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School Culture Rewired

7/31/2015

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Having taught in a wide range of schools, I've had the opportunity to observe a variety of school cultures, so when Gruenert and Whittaker's new book arrived at our school library, I was interested to have a look.

School Culture Rewired builds on the message that has been a theme in some of the articles I've been reading in this month's EL, namely, building relationships and harnessing the potential that is already in the building.

After introducing and defining climate and culture, the authors go on to describe six cultures (Collaborative, Comfortable-Collaborative, Contrived Collegial, Balkanized, Fragmented and Toxic), and consider ways to develop the desired school culture, namely, Collaborative.  They comment on the value of recognizing and building on existing subcultures, particularly positive ones, and underscore the importance of providing leadership opportunities for positive change agents in the building.  Subcultures that are already doing great things for student learning within a school can reduce anxiety and provide parallel learning opportunities for teachers still coming on board, they note.

As I read the book, I recognized elements of almost all of the cultures described from various schools I have worked at.  I think one of the greatest challenges is that the "system" (school board, etc.) does not always reward the types of behaviours necessary to build a truly collaborative culture.  In particular, self-critique and collegial constructive criticism can be challenging, especially for school administrators, and also for teachers.  But it is necessary in order for authentic growth to take place.

Interestingly, one of the institutions I have worked at that I felt was most authentically collaborative was the Education Department at Tyndale University.  I felt that my colleagues in the Ed Department there were mostly on the same page when it came to examining personal professional practice and considering what worked and what didn't.  Beyond simply sharing tricks of the trade, we learned together and examined our work critically, valuing each other's feedback rather than feeling threatened by it.  This culture was developed and maintained by a leader who herself was comfortable with high standards and critical self examination.

If you work in a building that does not have the culture you desire, change is possible but it takes a long time.  This is a lesson I am learning myself:  Always one to want the best for students right away, I've often been impatient when not everyone jumps on board immediately with something obviously good for kids... and it frustrates me to no end when people want to be polite and superficial and feel threatened by dissenting voices.  But understanding the nuances of culture and the nature of entrenchment can be helpful when considering effective school leadership, change and growth.

In its final chapters, School Culture Rewired describes ways to begin conversations and put systems in place that will help move your school from where you are to where you want to be.

Although the book seems to be aimed primarily at school administrators, I believe teachers who are interested in educational leadership and change can learn from and use the strategies outlined.  It's also a great read for instructional coaches and others who work with schools to move collective thinking forward.  I'm on Chapter 8 myself, and am looking forward to learning the rest of the book's secrets, which will be revealed to me in the days ahead as my partner reads aloud to me in the car while I drive our family around PEI where we are currently spending a few weeks of summer vacation!


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PEI 2015... So Far!

7/31/2015

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St Peters Lighthouse beach PEI 2015
Came across a postcard-perfect shot at the lighthouse beach the other day, so we snapped a few pics whilst the kids danced around through it, and the dawg built a sandcastle nearby...
We also had a chance to reconnect with some friends in Ch'town recently, at the annual Pride Week Coffee House at Beanz, where we heard a variety of excellent and still-growing performers, and won a prize watermelon with our group's combined knowledge of queer trivia!
The next day, our Ch'town friends came to visit with their doggie for a playdate.  Sneakers and Luka played and played and played and played, and swam and swam and swam,  and ran and ran and ran and ran... Sneakers was still tired this morning!
Although, she still had the energy to dismantle the wood pile out back of the house, lol!
It's nice to have a dog on the island again... but it SURE IS BUSY!!!! :)
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Climbing the SAMR Ladder

7/23/2015

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Last month's Educational Leadership Magazine focuses on using mobile technology effectively with students.  Included are articles about the instructional use of tablets in class, classroom management with technology and intentional selection of teaching and learning apps.  A theme throughout was on student doing rather than teacher showing.

Inspired, I decided to attempt a crowd-sourcing activity with my Grade 7 students, to see if I could make their collective learning visible to the class.  We'd been learning about Heat in the Environment, and students were completing independent research assignments about a "big question" they had co-developed with peers and -- in some cases -- teacher guidance.

