tag:blogger.com,1999:blog-50968691945101869152024-03-06T01:10:27.377-05:00My Path of LearningFollow me as I begin/continue my journey as a Trustee for the Avon Maitland District School Board. "...Always Learning". Robert HunkingRobert Hunkinghttp://www.blogger.com/profile/08640447961859947250noreply@blogger.comBlogger68125tag:blogger.com,1999:blog-5096869194510186915.post-91799790884980336732020-12-15T21:05:00.001-05:002020-12-15T21:05:52.167-05:00Chair 2020/2021<p> <span style="background-color: white; font-family: Arial; font-size: 16pt; white-space: pre-wrap;">To begin with Thank You Trustee Geddes. Lynette, thank you for your leadership this past year as Chair of AMDSB. It was a year you probably won't forget but maybe you don’t want to. You endured.</span></p><span id="docs-internal-guid-b737d7b3-7fff-dd99-c736-7cbf9c5cc48e"><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: white; font-family: Arial; font-size: 16pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">What can I offer? Leadership. Readiness, organized, governance, inquisitive, receptive, collaborative, openness, adaptive, reflective. I said can, I wonder if it should be may? I am still waiting for them all to come together. We are understanding more of the importance of the critical/transferable skills within education and the workforce and continue to incorporate them into the learning relm.</span></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: white; font-family: Arial; font-size: 16pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">I ask myself where is my voice better used, around the table or at the head of the table? </span></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: white; font-family: Arial; font-size: 16pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">What do I envision? A Board of Trustees unified in the vision and the goals of “I am Prepared. I am Well. I am Engaged.” Unified does not mean controlled or voiceless but empowered. I ask myself where your voice is? The voices around this table are important. I, as Chair need to be able to comprehend and understand what those voices are saying “I am Prepared. I am Well. I am Engaged” does not just apply to our students and staff but also to parents/guardians and the broader community. The saying goes ‘it takes a village to raise a child.’</span></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: white; font-family: Arial; font-size: 16pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">As we launch our new 2020-2024 <a href="https://www.amdsb.ca/apps/pages/index.jsp?uREC_ID=1088897&type=d&pREC_ID=1371703">Strategic Plan</a> it is important that we see and feel and ultimately live what those words convey to achieve Student Success and Well-Being. This past year has been a challenge as we maneuvered through the Pandemic, now we need to take what we have learned to continue to provide a safe and caring environment for our students and staff. Some of the ideas from Share Your Voice are very applicable here. The Equity needs of BIPOC, social economic disadvantaged and Spec Ed Students will continue to require attention. The Mental Health needs of all within AMDSB will necessitate action. I am looking forward to where the Pathways Advisory Committee will take us. The road ahead of us appears long and challenging, we will travel it and see the rewards within our students and staff. I will stop here but We will continue.</span></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: white; font-family: Arial; font-size: 16pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Learning, education and knowledge give you both roots and wings. The broader the knowledge the deeper the roots and stronger the foundation. Being a lifelong learner allows those wings to soar beyond what we may have envisioned for ourselves. But most importantly for the students and staff we serve.</span></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: white; font-family: Arial; font-size: 16pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">As we revise from Engaged. Inspired, Innovate, let's travel the journey together. Much has been done and more needs to and will be done. Yes, I am Always Learning. Learn with me.</span></p><div><span style="background-color: white; font-family: Arial; font-size: 16pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div></span>Robert Hunkinghttp://www.blogger.com/profile/08640447961859947250noreply@blogger.com0tag:blogger.com,1999:blog-5096869194510186915.post-44118523401623761062019-05-20T10:32:00.000-04:002019-05-20T10:32:44.335-04:00When The Dust Settles?For those of us in the Ontario Education System whether it be students, parents, teachers, staff, administration, trustees, consultants or whatever capacity, our heads have been in a continual spin this last little while. Be it in trying to understand the rationale behind the current changes and/or the consequences of them, we are being put to the test.<br />
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These next few statements maybe unpopular but are being stated to make you think. Do I believe in them by the end of this post that will be your determination? Has Education be too easy funded this past decade? Has there been direction and purpose in past Education Policy decisions?<br />
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Here is the funding memo for 2012, <a href="https://efis.fma.csc.gov.on.ca/faab/Memos/B2012/B5_EN_AODA.pdf" target="_blank">GSN 2012</a> Funding $21B. From this memo "Between December 2003 and the 2011-12 school year, the government has increased
funding through the GSN by $6.5B, or 45 percent, while also making significant
investments outside the GSN in school capital and FDK." (FDK became fully implemented and the funding moved to the GSNs in 2014.) This is the Technical Paper released with the 2014 GSNs <a href="http://www.edu.gov.on.ca/eng/funding/1415/Technical14_15.pdf" target="_blank">GSN 2014</a> Funding of $22.53B Here is 2018's memo <a href="http://www.edu.gov.on.ca/eng/funding/1819/B06_memo_2018_19_gsn_en.pdf" target="_blank">2018 GSN </a>Funding of $23.9B. Per pupil funding of $12,300.This is the Memo for the 2019 GSN <a href="https://efis.fma.csc.gov.on.ca/faab/Memos/B2019/B14_EN.pdf" target="_blank">GSN 2019</a> Funding of $24.66B Per student funding of $12,246. We are still waiting for the 2019 Technical papers.<br />
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Can one compare beyond the total numbers the increases in Education Funding from year to year? With great difficulty, yes. Don't forget about the special funding, formerly known as Education Programming Other and now referred to as Priorities and Partnership Funds. They come and go from year to year so they can never be counted on. Capital Funding always comes into play. Don't forget Early Years and Childcare now fall under the Ministry of Education.<br />
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Here is the link to the April <a href="http://budget.ontario.ca/2019/index.html#" target="_blank">2019 Budget.</a> In March the Ministry released their <a href="https://efis.fma.csc.gov.on.ca/faab/Memos/B2019/B08_EN.pdf" target="_blank">New Vision for Education</a> entitled <a href="https://www.ontario.ca/page/education-works" target="_blank">Education That Works For You</a>. Within it, <a href="https://news.ontario.ca/edu/en/2019/03/education-that-works-for-you-2.html" target="_blank">Modernizing Classroom</a>s, <a href="https://news.ontario.ca/edu/en/2019/03/education-that-works-for-you.html" target="_blank">Modernizing Learning</a> and <a href="https://news.ontario.ca/edu/en/2019/03/education-that-works-for-you-1.html" target="_blank">Modernizing Health and Physical Education</a>. Again the <a href="https://efis.fma.csc.gov.on.ca/faab/Memos/B2019/B14_EN.pdf" target="_blank">2019 GSN</a> and the accompanying <a href="https://efis.fma.csc.gov.on.ca/faab/Memos/B2019/B15_EN_Final.pdf" target="_blank">Priorities and Partnership Funds</a>. Now the <a href="https://efis.fma.csc.gov.on.ca/faab/Memos/SB2019/SB06_EN.pdf" target="_blank">2019 Board Estimates</a>. A lot of information to go through and analyze to determine things. Yet we still wait for the Technical Papers that break down how much, where, and how (requirements &/or restriction) these Funds can be used. The Grants fall under certain areas: Pupil Foundation, School Foundation, Special Education, Language, Indigenous Education, Geographic Circumstance, Learning Opportunities, Safe & Accepting Schools, Continuing Education, Teacher Qualification, Student Transportation, Declining Enrolment, School Board Administration & Governance, School Operations, School Renewal, Interest.<br />
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On top of this the Government's Consultation of Classroom Size if not over until May 31st. Will things change again?<br />
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I think you are probably tired of number crunching.<br />
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But it is this $ numbers that determine what Education looks like, be it priorities, initiatives, staffing, course offerings, etc, etc. Go back to Education That Works For You. There has been a refocus on certain areas; math & literacy, and emphasis on others; SHSM & trades, and some new; e-learning. Secondary schools face the biggest challenge with the purposed changes in classroom size funding and the staff reductions and consequential loss of courses and student supports. This is what it looks like in the <a href="https://www.theglobeandmail.com/canada/article-more-than-300-high-school-courses-to-be-axed-because-of-class-size/" target="_blank">TDSB</a>. Waiting on what it will look like within the AMDSB. We do know we are seeing a budget reduction of $2.6m +/-. Elementary and Secondary Teachers have received <a href="https://lfpress.com/news/local-news/school-boards-factor-ford-government-cuts-into-layoff-notices" target="_blank">layoff notices</a>. Here is the <a href="http://www.edu.gov.on.ca/eng/funding/1819/GSNGuide2018-19Revised.pdf" target="_blank">Guide to 2018/2019 GSN</a> related to the finding areas mentioned previously. As you can see funding is allotted to certain areas with certain requirements, therefore, moving money around is not that simple. An example is classroom size funding, the recently announced change of funding from 22:1 to 28:1 has a direct connection to teacher staffing levels. To compensate for that loss where can the money be found to move around without making cuts in other areas? Many boards already struggle to cover overspending in Transportation and Special Education. One always has to remember there are differences between effectiveness and efficiencies within each of these areas.<br />
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For some reason, I keep coming back to the Liberal's <a href="https://www.fin.gov.on.ca/en/reformcommission/chapters/appendix1.html" target="_blank">Drummond Report 2012</a> and <a href="http://timhudak.ca/Meet-Tim/Whitepapers" target="_blank">Hudak's 2013 Path to Prosperity</a> to get a glimpse of what still may be coming.<br />
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The dust hasn't settled yet but I will say it will not be pretty when or if it does.<br />
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PS: I apologize for all the links.Robert Hunkinghttp://www.blogger.com/profile/08640447961859947250noreply@blogger.com0tag:blogger.com,1999:blog-5096869194510186915.post-10884021002594959332019-04-20T11:50:00.002-04:002019-04-20T11:50:30.148-04:00A Brief History of Ontario Education<div dir="ltr" style="background-color: white; line-height: 1.2; margin-bottom: 17pt; margin-right: 15pt; margin-top: 11pt;">
<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">The Education sector in Ontario, to be honest ever sector in Ontario, is going under radical change these days. To me, these changes are not for the better. I cannot see the rationale behind these changes because none has been given and no actual plan or vision has been put forward.</span></span></div>
<div dir="ltr" style="background-color: white; line-height: 1.2; margin-bottom: 17pt; margin-right: 15pt; margin-top: 11pt;">
<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">To move forward it is helpful to know where you came from. My formal involvement in Education began in 2010 being elected a Trustee in the AMDSB. Informally it began in 2005 when my youngest began school followed by involvement in ARCs, SAC and PIC. So let us look back at Education but not too far back.</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I lied.</span><span style="background-color: transparent; color: black; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> “In 1907, the Canadian Manufacturers’ Association declared, “The competition of the world has become so strong that we cannot afford to fall behind in the race for efficiency. . . . Technical education must come . . . we must educate our people towards efficiency” (p. 844)”</span><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. (Global Change and Educational Reform in Ontario and Canada, Brian O’Sullivan)</span></span></div>
<div dir="ltr" style="background-color: white; line-height: 1.2; margin-bottom: 17pt; margin-right: 15pt; margin-top: 11pt;">
<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Much reform/change to Education is Ontario took place under the Government of Premier Jason Robarts and Minister of Education William Davis (future Premier) in the 1960s.</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The Hall-Dennis Report: L</span><span style="background-color: white; color: #222222; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">iving and Learning: The Report of the Provincial Committee on Aims and Objectives of Education in the Schools of Ontario</span><span style="background-color: white; color: #222222; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">of 1968. </span><span style="background-color: transparent; color: black; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">‘We stand today in the dawn of our second century and assess the field of future education . . . we must not lose sight of the human needs that the new dawn brings . . . we have in our hands the means of change for human betterment . . . for the people of Ontario . . . for all Canadians, and hopefully... [for] all mankind. (p. 9)</span><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">’ I can find lots of references to the Report but not a good link. <a href="http://www.connexions.org/CxLibrary/Docs/CX5636-HallDennis.htm" target="_blank">The Hall Dennis Report: Living and Learning</a> </span></span></div>
<div dir="ltr" style="background-color: white; line-height: 1.2; margin-bottom: 17pt; margin-right: 15pt; margin-top: 11pt;">
<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">I will pick up here in 1993/95.</span></span></div>
<div dir="ltr" style="background-color: white; line-height: 1.2; margin-bottom: 17pt; margin-right: 15pt; margin-top: 11pt;">
<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">The Ontario Royal Commission on Learning was initiated by the NDP Government of Premier Bob Rae. This Government was replaced by the PC Government of Premier Mike Harris in June 1995. <a href="http://www.edu.gov.on.ca/eng/general/abcs/rcom/main.html" target="_blank">Royal Commission on Learning: For the Love of Learning</a></span></span></div>
<div dir="ltr" style="background-color: white; line-height: 1.2; margin-bottom: 17pt; margin-top: 6pt;">
<span style="background-color: white; color: black; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">“In May 1993, the Province of Ontario established the Royal Commission on Learning "to ensure that Ontario's youth are well-prepared for the challenges of the twenty-first century."</span></span></div>
<div dir="ltr" style="background-color: white; line-height: 1.2; margin-bottom: 17pt; margin-top: 6pt;">
<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><span style="background-color: white; color: black; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">After exhaustive public consultation, the Commission released its report, entitled For the Love of Learning, in January 1995. The report was to suggest a vision and action plan to guide the reform of elementary and secondary education. This would include values, goals and programs of schools, as well as systems of accountability and educational governance.”</span><span style="background-color: white; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (Ministry of Education Ontario website)</span></span></div>
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<span style="background-color: white; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">In its Introduction the Committee made the following:</span></span></div>
<h3 dir="ltr" style="background-color: white; line-height: 1.2; margin-bottom: 7pt; margin-top: 7pt;">
<span style="background-color: white; color: #1b4e44; font-style: italic; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">“A climate of uncertainty</span></span></h3>
<div dir="ltr" style="background-color: white; line-height: 1.2; margin-bottom: 0pt; margin-top: 6pt;">
<span style="background-color: white; color: black; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">-Like all organizations, our Commission operated within a particular time, and our deliberations were inevitably influenced by the context of unsettling truths around us.</span></span></div>
<div dir="ltr" style="background-color: white; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">-Our society is characterized by turbulence, creating widespread uncertainty and anxiety. Canadians fear a future of diminished opportunity, and expect public institutions to deal with this acute concern.</span></span></div>
<div dir="ltr" style="background-color: white; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">-Our economic system is changing, while technology is advancing at a geometrically accelerating pace.</span></span></div>
<div dir="ltr" style="background-color: white; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">-The fallout from those related phenomena includes the prospect of a large core of permanently unemployed and underemployed men and women, of younger people in particular, and of considerable confusion about the future of work.</span></span></div>
<div dir="ltr" style="background-color: white; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">-In the current political climate, and for the foreseeable future, projects requiring vast new public funding will be seen as impractical. The operative cliche is that it is possible to work smarter, doing even more with even less.</span></span></div>
<div dir="ltr" style="background-color: white; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">-The composition of Canada's population is changing dramatically, not least in Ontario and, above all, in southern Ontario. Each year, we become an increasingly diverse nation, but our institutions often fail to reflect that diversity.</span></span></div>
<div dir="ltr" style="background-color: white; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">-There is a sense that traditional social institutions have been breaking down, and that the family, as well as community and religious organizations, are no longer able to instil personal and ethical values in successive generations of Canadians.</span></span></div>
<div dir="ltr" style="background-color: white; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">-Despite uncertainty about common values, large segments of the population are not content to live in a society that has no identifiable values.</span></span></div>
<div dir="ltr" style="background-color: white; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">-At the same time, and for a variety of reasons, Canadians have been losing faith in their public institutions. As a result, they have been demanding that these operate more openly, involve more citizen participation, and become more explicitly accountable to the public at large.</span></span></div>
<div dir="ltr" style="background-color: white; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">-Schools necessarily reflect - at least to some extent - the societies in which they operate. Therefore, it is not surprising that today's education system feels shaky, unsure, lacking in self-confidence, and struggling with a mandate that is increasingly uncertain and whose purposes are no longer self-evident. Not only is that the background against which the Commission operated, it was the reason the Commission was established.”</span></span></div>
<div dir="ltr" style="background-color: white; line-height: 1.2; margin-bottom: 17pt; margin-top: 6pt;">
<span style="background-color: white; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">In its Conclusions and Implementation were:</span></span></div>
<div dir="ltr" style="background-color: white; line-height: 1.2; margin-bottom: 17pt; margin-top: 6pt;">
<span style="background-color: white; color: black; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">“In the course of our own extensive work - and learning - certain lessons about the process of education reform became clear. If we fail to take these lessons to heart, we fear that the process of change may well be doomed from the outset.</span></span></div>
<ol style="margin-bottom: 0pt; margin-top: 0pt;">
<li dir="ltr" style="background-color: white; color: black; font-style: italic; font-variant: normal; font-weight: 400; list-style-type: decimal; margin-left: 23pt; text-decoration: none; vertical-align: baseline; white-space: pre;"><div dir="ltr" style="background-color: white; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">There are no instant solutions to the problems of today's schools, no short cuts. But there are solutions.</span></span></div>
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<span style="background-color: white; color: black; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">The process of learning is highly complex, but there are ways to get our children to learn better.</span></span></div>
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<li dir="ltr" style="background-color: white; color: black; font-style: italic; font-variant: normal; font-weight: 400; list-style-type: decimal; margin-left: 23pt; text-decoration: none; vertical-align: baseline; white-space: pre;"><div dir="ltr" style="background-color: white; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">The education system is enormously complicated, but there are ways to transform it.</span></span></div>
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<span style="background-color: white; color: black; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">No serious change can happen without the willing co-operation of teachers.</span></span></div>
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<li dir="ltr" style="background-color: white; color: black; font-style: italic; font-variant: normal; font-weight: 400; list-style-type: decimal; margin-left: 23pt; text-decoration: none; vertical-align: baseline; white-space: pre;"><div dir="ltr" style="background-color: white; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Parents who create an atmosphere that values learning, and who support their children's school efforts, are giving their children a major advantage. Parents are a largely untapped resource.</span></span></div>
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<li dir="ltr" style="background-color: white; color: black; font-style: italic; font-variant: normal; font-weight: 400; list-style-type: decimal; margin-left: 23pt; text-decoration: none; vertical-align: baseline; white-space: pre;"><div dir="ltr" style="background-color: white; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">The best way to ensure that kids do well at school is to provide all of them with affluent, literate, professional parents. Clearly, this is impossible; however, schools can compensate for the disadvantages many students bring with them from home. So even though a student's background remains the chief determinant of educational success in Ontario, schools have the capacity - if they have the will to overcome the handicaps of a child's background.</span></span></div>
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<li dir="ltr" style="background-color: white; color: black; font-style: italic; font-variant: normal; font-weight: 400; list-style-type: decimal; margin-left: 23pt; text-decoration: none; vertical-align: baseline; white-space: pre;"><div dir="ltr" style="background-color: white; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">When all is said and done, we place our confidence in the knowledge and dedication of the professional educators of Ontario. While every parent and every member of the community has significant contributions to make, it is our teachers, principals, and other educators who must provide the inspirational, active, hands-on leadership role that is needed.</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><span style="background-color: white; color: black; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">There are important and powerful players in the education system. The influence of some of these players, like the teachers' federations, is obvious, while that of others, equally powerful, for instance, universities, is less well known. But all players must be committed to the process of radical change if it has any hope of success.”</span><span style="background-color: white; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (Ministry of Education Ontario Website)</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><span style="white-space: pre-wrap;">Do any of these still apply today? </span></span></div>
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<span style="background-color: white; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><br /></span></span></div>
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<span style="background-color: white; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Noted above the PC government of Premier Mike Harris was elected in June 1995 before anything from the Commission could be implemented. The PC government was elected on the ‘Common Sense Revolution’ platform with ‘New Direction II: A Blueprint for Learning’ as there education vision. You can research yourself if you don't recall, the changes to the Education system under the PC government. The PCs remained in power until 2002 when the Liberal government of ‘Education Premier’ Dalton McGuinty was elected. I will leave it to your own curiosity to discover the impact of the Liberal Government under McGuinty and Wynne until 2018. ‘Ontario a Leader in Learning (2005) looked at post-secondary education. K-12 reform continued with ’Energizing Ontario Education (2008). The Fullan Report (2013) ‘Great to Excellence’ laid the groundwork for the Liberal vision ‘Achieving Excellence’ (2014) Many of these reports have been removed from the Ministry's website. </span></span></div>
