Basics Made Marvellous

A recent blog shared how we’re actively balancing basics with unlimited opportunities. We appreciate parents’ desire to ensure the basics are a priority. They’re the foundation. Our internal and external assessments, including the standardized Canadian Achievement Test (CAT) scores with an average result in the 80th and 90th percentile, as well as the success of our alumni, make clear that the basics are being established.

Like piano scales in the hands of a virtuoso pianist, schools need to nurture children’s desire to do marvellous things with what they know. We’re delighted to share stories of how this, like the basics, is also evident throughout the school. While there are many examples, here’s one story that’s worth some detail.

Our grade 6 – 8 students have the unique opportunity to enjoy electives in the spring term from the end of March to end of school. For two back-to-back periods each Wednesday, these students engage in one of nine opportunities within the Four Doors, purely for the love of it. Some march down Dundas in aprons and chefs’ hats to Cirillo’s for a cooking class. Others go to a dance studio; compose music; create wearable tech with Arduino; do yoga; learn cricket; make movies; or prepare for their European Battlefield trip next year. One final group is called ‘Go Ahead’. It’s for students with BIG IDEAS, including entrepreneurial ambitions, who want time, a location, resources and access to expertise to pursue them. We have 18 students in Go Ahead who truly make me marvel:

  1. Four with entrepreneurial ambitions, including one who has already started an online business that’s earning money (he requested marketing expertise) and one social entrepreneur whose project may have a lasting legacy at KCS (can’t wait to share more about that!)
  2. Nine creating with electronics, Arduino code and circuit boards, motors, straws, fans, lights and more – one is creating a mini water park; another is creating a wind-powered motor to power lights; yet another is fitting a beach chair with a phone-charging solar panel, table, and cup holder (inspired by a March Break mishap).
  3. One working on a KCS By Design project to introduce student-led peer tutoring.
  4. Others writing books (yes, books) and creating stunning personal artwork.

The basics are big, and what students do with them is big. We’ll keep working to ensure students have the foundation they need, and the opportunities they need, so that they also learn that they can do marvellous things now, and throughout their lives.

Passion-Driven Learning

There’s a story in Sir Ken Robinson’s book, The Element: How Finding Your Passion Changes Everything, that has stuck with me over the years. It’s the story of how much Paul McCartney, when a schoolboy, hated music class. Surely, that was a clue that there was something remiss in how school worked.

We all have memories of school that include the less interesting stuff. Memorizing unengaging facts, repetitive practice of concepts, the frustrating period before you “get it,” learning square dancing in gym class (am I dating myself?), and more. Some of that less interesting stuff is still happening, even in schools like KCS (not the square dancing…). That’s because it matters. Whether you consider it the cement or the bricks, establishing core skills takes time and is a foundational part of becoming a lifelong learner.

With that foundation, however, there’s nothing like passion to inspire lifelong learners to unimaginable heights. Passion-driven learning engages all of our abilities and awareness. It is an intrinsically-driven determination to learn, embrace challenges, and achieve something of value. Mihaly Csikszentmihalyi, renowned psychologist, has hypothesized that certain traits predispose individuals to experiencing what he called flow: high interest in life, persistence, low self-centeredness, and a tendency to pursue things for intrinsic reasons. Creators of all kinds are recognized for these traits. They are traits that lead to unparalleled learning and difference-making. In his 2010 TED Talk, Csikszentmihalyi argues flow is even the elusive secret to happiness. These traits are intentionally developed in passion-driven learning.

Csikszentmihalyi makes clear that skill is a necessary foundation for flow. At KCS, we’re actively developing that foundation. We’re also actively inspiring curiosity, intrinsic motivation, persistence, and low self-centredness. Our Reggio-inspired program is teaching our youngest students to read, write, compute, collaborate, and imagine. Our project-based learning (kissing cousin to Reggio), electives, student leadership, and encouragement of student-driven learning are targeted at developing the attributes of passion-driven learners who can look forward to lives filled with creative contributions and the happiness we all want for ourselves and others.

KCS students are exercising their intrinsic motivation by writing books, playwriting, creating videos, educating others, creating with technology and composing music. If Paul McCartney were a student here, his passion for music would have a place.

