Do We Really Value Social Responsibility?

One of the many things public schools are held accountable for is helping to create socially responsible citizens.   Several social dilemmas are clearly within the immediate mandate of our schools (literacy, for example); however, many other problems invariably get added to the list of things we hope schools can fix.   Bullying, obesity, physical inactivity, substance abuse, mental health issues, environmental stewardship and social media awareness are recent examples.  I accept this responsibility as public schools should play a critical role in developing thoughtful and socially engaged citizens. However, we need to be realistic about the impact schools can make as I wonder how valued social responsibility truly is in Canada? 

The vast majority of young people I have worked with are remarkably thoughtful and responsible.  Indeed, much more so than my peers and I ever were in school.  Today, it is cool to be involved - in a club, on a team, playing intramural games, acting in a play, performing in the band and choir or just volunteering to help.  Students commonly initiate and organize awareness campaigns and fundraisers for a wide variety of local and global causes.  Students not directly involved are much more likely to participate and support their peers than mock or remain disengaged.   Since they arrive in elementary school, we teach kids about recycling and reducing their footprint; about kindness, working collaboratively and problem solving peacefully; about understanding and caring about others.  These are all admirable qualities that we hope and expect of our youth; however, graduates will need to show tremendous resolve to continue along this path outside of school.


While I believe most people are inherently good, our society generally pays lip service to social responsibility.  Sure, some corporations market themselves as "green" or "organic" or "fair trade" but these are still the exception.  Similarly, most of us donate a little, make an effort to usher our blue boxes out to the curb each week and perhaps volunteer a few hours to help in the community.  However, few in a position to do so seem interested in leading real change and our mass media chooses to interpret the world through a narrow, biased lens.  Global warming or famine in Africa are mostly sidebar stories.

Leaders in our society consistently provide a poor example of what it means to be socially responsible.  Political parties and candidates are more likely to engage in smear campaigns and run negative attack ads than articulate their ideas for transformation.  Patronage appointments remain common while governments influence, coerce, exert pressure and spend money they do not have to stay in power.  Greed and mismanagement have witnessed the strongest economies of the world teetering on collapse.  Corporations spy on the competition, steal ideas, plot hostile takeovers, headhunt top executives or downsize and layoff long serving employees to increase profits. Governments and industries refuse to commit to international emissions agreements because it will hurt their bottom lines or possibly result in losing the next election.  Evidence of cataclysmic global warming seems indisputable yet we continue to expand and consume at ever increasing rates.   Obesity, poor diet and inactivity are more symptomatic of an unhealthy society than school cafeterias or physical education classes.

The "occupy Vancouver" movement in the heart of downtown is another interesting example of our discomfort with meaningful social change.  Despite being part of a grassroots youth movement that is present in hundreds of cities around the world, the "occupation" makes most of us uncomfortable and the media largely portrays it as an unorganized blight made up of drug addicts and the homeless.  Geoff Olson provides another perspective in the Vancouver Courier that is worth a read .


Many were stirred witnessing the citizens of Egypt and Libya bravely standing up for democracy. Most are proud of the courageous Canadians serving with the United Nations and helping the people of Afghanistan establish themselves as a free nation.  Yet apathy sees us take our own democracy for granted.   As Canadians, we are fortunate to live in one of the most prosperous, safe and democratic countries on earth.  A peaceful, multicultural nation that is the envy of the world.  Yet we do not engage and vote in our own elections.  In the recent federal election (2008), the national voter turnout of 58.8% was the lowest since Confederation.  My city of Richmond had the lowest voter turnout of any municipality in B.C. for this election at 50.7%.  The three lowest voter turnouts in Canadian history have all been in the last decade.  In municipal elections, it is much worse, typically around 30% of registered voters bother to cast their ballot and this can sink as low as 20% in some areas.   Local governments directly impact our lives as these elected councils manage our community, neighbourhoods, parks and schools, yet 7 or 8 in ten adults don’t bother to vote. If the graduation rates in our schools were as low as the voter turnout, one can only imagine the public outcry!  

As a school, we are doing our part to encourage young people to participate in their democracy.  We support a wide array of local and global initiatives.  We hold annual elections for student government and candidates run positive campaigns and all students get to vote.  We often invite MPs, MLAs, city councilors and Board of Education members as well as NGO representatives from a variety of groups (e.g Amnesty International, Rotary Club, etc.) to the school to speak.  Social Studies and Social Justice classrooms are alive with debate on current events and issues as well as the formal study of political platforms, parties and procedures.  Each federal and provincial election we participate in Student Vote, a non-profit, non-partisan organization that works with educators to deliver experiential learning opportunities in the form of mock elections.  These are designed to help young Canadians understand and practice the responsibilities of their citizenship.

Certainly a big part of being socially responsible is being informed about local, provincial and federal issues and schools are doing their part.   How are you modeling this for your children?    Can you influence change from the sidelines? 


On Saturday November 19, all British Columbians are urged to participate actively in their democracy and get out and vote.