I used a padlet to collect students' discoveries to date; each group posted videos and general information about what they'd been learning, and as they did so, I tried to respond with specific questions to help them clarify, deepen or broaden their thinking.  In this way, all groups' summaries to date, as well as my related responses, were visible to everyone.

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It was interesting to observe students' excitement as they saw one another's work in progress as well as their own posted publicly in the classroom. 

I noticed that a number of students began to access videos and weblinks that other groups had posted on our Padlet, and I marveled at how readily we were able to collectively share resources!
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Since being introduced to it a few years ago at a workshop, I've been thinking a lot about the SAMR Model, and how teachers can best climb the ladder from "substitution" to "redefinition", assuming the latter is our ultimate goal.

In particular, I am interested in how digital immigrants begin to effectively incorporate technology into their instructional repertoire in transformational ways.  Or, to put it more simply, how old dogs like me learn new tricks!

Something that perplexes me is how we define the various tasks we old-timers attempt... it's all exciting and new to us, but is it transformational?  For example, my Science Padlet allowed for ways of sharing information effectively in a manner that would previously have been inconceivable... but did that really place it into the "redefinition" category, or was it merely a fancy, digital chart paper recording our class's thinking, and therefore, simply "substitution" on the SAMR ladder?

I decided to have a look online to find out what others had to say. What I discovered is that the information online about SAMR has literally exploded in the past few years! 

Not only is there plenty of commentary about what SAMR is and how it can be used in the context of professional learning and self reflection, but there also exists now a number of handy visuals to provide us immigrants with an overview of where we might be in the general scheme of things.

For example, if I consider the overview provided below, I can see that I am moving forward along a jagged front.  For Note-taking and Presentation in my Math class this year, I am firmly in the Augmentation stage, whereas in in Assessment I have dabbled in Redefinition, and in file sharing I am ashamed to confess my residency in Substitution.
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This jagged front, however, propels me forward: As I gain comfort with one area, I actively look for ways to improve in others.  Desperation and necessity drive my personal professional learning model, as evidenced in the number of OTF Connects technology workshops I signed up for this year, and the amount of time I spent on self-directed learning by reading articles, looking online, experimenting in class, and discussing solutions with colleagues.
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reblogged from Pinterest
Although defining my early foray into the digital world often proved vague, it was without question a one-way street forward. My early experiments with things like Padlet,  Kahoot and Explain Everything in class were at best clunky... but increasingly, I am coming to see this awkward imperfection as a necessary first step for early adopters and hesitant converts alike.

Regardless of which rungs we find ourselves hanging from on the SAMR ladder, the ditto machine and overhead projector are gone, my friends, and they are not coming back.  There is only one direction in which to climb, and that direction is up!
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INtroducing... Sneakers the Wonderdog!

7/20/2015

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It's been a while since Jasper breathed his last farewell on the floor next to our bed after a characteristically optimistic (he was a beagle) and junk-food-filled battle with kidney disease.  And -- poor health playing a close second only to neuroticism in terms of challenges of ownership -- we were a little traumatized by the whole experience, and not in a major hurry about getting our next dog, truth be told.

But there was definitely a void that had been growing, and in recent months we have increasingly found ourselves thinking about and discussing when the right time might be for our next canine adventure.

Although one of the kids when asked definitely preferred the chaotic excitement of a friendly beagle, we all agreed that there were merits to considering other breeds.  Especially if our next dog was to again be a shelter rescue.

After missing out on a large but friendly-seeming wolfhound mix during a recent visit to the THS (he was adopted the same afternoon by another family), we began to discuss the possibility of our next dog more seriously.  We had a benefactor who loves dogs and was willing to commit considerable finances to the project, but didn't want to commit time.

We had or could arrange time.

So, after surfing the THS website, we narrowed it down to two options: Bagel, a beagle mix (yes, again, cringe!) and Zorro, a mastiff-boerboel cross who we feared might be too large for airline travel restrictions (think summers on PEI), but whom we at least wanted to enquire about because he seemed so lovely and smart.