At KCS, in all grades, students enjoy a balanced program of basics with opportunity. This balance makes for school days full of hard-earned progress plus inspired initiative and creativity. It makes for stories that are vastly different from the unfortunate ones shared in the early chapters of The Element. It makes for stories that show, at KCS, education has come a long, exciting way.

This Generation We’re Raising: What We Need to Know and Do

If you’re reading this blog, it’s because you care about kids. You may be a parent, you may be an educator, or you may just simply be one of the many who know how much kids, and their early years, matter. Since you care about kids, there’s a book you should know about.

iGen: Why Today’s Super-Connected Kids are Growing Up Less Rebellious, More Tolerant, Less Happy – and Completely Unprepared for Adulthood was written by Dr. Jean M. Twenge, a psychology professor who specialises in personality and behaviour trends. To understand today’s kids, Twenge accessed four databases that have collectively surveyed 11 million American youth since the 1960s. Her conclusions are based on differences found between the iGen cohort and those of earlier generations (Millenials, GenX, and Boomers) in these longitudinal databases, not on surveys that focus only on one generation. Older readers will find it as interesting to learn about their own generation, as it is to see how much iGen marks a dramatic departure.

iGen’ers were born in 1995 or later, and have always lived in a world with ready access to the internet (hence the ‘i’). It’s no coincidence that some of the features of this generation align with the introduction and widespread embrace of the smartphone. Here are some of the most notable trends:

  1. Growing up reluctantly

On milestones that tend to mark adolescence and adulthood, iGen’ers are in less of a rush, reaching them much later, if at all:

  • Comfort with leaving home
  • Going out with friends
  • Dating
  • Drinking alcohol
  • Marrying
  • Having children
  • Getting a job
  • Taking risks
  1. Growing up online

This generation spends on average six hours a day of their leisure time on “new media” (texting, gaming, video chat, social media). Social media has introduced the need to “present oneself” online, which has led to the rise of selfies and the growing practice of cultivating one’s image to look perfect. Among girls, posting photos that make them appear attractive is also a distinguishing feature of this generation. The effort to gain online friends, followers, and “likes” is significant.

This generation spends less time with friends (platonic as well as boyfriends and girlfriends) in person than previous generations, but they are arguably more preoccupied with those relationships because of how they can play out online (cyberbullying, the quest for likes, the need for instant gratification/responses). Teens hanging out with their friends daily has dropped by half over the past fifteen years, with the steepest drop since 2010 (rise of the smartphone). Many explain that it’s simply more interesting to go home, game, or watch Netflix. A by-product of this is that they have less experience learning social skills, which exacerbates other problems (see #4).

  1. Not reading and not following news

Relative to previous generations, this cohort reads less and is less aware of what’s happening in the world. Their world, via their phones and gaming systems, is small but plenty intense to keep their interest. Despite being at their fingertips, they aren’t replacing the learning potential of books with online reading and learning. “We have the most complete and instant access to information in all of history, and we’re using it to watch funny cat videos,” notes Twenge.

  1. Mentally fragile

Anxiety and depression aren’t just better recognised and acknowledged these days. The symptoms of mental illness are much more widespread, to an alarming degree. Suicide rates are significantly higher among teens, and that is despite the fact that the use of antidepressants is also higher. The reduction in time spent with others, and increase in time spent online, are known to be variables that directly impact mental health. The negative effect of excessive social media on mental health is strongest for younger teens and particularly harsh for those who are already vulnerable. In addition, girls fare worse than boys. While many iGen’ers find it hard to move away from social media, many also express that they find the use of social media stressful.

Children raised by over-involved (“helicopter”) parents, another feature of this generation, experience lower psychological well-being. The preoccupation with safety and happiness made evident with this parenting style reinforces anxiety in their children.

iGen’ers also tend to get less sleep than previous generations, and much less than is healthy. This contributes to poor physical and mental health. Sleeping with their phone means their sleep is disrupted by the pings and buzzes of incoming texts. The blue light emitted by their phones also interferes with sleep.

