Monthly Archives: March 2013

Rekindling the Commitment

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I think last year’s World Cafe reminded all of us that collaboration is hard and is often uncomfortable. A number of colleagues pointed out that Professional Learning Communities are as much about who were are as learners as it is about supporting student success. As one colleague admitted, “I’ve learned a lot about myself as a learner. Collaboration is not always easy – it takes time, energy and practice.” Another stated, “I learned collaboration is challenging, but it’s necessary to go through the process in order to create change.”  Snapshots from this Wednesday’s PLC continues to highlight the power of our cross grade level and multidisciplinary teams.  What does some of that work look like?

  • Teachers turned to one another to examine case studies focusing on effective feedback strategies
  • Teachers used a dilemma protocol to get past barriers for using digital tools to nurture metacognition in the classroom
  • Teachers shared shifts in shared language aligning to the integration of key concepts from Theories of Knowledge across the high school
  • Teachers reported out on the impact of peer observations during workshop lessons
  • Teachers highlighted projects that enable more individualized learning
  • Teachers showcased depth of student learning and reflection through revised portfolios

In short, teachers used PLCs not only as a means of accountability to “force us to keep commitments for change” but inspired colleagues to reconsider a practice, an assessment, a day’s plan for supporting students better.


Sometimes it’s hard to pay attention …

… and sometimes, even if you try, you can’t ignore what is right in front of you. Bowden’s poem “The Inner Net” has come across my virtual desk a few times. As he claims, “the problems of our world used to be too big and too distant to know of its widespread existence, but with the internet, our world is small… We can now get crowds around a cause.. connect ignorance to knowledge… donors to non profits… injustices to those who can stop it.”

This, coupled with Graded’s recently refined mission, represents a call to action if I’ve ever heard one. The curriculum review cycle has led to some uncomfortable conversations with colleagues. No one doubts that we have a lot of work in front of us.  As we examine how we can best serve students for actively participating as global citizens I am fascinated by the implications it has on our role as teachers, leaders and more importantly, as partners in learning.

I have fallen in love with a new Bill of Rights, The Bill of Rights and Principles for Learning in a Digital Age, partly because it was signed by one of my favorite thought leaders, John Seely Brown (author of A New Culture of Learning) and partly because it says out loud what I have had trouble to articulate: “We believe that online learning represents a powerful and potentially awe-inspiring opportunity to make new forms of learning available to all students worldwide… We are aware of how much we don’t know: that we have yet to explore the full pedagogical potential of learning online, of how it can change the ways we teach, the ways we learn, and the ways we connect. And we worry that this moment is fragile…”

The principles of this Bill of Rights echoes the best of what I believe learning within a digital landscape can embody.  It can be an environment that fosters character, nurtures an autonomous learning disposition and empowers people to act. This year especially, Graded has been presented with opportunities to connect with others across the globe through the GIN conference and Innovate2013. We only need to embrace “the learner-centered dialogue around the rights, responsibilities, and possibilities for education in the globally-connected world of the present and beyond.”