Terry Ainge is the principal at Delta Secondary School in Ladner, BC. His professional interests include personalized learning, student engagement, and teacher collaboration.
As the province considers what the BC Education Plan should be as we move forward in the 21st century, these two videos capture many of the essential questions and themes.
The first video is a Canadian perspective based on Learning to Change; Changing to Learn . The second video is the original from the Pearson Foundation.
Some compelling quotes:
Video #1
“This interesting shift happens … the teacher and the student become learners together not only on the content but on the tools that are being used to deliver the content.”
“This is not an information age that we are entering into. It’s an age of networked intelligence. Schools need to understand that and embrace these powerful new concepts of networking to transform themselves for relevance and effectiveness.”
Video #2
“So the coin of the realm is not memorizing the facts that they are going to need to know for the rest of their lives. The coin of the realm will be: Do you know how to find information? Do you know how to validate it? Do you know how to synthesize it? Do you know how to leverage it? Do you know how to communicate it? Do you know how to collaborate with it? Do you know how to problem solve with it? That’s the new 21st century literacy and it looks a lot different than the model that most of us were raised under.”
“It’s a very exciting time for learning. It’s the death of education but it’s the dawn of learning. It makes me very happy.”
On Friday, the Ministry of Education launched BC’s New Education Plan. At the heart of the plan is personalized learning - a focus on learners owning their own learning and the challenge of designing a more responsive and flexible system that will meet the needs of all learners and help them to realize their full potential.
The plan consists of five key elements:
•Personalized Learning for every student
•Quality Teaching and Learning
•Flexibility and Choice
•High Standards
•Learning Empowered by Technology
So why the need for a new plan?
Education reform is a global conversation as educators and governments wrestle with the challenge of how to best prepare young people for challenges in a changing world. And while there are elements of some systems globally that are in crisis, there is the overall sense that here in British Columbia, our system has many strengths and that any transformation focuses on moving from good to great.
Sir Ken Robinson talks about change in education. This RSA Animate provides a good introduction to the need for educational change.
In the BC’s New Education Plan, Delta Secondary School is featured as one school where elements of the plan are already taking place. http://www.bcedplan.ca/happening.php This is deserved recognition of a school community that prides itself on innovative practice, lifelong learning, and engaging student voice.
So how are we currently meeting the aims of the plan?
Personalized Learning for Every Student
Personalized learning provides individual learners with the instruction and support they need to gain the required knowledge, skills and competencies. Differentiated instruction, curricular adaptations and lesson design are a few of the approaches that our teachers currently use to meet the needs of learners.
Our effort to implement quality classroom assessments and fair grading practices are vital to developing greater student responsibility, motivation and engagement – all key elements of a more personalized approach to learning. The use of formative assessments to inform learning is one way we are helping learners shift from being passive participants to becoming creators of meaning within the instructional process.
However, much of what we currently provide in the area of personalization occurs within the constraints of a traditional structure of secondary schooling. I suspect that a system wide commitment to more personalized learning will require shifts in many of the structures that we have come to know as teachers, parents, and as students ourselves. Current structures, like 80 minutes classes, and timetables with uniform blocks of time allotted to discreet subjects work against what many see as an interdisciplinary approach.
It is also widely felt that the current provincial curriculum has too many prescribed learning outcomes. There is a call for fewer outcomes if curriculum is to be tailored to individual needs and interests which will allow learners to focus on higher order concepts rather than simple and discrete facts.
At DSS staff are involved in on going professional dialogue around the big ideas of formative assessment, differentiated instruction, learning through inquiry, and critical thinking. We are utilizing technology, but also reflecting on how technology must align with good instructional practice. Progressively more teachers have been engaging in professional learning networks (PLN ) and connecting with other educators via social media. Through professional development days and bi-monthly collaboration mornings, staff are building knowledge and sharing instructional strategies. An emphasis in the province’s plan on professional learning is acknowledgement that we are moving in the right direction.
Flexibility and Choice
Delta is a leading district in providing flexibility and choice, another key element of a personalized learning agenda. At DSS we endeavor to engage students through a range of elective options in the Fine Arts, Technology, Applied Skills and choice programs like the DSS Dance Academy, Secondary School Apprenticeships, the EDGE Program and Independent Directed Studies. DSS students are able to access programming through the Delta Access learning portal or even take advantage of some of the unique programs available at our neighbour school, South Delta Secondary.