  1. Pre-occupied with safety

 This generation is much safer than previous generations, in large part because of their own determination to be safe. Significantly fewer drink alcohol, drive, party, get into trouble, engage in sex, and other pastimes that were more common in previous generations, and that often led to unwelcome consequences. They are less likely to be careless drivers, and less likely to drive with someone who has been drinking. Physical fights are much less common, as is sexual assault. This generation knows what is dangerous and doesn’t feel compelled to engage in it.

Their commitment to safety includes emotional safety and notable discomfort with people who say things they disagree with. This cohort finds certain topics upsetting (race relations and sexual assault were shared as two examples) and will readily launch a campaign to get professors fired and guest speakers “disinvited” should they tread into emotionally disturbing content. “Safe spaces” and “trigger warnings” (given in advance of an uncomfortable topic) are new expectations they have of universities.

iGen’ers are also relatively anxious about their financial security, making them risk-averse in their learning and pursuit of a career. Universities are expected to be places where they will be prepared for these careers, not places where they should “seek meaning” and be forced to consider ideas from multiple perspectives. They have an admirable work ethic. They know that there are no guarantees of employment and they dread the student-loan debt this questionable future includes. They are less likely to want to launch their own business because of the risk that entails. Instead, those who are keen to work want a stable job. Others, curiously, just don’t want to work and put it off as long as they can (the gaming systems are still within reach, after all).

  1. Reduction in religious and political affiliations

This is a cohort that is notably individualistic. They’re open-minded on most issues as long as the issues don’t affect them directly (gender rights, same-sex marriage, race relations, legalization of marijuana for example). They are less interested in being part of a group that would require them to conform to rules, beliefs, or policies. They are even less interested in conforming to their peers on fashion, stating clearly they want to be their own person (“materialistic nonconformists”). This open-mindedness doesn’t mean they have no opinions, however. In fact, this generation is notably less tolerant of those with opinions they oppose.

Twenge’s suggestions for how to help:

  1. Help them step away from their phones
  • Delay getting a smartphone as long as possible
  • Start with a flip phone or another device that isn’t connected to the internet
  • Leverage online tools that restrict phone use
  • Strive to keep kids from social media sites that have long feeds where they are tempted to create an online identity, and seek friends and “likes”; Snapchat is recommended because snaps only go to individuals, posts are impermanent, and there is no system of “liking” images
  • Have conversations with your child about sexting, posting revealing pictures, and pornography (an alarming part of their world)
  1. Get kids connecting with friends in person (even if you prefer the safety of having them at home)
  2. Be mindful of the rise in anxiety and depression, and take steps to help your child avoid them (lower screen time, higher in-person time, exercise, proper sleep, and expert guidance as soon as needed)
  3. Allow, and even push, them to grow up more quickly in certain respects
  • Relax curfew and rules on going out with friends
  • Insist they get their driver’s license
  • Consider a gap year as time for them to grow up a bit (independent travel, work…) before they go to college unprepared for the drastic change
  1. Reduce our preoccupation with safety
  • Don’t be quick to label normal childhood conflicts “bullying”
  • Avoid using safety as an excuse or explanation for practices and rules
  • Model and teach children how to deal with people who express an opinion you disagree with (discuss, ignore, or develop logical arguments against it)
  • Provide experiences where iGen’ers have to face (responsible) risk
  1. Meet them half-way at school
  • Provide reading material that is more engaging, up-to-date, interactive, with shorter texts, a more conversational style, and the addition of videos, quizzes, and questionnaires
  • Teach them how to judge credibility of content, evaluate sources, and recognise quality research
  • Ensure that school time is relevant (they’re anxious to learn what’s needed for a job)
  • Aim for depth over breadth of learning
  • Intentionally coax them to ask questions and take intellectual risks
  • Find ways to lessen the dramatic differences between a sheltered home life and the outside world
  • Teach them how to communicate with older coworkers and clients (conversation, negotiation, email)

We can all breathe more easily knowing that many of the dangers which plagued earlier generations are responsibly avoided by iGen’ers. Twenge’s book raises new concerns, however, and we become the irresponsible generation if they’re left unconsidered. “If they can shake themselves free of the constant clutch of their phones and shrug off the heavy cloak of fear, they can still fly,” she concludes. I have the delight of raising two iGen’ers and helping to educate hundreds. Indeed, they can fly beyond our imaginations. But the data make clear that they, like all previous generations, still require help from the adults in their midst. Thanks to Twenge’s research, we can help them launch, and soar.

igen

Visible Learning at KCS

How can we go one step further? And one step further again?