       

Technology Needs Good Teachers

As the year 2000 neared, we faced repeated predictions of a catastrophic Y2K meltdown in our computerized world.  In the end, the new millennium came in like a lamb, computers did not fail, banking systems did not crash, planes did not fall from the sky and life went on. 

In education today, the hottest topic is 21st century learning.  Prescient experts making the rounds on the speakers’ circuit are forecasting an uncertain future and raising anxiety levels. They insist that kids need different skills to cope with jobs not yet invented. Advocates are convinced that the only way to prepare students for the future is by engaging young people in personalized learning infused with technology.   


I wonder what evidence confirms that familiarity with technologies translates into deeper engagement with learning or advanced critical thinking abilities?    The fact that the handheld and wireless digital technologies we access today were all created by the minds of those educated in our 'industrial age' system warrants reflection as well.  Nonetheless, continuous improvement, evolution and adaptation are important for all institutions hoping to stay relevant and this includes our schools.  Technology will continue to enhance learning experiences but familiarity with apps, downloading music, online gaming, tweeting, updating your Facebook status and two-finger texting are not evidence of creative and critical thinking, intelligent decision-making or superior problem-solving capacities in young people.   Most people are attracted to technological tools and marvel at what they can do, but we must be careful not to confuse engagement with our devices with the intellectual engagement associated with deep learning. 

I am not a troglodyte.  I accept that technological advances change how I interact with my world every day, but I challenge the notion that technology in schools will guarantee a better future or improved learning for young people.  Social media is a revolution and Facebook alone has more than 800 million subscribers worldwide; however, I believe the potential is limited by the intellectual engagement of the users.   Twitter's 140 characters is limited by design and does not inspire, except when messages are linked to better or divergent sources of information.  The capacity of my smart phone is very impressive and the applications available are remarkable; however, it has not improved how I do the most important aspects of my job.  As a school principal, balancing management with leadership, cultivating a shared vision, nurturing ongoing, stimulating professional development and building the capacity of others requires constant communication and collaboration.  Emails, web sites, webinars, online forums, blogs and video links can help, but my work is best accomplished with face-to-face meetings, committees and study groups with colleagues, students and stakeholders who are invested in our school.  Relationship building is imbedded in genuinely knowing and trusting the people you work with and sometimes the convenience of electronic communication gets in the way of important personal connections with colleagues. 

When the Soviets sent Sputnik I into space in October of 1957 the world was startled.  A month later, Sputnik II was launched, sending a 1,000-pound payload and a dog into orbit, and western societies panicked.   The cry became that our schools needed to focus on math and physical sciences or we would be left behind.   Never mind that Russian society was stunted and people lived in fear and often without basic necessities, they had put satellites into space!  This Cold War rivalry between the Soviet Union and the West led to a spike in technological advancement never before seen.  Unfortunately, governments spent billions of dollars devising sophisticated ways of spying on one another or preparing to kill each other in unfathomable proportions.   The good news is that spin-off technologies have mushroomed ever since.  

In my childhood, we had one black and white television and my parents could not afford cable, so we made do with 3 channels.  We had a rotary telephone mounted to the wall, subscribed to the newspaper and long trips in the car meant listening to AM radio and rolling down the window if you were warm.  We often played outside and used our imaginations.  My children's television has a screen that is 47" wide with a spectacular, high definition digital image and they can access over 120 channels.  They both have laptop computers, iPods and smart phones.  Long trips in the air conditioned car sometimes includes watching DVD movies or accessing 1000 songs on the MP3.  Yet, they too play outside and use their imaginations.  Indeed, despite the technological sophistication of their world, they will need the same things I did to be successful in the future: a strong and committed work ethic; the ability to learn and to think, both independently and collaboratively; the ability to communicate; the ability to make decisions; and the capacity to be resilient, flexible and adaptable.  And, just like my generation, their lives will be made even richer by having an appreciation for music, art, literature and the outdoors; for having well developed interpersonal skills and making friends; by having a sense of humour and by exploring, embracing and enjoying life.  Most of this cannot be learned well in front of a screen. 

Technology is not a passing fad and it will continue to evolve at exponential rates and this presents a significant challenge for public schools.  School systems and governments need to work out how to make technology accessible and affordable for all learners and how to support educators in understanding and integrating technology into their teaching.   However, as the latest innovations will emerge at a rate school systems will never keep pace with, crucial literacy, numeracy, critical and creative thinking and problem solving skills will be even more important for students and must remain the focus of good teaching.  

Technology has changed how we interact with the world and it is important for young people to learn how to use computers and information technologies to enhance their learning and communicate with others.   More significantly, they will need a broad knowledge base, a deep understanding of key concepts and a sophisticated repertoire of learning skills to solve the problems of the future.  They will need thoughtful, skilled teachers and engaged parents to help them develop the critical thinking skills required to sort through all the noise and misinformation on the World Wide Web.  Indeed, it will take a determined, independent thinker to succeed in the face of the constant manipulation and conforming influences of the media inundating their lives.   Having been immersed since early childhood, I am confident our youth will continue to adapt to new technologies; however, like never before, they will need to scrutinize information, formulate ideas and think for themselves.  I do not think there is an app for that.   

