Director of Transportation – That is indeed the question that has been asked, again and again in many different ways, of our transportation staff. Why do our children have to SWIPE their bus pass?
It is something else to remember along with lunches, jackets and homework.
After all, my child has been riding for three years; the driver knows him.
My child has lost three bus passes already this year; I really do not want to pay for another one.
My child is in Grade 6 and he knows very well where he needs to go and is entitled to ride any of the buses from his school.
So… why do students have to swipe?
Swiping is necessary because:
It is no longer common for bus drivers to drive a bus route for several years and know all their students. Turnover of bus drivers results in some students having as many as three or more different drivers throughout one year. It has become necessary for safety reasons to track students differently.
Swiping allows us to see who is riding a bus and where a student gets on and off the bus. In the case of a delay or breakdown, we can produce a list of student riders who have swiped on the bus. Students who do not swipe will not be on that list.
Swiping also gives us record of how many students ride a bus daily, so that we can determine if the student load on any bus is appropriate, or if adjustments to bus routes to equalize student loads is necessary.
Finally, finding and boarding the correct bus when there are upwards of 20 buses at some schools is not a simple matter for young riders. If a student boards a wrong bus, swiping helps us to find lost students. A student who has swiped onto a wrong bus can be located quickly and the driver contacted.
The answer to the original questions is a resounding YES! Everyone should SWIPE.
Principal, W.G. Murdoch School – This fall I’ve had the opportunity to transition into one of life’s most challenging roles: Hockey Dad. In between scoping out potential homes once my son makes it to the NHL (kidding) and running him around to rinks on Sunday morning at 7:00 AM, I’ve learned some important lessons.
Two times a week, Harrison takes the ice with 15 other keen five and six year olds to go through a variety of skating, shooting, and other drills intended to teach the little ones the basics of hockey. As parents, we’ve been encouraged to put our phones away and enjoy watching our kids play hockey. After a couple of practices, I see why. If Harrison got a nickel for every time he looked up at me or my wife for affirmation that what he was doing was special, he would be a rich man. Every circle of the ice, every shot on net, every time he catches a glimpse of one of us, the eyes go up to the stands, making sure we are watching.
Enjoying the groundbreaking ceremony at Building Futures
On one of those mornings, I reflected on how important giving students that same authentic audience is. As teachers (and parents) we’ve all been guilty of giving our kids ‘busy work’ to simply entertain them so we can have some time to ourselves. In my experience, the difference in the work received from ‘make work’ projects varies immensely from tasks that are designed with an authentic audience. Whether that audience is a potential client (like three of our students get to do this year with Building Futures) or an engaged classmate or teacher, ensuring timely, intentional feedback that occurs both during and after the task is critical. To relate it to the analogy of my son’s hockey, specific feedback about what I observed him doing on the ice, rather than “you did well son,” goes a long way.
No matter our age, we’re always looking for a level of affirmation that the work we’re doing matters. In the busyness of our days, let’s remember that our students care what we think about their work and that taking the time to show them that not only makes them feel validated, it also improves the learning environment.
W.G. Murdoch students learning about chemistry through hands on experiences with watermelons
Using Play Doh to learn about Plato in Origins of Western Philosophy
Students Hold Local Candidates to Task in All Candidates Forum
Amrit Rai Nannan and Anna Jensdottir, Meadowbrook School and Heloise Lorimer School Teachers – What better opportunity to get students interested in our democratic process than to let them grill local candidates? On October 11th, that’s precisely what grade six students from Heloise Lorimer and Meadowbrook Schools in Airdrie were invited to do. As teachers, we saw an incredible teaching opportunity, so we organized our very own political forum so that students would have the opportunity to interact directly with Airdrie’s political candidates and more importantly get their questions answered face to face.
We started off hoping to get one or two mayoral candidates and a few councillor candidates out. If we were lucky, the school trustees would be willing to join as well. CIVIX (a non partisan organization whose goal is to create civically engaged future voters) pitched in to provide our schools with the Student Votes Program. Scouring the internet we were able to scrape together contact information. The overwhelming response we received from the candidates was beyond what we imagined – three mayoral candidates, 13 councillor candidates and four school trustees. Excited talk about who was coming started to dominate the classroom discussion and students even started reaching out to candidates on their own. At this point we knew the students had taken ownership of their learning and we had succeeded in our goal of engaging the students in the electoral process.
Frequently, adults and students see candidates as foreign beings that are not approachable. We wanted to break down these walls and show students that the political process is accessible and relevant to them too. We have found that students feel that their voice is not heard because it cannot be translated into a vote on election day. This leaves them feeling alienated and frequently apathetic. After being involved in this spectacular day, students have gained a new appreciation for the power of civic engagement. Our students have been out and about in the community, discussing the issues with their parents and their aspiring representatives. Not only have they actively shown their own influence in our city, but they’ve also gained experiences that will follow them as they grow into our next generation of responsible voters.
The old adage says that “it takes a village,” and for us, it was a proud moment to see the whole village show up for our students.
Literacy Specialist – In order to understand students as readers, it is important for teachers to collect information data about their reading and plan from there. In the first weeks of school, this can be a bit daunting; however, it is also a valuable opportunity to get to know students as individuals and to start building relationships.
Being able to make the most of this valuable time with students requires the rest of the class to work independently. This would allow teachers time to meet with students and gather information about student reading. The beginning of the year is a great time for teachers to work with students to establish routines and expectations. Together, they illustrate and practice strategies for independence to incrementally build stamina around sustaining classroom routines. Over time, students are able to work with increasing independence, providing teachers with the time they need to gather information about the readers in their class to drive student instruction.
To build independence, students and teachers need to clearly establish and practice routines and expectations for the literacy block. It is important to take time to illustrate what following the expectations does and does not look like, and to outline the roles of all class members. Co-created class anchor charts are a great way to remind students of agreed upon expectations and routines. Other classroom structures directly support student independence in the literacy block, including student specific book boxes, environmental print, and readily available materials for reading and writing.
Taking time to embed formative assessment opportunities in classroom practice helps teachers to determine the next steps for instruction. The data gathered through assessment can help to inform the focus of whole group instruction, as well as small, more guided activities like Guided Reading, one-on-one conferences and targeted strategy groups.
Over time, ongoing formative assessment becomes a running track record of student reading growth, which translates into anecdotal data for sharing with parents and students through online student portfolios and report cards. The RVS Literacy Profile is a great place to record and collect this data. Teachers can use the RVS Assessments for ongoing formative assessment to understand the needs of their students, rather than periodically taking chunks of time away from instruction to assess readers for report cards. Using this data, teachers are then able to plan their whole group and small group instruction to target specific areas of need as indicated by students.
Director of Learning Services – Next week, a large delegation of high school student leaders and teachers from Rocky View Schools will be descending upon Waterloo, Ontario for the 33rd CSLC (Canadian Student Leadership Conference). This learning and leading event will be life altering for many.
When I think of the learning opportunities I have had as an educator, none is more memorable or remarkable than the career-imprinting event of the first-ever Canadian Student Leadership Conference hosted in Yorkton, Saskatchewan in September 1985. As a ‘wet behind the ears’ brand new teacher with all of three weeks of experience under my belt, I was asked by our assistant principal if I would like to accompany two incredibly accomplished grade 12 leadership students to this event. Without hesitation I said, “Sure!” not realizing that the conference, which 33 years later is now fondly referred to as CSLC (pronounced see-slick), would help define and shape my career in education as a teacher, coach, colleague, learner, administrator, director and community member across multiple jurisdictions.
Our flight out of Edmonton to Regina was exciting ‘back in the day.’ The quick flight was followed by a much lengthier van ride from Regina to Yorkton. In the van we were ‘starstruck’ as conference speakers, Jack Donohue, former Canadian National Men’s Basketball Team coach, and Pamela Wallin, host of CTV’s national morning news show ‘Canada AM’ (and now more infamously recognized as a Canadian Senator), rode with us and told amusing tales the entire ride. We were completely engaged and the conference had not even started.
The excitement and entertainment of the van ride to Yorkton was quickly overshadowed upon arrival at Yorkton Composite High School where Barry Sharpe, the teacher chair for the conference, greeted everyone. Our threesome was quickly engulfed by the energy exuded by the 800 student and 200 teacher delegates to the inaugural student leadership event. The dream of Barry Sharpe taking what had previously been a provincial conference and elevating it to a national event had been realized, starting a wave of service and leadership development across Canada that continues today.
Over the next five days, student leaders and adult advisors were engrossed in ‘living leadership.’ Through networking sessions, workshops, keynote speakers and team building, we garnered amazing ideas to take back to our schools. We met like-minded, action-oriented people who were committed to ensuring student voice was honored and empowered. The personal and professional connections we made at that first ever conference, have remained strong through 33 years in this work. To this day, CSLC connections such as Dorothy Karlson (SK) and Dave Conlon (ON) remain some of the most profound professional influences and resources in my work as a jurisdictional leader.
It’s kind of like Robert Fulghum said in his book, “All I Really Need to Know I Learned in Kindergarten.” Almost all I really need to know about leading, I learned through student leadership. Certainly, foundations of my philosophy as a school administrator are rooted in my passion for student leadership. The lessons from some of the keynote speakers at that first conference, including Mark Scharenbroich and Alvin Law, are timeless and have guided me as a teacher and administrator throughout my career. “Leave a place better than you found it,” is a mantra to which I subscribe thanks to Mark. Alvin’s ability to confront unimaginable challenges as a thalidomide baby and turn them into opportunities to make the world a better place remains inspiring and humbling.
The hospitality of the community of Yorkton was unparalleled, demonstrating personal, school and community leadership in ways we had never seen. After five days of awe-inspiring, motivational, generous and truly selfless sharing of ideas by compatriots from across this amazing country, our little threesome gratefully and graciously returned home, exhilarated and bursting with ideas to make 1985-86 the ‘best year ever’ at our school. The ‘legacy’ for the students was improved culture and spirit in the school, through the student leadership events they undertook. As a staff member, I explicitly engaged my peers in making our school a ‘great place to learn and work’ with CLSC inspired activities.
Our participating RVS schools can expect some wonderful and energetic ideas to be launched in their own schools this upcoming year, once their student leaders and advisors return from CSLC 2017. We look forward to learning how our newest group of RVS leaders will #makeadifference.