I sought input from and sent links off to the kids, who were enjoying a visit across on the car ferry to Halifax with their dad, and called the Humane Society to see about these two mutts.

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Alas, Zorro had mistaken someone's ponytail for a toy earlier that day, and was now on a 10-day bite "hold" before he could be put up for adoption again.  And Bagel had some serious separation anxiety issues apparently, and had not been crate trained (translation: Beagle howl for hours on end).

While I was ready to consider it a sign that maybe we should wait after all, my partner had now been sucked into my enthusiasm for moving forward and had her heart set on getting a dog, any dawg (well, any reasonably "good" dog!), so we decided to pay a visit to one of the branches of the Toronto Animal Services.

And so it came to be that Tats adopted the dog formerly known as Whoopi, an extremely energetic and enthusiastic lab mix "stray surrender".
This afternoon's visit to our local vet tells us she is still a puppy-ish, likely around 10 months old (but not likely to get much taller... though likely to fill out a little, perhaps another 10-11 lbs), very healthy, well-tempered, and definitely trainable. (And we WILL be training her; indeed, we've already begun!)

She's already shown herself to be a good sport, riding on the subway, and trying very hard to sit when we tell her to, and visiting a dog park near to where we were volunteering with the PrideHouse 2015 last night. She has been readily making friends both four- and two-legged! (Tied outside the cafe where we had dinner afterwards, she stopped nearly every passer-by and demanded petting and snuggling and smiles!)
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In addition to riding subways and wagging her tail, our new beast seems to tremendously enjoy playing retrieve with sticks, ball, or whatever you are willing to throw for her.

We are looking forward to taking Sneakers (or "Snickers", depending on how the mood strikes you) with us to PEI next week where she can run off the boundless energy she has currently been expending in the fenced-in yard of a friend with who we've been visiting here in Toronto!
From what we've seen so far, she is definitely a "pack" animal, and we are excited to introduce her to the other two members of her pack!!

Have crate, will travel -- look out, PEI, here comes Sneakers!!! :D
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Port Elgin

7/16/2015

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femtoring             Judy Rebick              diversity of tactics         John Brown
consciousness-raising                      garden shears              ten thousand roses
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Karl Stefanovic
mansplaining
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We are all trained to be female impersonators.
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Summer "jobs"

7/10/2015

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For the first time in forever, I am not "working" this summer. 

Typically, I teach at least one course and/or facilitate a few workshops, and take some courses each summer, as well as squeezing in a few weeks on PEI.  

Some years I also participate on curriculum writing teams.  

But this year is different.  I am not teaching anything, and the only "course" I am taking is a week-long women's leadership conference in Port Elgin next week.

The implications are tremendous:  How much TIME I will have, for a change, to pursue some self-directed professional learning...  First, I want to finish researching and writing a blog post on the effective use of technology in the classroom and in particular, the evolution of the SAMR model for more "seasoned" teachers.  I'm also keen to sit down and fiddle with Sesame or Edmodo, to learn more about how technology can help me effectively track student progress and communicate with families.

Online

Speaking of technology and effective communication, I also need, NEED, NEED to deal with my non-work email in-box and respond to some of the emails that have been sitting unanswered for FAR. TOO. LONG!!!

I want to explore the critical thinking consortium's website and browse their library of resources, and I want to learn more about how Google apps work, including how I can digitize a criteria-based observational assessment tool my colleague and I developed this past year.

A Few Good Books

I have a stack of books to read, including some professional books borrowed from our librarian and a book given to me during a recent visit to the OCT, as well as a fun commentary on urban cycling which my instructional coach gave me as an end-of-year gift.  

Classroom Management and Program

I want to develop a better self-serve system for absent students in a rotary model... and I need to find some evidence to support rotary in middle schools so that I can convince myself that it is not as horrid for kids and teachers as I currently believe it to be -- or work up the courage to gently confront my admin and persuade them to let me teach in a more integrated manner with fewer classes next year (I do love math, but I am desperately missing teaching Language Arts, and I absolutely despise having too many students to form deep and meaningful family relationships with)!!!

I want to explore in more depth online software like Kahoot, Padlet and Class Flow, and apps like Flipagram, Educreations and Sock Puppets to become more proficient with them, and to weed out the good stuff from the gimmicks.

Math, Math and more Math!

I definitely want to do some math: Solving some of the Waterloo math problems, and rereading key sections of Marian Small's K-8 book are key!!  And I want to rethink my centres... I am envisioning a combined model where each unit begins with several 3-part, problem-based lessons and includes a  "Math Buffet" of sorts that would allow students a chance to better consider what areas they still want to work on improving or extending while I support students individually or in small groups for 2-3 days each unit.

I need to save up some $ to replace the Beats pill I use in my classroom to play Bach while students are working on Math and Mozart when they are writing, and which one of my Grade 7s stole from my during the final week of school. :(

Assessment, Writing and Family Time

I want to prepare assessment tools and family communication pieces for each unit to reduce the "paper chase", and I want to review the OTF website's wealth of teacher resources on this and other topics.

I have also committed to writing a guest blog post and a twins magazine article, as well as three app reviews this summer. Oh, and I want to do some volunteer work at the 519 before I head off to PEI.

And that's not including a few "secret" projects I have on the go, and all the family-related, "fun" stuff on my list!!!  But hey, teachers have the whole summer off, and since I really am not working this summer, there will be so much time, right???

to do list
Two weeks in, and the to-do list is at least as long as it was when I started it last month!

It's true that I spent some quality time with my kids the first week and a half, caught up on some VERY much needed sleep, and focused on my partner for more than 30 seconds at a time in ways that went beyond "what's for dinner, honey?"

I also did a little blogging, and far too much screen sucking.  But I have not completed a single item I had hoped to this summer. 

And my in-box is still well over 150 emails long. :(

One thing is for certain:  NO MORE BLOGGING UNTIL I START CHECKING OFF SOME OF MY "TO DO" LIST, lol!!!
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Twiplets on the lake

7/7/2015

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It's been a while since we've all been together... the Melvin twins (whose mom I met through TPOMBA when I was still pregnant, and who were born only weeks before Alex and Simon) the "Twiplets" and us.
(forever ago, in the park in front of the house on central)

Vida's twins are a bit bigger now...
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We met in the park recently for a picnic, and to celebrate Jeffrey and Justin's graduation from Grade 8! (I first met them as they were going into Kindergarten!!!)

A few of us had gotten together and chipped in for tickets to a track and field event at the Pan Am games this summer for the boys and their mother.  They were soooo excited when they opened the gift.  But even more excitement ensued when they discovered it was going to be just them and their mother:  "No triplets?" queried one of them in disbelief (Karen is taking care of the "little" boys while Vida takes her older two to the event).  When we told them that's right, just you guys, they responded with "YES!" and big smiles.  

I can only imagine how little "big boy time" these teenagers get in their tiny home with five boys!!!
While we celebrated the young men's milestone at the picnic table, the "little boys" played in the big, new playground next to our building; an intensive game of school, led by Joel (who gave his attentive triplet brothers and our twins a "music lesson") was unfolding...
twins and triplets playing school
It's never been an easy feat to capture everyone in the same frame, but we managed to corral three sets of twins, one set of triplets and an impostor (a friend of Karen's kids) into the same location for a few shots before everyone ran back off to play!
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Paintlounge

7/5/2015

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Today after church, we enjoyed a spectacular (and mercifully affordable) performance by Breakin' Ground, whose mesmerizing production of Urban Legends we took in at the Fringe.

Following our Dance adventures, Simon and Tats headed home while Alex and I went to check out Paintlounge, a wonderful and collaborative painting studio on College Street.

Alex set to work on a medium sized canvas, and painted for nearly two hours with acrylic.  He used various brushes and a sponge, mixing colours on a small, disposable palette.  


Although the fruits of his labours were rather child-like in nature, one can see his eye for composition.  It was neat to watch him work...

