Equity in Action

Racism and anti-racism has been more part of the educational conversation this year, than at any time during my time as an educator. Early on in my career, I joined Amnesty International. Participation in community groups, and Amnesty events and actions were the source of much of my learning about white privilege and the inequity of basic human rights throughout the world. I championed Human Rights Day on Dec. 10th and taught students and community members about the International Declaration of Rights and Freedoms. As a teacher in Coquitlam, I became the chair of the Coquitlam Teachers’ Association Multicultural and Anti-Racism Committee. I coordinated the CODE (Canadian Organization for Development in Education) Project Love in the district. Students wrote letters and packaged school supplies to send off to students in countries needing this support for young learners. My foundational belief was that teaching and learning about other cultures and human rights was to key to ending racism. Well, looking around today, it is fairly evident that learning about other cultures does not equate to valuing or respecting people with other ways of being.

Multiculturalism was supposed to represent a different paradigm than the “American melting pot”.  Yet, in both Canada and the United States, racism has continued to play out.  An openness to learning about other cultures can create the conditions for equity for all people despite perceived differences, but it is not a guarantee it will.  COVID has created the circumstances for all of us to come face to face with the magnitude of the problem.  Limitations on our activities ensured that many of us were riveted to the tv to witness the horror of the end of George Floyd’s life.  The words “I can’t breathe” make the racism in mainstream society palpable. 

COVID or perhaps the post Trump era has also created circumstances where the worst version of too many people have emerged.  These people are emboldened to say and act in ways that would not have been tolerated in recent history.  Overt acts of racism are reported regularly, and hate proliferates social media.  However, there is a will of people not previously involved in social justice issues to ask questions and go after finding answers.  Books, online courses, and discussion groups have popped up – all focussing on race and anti-racism.  Institutions are becoming more aware of the need for them to be involved in a solution. 

My learning journey continues but I have heard all of the advice provided throughout these different contexts to be quiet and listen, to share my ideas, to be pro-active, to check my white privilege, to own my responsibility for the problem, identify my biases, to do more, to follow the lead of people of colour, to find affinity with those who look like me…  I believe that every piece of advice provided comes with quest to make our world a more just and equitable place.  Yet, like any other scenario, there is no magic answer to create the ills of the world.  To be a part of the solution to racism and create a more equitable world, commit to taking action.  This is not a passive process.  We will need build capacity in ourselves, our colleagues, our neighbours, if our institutions are to move forward with much needed change.

The past year, I have made the following things part of my learning journey.

  1. Continue to celebrate other cultures and ways of life with families through Children’s Literature.  Explore differences and common experiences that make us human.

I believe that we have moved beyond the need for a shelf of “Multicultural Books” in every school library.  Children need to see themselves represented throughout our library collections and inquiry studies.  Educators need professional development and recommendations to support book buying that help children in understanding that they do not walk alone.  There are others with similar lives and experiences, and experience interesting opportunities.

As president of the BCLCILA – British Columbia Literacy Council of the International Literacy Association / ReadingBC @BCLiteracyCoun1 , I spearheaded a project to create a booklist of titles to support children in their social emotional learning, which includes seeing themselves represented in text.  Many of those tests, I read on my Ms. Froese Reads You Tube channel to create community in my school.

“By valuing their culture and identity, we give students the power to see themselves in their learning.”

                                                                                                            Chaunte Garrett

2. Engage widely in reading and writing about issues of race, anti-racism, and equity in order to be exposed to the pertinent issues, vocabulary, and understanding of issues of race, anti-racism, and equity. 

There is no one book to read to inform understanding or action.  Read widely to formulate your own ideas.  I have enough titles now that I am able to lend out to support others in their learning.  I Included the titles on Goodreads to open conversations and sharing with my online reading community.

Writing about your reading supports connections between all of the material you are reading.  Blogging helps me to further clarify my thinking. 

3.  Participate in professional development and discussion groups focusing on issues of race, anti-racism, and equity.  Look for techniques and tools to reduce bias and measures to determine more equitable outcomes for students.

Notice what it feels like when you are listened to, when your ideas are valued, and when you feel like you belong in the conversation.

Notice what it feels like when you hear information that you do not believe to be true, when someone makes assumptions about you, or when you feel silenced or dismissed. 

4. Find your own affinity group to engage in conversation to keep learning and fine tuning your ideas. 

Do not let anyone make decisions for you about where you belong.  Find someone or some people who you trust to have conversations about sensitive issues or ask questions.

