Learning at Ed Camp

I attended a professional development conference on Saturday, November 17 at Delta Secondary School known as “Ed Camp”. If you look it up online, you will discover that Edcamp is defined as an unconference - an organic, democratic, participant-driven professional development model for people interested in education.  The "organic" definition made me skeptical and I half wondered if Ed Camp would also offer 100% of my daily requirements of probiotics, fibre and would attract lots of people with wool socks and Birkenstocks.  However, I was intrigued that there were no entrance fees, keynote presentations from noted experts, no formal pre-set agenda, and participants were invited to set the course of the day by identifying and then choosing topics they are most interested in discussing or learning more about. 

Upon arriving, I was welcomed by some students, picked up a name tag and was given four post-it stickies. Participants at Edcamp are encouraged to contribute ideas for workshops beforehand and are invited to share a short presentation or propose a question.  There was a range of at least 30 topics posted on a couple of rolling boards, and I was invited to read them and put my post-its on the session topics that were most interesting to me.  From there, the organizers created a schedule and many sessions were offered over four time slots during the course of the day.  All participants were urged to bring a device. There were no paper handouts.  The schedule, school map and session notes were all done online, using QR code readers, Google Docs, Twitter (#edcamplbc) and the EdCamp Delta website.  

The four workshops I attended were informal, interactive, conversation-driven and not typical stand and deliver (with power point) presentations from a guru where the audience remains mostly passive.  While the Saturday event was full of like-minded people passionate about education (including prominent edu-stars, as measured by number of followers in the Twitterverse), it was all about reflective and engaging dialogue. Disagreement and counterpoints were welcomed and encouraged, including a summative session entitled “What Sucks about Education” where we were invited to agree or disagree about current hot topics and defend our thinking.  It seems to me that the most thoughtful conversations and learning I have had at professional conferences or in my career, were in between sessions and after work or meetings, informally with other participants and colleagues.  The EdCamp model is all about the informal conversations where participants can listen, articulate, defend and reshape their thinking.  (See more on informal learning here).

Professional development, like all learning, is determined by the level of engagement, openness and reflectiveness of the participants.  While EdCamp is certainly not a panacea, and it has limitations (read the ever thoughtful Bruce Beairsto here and here), for my money (it was free), it was an excellent day.  I was able to choose what interested me and the '21^st century, digital and connected learners & leaders' theme of my day was very helpful. Sessions were facilitated by current, practicing teachers, principals, district innovators and students. They offered a brief overview of things they are doing, now, in class, in their school or district and what they have learned. The audience was comprised of people who serve in similar roles and who can ask questions and pose what ifs and offer counter ideas.  EdCamp recognizes that, collectively, practicing educators have a lot of experience and expertise and, if we’re interested in change and innovation, we can create this together.  For me, it was far better than listening to even the most riveting and current (and costly) expert from abroad, who often has not worked in a school, with students and teachers, for years.  

As I learned at a session entitled, “What is Connected Leadership?” the digital world has flattened traditional hierarchies in education and made ideas more powerful and influential than roles. At this same session, participants were encouraged to get connected to those with different ideas and perspectives, as defending our ideas while entertaining conflicting points of view is the only way to learn and grow.  Ed Camp offered an opportunity to meet a diverse cross section of interesting educators and hear and discuss some innovative ideas. It was certainly as good or better than any traditional conference I have attended, but like all pro-d, the long term, positive growth it will create is really up to me. 

The Edcamp model originated a couple of years ago in Philadelphia.  Since that time, the model has gained popularity and events have been held throughout North America and beyond. Edcamp Vancouver took place in April 2011 with approximately 90 participants.  The session I attended on Saturday, November 17, 2012 attracted over 200 educators, parents and students from all over B.C.  Delta Secondary School administrators Terry Ainge and Aaron Akune and the DSS students in attendance did a fabulous job organizing and participating in the day.

Welcome to a New Year!

When shorter days combine with cooler nights and the air carries the distinct smell of fall, we know that a new school year is upon us.  For students, educators and parents, this annual transition typically brings a few butterflies and a couple of nights of fitful sleep.  We wonder what new schools, classes, students and teachers may have to offer.  It is also a very exciting time as a fresh start always brings the promise of a better year ahead.

