21rst Century Learning

Our grade 8 and 9 students are going to present some of their learning to our board of trustees. When I asked them if they'd like to take a road trip and show off and be taken out for lunch, they all yelled, "Boston Pizza!" You have to understand they come from a little town with two tiny restaurants. They are hungry for Boston Pizza!

Then, a lone voice asked, "What's the catch, Mrs. V?"

I told them that they would have to show our board of trustees what 21rst century learning looks like. They all had that confused look on their faces, until I explained, "you know, problem-solving and working together to solve problems."

Another asked, "Can we use the SmartBoard?" I said, "Sure."

Am I looking at this from the perspective of a 20th century teacher? These students all know that problem-solving is a skill they need to have to survive. They know that working together can make the problem easier to solve. And, it's much more fun, using a computer to do it. They also know that us 20th century people (like the board of trustees must also be) are still fascinated by the SmartBoard.

I could almost hear them say, "Piece of cake!"

Over the next two weeks, we'll be watching to see how this all unfolds. :-)

Evaluating the School Principal

Last year, I attended a Principal's meeting where we looked at the Principal Quality Practice Guideline: Promoting Successful School Leadership in Alberta.

Over the summer, I had more time than I do during the school year to reflect on my practice. When I look at relationship, I think I have a good handle on establishing rapport with students, staff and parents. However, looking at the leadership dimension - fostering effective relationships, the key word is effective. The guidelines state "The principal builds trust and fosters positive working relationships, on the basis of appropriate values and ethical foundations, within the school community -- students, teachers and other staff, parents, school council and others who have an interest in the school."

That's a tall order. How does one balance the needs of the stakeholders and remain true to oneself?

I think it's all in the principles one lives by. You cannot manage to juggle the needs of all of these people unless you already live it. One needs to always act with fairness, dignity and integrity. One has to demonstrate a sensitivity to and genuine caring for others and cultivate a climate of mutual respect. One must promote an inclusive school culture respecting and honouring diversity. One must demonstrate responsibility for all students and act in their best interests. One must model and promote open, inclusive dialogue. One must use effective communication, facilitation, and problem-solving skills. One must support the processes for improving relationships and deal with conflict within the school community. One must adhere to professional standards of conduct.

Of course, no one is perfect. And when a conflict does arise, a principal must go to the reason he or she is at school: the student. If in doubt about handling a certain situation, if one asks the question, "is this good for learning?" or "is this good for students?" and the answer is "yes", then the principal is on the right track.

Let's go back to the key word, "effective." If the relationship fosters learning and teaching for success, then I would consider it "effective."