5. Reach out to include people with different experiences or ideas to participate in conversations.

I submitted a proposal to the Human Rights Internet ( @HRI ) with a small group of social justice advocates in fall.  The purpose was to produce a documentary to facilitate conversations between people wanting to make their groups, workplace or organizations more welcoming and diverse.  We wanted to pose questions and include the perspectives of a diverse range of people in Vancouver, British Columbia with different experiences, ethnicities, and perspectives.  It seemed so much more straightforward when we started, but what a learning experience.   Formulating questions to tease out responses without directing answers took months!

The documentary will be a project over a longer period of time.  However, the open-ended questions that we have refined and the voices of people we are interviewing are fascinating.  The plan has evolved to release the unedited “voices” on You Tube each week and open up the participation in the project.  This way we are not tailoring the message to an agenda but allowing the voices to peak for themselves.

6.  Keep your eyes and mind open as to how you can support other people in their learning journey or join them to support yours.  The learning evolves as we evolve.

“We can’t teach what we don’t know, and we can’t lead where we won’t go.”

Malcolm X        

Creating School Community in Time of COVID-19

Black Shirt Day

There has been a concerted effort in Canada to keep school open from Kindergarten to Grade 12 largely to address social-emotional needs for stability and predictability for students in their world. Other natural disasters have kept students from school with surprisingly little impact on their academic achievement. “When Hurricanes Katrina and Rita decimated Louisiana in 2005, student achievement did not plummet” (1). “Researchers who followed elementary students displaced from schooling after the Enschede fireworks disaster in the Netherlands in 2000 reported that short-term achievement increased” (2). What has remained constant is the need for responsive parents stepping in to establish a caring context and a sense of normalcy.

Classroom teachers have welcomed students back to school during the pandemic and gone about integrating rigorous handwashing procedures, staying in cohorts, sanitizing equipment, creating a safe and secure classroom environment, and assigning weekly outdoor play zones.  Kids were delighted to return to school full time in September and are going about the business of learning.  I have dealt with fewer office referrals for poor choices than ever before in my career as a vice-principal, or principal.  Students have a common language around self-regulation and restorative practices which necessitate empathy.  Teachers have developed a strong sense of personal efficacy in their ability to keep their students safe and learning in their classrooms.

Creating community across groups presents a greater challenge.  Building community on staff usually involves eating lunch together, discussions at Staff Meetings, participation in professional development and chatting while waiting for the photocopier or signing in at the office each morning.  The landscape for creating and solidifying relationships has shifted significantly.  This has made the development of collective efficacy a big challenge.  Yet, Hattie’s finding that collective efficacy yields an impact size on student learning of 1.39 (3) makes it a goal worth aspiring to. 

Teachers experienced the first pivot to the virtual world when all classroom instruction went online after Spring Break in 2020.  Our connection point was the TEAMS Meeting.  There were varying degrees of understanding and use of this Office 365 Platform.  The platform had been set up by the previous principal.  Thanks, Mr. Peeters.  I had attended training with a team of teachers and set up the channels like chapters of a book, for ease of access.  There was a steep learning curve on how to host a meeting and required Microsoft changes to make this process more transparent, like it’s ZOOM competition.  However due to the integration of options to set up instruction for students online and create portfolios of work, the district decided that the Office 365 platform was closest to hitting the target of meeting our needs in the Vancouver School Board.

The weakness of early meetings was on me.  I had already mastered creating a PowerPoint to engage staff in discussion during staff meetings with stopping points for discussion.  When I created the PowerPoint slides to share on a screen with my staff, I lost the ability to keep my finger on the pulse of the room.    My years of training as a facilitator fell by the wayside, as I invited people to a meeting, talked through the PowerPoint presentation, then asked for questions, comments, and input to icons with video off and muted microphones.  Minimal response.  No interaction between staff.  No community building.  Really bad meetings. 