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Pre-reunification island visit

7/5/2015

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On Alex's last day as an only child before the return on his twin brother from a week of overnight camp, we decided to spend some time at the Island. 

We started at Hanlan's Point, and walked past the turn off to the clothing optional beach (though not without sharing fond memories and a story at Alex's request), on towards a smaller, more private spot of beach; we all kept our clothes on this time.
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By the water, we ate the tasty but somewhat meager lunch I had packed.  We also watched the planes on left downwind in the YTZ circuit overhead, and enjoyed a lesson in stone skipping.  After some time, a large group of loud and annoying teenagers descended on our turf, and we hastily made for calmer, more peaceful pastures.
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Alex was determined to hit the rides of Centerville... en route we stopped to visit the haunted lighthouse, and also paused at the Franklin Garden, an old favourite!

Alex stopped for a brief chat and an imaginary game of chess with Franklin himself, then hunted around for the rest of the characters in the gardens before moving on to the newly installed Centre Island Maze (thank you, Mr. Meany), which he and Tats conquered rather expeditiously.

After a few rides, we did a little geocaching at the pier, and then tried our hand at a few "holes" of frisbee golf.  It's harder than it looks, kids... we lasted about three baskets before giving up and moving on to the Rectory cafe for dinner (thanks, Rick)!
The ferry ride home afforded us the usual lovely view of the skyline.  City side, we paused for a photo op with the late Jack Layton, and then took the GO train home, where we ate popcorn and watched "Searching for Bobby Fisher", complete with chess commentary provided by Rick!
The day after Alex's final "only child" day, we took him to see a musical downtown, and then it was time for reunification with Simon, who had arrived home from camp in our absence, and upon whom Alex visited a heart-felt and lengthy hug!
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Canada Day Moon & Swan song

7/3/2015

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moon over lake ontario
Moon over Lake Ontario (above) July 1, and daytime linear path along the water (below) - click to enlarge
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    About Vera...

    Vera & her Sons, April 2021
    After writing for several teacher and multiple birth publications, including ETFO's Voice Magazine, Multiple Moments, and the Bulletwin, Vera turned her written attention to prolific blogging for some years, including BiB,  "Learn to Fly with Vera!"  and SMARTbansho .  Homeschooling 4 was her travel blog in Argentina.  She now spends more time on her Instagram (@schalgzeug_usw)  than her blog (pictures are worth a thousand words?!) 
    DISCLAIMER
    The views expressed on this blog are the views of the author, and do not necessarily represent the perspectives of her family members or the position of her employer on the the issues she blogs about.  These posts are intended to share resources, document family life, and encourage critical thought on a variety of subjects.  They are not intended to cause harm to any individual or member of any group. By reading this blog and viewing this site, you agree to not hold Vera liable for any harm done by views expressed in this blog.
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Vera C. Teschow, OCT, M.Ed., MOT
Toronto, ON & St Peter's Harbour, PE
www.verateschow.ca 2021
Photos used under Creative Commons from Sean MacEntee, Studio Paars, Bengt Nyman, zeevveez, GoodNCrazy, CJS*64, Accretion Disc, CharlesLam, Courtney Dirks, CJS*64 "Man with a camera", Accretion Disc, Bobolink, Ian Muttoo, BioDivLibrary, Alaskan Dude, IsabelleAcatauassu, runran, Transformer18, jglsongs, Create For Animal Rights, david_shankbone, Paul J Coles, foilman, Newport Geographic, Photo Everywhere, kevin dooley, Claudio , Alex Guibord, Tscherno, f_mafra, Terry Madeley, musee de l'horlogerie, BobMacInnes, wwarby, jonathangarcia, amboo who?, chimothy27, Elin B, cliff1066™, Grzegorz Łobiński, Rennett Stowe, Farhill, Phil Manker, Guitarfool5931, airguy1988, dierk schaefer, Rob Stemple, katerha, StockMonkeys.com, Ramotionblog, andrewk3715, charlywkarl, AJC1, rachel_titiriga