Superintendent of Schools – After repeated check-ins over the long weekend, at 8:15 on Monday night my youngest son pulls out his backpack and finds some math homework that needs to be completed. Sound familiar? After a moment or two of panic, followed by some sage parental advice, it was time to get it done. In an effort to try and help get him to bed at a reasonable time, I pulled up beside him and watched him tackle his homework.
The homework was a series of questions about division – three and four digit numbers divided by a single digit number. He was quite good; I was impressed that he could solve most of the questions and explain the strategy being utilized. He had the majority of the homework completed in class, but identified about three or four questions that he had questions about because they just did not seem right. We tackled one of those together and then he was able to complete all the remaining questions.
I thought we were finished, but then he flipped the page and I saw there were MORE questions on the back. He was not sure if he needed to do them as they were listed as advanced. I read them and grimaced as they were quite a bit more challenging than the earlier problems. These problems were provided to challenge some students to extend and apply their learning. I’m not sure if it was to delay going to bed when he said he would like to try a few. He persevered to solve the first couple of questions, then the next question stumped him. I told him that is okay and that we’d think about it some more and then see if we can develop a plan to tackle that question on another night. I liked that he wanted to solve the question and we’ll see when I get home tonight if he has any ideas on how to tackle the question.
Anyway, in the end my takeaways are: while trying to teach independence to your child is important, for your own sanity, be physically present when your kids check for homework prior to 8:15 pm on the Monday night of a long weekend; doing homework with your kid can be fun; and having the resilience to tackle a problem that does not come easy is a good life skill.
Superintendent of Schools – This past week I attended the last of our regional College of School Superintendents (CASS) meetings for the year. CASS’ stated mission is to be “… the voice of system educational leaders, providing leadership, expertise, and advocacy to improve, promote, and champion student success”. It is made up of our senior educators who serve divisional leadership roles. It includes more than just Superintendents, but also Deputy/Associate/Assistant Superintendents and many Directors on the education side of our shop. Our zone includes: mega divisions like Calgary Public, and Calgary Catholic; divisions with similar geography like Foothills; adjourning neighbours like Golden Hills and Canadian Rockies to name a few. As a region, we meet four times a year to discuss topics of common interest.
The ability to sit and talk with others who fulfill a similar role is very important. It does not matter if those conversations involve fellow teachers, fellow administrative professionals, fellow coaches, fellow nurses, fellow parents or any other role specific groups. The ability to share issues and challenges allows for learning to occur for all parties. Hearing someone else’s perspective on an issue helps expand my knowledge – challenges me to revisit my thinking and often spurs new ideas. Often you walk away from such conversations with more options to consider and a few times you are just glad that you are not dealing with their specific challenge.
Working collaboratively makes all of us better. I do not feel we are in competition with our fellow school divisions. We all are here to serve our communities in providing the very best for our youth. We have lots of learn from each other. We do not need to reinvent the wheel time-and-time again. We know our local context and know when we can lift a great idea and implement it exactly as another division, when it could work but with some changes, and when it just will not work in our local environment. When we work together we amplify our individual strengths.
Thanks to my fellow CASS colleagues for sharing and helping me grow.
Superintendent of Schools – Recently I’ve been at a number of events where students have shared their learning with members of their community. The excitement is palatable when students are given the opportunity to share their learning. The first few times they present to people walking up to their station the conversation is typically quite scripted, but they start to relax and information starts to flow.
It is very encouraging to chat with students as they talk about what motivated them to tackle their specific topic. Students are provided ‘voice and choice’ to take their learning to places determined by their interests, experiences and passions. At Banded Peak School, grade 7 & 8’s shared very personal reasons about why they took on various projects as part of their Change Makers initiatives. In selecting the topics, you could see how they wanted to be part of a positive change in their world. Some of the changes were specific to their family, others were related to their community and some had changes that were global.