As my background knowledge has increased, the meetings have gotten better.  Information items on shared on the appropriate channel of The LivingstoneStaff TEAM.  At staff request, a weekly SWAAG (Staff Week At A Glance) was published on the weekend.  I started to plan staff meetings with greater opportunity for staff to talk to each other.  I put people into break out rooms during TEAMS meetings with a question for discussion.  I facilitated a course for administrators through the British Columbia Principals Vice Principals Association in early July 2020 via ZOOM.  We were magically put into rooms with our group of 6 people first thing in the morning, at the end of the day, and for discussion throughout the day.  By the end of the four-day course, we had established a sense of rapport and we easily engaged in discussion.  Retirements, shifts to other jobs in the district and leaves have resulted in a significant number of new staff.  I have been assigning staff to random groups to help them get to know each other.  It has also provided more focused discussion around school goals. 

I have also now learned to visit each room during breakout sessions.  I’m going to date myself now – I feel exactly like Jeannie, from the 70’s sit com, I Dream of Jeannie.  I have an impulse to cross my arms and nod my head while I appear in a room.  I was concerned that I would stifle conversation, but that doesn’t seem to be the case when I miraculously appear in the room.  I have felt in some sessions that participants assume performance mode when a facilitator enters the break-out room.  However, the conversation has fluidly carried on.  I believe it is because we have already established a rapport.  I also don’t stay long in each group.

The International Literacy Association has offered professional development online and there are a number of excellent sessions focused on asynchronous and synchronous learning.  They suggest that the break-out session should have a time limit of about 10 minutes with a specific response task.  I have tried the reporting back to the group from each group but I have not had favourable feedback about this process.  This week, I provided an Office 364 form to complete with feedback about future directions and requests for additional support.  Looking forward, I intend to make better use of tools such as Padlet.   I’m looking for other suggestions if you have any. 

Student community is usually developed through shared activities that bring students together for a common activity, crossing paths on the playground, and work with buddy classes.   The only face to face community building is during outdoor play where each cohort is assigned a time and a play zone.  Two recess times and two lunch times.  Again, the landscape for creating and solidifying relationships has shifted significantly.

My first effort to build student community online in March was met with marginal success.  I would video-tweet out a message to students from various places to connect with students via the Twitter feed on the school website.  I was given good marks for risk taking, but I was fairly wooden and never happy with the end product. 

In September, I requested that an All-Students TEAM be set up for communication with the entire student body and staff.  There is a channel for online performances and the capability for me to do online school assemblies.  Again, I have been given high marks for risk taking as the students have witnessed my learning curve.  I have done a particularly nice job of modeling resilience in the face of failure.  I am fortunate to have a BFF from high school who is a digital media specialist.  I’ve learned to follow his direction and to understand what I did wrong when I opt for a short cut.  Thanks, Armando!    

As a school principal, I cross all cohorts and wear a mask when I am outside of my office.  After a school wide assembly in fall, a number of primary students mentioned that they really liked seeing my whole face.  Apparently, my eyes tell that I’m smiling but it’s nice when my mouth does some of the work.  I decided that I needed to engage with the students in a way other than being out on the playground in mornings, after school, and at breaks. 

My new tech challenge was inspired by Sol Kay, a parent in my school community when I was principal at University Hill Elementary School.  She invited me to participate in a documentary she was doing on mindfulness and posted as part of her series on Instagram – InnerLight Journey by Sol.  Along with scaffolding from Sol, Steve Dotto @DottoTech, and the iMovie Made Easy course by Shelly Saves the Day on YouTube @shellysavesthe, I stuck my toe into the water.

In my capacity as president of the British Columbia Literacy Council of the International Literacy Association, I have been working on a project with our provincial council.  We have put out an invite for people to participate in creating an annotated bibliography of books to share with students to support social emotional learning by representing the diverse cultures within our B.C. schools, as well as providing stories or resilience, and social justice.  Our goal is not to create a strictly didactic list but recommend high quality literature which share authentic voices and stories to nurture empathy and understanding.  Special thanks to Mr. Muress, our librarian at Livingstone, for the many selections he has added to the list. 

I wanted to create a YouTube channel with me reading these highly recommended books to support the development of shared understandings at our school.  I chose to read picture books that were accessible to primary students to read, but also provided models for the writing of students in the intermediate grades.  With Armando on speed dial, my product is getting better.  I wasn’t certain it was reaching my intended audience or worth the time and effort I was putting into the project.  Then last week, I was teaching in a Grade 6/7 class when we were short a guest teacher.  One of the students in the class told me that his brother listens to me read every night when he is going to sleep.  The highlight of the month for me.  I’m inspired to carry on and improve.  The power of positive reinforcement. 

I have since learned that I need better sound for it to be projected to the class.  I now have the appropriate adapter and a microphone to improve the sound.  Armando has provided more scaffolding for me to master green screen.  Ms. Lirenman and her class are providing Keynote support.  Speakers who are part of the International Literacy Association speakers via ILA Next have also provided a number of follow-up ideas to develop reading and writing skills.

Shirt days have also been a positive way of facilitating group activity and stimulating conversation, largely about social justice issues that are so closely tied to social studies curriculum, and social emotional learning.  Terry Fox shirts came out en mass for the annual Terry Fox Run.  Our favourite Canadian hero had lots to teach us, even if we participated at different times of the day in cohorts.  On Orange Shirt day, students learned about residential schools, and the learning shared with us by our Indigenous people.  Black Shirt Day refocused our attention on the purpose and meaning of the United Nations Declaration of Human Rights and Freedoms.  February 24th, Anti-Bullying Day is on the horizon.  Teachers, SSA’s, the supervision aids, the custodians, the Office Assistants, the Spare Time Coordinator, our Director of Instruction, and I will all be wearing the CKNW shirts with “Lift Each Other Up” for Pink Shirt Day and throughout the rest of the year.  Proceeds support local anti-bullying programs that teach empathy, compassion, and kindness.  We want kids to understand our shared role in supporting each other across cohorts and our collective responsibility.

Ms. Ferreira, our Kindergarten teacher, kicked off the first Wild Hair theme day.  It was followed up with Hockey Jersey day to celebrate the return of hockey to break the monotony of Netflix.  Mr. Bring, our Grade 7 teacher, is working with student leadership on other ways we can create school spirit. 

Student voice in our online school assemblies has been a great way to focus student attention.  Our Division 13 Kindergarten students and our Division 1 Grade 7’s have both done a great job at the Indigenous acknowledgment at the beginning of assemblies.  We have now scheduled regular, monthly assemblies, and plan to incorporate more student voice. 

We continue to look for ways to include parents more in our online school community.  PAC Meetings have all been online since March.  Access to the school has been limited.  Parents do have online access to the All-Students TEAM through their child.  This was most widely accessed during the Winter Show N’Share.  Some parents continue to enjoy the regular tweets about school activities and resources that are available to parents.  I am also trying to write more blog posts to provide parents with specifics around instruction and reporting.  My recent post, Reporting Student Achievement in British Columbia, provides parents with an overview of recent changes in reporting in British Columbia and what they can expect in the formal written reports being issued in January.  I’m looking for more ideas, if you have suggestions. 

Footnotes:

1 and 2 – “Lessons From Pandemic Teaching For Content Area Learning” in The Reading Teacher, November/December 2020, Volume 74, Number 3, page 341.

3 – Hattie, J. & Smith, R., (2021).  10 Mindframes for Leaders.  The Visible Learning Approach to School Success.  Corwin.  Thousand Oaks. 

The Moral Imperative

Contemplation

The notion of a moral imperative to guide action is not a new concept. For German philosopher, Immanuel Kant (1724 – 1804), human understanding of pure reason was the basis for a moral code defining subsequent action. Long before that, holy books from world religions were proposing a course of action focussed on the moral integrity of leaders who sacrificed for the betterment of others. Yet, the story of those consumed by greed and the quest for power is equally pervasive. John Dashwood’s promise to his dying father to take care of his stepmother and half-sisters, in Jane Austen’s Sense and Sensibility (1811) is quickly replaced by greed acceptable according to English law of the time. Mr. Potter in the Frank Capra movie, “It’s a Wonderful Life” released in 1946, demonstrates a more intense avarice and quest for power. Charles Dickens sent us all clear message on who we should be in his 1843 publication of A Christmas Carol. Theodore “Dr. Seuss, Giesel gave us a reminder in the 1957 publication of The Grinch Who Stole Christmas. Ron Howard and Jim Carrey hammered the message home in the film version released in 2000. We know better but we’re not doing better.

Over the past week, we have watched in awe as political leaders have demonstrated a popular culture apparently bereft of morals and ethics. We sat riveted to the news and witnessed example after example of people spouting the rhetoric of a moral purpose who in fact were clinging to the relics of power and privilege. It brought me right back to the 1989 when I was riveted to the television watching Chinese tanks driving over pro-democracy students in Tiananmen Square. Every social justice bone in my body believed that we were at a turning point. The Amnesty International quest to shine a light and expose injustice was playing out. We, as a collective society, would no longer be able to turn away and feign unawareness. Now people would be ready to start the work of creating a just society with a foundation of respect for human rights. I realized this was not the case when China did not even lose most favoured trading status with the United States. We are at another important point in our history. We are witnessing people ignoring COVID-19 rules designed to stop the spread of a global pandemic, perpetuating privilege, undermining the democratic process, ignoring legal obligations and fair process, and turning away from promises to family and friends. Are we looking at the fall of an empire, a failed experiment in democracy, or the possibility of reaching out to grasp the moral imperative required to create a socially just world?

I was privileged to be teaching in a Grade 6 classroom the day after U.S Congress was stormed and desecrated.  For the first hour of the day, the questions and perceptions of 11-year-old students directed the learning.  These kids wanted to talk about politics, democracy, communism, racism, anti-racism, slavery, the Civil War in the United States, Hitler’s legacy of neo-Nazis, Black Lives Matter, environmental practices, the oil and gas industry, the differences between the perception of guns in Canada and the United States, and the impact of Trump’s words.  Lots of big ideas.  When an idea began to resonate, a hand shot into the air or tentatively went up.  These kids represented what we need on a global scale.  A willingness to think.  A willingness to consider possibilities.  A willingness to think in terms of fairness and social justice.  For the kids in this room, there was no question that logical consequences are in order for poor choices.

A moral code has already been defined. Ethical requirements are articulated. Social justice has been defined and written down. The issue is how we as individuals live our lives that acknowledges a moral imperative. Individuals in leadership positions should be held to a higher standard. Trump has provided the most recent example of the power of words by a person in a leadership position to disenfranchise, to disrespect, to undermine, and to invoke violence and lawlessness of those with power, privilege and entitlement. However, it is not just people in leadership positions who are required to hold themselves to account.

As individuals, we need be hold ourselves to account for our behaviour and how we live or disregard our own moral code. I used to equate Maslow’s Hierarchy of Human Needs with the development of morals and ethics. My assumption was that self-actualization required moral and ethical development. It required attention only after basic requirements for food, safety, love and belonging, and esteem were in place. Now I think that the metaphor of weaving better describes our moral and ethical development. The warp threads are the foundational components of who we are, and the weft threads are the experiences. It is a particularly apt metaphor for me because I use to love to weave. I just wasn’t that good at it. I would pull the weft thread tighter and tighter. The result was a piece of weaving that got narrower and narrower until someone intervened to help me loosen the threads and allow the warp threads to assume their parallel structure. The quality of the fabric was a reflection of those stationary threads and the constantly moving thread. There are many examples of people who begin their lives with a strong sense of integrity that is eroded over time.

For those of you who spend a lot of time with children, you will have noticed the quest for fairness and logical consequences for poor choices. As a principal who spends a lot of time outside on the playground with kids, there is little reticence of even the youngest students to let me know who is not playing fair, who I need to talk to, who I need time-out, or whose parents I need to phone. In conversations with students about poor choices they have made, invariably the harshest consequences come from the students. The question “How do you think that made … feel?” frequently prompts tears. Empathy is alive and well on our elementary playgrounds. As is a willingness to accept responsibility for choices.

The ability to empathize seems to dissolve into the atmosphere along with curiosity as students move through the system.  For some of us, we may be our own best whipping posts, or have reflective practices built into our lives that keep us honest.  For others, there is a quest to step away from assuming responsibility for our own poor choices.  This seems to be most common when a polarized stance is adopted.  Us and them.  An unwillingness or inability to consider another stance or position or feelings. 

To keep ourselves open to learning, we need to value pluralism and the importance of diverse voices and perspectives. It is possible to have a strong identity with commonalities and still maintain different culture or values or beliefs. As a Canadian, I am lucky to live with people from many different places, spaces, and experiences. However, that privilege brings with it a responsibility to listen and learn from the experiences of other Canadians and question a system where some voices are amplified, and others are silenced. My study of history, political science, and my father taught me to articulate my ideas loud and proud. Time, my friends and family taught me that some of my earlier conclusions and strongly articulated ideas were just wrong. It happens. Ideas change if minds are open. If you are ever wondering if you are straying from your moral compass and acting with integrity, and don’t have someone who will tell you, find a kid in elementary school. They will have no difficulty putting you back on track. If we expect moral integrity from others, we need to live it ourselves.