Laika was the name of the first dog and first animal to orbit the earth in Sputnik II.  One of three stray dogs considered for the flight, Laika was rounded up off the streets of Moscow, clearly showing how there is hope for all of us as learners.  Nicknamed "Muttnik" by the American press, the dog lived during orbit but the Soviets had not yet developed a re-entry plan and she died in space.   Laika means "barker" in Russian, making her an ideal fit for my blog.

      

Lest We Forget

As we do each year, our school held Remembrance Day ceremonies just prior to the national holiday and the service had a profound influence on me.  Observing the ceremony as a former social studies teacher and proud Canadian, I felt a deep attachment to our school, our community and to our country.    Like many events and processes in contemporary schools, the ceremony was led by students.  Students served as hosts and ushers for our guests, but also played a significant role in planning and organizing the entire ceremony.  Students designed, decorated and set-up the stage.  Two students served skillfully as ceremony emcees and our student council president delivered a poignant and intelligent speech on the importance of youth taking time to remember.  The flag party was comprised of student cadets, the concert band performed brilliantly and art careers students contributed paintings and created an animation set to a song performed by the choir.   Special guests included active personnel from the Royal Canadian Navy and a WWII veteran who was involved in patrolling the North Atlantic, a representative of the Board of Education, parents and many local seniors.     The students and staff in the audience were quietly engaged and reflected with dignity and respect.  As it does every year, it made me feel very proud and fortunate – to be Canadian and to be connected to our school.

Remembrance Day ceremonies are one of the many things that our public schools do very well and they serve a critical role in building community across the nation.  Schools have a primary responsibility to nurture the cognitive abilities of young people to increase their life chances.   However, our role in building a democratic nation of socially responsible and engaged citizens is equally important.  Canadian public schools are a reflection of our society: vibrant, multicultural mosaics of people from many lands and socioeconomic backgrounds. Good schools spend years creating a sense of belonging and nurturing  caring connections among students, staff, parents and their greater communities, including an understanding of the rights and responsibilities of living in Canada . Young, educated citizens from Canadian public schools will be advantaged in our increasingly diverse and interconnected world.  As Bruce Beairsto wrote for the Canadian Education Association, “it is equally important that schools foster the sort of civil society in which students experience the “peace, order and good government” that our constitution envisages. Schools provide not only private good for individuals but also public good for society as a whole.”   Like the tremendous sacrifices made by millions of Canadians who have answered the call to defend the democratic freedom we enjoy in Canada and protect others around the world, it is important that we remember this.  Lest we Forget.

The animation below was created by our talented art club and senior Art Careers students for the assembly.  The story is based on the sonnet "High Flight" written by John Gillespie Magee Jr.  Magee was a Royal Canadian Air Force pilot who died in a mid-air collision testing a Spitfire VZ-H in 1941.  He ejected from the plane, but was too close to the ground, his parachute failed to open and he died on impact.   The music was written by our music teacher and performed by our choir.

Incessant Barking

Welcome to my blog.  I am not yet convinced that blogging will contribute to my personal or professional development or be of interest to others in any meaningful way.

For the past ten years or so I have maintained a "Principal's Page" on the web sites of each of the schools I have been connected to, but this was limited to "newsletter style" updates on the school.  I enjoy reading, words fascinate me and writing and thinking are intimately linked.   I also acknowledge that writing can be a powerful way to reflect, especially if you re-read, edit and revise your writing over time.  This writing process could be richer with constructive feedback from others I respect, especially if they are willing to challenge and expand my current thinking (and I do not become overly defensive).     I do "follow" several educational blogs regularly and it seems to me that you need to read a lot of stuff to find an original idea.  Personal learning networks or PLNs seem a little patronizing, with bloggers mostly agreeing with each other's latest posts, re-posting and linking the same video clips. 

For several years now, others have suggested that I create a blog and while I have considered it, up to this point, I have resisted the idea.  Now, here I am.  I will try not to be dull nor tell you something you already know.  Age has given me the wisdom to write carefully (especially online) as tone and meaning are often interpreted in unintended ways.  This may prove challenging for me, as I have a tendency to scrutinize all things with a skeptical point of view.  This is a softer way of saying that I can be direct (okay, there are other ways of stating this too).  I also believe in appreciative inquiry and embrace the idea that continuously improving is a hallmark of a professional, yet I am unlikely to be an immediate cheerleader for the latest hot topic.   We need to apply rigorous critical thinking to both the status quo and all new proposals, equally.

I will write about education through the lens of the school principal, as this is my professional role.  Indeed, high quality public education is the single most important and influential enterprise in sustaining a healthy, pluralistic and viable democracy.  We all need to engage in the conversation on how to improve our schools for all learners.  However, like all people, I am many things.  I hope to write about other current issues, sports or ideas, perhaps making a nexus to education and perhaps not.

I step into the blogger's world cautiously as I am a fan of this wonderful cartoon by Alex Gregory published in The New Yorker: