Learners at the center - bcpvpa

Learners at the center

A Coquitlam middle school weaves practice and theory

M

by Leslie Dyson

ost educators and those who support them are working toward a day when everything we know about how children learn and the best pedagogical strateThe growth mindset that defines the culture of Eagle Mountain Middle gies combine with a beautiful fais illustrated by visual arts teacher Kevin Keeler. cility and a learning environment in which students, parents, teachers, and administrators are all pulling in secondary school. The large gym the same direction. is open to the multi-purpose room If you want to know what such a place is like, take a look at Eagle Moun- equipped with ping pong tables. tain Middle School, nestled in a forest in Anmore in the Coquitlam school Classroom walls can open and doudistrict. Principal Nancy Bennett, 44 years an educator and 20 as a princi- ble as white boards. pal, said, “I’ve been waiting my whole career for this. It’s so honouring of Students could be seen working the kids and the educators and what they bring.” around project tables and in quiet Vice-Principal Jonathan Sclater said, “I’ve been doing innovative things spaces with durable and lightweight for years but I felt I was alone.” Coming to Eagle Mountain has given him picnic tables that can be moved the opportunity to work with like-minded educators. around. The architecture includes a “We know we’ve got to the magical tipping point where the kids really great hall with large steps that small do own their learning, they’re engaged, and the behaviour problems disap- groups of students use to meet and pear,” said Bennett. work. There are lively noisy spaces “The evidence comes from the competencies,” added Sclater, “the kinds where presenters (teachers and stuof thinking the kids are doing. They’re going so far beyond what’s expect- dents) wear microphones to comed.” municate. There is a steady stream of visitors coming to see the middle school in Avni, who plays basketball and action with its 570 students, 30 to a class. “People want to see what it looks enjoys drawing and “making stuff” like when everything is woven together,” said Bennett. in her free time, said, “The atmoSchool tours are conducted by students who are eager to talk about the sphere is not just in a classroom. It’s beautiful features of their new school (it opened in 2014) and why their more engaging.” learning is so “engaging.” Sydney, who also enjoys field hockAvni and Sydney, both in Grade 8, showed the studio spaces used for ey, band, and piano, said, “We have drama, tech ed, art, and music. Theatre space is available at the nearby a lot more space to work. You can February 2016 • Adminfo • 5

work where it’s beneficial to you.” You can hear what students have been taught about brain development, learning styles, and multiple intelligences in Sydney’s statement. A courtyard in the centre of the school complex is well used in the warmer months. However, the design allows everyone to be outside many times a day no matter what the weather. Welcome blasts of fresh air greet students and staff as they move between the quadrants, home to each of the four multi-grade teams with two grades in each class. In addition to regular PE classes, students enjoy forest runs once a week. Both students were big fans of the school’s electronic device policy. The bring-your-own-device model demands a strong Wifi signal. We’re using devices to their full potential,” Avni said. However, no devices are used at lunchtime or during nutrition breaks, she pointed out. “That’s when we’re supposed to be socializing.” For students who don’t have devices, the school provides carts equipped with laptop computers and iPads in the classrooms. “We’re always doing projects we enjoy and (that) we’re interested in,” said Sydney. We’re not just writing notes from the board.” Visitors can’t help but be impressed by the architecture and amenities. However, Bennett stressed that “It has very little to do with our facility. We were well into it [a different philosophy and approach] in a 55-yearold building that was falling apart.” Sclater pointed out that even in this school, “You could work in your classroom with your door closed.” The school staff started the process of changing the culture by asking, “What qualities do we want the students to have when they leave?”

First Peoples’ Principles of Learning • Learning ultimately supports the wellbeing of the self, the family, the community, the land, the spirits, and the ancestors. • Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). • Learning involves recognizing the consequences of one’s actions. • Learning involves generational roles and responsibilities. • Learning recognizes the role of indigenous knowledge. • Learning is embedded in memory, history, and story. • Learning involves patience and time. • Learning requires the exploration of one’s identity. • Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations. That led to a belief system that “It’s OK for staff to be on a journey,” said Bennett. “We don’t have to be masters of everything all at once.” Staff worked together on a document called The Journey Towards Integrating and Innovating that outlines the teaching and learning strategies that would be used (personalized learning, restorative practices, hands-on exploration, etc.) and a list of characteristics that define the culture

of Eagle Mountain Middle School (a growth mindset, focus on core competencies, portfolios of learning, etc.). The information is prominently displayed in an infographic created by visual arts teacher Kevin Keeler. First People’s Principles of Learning have been incorporated as well. (see sidebar) “It’s a journey that can’t be rushed and that involves patience and time.

Adminfo

VOLUME 28 NUMBER 3

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February 2016 • Adminfo • 6

Richard Williams

People need to be affirmed in the steps they’re taking and given opportunities to play with ideas and use their professional judgment.” The school opening coincided with the end of the strike in 2014. The staff had not met as a group before that day. She said, “There was no time to say, ‘I’m a math teacher.’ With the commitment to an integrated and inquiry model, it’s best if everyone is a math teacher.” Bennett said she could hear several teachers take a deep breath in, but say, “‘OK. I can do this.’” In the beginning, some teachers were reluctant to give up lesson plans that they had worked hard on and that seemed to be effective. “We heard, ‘But it’s working so well,’” said Sclater. To which he would reply, “But with the Learners at the Centre, is it working for them?” Collaboration was a value that came up repeatedly. This approach has staff sharing resources and styles. “If any one of us retreats, we know something isn’t right in that person’s world,” said Bennett. The administrators are following professional growth plans, she said, “encouraging conditions that lead to a self-sustaining culture of innovation so teachers are advocating for all these elements. It’s not just coming from the top down.” Sclater interprets this to mean that he has to constantly ask himself “What can I do to support teachers individually and allowing risk taking?” One strategy is to take what he learns in one conversation to another so that connections are made. The school year begins with everyone reading a novel. Last year, it was Ben Mikaelson’s Touching Spirit Bear. This year, it’s Walking Home by Eric Walters. “It allows a common conversation. It builds culture,” said Bennett. It’s one of many

ways that all the adults in the school Bennett said she recalls taking a are able to engage with all the stu- moment to think about one student dents. who received “meeting expectaAlso reflecting the culture is the tions” in his first report while some Thunderbird Code that was developed peers were excelling. “But, I thought, by the students with staff input. Key that’s OK. He’s taken three months qualities are: respectful, inclusive, to figure out middle school. That’s inspirational, and purposeful. perfect. If we tried to squeeze high Bennett laughs and says, “There performance out of him we’d be aren’t many lists of rules, but we dealing with anxieties in Grade 8.” have questions, like, ‘Is that purParents are now onside because poseful?’” there are no surprises. Students are “We don’t have a lot of behaviour using One Note to take photos of management to deal with because their work and white board notes, of the innovative teaching strate- and Fresh Grade to create online gies,” said Sclater. portfolios. Knowing their parents “I know full well my interaction will be able to see the work they’re with students is quite different from doing is providing added incena traditional school. Typically, the tive. During in-depth conferences vice principal is dealing with disci- between the teacher, student, and pline because that’s the model that parents, the teacher can make notes exists. I’ve seen the lineup of kids online and on the spot. “Writing reoutside the vice principal’s office. port cards is a piece of cake,” BenBut [here] it’s about the develop- nett said. ment of these kids as learners, as peoHelping Communities And Organizations ple and building reWith Issues Of Crisis And Trauma lationships. When WORKSHOPS COMING TO BC IN WINTER-SUMMER 2016 kids make mistakes, ANXIETY-Practical Intervention Strategies there are supports Victoria: March 7; Vancouver: March 9 in their teams and VIOLENCE THREAT ASSESSMENT-Planning and Response Vancouver: March 30 with teachers. RareADDICTIONS AND YOUTH-Creating Opportunities for Change ly does someone get Victoria: April 5; Vancouver: April 8 kicked out to be disAUTISM-Strategies for Self-Regulation, Learning ciplined.” and Challenging Behaviours Vancouver: April 6-7 The staff is mindDE-ESCALATING POTENTIALLY VIOLENT SITUATIONS™ ful that students’ Kamloops: May 5; Victoria: May 10; Vancouver: May 11 development and CRITICAL INCIDENT GROUP DEBRIEFING Victoria: May 11; Vancouver: May 12 growth should be FETAL ALCOHOL SPECTRUM DISORDER-Strategies for Supporting viewed over 30 Vancouver: May 26-27 months, rather than DEPRESSION-Practical Intervention Strategies Victoria: May 31 from report card to report card or year NATIONAL RESTORATIVE JUSTICE FACILITATOR TRAINING Banff, Alberta: April 13-15 EVENT by year. There are no grades, just performance standards language. Naturally, there was resistance To register or for to this approach more information: www.ctrinstitute.com 877.353.3205 from some parents. February 2016 • Adminfo • 7

The architecture includes a great hall with large steps that small groups of students use to meet and work.

While there was great support for the new philosophy, some parents were concerned that their children would not be prepared to enter a more traditional model when they graduated to high school. Bennett said she assures them that things are changing in the secondary schools as well. “We just had the privilege of starting a little sooner,” she tells them. Avni and Sydney said they liked

the inquiry based approach. “It’s where we ask questions,” Avni explained. Using Barbara Stripling’s Points of Inquiry and Bloom’s Taxonomy to develop higherorder thinking, the school chooses big idea themes. Last year it was game changers. This year, it was Back to the Future, timely in light of the hoopla surrounding the 30th anniversary of the movie of the same name. Avni was looking at inventions from 1985 to the end of the century compared to those at the beginning of the 21st Century. Sydney was following up on her interest in the uniqueness of fingerprints. “Bigger ideas and themes weave in and out,” said Sclater. “They’re working with others but can choose to work alone. It’s not read, copy, and answer these questions.” “We’re doing them a disservice if we ask them to do the same project at the same time with the same outcomes,” added Bennett. Presenta-

tions back to their classmates can be done with PowerPoint, Presi, or an essay, but also interpretive dance. “Every single team leader meeting and visitor meeting is an opportunity to tell the story of our school. It’s what is building the culture and acknowledging the staff,” said Bennett. There are so many strategies and theories in play, but Sclater said he tells visiting educators, “Start with one thing you can try.” Bennett recommends, “Take a look at the timetable. Let’s unpack that.” Allowing larger blocks of time reaps tremendous benefits. “Remove the pressure of ‘Wrap this up and move on!’” recommended Sclater. “And a daily schedule is a big piece.” “And ask good questions,” added Bennett, “because it triggers other things. It’s exciting working with kids!” Leslie Dyson is a regular contributor to Adminfo. She can be reached at [email protected]

Cover Story Our cover art for February is by Savannah King, a Grade 10 student at Fraser Valley Distance Education (Chilliwack School District). Our thanks to Savannah, her classroom teachers Leah Kelley and Hildi Mitchell, art teacher John Le Flock and Jeff Dartnell Vice-Principal for submitting this work. February 2016 • Adminfo • 8

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