Grade 5 students at Prairie Waters Elementary School spent nine weeks on topics of their own choice where they were asked to bring countless competencies into action. At the exhibition, I even got to take part in a role-playing exercise where we learned about the youth justice system. I was able to channel my inner Law & Order prosecutor as part of the case of the stolen candy. Another young lady shared with me ideas I could do to make a positive contribution in my community. Another student shared information about what she learned about the national fentanyl crisis. There was great turnout from the community and I did notice a few parents beaming when their youngster was explaining information to other adults.
When students are provided an opportunity to dig deep into topics of their own interest, they get to bring key competencies to life. Engagement was clearly high and students received genuine, authentic feedback from the people asking questions at their displays. These nights are just a few examples of how we are making learning real, visible and for everyone in RVS.
Thanks to our many great RVS staff who create these opportunities for students to shine!
Superintendent of Schools – Like many of our RVS team, I spent some time away from work last week during RVS’ spring break. After spending a few days back in Saskatchewan celebrating a family milestone, we loaded up the van and returned home. I spent the good part of the next four days in the backyard landscaping. I have no green thumb, but shoveling, pushing the wheelbarrow, and installing edging is right up my alley. The immediate feedback of moving four cubic yards of garden mix from the front driveway to various beds in the backyard works for me. Like many challenges, at the beginning I thought we’d never get that all moved. Wheelbarrow full after wheelbarrow full and the pile was not changing. Suddenly I noticed the pile looked a bit smaller. A few loads later, it was smaller yet. A couple of loads later we were scraping the driveway to fill the last load. Wow, mission accomplished.
The next day it was three cubic yards of wood chips. The race was on. How fast can we move those light wood chips? 40 minutes – start to finish and that project was complete. We had time to tackle other pieces of the yard. The next day included three cubic yards of rock on the driveway. So much for another 40-minute job. The weight of the rock combined with my 15-year-old being at an umpiring clinic meant we labored away for 4 hours. Nevertheless, at the end of that day, all the major landscaping groundwork was complete. Now we are ready for the fun bits of planting trees, shrubs, and flowers.
By now you must be wondering, what is Greg writing about all this for? I guess my work is normally focused on the long game: next year’s budget; long-term student achievement growth; multi-year plans; and, creating the conditions for our staff to be successful. Looking back, this project was still about creating the conditions for future plantings to grow (which is not far off from my usual job). It was nice to tackle some tasks that had a defined start and end. I knew the tasks were complete when the piles were moved. I knew I was successful when the yard looked like what we drew up on our garden plan.
Sometimes it is just nice to have a sense of accomplishment with tangible results you can see from your deck!
Superintendent of Schools – Last week the Board hosted its second of two annual meetings with School Council executive members. Rocky View’s Board of Trustees values the contributions of its School Councils. School Councils can enhance student learning by engaging parents, staff, and community members to advise the Principal and the Board on matters concerning school improvement planning. The Division views each School Council as a means for parents and community members to work together with the school to support and enhance student learning. These joint meetings are opportunities to network, support the important work of our School Councils, and gather input. Trustees try and attend as many school council meetings in their wards throughout the year as possible.
In our administrative procedure about School Councils (AP110), it highlights a number of important functions and roles. Among many duties, the School Council will have an opportunity to provide advice on the development of the school’s: mission, vision and philosophy; procedures; annual education plan; annual results report, and budget.
In the fall, the joint meeting focused on hearing from Alberta Education staff about the curriculum refresh currently underway. The spring meeting included sharing with School Councils the recently completed three-year capital plan and a showing of the movie Screenagers, an award-winning documentary on mental health, which focuses on the challenges families face given social media, video games, and the internet. Screenagers offers solutions to empower kids to navigate the digital world and maintain a balance between home, school and academics.
We appreciate everyone who joined us for the evening. We know people are busy and have very full schedules. There was plenty of table talk after the movie that was a good sign that people were engaged and found the topic and content of the movie interesting. I know as a parent of a 15 and 11-year-old, some of the parenting strategies we have implemented were reinforced and I learned a few things by watching the movie.