Educating almost 400 students is a job that’s never done. It starts, of course, with the people involved – the students, their parents, our faculty and staff – and an ongoing awareness of their needs. Then the Ministry curriculum is added to provide provincial context and expectations. Our Four Doors to Learning in academics, arts, athletics and citizenship then take us well beyond what the Ministry expects. As the foundation and guiding framework of our entire effort, our Habits of Mind, Body and Action ensure we develop our students to be lifelong learners, equipped to embrace any challenges they face. And so on.

Recent visitors to KCS have seen our most current effort to go one step further in promoting learning at KCS. Our “Visible Learning” exhibit showcases the wide array of learning underway at KCS from PK to grade 8. It includes both finished products and artifacts in process (where the important learning happens). It includes evidence of our Four Doors and all of our Habits. Uniquely, it also includes the Learning Stories of our students and faculty – stories of remarkable moments, challenges overcome, most thought-provoking experiences, and personal expressions of pride. These are the kinds of stories that are normally kept private. Now shared, our whole community is learning more than ever from the experiences of others in our midst.

What is some of the “further learning” stemming from this exhibit?

  1. KCS students learn lots of cool things in cool ways. For young students, there’s much to look forward to. For older students, there is hard-won pride in how far they’ve come.
  2. KCS students also do the hard work of learning the fundamentals (see how proud many are of their efforts and growth!).
  3. Challenges are normal. If you’re feeling alone in yours, know that others have faced and overcome them, just like you will.
  4. Process matters. The work that is imperfect, that needs revision, that has feedback on it, is worthy of display. Embrace the work and imperfection inherent in process.
  5. Teachers are proud of their students when they persist. There is no shame in struggle.
  6. Sharing is inspiring. By sharing your private learning story, and by having your work on display, you are inspiring others to think about it, find affirmation or challenge in it, and consider possibly following your lead. Maybe more students will choose to 3D print for a project? Maybe they’ll give book-writing a try with YAKCS? Maybe song composition for the KCS Sound Library? There are so many possibilities.

Thank you to all the students and faculty for helping make learning more visible at KCS. Your efforts are already inspiring. This exhibit takes that inspiration one step further.

The “Visible Learning at KCS” exhibit continues until Friday, November 24.

The Abilities They Have

“Instead of teaching children to get ‘there,’ why not let them be here? Where is ‘there’ anyway? The world needs more ‘here’ than ‘there’.” – Vince Gowmon

One grade 5 student stopped me in the hall early in the year, explaining she had some things to share. “I’ll walk you to your office,” she began. She explained she wanted to start an environment club for students in grades 1 to 4 (in the works). Oh, and she’s working on two novel series (yes, you read that right.)

You get what you give. What is evident is that we get to learn more about what students can do when we give them space to show us. Here are five inspiring ways we’re learning this lovely lesson at KCS:

  1. Projects have started in many grades and students are coming up with their research questions. Our grade 2 students, after following the Question Formulation Technique, came up with questions that no “grade two” resource can answer. The teachers are now planning to connect with a zoologist so the students’ questions can get the answers they deserve.
  2. Other grades have started their own entirely independent projects. Grade 5 students, for example, have dedicated time to pursue an area of learning chosen by them, with the sole expectation that they share it with their class. One girl recently shared a presentation on a special family celebration, Diwali, with her classmates. Another student is learning how to code. Yet another is organising a food drive.
  3. A boy approached my colleague to say he wanted to lead a project to create a school flag. He has put together his team and already received permission to pursue this from the Head of School (the minute he learned he needed approval, off he went, right to Mr. Logan).
  4. Our grade 7 and 8 students recently learned of their opportunity, through KCS By Design, to join faculty and administrators in making KCS “outstanding,” working side-by-side and following a design thinking process to make a wise and notable difference. There’s no election, no special status and no reward for this work, other than the intrinsic reward of making something better. Twenty-two students opted to join us at our kick-off design thinking workshop next month.
  5. A group of over 30 students from grades 3 to 8 attended our recent Young Authors of KCS (YAKCS) workshop with award-winning author Shane Peacock. This is a unique opportunity for students who so love to write that they’re willing to persist in writing a book. There is no time limit and successful young authors have typically (and understandably) required more than one year. Those who persist to complete a manuscript will have a one-to-one feedback session with Mr. Peacock, where he’ll give them revision tips “author to author.” Students who persist beyond that to create a final product will have it officially published by KCS. To date, KCS students have seven published books sitting in the National Library and Archives Canada.

