italy serves a diverse population of new Canadians from countries around the world.
Our staff believes strongly that we need to reach out to our community so that we can do a better job of serving our families. Over time, we established strong ties with organizations like Somerset West Community Health Center,  Rec LINK, a wonderful small organization that links families up to recreation opportunities for their kids, and the Dalhousie Parents Day Care – a community organization that resides in the basement of the school and until recently, had office space in the school.
Dalhousie Parent Day Care
We also had strong ties with the local Italian community who raised thousands of dollars for playground renewal and other projects. We even had a great partnership with a local store called The Bike Dump. Dave, the owner of this store supplied cheap or free bikes to our kids every year and last year even found us a mechanic to fix all the bikes before we handed them out to our kids.
These are just a few of the many partnerships we worked on over the past years. We also tried to make the school as open as possible to all parents. This was really important as many parents come from countries where positive relationships between families and institutions were not encouraged.
Unfortunately, this can all change very quickly. In the past few months, community agencies have lost office space in the school. There is little communication between Somerset West Community Health Centre and the school. The doors of the school are locked, keeping the parents away from the building. The social media accounts – Twitter and Facebook have fallen silent. The school, in essence, is retreating in upon itself.
This is not what should be happening. Community schools should encourage partnerships with the agencies that support their families. Surplus space should be used to offer additional services to the community. There is space in the school for adult literacy classes, even space for a computer room for parents who do not have access to computers or wifi. These ideas have been discussed but were never implemented.
It is important to remember that all schools are ultimately the property of the Province of Ontario and they all need to be utilized to serve the community in the best way possible.
The current trend away from the community is distressing and it shows a complete misunderstanding of the role a school should play within its community.
This situation does not have to continue. Ultimately, the Ottawa Catholic School Board can push back against this trend and become more involved in making the local community its top priority. To ignore the importance of St. Anthony School to the surrounding community risks losing an important community asset.
Schools should be the heart of the community. It is sad when people ignore or just don’t understand the importance of this relationship. I hope this will change in the future and that new principals will be better trained to understand that schools do not and cannot exist in isolation.
To offer an excellent education for our students, we need to learn to be a part of the community. Are there ways that the community could reach out to bridge the current gap? Can the Catholic School Board begin to see itself as a vital partner in Dalhousie? Only time will tell.

Showing Gratitude

Today I am thinking a lot about showing gratitude. I think this is something that is truly underrated in our modern society and maybe we can work on this.

To be positive, there are many people and organizations who are wonderful at showing gratitude and as a consequence, I am very loyal to these people. I would like to show my gratitude by mentioning a few.

First, for me, there is Discovery Education. There is no question that they offer excellent digital learning tools like their Science Techbook, virtual field trips, and great streaming services.

I love all of their material, it is all really well done.

What I love most about Discovery is that they really appreciate educators. They maintain the Discovery Educators Network (DEN), easily the best educator support network I know.

Discovery Education’s Spotlight on Strategies (SOS) series – strategies developed by teachers for teachers

I try to do a lot of work for Discovery, mainly because of their very positive attitude and the gratitude they show towards educators. This is a really wonderful motivator to all educators connected to Discovery Education. To be honest, this level of positive support is not something I am used to as a former administrator.

One person who routinely shows gratitude for the work of others is Doug Peterson (@dougpete). Doug is a retired educator and very active blogger and leader in the area of educational technology. Every Friday, Doug acknowledges the work of many Ontario educators in his #FollowFriday tweets and his Best of Ontario-Educator series

The work that Doug does is really important. Educators do need positive support and acknowledgment. This is not why people blog or tweet out their work – most I believe, blog and tweet as part of their own reflective learning process. Doug shines a bit of a spotlight on these dedicated educators and this is very important.

I could easily go on, there are so many great educators in Ontario and around the world who spend a good amount of time supporting their colleagues.

Twitter is a wonderful platform for recognizing the work of others and public recognition for educators is, in my opinion, is really important.

I think it is unfortunate that many educators have to go outside their own boards to receive this recognition, but this is a reality. I have talked to many educators who have been marginalized for speaking out or for going outside the narrow confines of the district ‘norm’.

For example, I was once chastised by a superintendent for blogging too much – really??  I am not interested in focusing on this and other situations, I only mention this because I believe that many educators do not receive the recognition they deserve if they innovate and experiment.

While this is unfortunate, there are so many excellent sources of encouragement out there like Discovery and Doug Peterson.

Thank-you to all those who support educators – this is really important and your encouragement is really appreciated. Districts could learn a thing or two from those who show gratitude on a daily basis.