We’ve engaged student voice, through student focus groups and the Tell Them From Me Survey (TTFM). Students owning their learning makes a difference.
Moving forward, we must continue to promote creative, critical thinking and support students in their pursuit of their personal interests, and provide greater flexibility and depth within coursework.
High Standards
Delta Secondary is a highly successful school. We have a history of high graduation rates, and excellent performance in provincial exams. Consistently, more than one third of our students meet the requirements for the honor roll, with similar numbers achieving recognition for excellent work habits. Yet there is a strong sense that we are only scratching the surface in terms of deeper engagement in learning and that given the opportunity and support, our students and teachers are capable of even more.
Learning Empowered by Technology
Wireless connectivity allows for student use throughout the school. Many students have their own digital devices that have the capacity to support learning. Yes, messaging and social media can be a distraction but as educators we have a role to play in guiding appropriate use of technology for learners. Slowly, more teachers are seeing the upside of having personal devices in their classes. Quick story: Not long ago I was covering a class when a student asked if he could go to his locker to get a calculator. I suggested that he simply use the app on the smart phone in his pocket. He looked at me with hesitation … was this a trick?! I’m sure that he thought I was setting him up to take it away!
Having said that, a growing number of teachers are integrating technology into their lessons. Learners are using an expanding number of digital tools – to research, collaborate, present and represent their learning and teachers are increasingly more curious about utilizing digital technologies to support inquiry.
DSD Vision
I’m encouraged to see the alignment between the new BC Education Plan and Our Bold Vision for the future of Delta Secondary School and the Delta School District. As in our vision, a personalized learning agenda places the success of the learner at its core. Stated simply, that’s why we’re here. Quality teaching and learning, flexibility and choice, high standards, and learning supported by technology, take a look for yourself!
The plan put forth by the province is certain to stimulate dialogue amongst educators and stakeholders. At Delta Secondary this conversation has already begun. I urge you to join in the discussion. http://engage.bcedplan.ca/
For many of us, the Thanksgiving weekend provides a welcome pause from the demands of back to school start up and the opportunity to check in and more fully attend to those for whom we are most appreciative. Like most families, busy schedules are a constant challenge as we manage the daily juggle of being working parents.
Among our blessings is the support and care provided by teachers, coaches, caregivers, grandparents, extended family, neighbors, and friends that contribute to the safety, well-being, and growth of our children. If, as the saying goes, “it takes a village to raise a child”; then we are indeed fortunate to live in communities that live by this ethos.
Thursday, October 5th was World Teacher Day, a time to recognize the commitment and important contributions that teachers make in an increasingly complex and changing world. Teachers matter. Almost anyone who has achieved any degree of success or attained any position of leadership can point to several significant teachers, mentors, and coaches who have made them better persons along the way.
I know that I have been very fortunate to have had many excellent teachers (secondary and elementary) in my time as a student in Delta. There are dozens who made important impressions on me as a learner. But no one had a more significant impact on me than Mrs. Little.
I was a member of Mrs. Little’s first class, a grade 3/4 split at Hawthorne Elementary. She was fun, energetic, positive, and very patient! I was also fun and energetic but lacked the ability to self regulate and conform to the expectations of the day. Mrs. Little could have easily written me off for my attention seeking and disruptive behavior but even as a new teacher, she fully understood that the most challenging students are the ones that need their teachers the most. She knew the importance of building relationships and she worked hard to win over one of her most challenging students that year.
Mrs. Little allowed me to follow my interests. She accepted or ignored most of my silliness for the sake of seeing the bigger picture, and over time as we established enough trust, she persuaded me to “pick my spots.” She believed in me. And as our relationship grew, I didn’t want to disappoint her. That spring, she managed to encourage me to run track and field. I did so reluctantly and when I had some minor success, no one was prouder and happier than Mrs. Little. Later, I began to develop a passion for sport and competition and I credit Mrs. Little for her encouragement. Through her consistent kindness and interest, I began to see myself differently and my confidence grew.
I was lucky enough to have Mrs. Little again as a teacher in grade 6 but she continued to be my teacher, coach and mentor throughout my time at Hawthorne and when it was time to move on to the secondary school, I left independent, motivated, and confident.
Confidence is about the big picture – it’s about developing a lifelong mindset that will carry students through their academic careers. Confidence is the ultimate gift we can give a student. Rather than simply having my students learn a subject, I want to build their confidence so that they always expect success and their ability to cope with challenges comes from an optimism embedded within their habitual ways of thinking. (Schimmer)
I’m thankful that Mrs. Little created a classroom with a positive emotional climate and that in it, she provided the care and encouragement that motivated me as a young learner. Her impact left an impression that extended well beyond the time that I spent in her class as a student and set the standard for the kind of teacher that I hoped to become.
The single most important action a group can take to consciously construct a better future is to persistently uncover what gives life to its people and the organization when it is at its best, and to build on it. Nothing is more energizing or powerful.David Cooperider
Last spring, staff, students and parents in the Delta School District worked together through the process of developing an inclusive and inspiring vision of the future. The process involved Delta schools in key conversations about learning. Starting with an appreciative inquiry, we celebrated past successes with an eye towards building upon our very best. The Delta School District Vision 2020 – A Leading District for Innovative Teaching and Learner Success was born out of this engaging series of exercises.
Our collective work, represented by the graphic (below) reveals the answers to three important questions: Why do we exist? What truly matters in all that we do? In the future, what do hope to become?
Why do we exist? (Our Purpose and Mission) To enable all learners to succeed and contribute their full potential to the future.
•Past successes point to the importance of our collective effort. Our stories reveal that student success results from the contributions of many, no matter how big or how seemingly small the contribution. The stories also reminded us that the results of our efforts are not always apparent until later... sometimes years later!
What truly matters in everything we do? (Our Core Values) Caring, Respect, Responsibility, Community, and Excellence
•At all times we must remain true to our core values. Our values act as a guide to our decisions, how we act, and how we work with each other. They’re our “big rocks”, our priorities, and keys to our sense of worth and contribution. Stick to them and we’ll all be better for it.
In our boldest vision and most fantastic dream of the future, what do we want to do and be? (Our Dream Vision) A leading district for innovative teaching and learner success.
•Pretty bold, eh? Our vision challenges all of us to be innovative, creative, and engaged as learners. Think about it, we are currently preparing students for jobs and technologies that do not yet exist and to solve problems that we don’t recognize as problems yet. Preparing students for a future that will require new skills means that we, too, must change.
Our vision will act a compass for decision making in the all areas of our organization: individual classrooms, schools, and broader district initiatives. As we begin a new school year, the Delta Secondary School community is already taking action to achieve our collective goal. We will continue to work towards creating vibrant learning opportunities for our learners where students are engaged through stimulating, relevant, and inspiring experiences that ignite a lifelong passion for learning. Working together, our students will be prepared to succeed and contribute their full potential to the future. And moving ahead, we will continue to place an emphasis on fostering caring relationships and connections to our local and global communities.
I encourage you to take a few minutes to view two videos that will give you sense of the visioning process and the vision itself:
• Vision 2020: Transformation in Delta Schools is a video produced last spring by the Ministry of Education featuring some of our students and programs at DSS.
'Would you tell me, please, which way I ought to go from here?’
'That depends a good deal on where you want to get to,' said the Cat.
'I don't much care where —' said Alice.
'Then it doesn't matter which way you go,' said the Cat.
From Alice’s Adventures in Wonderland, Lewis Carroll
Delta Secondary School and the Delta School District are the process of developing a bold and inspiring vision of the future. Through our conversations, it is clear that our community cares deeply about where we are going as a school and as a school district. And while we are a school with a history of success and high degree of satisfaction among students, parents, and staff, we cannot be content to stand still in a time of rapid technological, societal, and global change. Our vision, our purpose, and our core values must provide our school community with a compass and passion for the meeting the challenge of educating students in the 21st century and preparing them for a purposeful and fulfilling life beyond.
I encourage you to read Aaron Akune’s post, Visioning: the Value of Process summarizing our February 7th Visioning Session at DSS. Our group will reconvene for the next step in the process on March 7th. The DE School Visioning Team will submit a summary to the District Visioning Committee during the week before Spring Break. This summary will be available for comment and feedback shortly thereafter.
In the lead up to tomorrow’s session, we have gathered perspectives on two questions which we believe will assist us in developing statements of noble purpose and a bold vision.
What are the qualities we want for our students at DSS to have developed by the time they graduate/complete school? What must we be in order to foster these qualities in our students, now and in the future?
The responses to these questions have been summarized and are represented in the two word clusters:
What are the qualities we hope for our students to have developed by the time they graduate from DSS?
What must we be in order to foster these qualities in our students now, and in the future?
As we move towards creating a bold vision at DSS, our conversations are touching on several themes.
Change / Adaptability / Flexibility
It is acknowledged that there is need for change and that changes must be geared towards preparing students for the challenges of the future as well as providing them with an education that is both meaningful and engaging in the present. Hence the importance of developing a vision that is dynamic and adaptable to changing conditions and new understandings.
Modeling and Mentoring
Another burgeoning theme is our role as mentors and models of learning. We must be models of life-long learning, collaboration, risk-taking, resilience and continuous improvement… in other words, how to live. Seeing ourselves as “lead learners” is a departure from the view of the teacher as the holder and dispenser of knowledge at the front of the room. It is this facilitative approach with less emphasis on content knowledge (which can now be easily accessed through technology) and more emphasis on teaching the skills that will allow students to make sense of, and contribute to making the world a better place. Furthermore, there is a growing sense of urgency that this generation of teachers must be models for tomorrow's teachers who are in our classrooms today.
Passionate and Knowledgeable
Much of our conversation points to the need to be both passionate and knowledgeable about our craft and of our subject matter. We need to continue to build on our capacity as educators. By adopting the habits of life-long learners, we can continue to grow. Through collaboration, we can help each other. Our passion and enthusiasm for teaching matters to our students.
Closing Thoughts
This week I followed an interesting post by Tom Schimmer on the 21st Century “Elevator Answer” Challenge. The comments from the contributors are well worth reading. In closing, I pose a similar challenge to members of our school community. A well-constructed purpose and bold vision of our future will equip all members of our school community with the capacity to meet the challenge.
Imagine that you are attending a conference. As you walk into an elevator, a stranger recognizes from your nametag that you are representing Delta Secondary School and asks, “What is your school all about?” With only four floors to tell them about DSS, how would you respond?
After four months of rehearsals, Delta Secondary School's Theatre Department is proud to present, "A Flea in Her Ear" which opens tonight at 7 pm in Genesis Theatre.
Set in Paris at the turn of the century, "Flea" is a French Farce that has been translated from French into English. As such, it also includes some humour and language of the British Farce tradition as well. It's a zany comedy with lots of mistaken identities, ridiculous characters, slamming doors and general comic mayhem. It stars 19 talented student actors from Grade 8 through to Grade 12, and is directed by teachers Rebecca Salton and Mark LeBourdais.
The play runs nightly from March 1st through the 4th, with the curtain rising at 7:00pm. Tickets are available through the Genesis Theatre Box Office, or by calling 604-940-0069.
For more on the DSS production of "A Flea in Her Ear" click here.
This weekend marked the 22nd Annual Pacer Basketball Alumni Tournament, the longest (known) continuous alumni tournament in BC High School Basketball. More than 120 athletes participated in this year’s event, which drew alumni from as far away as Fort St. John, B.C., Missassauga, Ont., and Denver, Colorado.
The tournament is the brainchild of DSS teacher and coach, Jim Lawrence who has organized the event for each of its 22 years. This year is Jim’s 35th year in teaching (all at DSS) and in June, he plans to retire. For many of the basketball alumni, this was their chance to say thanks for all that Jim has done not only as a teacher and a coach, but as a man whose efforts have built a strong sense of community among this particular group of alumni.
Jim Lawrence - Gold Medal Pacer
Few are more appreciative than the Charles Family, whose late brother Anesto was an outstanding basketball player at DSS and a much loved member of the Pacer basketball fraternity. The Pacer Alumni Tournament and associated events have raised thousands of dollars for both the Anesto Charles Memorial Scholarship and the Anesto Charles Foundation, which provides young people the opportunity to attend summer sports camps when their family’s financial circumstances may not have allowed for it. Jim has been instrumental in spearheading these efforts and sits on the Foundation’s Board of Directors. Marlene Charles has never missed an Alumni Tournament and credits Jim for creating a great legacy in the community. “Jim is deeply committed to DSS and the Ladner community. Look at all the alumni who have become coaches and teachers themselves. Credit Jim, for encouraging and supporting them."
The weekend included the opportunity on Saturday afternoon for photographs with the 2010 Olympic Medals. Teck Resources, makers of the medals for the Vancouver Games, who through their Olympic Legacy Program provided alumni and their families a chance to get up close to these symbols of athletic excellence with proceeds from donations going towards the tournament scholarship fund.
Looking back, I’m incredibly fortunate to be a part of the Pacer basketball family. Over the years, our annual get togethers have evolved to include our children and our extended families and we’ve grown through our connections with each other. I’ve also greatly benefitted from my 27 year association with Jim Lawrence - my teacher, my colleague and my friend. Jim embodies passion, loyalty, and commitment to the Pacer Community like few others. We’ll be sad to see him retire, but he’s created an impressive legacy.
The student government at Delta Secondary has made impressive strides in shifting the purpose of "spirit activities" to include a focus on giving back, paying it forward, or simply helping others. During ChristmAssist, the student government teamed with Deltassist to adopt local families that were in need of support during the holidays. The recent World Spirit Week at Delta Secondary is another wonderful example of how DSS students have emerged as globally-minded citizens who are empowered and enthusiastic about their potential to make a difference in the lives of others.
For several years now, DSS teacher, Chris Dobrovolny has lead a club called the IFA, or the International Friendship Association at Delta Secondary. In this time, the IFA has been involved in several humanitarian projects in Central and South America, most recently in the Miraflor Reserve near the northern border of Nicaragua. The IFA raises funds through various projects including coffee sales and collects donations to support worthwhile projects for the small communities in this area.
The list of projects is impressive. The DSS IFA has provided:
numerous scholarships and educational opportunities for street youth in the town of Bluefields
learning resources, computers, and scholarships for students in the remote areas of Miraflor, allowing them to study through a solar powered computer program
physical labour such as painting and landscaping
funding for a fresh water well, rain water collection system, and a new septic tank for the Tabitha Home Orphanage
Each spring, Dobrovolny and one or two other DSS teachers pay their own way to lead a small group of students to Nicaragua. It's a life changing experience for the students who learn first hand not only about the challenges of life in the Third World but also about the beauty, the power, and the fragility of the global community.
This year the IFA will build a preschool near the tiny village of Cebollal in the Miraflor Reserve. Working with the local agricultural co-op, the IFA and the DSS community have raised enough money to completely fund the project! Next month, Dobrovolny and teachers, Andrew Boldt, and Sheila Guichon will lead a DSS team of 6 students to Cebollal to assist with the construction. It will be challenging and physical, but rewarding work!
This year, the student government at DSS chose to get involved, engaging the participation of all DSS students through "Jar Wars," a penny drive challenge that ran during World Spirit Week. The cause and the challenge inspired our school community and while the final tally is yet to be determined (imagine counting and rolling 200,000 pennies!!!), it is estimated that "Jar Wars" will raise more than $2500 for the IFA project in Nicaragua.
As is often the case in Ladner, our community also did their part. Add in private donations from individuals and companies like Choices Market, and final tally will top more than $7000 for the project.
The Open Mic concert at week's end featured some of the school's most gifted performers, and raised an additional $400 through donations at the door. It's yet another example of how our community is using its considerable talents to help others. Check out Cameron Phillips' video for a few highlights.
Delta South MLA, Vicki Huntington interviews Rebecca Wilkens
Last Thursday, members of the 2011 graduating class participated in formal interviews to complete their Grad Transitions requirements. A host of prominent community members volunteered their time to make this event possible. The interviews challenged the students to reflect on their accomplishments, and articulate their plans for the future. The feedback from both the students and the volunteer interviewers has been extremely positive! Our special guests were blown away by the quality of our students and the breadth and depth of their experiences and contributions to community. I've now heard of two students who will be offered jobs as a direct result of their interviews! This was a true community effort that could not have occurred without the vision and passion of Grad Transitions Coordinator, Mrs. Shoemaker, Career Advisor, Mrs. Livingston, and Counsellor, Mrs. Dueck, and the support of many parents and teachers.
Many thanks to our interview panel:
George Harvie, CAO Corporation of Delta
Vicki Huntington, MLA
Steve Fera, Vancouver Giants
Maryann Cardwell, Alternate Programs Coordinator, Delta School District
Guillermo Bustos, Ladner Rotary
Constable Sean Doolan, Delta Police
Joan Nielsen, Ladner Legion
Gail Erickson, Ladner Legion
Ron Erickson, Ladner Legion
Gerry Grexton, Ladner Legion
Graham Parker, Kiwanis
Bob Bourgeois, Retired DSS Counselor
Ray Holme, Retired DSS Principal
Lois Jackson, Mayor Corporation of Delta
Don Tuck, Retired DSS Teacher
Norm Buchko, Retired DSS Teacher
Debbie Lindsay, DYSL
Randy Callaghan, PCL Construction
Philip Raphael, Publisher South Delta Leader
Laurie Collicutt, Delta Parks and Recreation
Teresa Phillips, District Administrator, Delta School District
Denis Denischuk, Delta Community Foundation
DSS will be graduating some impressive students this spring, who in the words of Delta Mayor, Lois Jackson, “may just save the world.”
Mayor Lois Jackson reviews Cameron Phillips' Grad Transition's plan
As we consider a vision for what we aspire to as a learning community, I am deeply inspired by the stories of students who will be leaving us with a strong sense of accomplishment in what they have done and an equally strong sense of purpose for what they will do in the future.
As our community begins the process of defining a vision for the Delta School District and for Delta Secondary School (see Vision BWTEIM) , we have asked stakeholders to reflect on a single “great moment of learning.” This appreciative inquiry will help us focus on the conditions that created learning that was engaged, purposeful, and effective.Having the good fortune of being a student, a student-teacher, a teacher, a parent, and an administrator in Delta, I can draw from many different experiences. I've done a lot of learning here! But what most easily surfaces for me are the moments when individuals and groups of individuals have overcome significant obstacles through new learning or working through a challenge with others. If I have to choose one, I’ll go all the way back to my time as a student at Delta Secondary in the 1980s...
My most memorable learning as a student at DSS was playing basketball for Delta teacher, Brian McGill. Brian inherited the senior boys basketball team from Neil Murray, who was quite deservedly a coaching legend. Neil was a notable athlete, who held a number scoring records at UBC and was recruited to play for the famed Dallas Cowboys, even though he had never played a down of football. As impressive as he was as an athlete, Neil was equally impressive as a coach, having led one of the most outstanding teams in Pacer history, the 1979 squad led by Canadian Olympian, Alan Kristmanson, and the late Anesto Charles, to the number one ranking in the province. As a junior student, I was looking forward to having Neil as a coach but prior to my grade 11 year, he stepped down, making way for a young social studies teacher, Brian McGill, to assume the coaching duties of the senior team. Clearly, McGill was following in the footsteps of a giant.
The transition to a new coach wasn’t easy. Brian’s approach to basketball focused heavily on defense. He believed that if our team held the opposition to under 50 points a game, then we had a chance to win. So we practiced defense … a lot. He committed to teaching us to play intense, fundamental, man to man defence better than any other team on our schedule. If good defence meant denying a pass, we would deny passes all over the court. If putting pressure on the ball meant being an arms length away, we would strive to be half an arms length. Some practices we didn’t even touch a basketball (now remember, these were the days of the “Lake Show” and the high flying, run and gun offenses favored by the NBA). So not surprisingly, it took a while for some of the players to warm to the idea (me included).
Despite some early challenges (See also Cale Birk's post on GUTS - Brian McGill = GUTS), Brian never wavered and over the course of that first season, we built a strong student-teacher relationship. He was strict but he never raised his voice in anger. He consistently challenged and pushed us to “get out of our comfort zones”. Yet, he never singled a person out, embarrassed or humiliated anyone. He modelled mental toughness and was an example of self-control at all times. And when he introduced us to the teachings of John Wooden, they would resonate because Brian had been modelling this approach and holding us accountable to the Pyramid of Success since the beginning. Like my teammates, I became a reasonable high school basketball player, and our team had some modest success, but Brian helped me develop as an athlete and a person. I was able to apply almost all of what I learned with Brian to other sports and more importantly, to other aspects of my life. Later, when I became a teacher and coach myself, I often found myself reflecting on how much I had learned from time with Brian as a coach.
What is your most memorable moment of learning in school?
“In rowing, the stroke must be executed in precise synchrony with all other rowers in the shell. Coordinated timing at the catch is imperative to avoid "checking" the boat, or slowing its forward progress. Ideally, all rowers arrive at the catch at exactly the same moment, and immediately apply pressure on the oar with the oar in the water, which minimizes jerk at the catch. To accomplish this, the oar must be in the water slightly in advance of the rower's arrival at the catch where the seat reverses direction. When this action is completed correctly a bit of water, called "back splash" is splashed.” From Wikipedia: Rowing (Sport)
Whenever we begin a new project, if we begin with the end in mind we will have a much greater likelihood of actually achieving what we desire. In education, we call this process Backward Design… you start at the end and work back to the beginning, designing instruction and planning for learning activities that lead to a desired end.
That said the habit of beginning with the end in mind can be applied to almost everything we do in life. When faced with major decisions or challenges, I try to make it a habit to stop and ask these questions. “What is the desired outcome?” and “What do I want to have happen.”
The rowing metaphor helps me remember the importance of keeping the end in mind. When team members are pulling equally in the same direction, we will reach our destination. If we pull in opposite directions or unequally, the scull veers off (and may even tip over!) and we get nowhere. It’s always best to work together!
By starting with an image or a vision of a desired outcome as a frame of reference, we can make certain that whatever we do does not violate the values and beliefs we have identified as most important, and that each action or decision contributes in a meaningful way to that vision. Having a clear definition of where we are going allows us to be selective about what matters most. It's easy to get caught up in the busy-ness of life and not be very effective.
This month, the Delta School District launched an ambitious and purposeful process for developing an inclusive and inspiring vision of the future. From now through the spring, our school community will be involved, along with other Delta schools, in contributing to the development of a shared vision for Delta Schools. While our involvement is important, no less important is opportunity that this occasion provides to re-visit our own vision of what we aspire for the future of Delta Secondary School. Having participated in an introductory session with district staff, managers and school based administrators, I’m engaged by the process and optimistic that our collaborative efforts will bring about our very best and set a compass point to guide future decision-making and actions.
As we set out to design our “end in mind”, I look forward to engaging with all staff, students, parents, and community partners in dialogue on our shared future.
Click here to watch a video introduction to the visioning process with Superintendent, Dianne Turner, DTA President, Paul Steer, and CUPE President, Colin Pawson.
What are we doing? Through engaging conversations around learning, and celebrating our past and current successes, we are articulating our inspired and inclusive dream vision of the future that builds on our very best. The questions we will answer through this processare: why do we exist (Purpose/Mission); what truly matters in everything we do? (Core Values); and in our boldest vision and most fantastic dream of the future, what do we want to do and be? (Bold Dream Vision)
Why are we doing this? When people in an organization share a bold, fantastic,collectively-held dream of the future, it draws everyone together in pursuit of that upliftingcommon purpose. The process will create a sense of belonging for the school districtcommunity and help poise ourselves for new realities in educational change.
Who will be involved? Meaningful opportunities will be created for all voices to participate in creating this compelling vision for the future of our schools: All Administrators, Managers, Teachers, Students, Parents, and Partners (PAC, DPAC, DYAC, CUPE and DTA,community leaders).
When? The Visioning process will unfold from January 6th through mid-April, and results will be integrated into relevant planning processes thereafter.
How Used/By Whom? The results of the Visioning process will create a compass for decision making in the Delta School District at all levels.
Why is a collective vision important to us?
Research by Andy Hargreaves, The Fourth Way, on schools and institutions that perform beyond expectations has shown that the 1st of key factors contributing to exceptional performance is a shared compelling and inclusive vision that everyone aspires to, and which builds on the best of the past.
“An inspiring and inclusive vision is one that draws people together in pursuit of an uplifting common purpose.” - Andy Hargreaves, The Fourth Way