I was interviewed last week by a grade 3 student for an upcoming Learning Exhibit. Among his questions, he asked what students do that make me proud. How could I explain? They make me proud with every effort they make to do their best, make that best better, share what they know, take risks, and make a difference. You’d be overwhelmed with pride too if you could see the abilities they have. Go ahead, give them space to show you.

Revisiting: How Schools Learn

Four years ago, I had the pleasure of joining a CAIS accreditation committee at a school in Bermuda. Fuelled by my conviction that the exercise in earning CAIS accreditation was a story worth telling, I wrote the following blog from my hotel room overlooking Hamilton Harbour. This coming Sunday to Wednesday, I’m heading out west to join the committee for another school visit. CAIS and the accreditation process help make KCS and other CAIS schools outstanding places to teach and learn. Here’s how:

——-

Our website, newsletters and social media channels explain in detail how our students learn. A nod to how our teachers are learning was given in the recent blog ‘Embrace Learning’. There’s one more pocket of learning worth knowing about. A critical part of the value offered by independent schools, it’s a process that would bring untold value to all if this practice could only spread.

I’m rarely away from school. This week, however, I’ve joined a Canadian Accredited Independent Schools (CAIS) Visiting Committee, where six peers from across Canada and I will play a part in one school’s learning. It’s a process required for CAIS accreditation and represents the high bar in demonstrating school-wide commitment to excellence in education. All told, it’s a process that takes about two-and-a-half years and repeats itself every seven.

CAIS has identified 12 Standards which together cover every area of functioning within a school: vision, mission and strategy; learning environment; academics; facility; finance; health and safety; and commitment to school improvement, to name just some of the Standards. Within each Standard, undeniable effective practices are listed. Under effective practices are questions designed to prompt and provoke schools into being accountable for their efforts.

One year prior to the visit such as I’m on, schools mobilise their whole community to collect evidence on their effective practices. The preparation of the Internal Evaluation Report includes feedback from all staff and faculty, parents, students, board members and administration. The document is rarely less than 200 pages and can be hundreds more. Designed to be an exercise in thorough and honest reflection, the report includes not only an account of strengths but also self-identified challenges and next steps. By design, this exercise is about school-wide learning. This process identifies schools which demonstrate an exceptional commitment to learning and makes note of their achieved excellence.

During our official visit, the committee will spend four days meeting with teachers, administrators, parents, board members and students, verifying what’s in the school’s Internal Evaluation Report and asking about any unreported areas of note. When we leave, we’ll be writing up our observations, and include commendations, suggestions and recommendations. Our report then goes to the school, where they will have 18 months in which to respond to the recommendations. It also goes to CAIS for a decision on accreditation.

Two-and-a-half years of every seven spent answering to the profession’s highest standards fuels an undeniable engine for learning. It sets in motion work and learning that fills the interim four-and-a-half years. And by mobilizing the whole community, and bringing in professionals from outside the school, all involved learn and become better able to serve the students in their midst.

Parents with children in CAIS schools can be confident that they have invested in a school which strives for excellence. Wishing all children could be so lucky, parents with children in non-CAIS schools are encouraged to ask the question, “How do their schools learn?” It’s the kind of provocative question that our entire profession should be accountable for answering.

Andrea Fanjoy,
Assistant Head, Academics
You can follow Andrea on Twitter @afanjoy.