Despite coming off a very unsettled year in education in British Columbia that has undoubtedly impacted the faith of some, public schools in our province are excellent.  Since my career began almost thirty years ago, I can state with confidence that the young people I have the honour of working with are more academically engaged, thoughtful and socially responsible than any generation that has preceded them.  Teachers and support staff are caring, dedicated and reflective professionals who are sincerely interested in helping students learn and grow.  Our school has a palpable sense of belonging and a deeply rooted ethos of care and respect amongst all members of our community.  It is a vibrant, exciting place to learn and to work.

Schools and educators should always be concerned with improving to best prepare students for an ever-changing world.  As we grapple with delivering a more flexible curriculum; articulating the core competencies, skills and knowledge students will need; and better utilizing technology to support, enhance and personalize learning, it is important we continue to build strong relationships and welcoming communities. The demands for change are at an all-time high; however, as we strive to move from “good to great” in B.C. public education, we need to remember that our schools are very good and to understand and build on the things we do well.

As we head back, I encourage all of us who are fortunate enough to work in or on behalf of schools to reach out and connect with one another in positive, inclusive and supportive ways.  Our influence is significant and we are most effective when we work together openly and respectfully.   Let us continue to welcome all students into our classrooms and our schools with a smile and an open heart.  Listen to them, get to know them and let them know that they are welcome, safe and valued.  Creating caring and respectful relationships with young people remains the single most important thing that we do.

Have a great year.

Graduates, You are Special. Thank you and All the Best!

A Youtube clip of a Commencement speech by an English teacher from a high school in Massachusetts recently went "viral".  As I was in the process of preparing my own annual address to our graduating class of 2012, I watched the video with anticipation.  I was curious to see why a million people had viewed the clip and, frankly, to see if I could get a few ideas for my own speech.  I was disappointed.  The purpose of a commencement ceremony is to recognize and celebrate graduating students.  The speech was a self-indulgent 13 minutes long and the theme of the address was "you are not special" and began with how your parents and our society have wiped your nose, wheedled and pampered you and now you have an inflated sense of  yourself.  Accolades have replaced genuine accomplishment.  The speaker softens at the end and implores the graduates to be selfless and concludes with "you are not special, because everyone is..."  While I accept that I do not know the context of his school and think that his chiding was aimed more at the parents than the students, I disagree with the clichéd, self absorbed, coddled stereotype he suggests of teenagers.

High school graduation is a significant event in our lives as it represents a coming of age.  Students are (or will soon be) 18 years old and are on the threshold of adulthood and emerging independence.  Our school is typical of most in our area of the province and, both individually and collectively, our students have accomplished and contributed so much more than I did when I was their age.  They have been committed to achieving their best at school and in online and summer learning and their academic accomplishments are remarkable as they are driven to gain access into increasingly inaccessible universities, due to rising entrance standards and tuition costs (e.g. students need a 90% average to gain access to the University of British Columbia).  More importantly, their levels of responsibility, citizenship and engagement are impressive.  While I am certain some students accumulate service hours more to build their resume than for genuinely philanthropic or humanitarian reasons, many do it because they sincerely believe in volunteering and helping others.  They have embraced the "me to we" paradigm shift our planet so desperately needs.  I grew up in the same community over three decades ago and my peers and me were not like this.   For contemporary students, being socially responsible and caring about others by participating in or leading community events are natural parts of their lives.  

Like all urban centres across our country, most of our students were born in Canada but many have emigrated from different lands. Adolescence is a difficult time of transitions and while students are incredibly fortunate to be attending a modern school in a wealthy, advantaged society, these kids have also faced challenges, disappointment, failure and heartbreak, at school and in their personal lives. Grappling with the restrictions placed on them by an adult world, they have adapted to new ways of thinking, embraced new technologies and earned their independence. They are not naive and accept that greater challenges await them and they do not expect that life will be easy.  They understand that their futures are likely to be less stable than for any generation that has preceded them.    This is why I am inspired by the young people I have the privilege of working with each day and I am honoured to be able to congratulate them on the day they graduate and leave our school. Together, we have worked hard to help them learn to think critically and independently, to collaborate, to communicate, to solve problems and to make decisions. I genuinely believe that if they work hard, persevere and pursue what inspires them, they have the capacity to live fulfilling lives and to improve our world.    