The Role of the Administrator – Support your Teachers

Doug Peterson wrote a great post a few days ago comparing how adults are treated at conferences with the daily experience of students in high school. The post has attracted over 20 comments from readers so it definitely resonates with many people.

Doug makes this point at the end of the post:

“Why couldn’t school be like this” takes on importance.  We probably don’t want to encourage a society addicted to bacon and coffee but there were lots of great takeaways that could/should be implemented or have an impact on design.  The presenters and organizers had all kinds of insights about how to make things great for adult learners.

Are there not lessons there for the regular classroom and school day?

This led to a really interesting conversation on how an administrator can make a positive difference in a school especially if they have the welfare of students and teachers as their main focus. Aviva Dunsiger another great Ontario blogger commented:

What really got me on the first day of school this year, is that my new principal always pops in and says, “hello,” every morning. He checks in with all staff constantly. “How are you? What can I do to help?” Even when he’s busy and stressed, he’s still smiling, positive, and ALWAYS making time for the staff.

Doug’s two posts, IT DOESN’T ALWAYS COST MONEY and IN THEIR SHOES have garnered 27 comments already. Doug is right – the status quo is being challenged. I added my comment to his blog and it is included below. I am less familiar with high school structure as I have been in elementary for the past ten years. However, Doug and Aviva’s discussion on administrators really resonated so I had to add something about the role of the administrator. Is it changing? Are we getting this right?

The primary role of the principal should be to support staff, students, and parents. The teachers need to be allowed to teach and teaching is certainly the hardest job in education. My philosophy as principal was always ‘what can I do to make your job easier? I respect what you do, I know how hard it is, what needs to be done to make you more effective?’
I was never a fan of those who wanted to pressure teachers to do ‘more’ or to drive up the test scores – a ridiculous venture at the best of times.
There are lots of great administrators out there, but also lots who never seem to understand that they are really in the school to play a support or servant role. Maybe it has something to do with a mistaken understanding of what it truly means to be a leader in an educational community.
This is the one thing that I can add to this conversation. While it is essential that principals support their staff and see that as their primary responsibility, it also should go without saying that principals also need support from people at the district office. This, unfortunately, does not always happen, in fact in my experience, board officials often did not support our efforts to do the work we needed to do. I think this takes place because there are various opinions of what administrators are supposed to do. Many believe that principals are agents of the school board and must always put the interests of the board first.

There seems to be a disconnect between what is good for the school and what is good for the education corporation – the two do not always fall into alignment.

I have always tried to put the interests of the school first, which probably explains why I struggled to work with some of the officials at the school board level.
Whatever you believe, it should be children first. We should support what is good for our teachers because they know what is best for our kids.

A Key Element for Authentic Teacher Inquiry – Assessing and Learning from Student Work.

I am really enjoying the #notabookstudy quad blogging experience. What is really wonderful is that we are encouraged to blog and then to comment on other posts. It is great to see the conversation continue beyond the original post. The questions allow the writer to extend their thinking on the topic – something that is hard to do in a single post. Here are excerpts of some of the comments I am getting along with my responses – what a wonderful, meaningful dialogue! Thanks everyone. (my answers are in italics)

Do you think it’s more difficult to be introduced to a new idea, tool or strategy if teachers direct their own PD?

No, I don’t think it is hard to be introduced a new tool if PD is self-directed. Most of the useful things I have learned have been through self-direct PD. This should include conferences that I have chosen to go to and edcamps. There are a number of very effective ways to direct your own learning and I think we should always take advantage to these when they come up. I took part in MADPD last weekend. I thought this was a really good way to offer PD to teachers, I just wish there had been more participants. This is where conferences may still win out. You need to make a time and financial commitment when you go to a conference and therefore you tend to get more buy-in. Flipping from session to session on Youtube may not lead to any significant increase in the knowledge base of the participant.

 

As an addition to earlier thoughts in this blog, I add the following for contemplation – How can we support educators to examine student assessment data on an ongoing basis and to use that student data to drive their own professional learning and changes to classroom practice – which in essence, if research based, will lead to improved learning outcomes for students?

Thank you for the opportunity to reflect on the ideas in the blog and to contribute some thinking….I look forward to the continued conversation.

Thanks for your comments. This is a great question: “How can we support educators to examine student assessment data on an ongoing basis and to use that student data to drive their own professional learning and changes to classroom practice – which in essence, if research based, will lead to improved learning outcomes for students?”

There is always just so much you can get in one blog post. One point that I did not emphasize is teacher research. For really effective teacher inquiry to take place, teachers need to base their inquiry on what they see as the learning needs of their particular group of students. What I found while observing the teacher triads was that educators had a very good idea of the learning needs of their students. This may have happened simply through observation in combination with on-going assessment. The particular triad of teachers then agreed on what conclusions their observations were showing them. Then, and only then did they develop an inquiry question. For example, one group of junior math teachers decided, based on observations and data that their students had a poor understanding of the concept of zero. They then developed an inquiry to assist students to develop a better understanding of this concept. This process might seem pretty slow – the inquiry took several months to conclude, but it was certainly authentic and it had total teacher buy in as they had done the real work. I think we need to do more of this teacher-directed work and trust our teachers and administrators to come up with processes that puts educators in the driving seat when it comes to professional development.

Like you, I think the best PD for me has been the stuff that I have had a say in. When my colleagues and I can direct our learning, or when we arrive at a day without a written-in-stone agenda, I feel like I learn more!

Thanks for commenting Lisa. Very good to hear that your PD has been self-directed. I think you are very motivated and that is great to read about. I do think we need a cultural change where teachers are treated as real professionals and stay in control of their own learning. My experience as an administrator is that much of our PD is directed by others – we learn that this is the way and then we impose this on our teachers. That should not happen.

 

What Should Professional Learning for Educators Look Like?

Teachers are really busy people. I would say that 90% of their time if not more is taken up with teaching their students, duty, marking, reporting and following up with parents. Every teacher could add to this very basic list, but I would imagine that most would agree that they have very little spare time.

If you add to this the really important time teachers need to regenerate and connect with their families and the outside world, the amount of time teachers actually have to work on honing their professional skills is very low.

Still, teachers are very engaged in professional development and they are as a group, very motivated to learn new ways to engage and educate their students.

All this leads me to one important conclusion – how can we provide teachers with valuable PD. Teachers’ time is precious and we should never waste it with useless or irrelevant PD. Sadly, from what I have experienced, the sessions planned by education districts often fall into the category of irrelevant.

The reason for this is that there is little teacher choice involved in our PD models. Inevitably, consultants and other board officials make the decisions on what is essential for teachers to learn without asking the learners. When these decisions are made centrally, there is no teacher voice evident.

Within schools, teacher voice is still missing. Many principals seem to believe that they must be the arbiters of what is important for teachers to learn. The principal may not have taught in a classroom for years, but somehow they are experts on what a teacher needs to know.

This system needs to be turned on its head ie. teachers need to be asked what they need. Another thing we increasingly tell teachers is that to be a valued professional, they need to blog or tweet about what they do in their classroom. Again, another assumption made about time and individual preference. Not everyone needs to get on Twitter or start madly blogging. While this appeals to some educators, this needs to remain their choice. If it is imposed on them it falls into the same category as district-mandated professional training.

Choice needs to come first. Along with choice must come time. If we really believe that teachers are capable of making good decisions on what they need to learn, we must give them time during the school day to do this learning.

This can be done, but others have to become comfortable with giving up control. Once educators are given time and choice they make excellent decisions on what they need to focus on.

We have done this several times and the results have been great. Teachers are very happy to work with their colleagues and set their own professional agendas. Sadly, many say they have never been given the chance to do this before.

At one school, we ran a triad system where teachers from three schools worked together deciding who they were going to work with and what would be the focus of their study. As principals, we did ask them to have a plan and to report back to the group, but the rest was up to them. The results were wonderful. Teachers came up with their own inquiries and studied questions that we as principals would never have come up with.

Michael Fullan has done some work in this area, but it doesn’t seem to go far enough. In his video Learning is the Work below does mention that the ‘culture’ of learning has to change, but I never really saw this happen for teachers and I certainly never saw any change in how PD was delivered to principals.

The wonderful Ontario Capacity-Building Series has featured articles on choice in professional learning for years. In 2014, they published an article on principal collaborative inquiry. In 2010, they produced an excellent article on teacher collaborative inquiry that actually outlines the seven characteristics of effective teacher inquiry. Finally, again in 2014, an additional article was published on collaborative inquiry for educators. The article emphasized that everyone should be a learner and that the top-down model of PD was not effective.

CI (Collaborative Inquiry) requires a safe, inclusive environment built on trusting relationships. An open-to-learning stance is a condition of a collaborative learning environment. A culture of inclusivity must be part of the CI mindset when interpreting evidence and studying the student experience. CI promotes a democratic approach to shared leadership and joint responsibility (distributive leadership) for student learning.

To me, the key word here is democratic. This I don’t see. I do see teachers collaborating (not admin), but they still are not in charge of the inquiry – the focus is still carefully guarded by the district.

Both Fullan and the writers of the 2014 piece talk a lot about a change in culture. I agree that this is certainly needed in education. However, until there is true respect for the voice of the teacher in crafting professional development any talk of real cultural change is mute.