Print

A Great Year to Come, By Design

I make no secret of my enthusiasm for what happens at KCS, and what’s happening in the profession. I have an exciting vantage point, in the midst of determined teachers and students as they embrace learning, within a profession that is evolving in notable inspiring ways. The evolution I witness daily isn’t always smooth – “messy” is the word often used in professional dialogue. Like the work of a sculptor, through (responsible) mess, beautiful things emerge.

Last week, all KCS faculty were introduced to design thinking. Blog readers may recall that we introduced design thinking two years ago in the form of a unique model of student-staff collaborative leadership, called KCS By Design. This initial experience with design thinking made clear that it was worth adopting school-wide.

While design thinking has origins in the late 1960s, it has gained increasing attention since the turn of the century for contributing to remarkable innovation, both in the corporate world and in addressing some of the world’s most challenging social issues. One remarkable article published by the Harvard Business Review shares how design thinking helped create a middle class in Peru. Impressive indeed! In schools, design thinking not only equips educators with a problem-solving tool, it equally develops in students mature critical and creative thinking skills, and so much more.

Design thinking insists on certain mindsets. Based on the work of the international driver of design thinking, IDEO, here are the mindsets shared with faculty last week:

Creative confidence
Make it (Bias for Action)
Learn from Failing
Empathy
Embrace Ambiguity
Optimism (love the problem!)
Iterate, iterate, iterate (small actions, big change)

Fuelled with those mindsets, design thinking requires a disciplined multi-step process. Also based on the work of IDEO, here is the process we’re following:

What is the design challenge?

  • What problems are you aware of that need fixing?
  • What challenges are you aware of that are worth addressing?
  • What opportunities have occurred to you that are worth pursuing?

What do you need to know?

  • Who is affected?
  • What are their perspectives?
  • What research can inform you?
  • What can you learn from others’ experiences?

What ideas address your design challenge?

  • What can you think of?
  • Which are win-win for all?
  • Get feedback from a larger group

Act

  • Pilot at a small scale
  • Reflect and iterate
  • Expand to address the challenge

Annette Diefenthaler’s TEDX talk ‘Teachers as Designers’ was part of last week’s introduction. This was followed by a creative brainstorming exercise that was rooted in KCS survey results and research. The design challenge for all was to find new ways to do better in various areas.

Most gratifying were the comments from faculty that “this is how we’ve done things for years – now we have a name for it.” What was also gratifying was to see the buzz among faculty. Optimistic bias for action was fuelled.

The world has complex problems. So does education. As all schools, so does KCS. Equipping all faculty with the mindsets and tools of design thinking is one big reason for my excitement as we begin this new school year. Mindfully embracing challenges is how we’ve gotten better year after year. And it’s why we can confidently look forward to a great year to come.

The Sesame E-Portfolio: An Exciting Addition, Nine Times Over

Last year we launched Sesame, a secure e-portfolio (or electronic portfolio) that captured the detailed learning journey of our PK, JK and SK students through photo, video and captions. This year, Sesame is capturing the journey of all students from PK to grade 3. As we continue to roll out this new tool, Sesame will follow our students from their first day at KCS until the day of their graduation.

This is an exciting step forward for many reasons. Here are nine of the more obvious ones:

  1. Sesame opens up the classroom to parents, colleagues and students. Through photos and videos, we’re able to share exponentially more about the world of learning happening at school. Homework doesn’t tell that story. Nor do tests, projects, assignments or report cards, at least not directly. The process matters. Sesame captures and shares it.
  2. By opening up the classroom to parents, they have a means to see the play presentations, the Show and Tell, the showcases and multiple other events that busy parents can’t always attend. On top of that, these banner days are captured to share with grandparents, friends and extended family – all who would love to see it in person, but often can’t.
  3. We now have a tool to measure and honour the attributes that matter most in life. Yes, the standard curriculum matters, and practices are in place to make sure this curriculum (and more) is effectively learned. What most of the profession still struggles with, however, is how to teach and measure growth of the equally critical soft skills, what we know as our Habits of Mind, Body and Action at KCS. Our students are taught about the Habits, and we see evidence of the Habits being practised daily. But how to measure this? By capturing evidence of the Habits in action. Sesame is our tool for the job.
  4. As an electronic portfolio, Sesame is unsurpassed in its clean, minimalist look. Suitable for all ages, it’s devoid of the distracting extra features that bog down too many tech products and take away from the pleasure of a tool that simply does its job well.
  5. It couldn’t be easier to use. With a tablet, sign-in via a personal QR code requires just one tap. One more tap and you’re adding content. It’s easy enough for our youngest students and busiest teachers. We’ve resisted adopting other e-portfolios because ease of use and efficiency matter. Sesame offers it like no other product we’ve seen.
  6. With Sesame, our students will increasingly assume ownership of the Habits they’re developing. Our students, as they become able, will take on the role of populating their portfolios with what they see as evidence of the Habits in their personal learning journey. Seeking, capturing, and commenting on these moments will reinforce their understanding and awareness of these vital attributes.
  7. Teachers have a powerful new tool to promote self-awareness and provoke behaviour-changing reflection. Having a great class? Teachers can take video to show the students later, and get their thoughts on the evidence for why it worked well. Having a class that didn’t work as well? Teachers can have the students watch that one too, and ask them to identify what the problems were. Video evidence is a powerful medium for personal growth.
  8. With photos and videos regularly updated and easily accessible at home, parents and children can have richer conversations about what their child is doing at school. These conversations both reinforce and extend the learning that’s happening in the classroom. That’s parent involvement which directly makes a difference in their child’s learning. As such, that’s an exercise we’re directly asking families to engage in.
  9. Last but not least, we now have a tool to easily capture, store, and share memories. From the Teddy Bear picnic to raucous House challenges in assembly, and all the showcases, French plays, concerts, student-led projects, and infinite other experiences that make up their days at KCS, the Sesame portfolio will follow our students from PK to graduation. Upon leaving KCS, the content will be given to students to enjoy, and even use, in their lives after KCS. As universities and employers increasingly express interest in seeing portfolios, Sesame will be ready with students’ stories of leadership, responsible risks, creativity, persistence and more.

Portfolios aren’t new at KCS, and e-portfolios aren’t new in the profession. Sesame, all it offers, and how we’re using it, however, is quite new. We’re always striving to do better. Nine times over, Sesame is one exciting example of how.

Everything a School Should Be – Part 2

Teachers join the profession to do their best for students. Doing one’s best includes a vast array of efforts, a sample of which were shared in Part 1 of this post.

Doing one’s best also means a determined, responsible commitment to constant improvement, wherever merited and as manageable.

At KCS, we’re constantly looking at what we do, identifying where we wish to grow, and taking measured steps forward from year-to-year. Many steps are identified by individual teachers, or grade partners, or divisions of teachers. Some steps are school-wide. Some are new initiatives; while others are ongoing efforts that began in previous years and continue to be an area of focus.

Here is some of what we’re focusing on this year:

  1. Living the Mission – Always our #1 focus, our mission is to be the defining force in developing lifelong learners. Currently, this effort includes Project-Based Learning; direct efforts to teach questioning skills; the growth of KCS as a Makerspace, with our new Innovation Lab and increased “making” throughout the school; the use of design thinking for deeper thinking, learning and problem-solving; and the launch of a new program called “High Resolves” in our senior grades as part of our global education efforts.
  2. Assessment – This is a multi-year area of focus. We launched a new report card last year and some adjustments will be made this year. We also launched our new secure electronic portfolio, Sesame, and we continue our roll-out to include all students from PK to grade 3. A blog will soon follow to explain why this is an exciting addition to KCS!
  3. Movement Project – This is also an ongoing area of focus under the leadership of our Director of Student Life, Tamara Drummond. Standing desks, chairs that allow for movement, fidget toys, and new practices that invite more frequent movement in the school day are becoming increasingly widespread throughout the school.
  4. Reading Evolution – A number of years ago we introduced a reading program that helped many of our students better consolidate the fundamentals of reading. The cumulative effect of this program is now a very noticeable increase in the reading skills of all of our students. Driven by internal data, reading instruction is evolving to meet the growing readiness for greater challenge.
  5. ELP and Reggio-inspired programming – Following widespread professional development, visits to other schools, and engagement of a consultant, the PK, JK and SK faculty have enthusiastically embraced Reggio-inspired programming as a strong complement to the Ministry of Education curriculum. While direct instruction on core skills will continue, students will also be given more time to practise being deep thinkers and learners through self-directed inquiry.
  6. Professional Development – PD has always been a regular feature of employment at KCS. All teachers have a generous budget for PD and they pursue various opportunities of relevance to their role. This year we launched a new means of sharing PD that allows all staff to see what others have done, and get a glimpse into what they learned. This is an efficient and effective new way to share professional learning and encourage greater awareness of the various PD offerings available to all.
  7. Canadian Accredited Independent Schools (CAIS preparation) – This merits a blog of its own, and one will follow later in the year. CAIS oversees a comprehensive accreditation process for independent schools that aspire to excellence. KCS is CAIS-accredited, and all staff will be working this year on an internal review in preparation for our upcoming accreditation review in November of 2017.