Our school community has celebrated over 60 graduating classes and the commencement ceremony remains a very special day for our graduates and our school.  For all kids, it represents the culmination of their 13-year journey through formal schooling and the beginning of an exciting new time in their lives, while, for some, it celebrates their resiliency in overcoming obstacles and accomplishing a milestone they did not believe they would achieve.   As principal, it is always one of the greatest days of the year.  I feel incredibly honoured to share the stage with each student and shake their hand, embrace them and congratulate them. They are the future and I sincerely hope we have prepared them well. I genuinely wish them all the very best in the road ahead and thank them for reminding me of my core values and for inspiring me to be a better educator.  It is important that each young person crosses our stage with dignity, purpose and options and for that moment, they and their families, feel both proud and special.   

Gung Hei Fat Choi

The Richmond I work in today is far different than the community I grew up in the 1970s.  It has emerged from a quiet, suburban municipality of single family neighbourhoods and farms to a vibrant and cosmopolitan city of 200,000 people.   Since the early 1990s, the demographics have changed dramatically and Richmond is now home to a large and prosperous Asian community.  Many of the most recent immigrants to Richmond have arrived from Hong Kong, Taiwan and Mainland China and they are joining a smaller, more established Asian-Canadian population that includes citizens from Japan, China, India and the Philippines.  Before this recent influx, Richmond was mostly populated by immigrants who had arrived indirectly from Great Britain and other areas of Europe, as was more common earlier in the 20^th century.  As a country built on immigration, it is noteworthy that the last Canadian census (2006) identified Richmond as the city with the highest percentage of immigrants in all of Canada. Richmond includes a colourful montage of restaurants, shops, artistic and cultural events as well as ornate temples and places of worship that make our city interesting and complex. Indeed, Richmond has a growing reputation as one of the very best places to live in Canada, a nation that is usually near the top of the U.N.’s list of the most livable countries in the world.  Several world health organizations have identified Richmond as the place where people have the greatest life expectancy in Canada.

Generally speaking, the Asian students and families that attend our school also place a very high priority on education.  Students are involved and engaged in the school and work hard to do their very best, both inside and outside the classroom.  There are challenges, such as engaging and including new parents into our school and balancing the high expectations families often have for their children to attend university with a consideration of other viable post-secondary pathways that may be more appropriate or interesting for some learners. However, overall, our school is a far richer and more interesting place of learning than when I graduated from high school in this very community.

As with all changes, there has been occasional resistance from some in Richmond.  While we have come a long way since imposing a head tax on Chinese immigrants, the Komagata Maru incident or the internment of Japanese Canadians, signs of change, literally and figuratively, can still create tension.  However, if we strive to understand and appreciate our incredible multicultural mosaic, while at the same time embrace what it means to be Canadian, we all stand to prosper.  Indeed, young people who are at ease working with a diverse range of people from different cultures will be tremendously advantaged moving forward in our increasingly globalized and interconnected world.

One example of the richness added to our community can be seen in Chinese New Year's celebrations.  2012 in the Lunar calendar is also a dragon year in the Chinese zodiac. The Chinese New Year is also called the Spring Festival and is one of the most colourful festivals in the world.  Recognized in many countries in Asia, the Lunar New Year is a 15-day celebration that this year runs from January 23 to February 6. The Lunar or Chinese New Year is a significant celebration for many in our school community and the city of Richmond recently made a USA Today poll for being one of the 10 great places to experience Chinese New Year. 

My hope is that everyone who lives here appreciates that our city is recognized as a great international travel destination for people wanting to experience what we have to enjoy every day.  Check out a colourful parade or celebration or enjoy some delicious Asian cuisine in the next two weeks to celebrate the lunar or Chinese New Year and may the year of the dragon bring us all good health, happiness and prosperity.
  
Gung Hei Fat Choi!

        

Bob Carkner High School Basketball Tournament

January 12, 2014
This is an updated version of an older post:

One definition of personalized learning is when students are deeply engaged and invested in an activity they are passionate about, whether it is curricular or extracurricular.  When young people explore and develop a passion with a dedicated and thoughtful teacher, staff member or other mentor or coach, the experience can be life changing.  Secondary schools provide a wide variety of experiences for students as we understand that this nexus may occur in many different places - a classroom, science lab, wood shop, art studio, music room, in the theatre, the gym, on a humanitarian or extended field trip, or by participating in a club or on a team.    