At KCS we’re constantly learning so that we can keep improving in all ways that matter, each and every year. Creative thinking is inspired when multiple challenges synergize into innovative solutions. Progressing thoughtfully and responsibly, changes aren’t always immediate. They’re discussed, and if considered worthy they’re piloted. If successful, they spread. When imperfect, they’re tweaked. And they’re not limited by the notion that we can only focus on a few areas. Collectively, there are positive changes happening throughout the school, based on what teachers feel needs improvement, and what they can manage well. Being everything a school should be includes constantly trying to do better. Doing our best means we won’t accept anything less.

Everything a School Should Be (Part 1)

Let’s take a moment and think about everything a great school should be doing for students. There’s the curriculum – collectively many hundreds of pages of content and skills, wrapped up in subjects, that schools need to make sure all students learn. Then there’s tailoring the curriculum, because ensuring all students learn requires adjustments for each and every one. On top of that there’s enrichment programming, character education, learning skills, collaboration skills, critical and creative thinking, leadership and citizenship, appreciation of nature and the arts, and so much more. Schools need to engage minds, inspire physical health and activity, develop resilience, and nurture the artistic spirit. Direct instruction matters. Project-based learning matters. Clubs, teams, field trips, inspiring speakers, cross-grade integration activities, and spirit-raising events matter. Throughout the delivery of all of the above, a school needs to help students with the inevitable bumps – social, emotional, mental, academic, physical – that happen and directly interfere with everything else if not well addressed. And all of this, and more, needs to happen in an aligned, whole-system manner so it’s optimal both in how it’s experienced and in the difference it makes. Without a doubt, a great school must do many things exceptionally well.

Yet to follow the dialogue, one might think it’s otherwise.

We hear boasts of schools that are outstanding on singular measures, but left wondering how these feats are achieved without sacrifice in other areas of the school. We read that schools should focus improvement efforts on only a small number of areas at once, as if all other important things can wait, for years. We learn of exciting new programs that have great appeal, but represent just a tiny fraction of what’s needed for deep, longstanding impact. This is fine reading, but none are the story that students most need. None are the story we should want for our children.

At KCS, we’re transparent in our unrelenting commitment to being everything a school should be. Our Four Doors to Learning program in academics, arts, athletics and citizenship reflects years’ worth of creative, collaborative effort so that our story is the full story students need. Our faculty are constantly adding new professional learning so that this effort reflects the wisest judgment we can muster. And we’re constantly striving to improve in as many ways we can, and in all ways that matter.

KCS is committed to being everything a school should be. If there’s anything singular about where we strive to be outstanding, that’s it. We know that other schools strive for this as well, but it’s a story we don’t hear often enough. It makes for a long story, with many lengthy chapters. In a busy world and crowded social media space, it’s a story that takes time to tell and time to hear.

That’s okay. Children love long stories. So should we.

Part 2 of this post, to be published shortly, will share the story of how KCS is constantly striving to improve in its effort to be everything a school should be.

Four Doors Collage.jpg