High school sports can be a wonderful way for students to represent their school and create a sense of belonging.  School teams, colours, crests and logos engender school spirit and athletics can build a sense of pride and connection for many throughout the extended school community - students, staff, parents and alumni.

Participation in a team sport is tremendous for young people.  Setting goals and working hard together, training, preparing, sacrificing and pushing through adversity, all help to build determined, resilient people.  Occasionally, there are moments of pure exhilaration and joy.  The happiness that pervades a group or team after reaching a goal and succeeding, especially against a formidable opponent, is almost indescribable and the bonds that connect champions are life long.  More often however, there is humility, heartbreak, disappointment and defeat.  There are painful injuries, bad bounces, lost games and, if you reach for your dreams, inevitably, there will be the experience of being cut or released from a team.  However, if you’ve persevered, if you’ve kept faith in yourself and your teammates and remained determined, you have succeeded.  You will reflect back with pride and a deep sense of accomplishment for having been part of a team.

The teachers, support staff and community members who volunteer to coach high school teams provide a tremendous service to our schools.  A dedicated coach will contribute hundreds of hours, including evenings and weekends, to lead a team.  Many will read articles and attend clinics on their own time in order to improve their coaching skills and understanding of the game. Most coaches will spend hours preparing practice plans, creating schedules, studying game video and scouting opponents.   In B.C., all public high school coaches are volunteers.  They do not get paid and, indeed, are often out-of-pocket for gas and other expenses.  Some do it for a few seasons while others coach for decades and we owe our sincere and heartfelt gratitude to all.     

Occasionally, a coach may be fortunate enough to see an athlete go on to play for a provincial team or at college or university and, rarely, perhaps a national team.  Some years, their high school team may be "ranked" and go on to compete at a provincial championship tournament.  However, most high school teams are just trying to improve and compete to the best of their ability and the vast majority of student-athletes will only play recreationally beyond high school, if at all.  The best coaches always keep this perspective in the foreground.   They understand that the mark of a successful high school athletics program is measured in numbers of participants, not championship banners.   Coaches are competitive and student-athletes want to win and sometimes competition reveals more character than it builds, but a good coach understands that she is using the sport as a platform to help build better people.  An exemplary coach keeps the desire to win in perspective and remains dedicated to improving the skills, personal growth and enjoyment level of every student-athlete on the team.  He understands his position as a role model, treats people with honesty and respect and strives to be a caring, positive influence in the lives of all of his players - as this is always more important than winning.

Like many other schools across the province, our school will host several tournaments this year. We are most proud of our "Bob Carkner Memorial Basketball Tournament", a 16-team event for both senior boys' and senior girls' teams that will run from January 16-18, 2014.  Formerly the "Purple and Gold Classic", it was renamed to honour former principal Bob Carkner. Bob was an exemplary leader and educator who understood the importance of providing diverse opportunities for students to broaden their perspective. He believed that our mission was to help young people grow, discover their passions and to look beyond themselves.  He believed in global education and led students on humanitarian missions to Casa Guatemala and the Lai Thieu Center for the Deaf in Vietnam.  He initiated student leadership programs, Pacific Rim studies programs, student exchanges with Japanese schools and he helped create an on site salmon hatchery at his school. He was also an enthusiastic supporter of school athletics and started mini-basketball programs in his community.  Bob was recognized as a member of the Order of Canada and received an honourary Doctor of Laws degree from Simon Fraser University.  Mr. Carkner passed away at age 73 in 2009.

At this tournament that honours the legacy of Mr. Carkner, we hope to see all teams playing hard, competing and trying to win.  More importantly, we will be celebrating both girls' and boys' high school basketball and encouraging all participants to represent their schools with the highest levels of sportsmanship and class.   Our hope is that we help create positive memories that may last a lifetime.  All proceeds from the tournament will go to a Bob Carkner Memorial Scholarship fund established at the school by Mr. Carkner's family.

p.s.  The life force behind this tournament is long serving coach Les Hamaguchi.  Les, a community volunteer, has dedicated decades to school sports and has coached high school basketball in Richmond for over 35 years. He is also active at the provincial level in girls' high school basketball.   To learn more about the tournament or the schedule, contact Les at:  leshamaguchi@yahoo.ca