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<span style="background-color: white; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">I will note the Drummond Report 2012 that was commissioned by the Liberal Government. The Drummond report examined every aspect of Government in Ontario. <a href="https://www.fin.gov.on.ca/en/reformcommission/chapters/report.pdf" target="_blank">The Drummond Report: Commission on the Reform of Ontario's Public Services</a> In Education, it made 27 Recommendations. I will highlight three of them here: </span></span></div>
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<span style="background-color: transparent; color: black; font-style: italic; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">“The Drummond Report 2012</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><span style="background-color: transparent; color: black; font-style: italic; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Recommendation 6-3:</span><span style="background-color: transparent; color: black; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> The elementary and secondary education sector should stay the course with its current agenda, which consists of three key goals: improving student achievement, closing gaps in student outcomes and increasing confidence in the publicly funded school system. The province and the sector must sustain the current alignment between provincial, school board and school-level efforts, and sustain the “pressure and support” approach adopted in recent years.</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><span style="background-color: transparent; color: black; font-style: italic; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Recommendation 6-4:</span><span style="background-color: transparent; color: black; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Reforms in the elementary and secondary sector should be introduced so that all stakeholders have their role to play in ensuring the system’s long-term sustainability and so that unnecessary sources of distraction are avoided.</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><span style="background-color: transparent; color: black; font-style: italic; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Recommendation 6-5:</span><span style="background-color: transparent; color: black; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> To ensure transparency and effectiveness, the province should confirm multi-year allocations to school boards for the 2012–13 to 2017–18 period so that they can plan accordingly, have enough time to find the required efficiencies and enter negotiations for renewal of the sector’s collective agreements that will expire on Aug. 31, 2012, with clear knowledge of their budgetary position.”</span><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (Ministry of Finance Ontario Website)</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I think someone needs to read these!</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">As I wrote this I came upon this report: Policy Trends in Ontario Education 1990-2003, Anderson & Jaafar (2003). <a href="http://fcis.oise.utoronto.ca/~icec/policytrends.pdf" target="_blank">Policy Trends in Ontario Education 1990-2003</a></span><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Would like to see if there is an updated version.</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">In 2018 the Liberals were replaced by the election of the PCs under Premier Doug Ford and their ‘Plan for the People’ Platform. If you don’t know what is going on in the Education Sector within the vision of ‘Education that Works for You’ these days you must be living under a rock. </span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Did this post ever grow beyond what I had envisioned but yet there is much missing. You can see there are policy trends between parties. Only partial implementation of others or even worst the wrong implementation of recommendations. Putting your own spin on things.</span></span><span style="background-color: transparent; color: black; font-family: Verdana; font-size: 10pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"> </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">A problem with Education is Ontario, it is always at the whim of the government in power. Therefore it will always be at times stagnant, going forward and unfortunately backwards.</span></div>
Robert Hunkinghttp://www.blogger.com/profile/08640447961859947250noreply@blogger.com0tag:blogger.com,1999:blog-5096869194510186915.post-68795519953995135162019-02-28T21:02:00.000-05:002019-02-28T21:02:31.331-05:00The Want To Learn<div dir="ltr" id="docs-internal-guid-d6c88081-7fff-ff24-d9da-40175b2855f7" style="-webkit-text-size-adjust: auto; line-height: 2.4; margin-bottom: 0pt; margin-top: 0pt;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSXJGthe5XAVxv09YR82BeDWPr7dHjIKBlmfwlp_c46NyeCaS5E39J1ol3s8uzx_rzMZ8TYOFzD0_3ewFeJXG_LlwN5xZoNVAyiVn2BtltLeokw4-onl1J752yRX-3wwjaPDPJddLLWCJ4/s1600/9284465F-0E05-4B2B-B803-87A8BF358B48.jpeg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="697" data-original-width="490" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSXJGthe5XAVxv09YR82BeDWPr7dHjIKBlmfwlp_c46NyeCaS5E39J1ol3s8uzx_rzMZ8TYOFzD0_3ewFeJXG_LlwN5xZoNVAyiVn2BtltLeokw4-onl1J752yRX-3wwjaPDPJddLLWCJ4/s320/9284465F-0E05-4B2B-B803-87A8BF358B48.jpeg" width="224" /></a><span style="font-family: "arial"; font-size: 10pt; vertical-align: baseline; white-space: pre-wrap;">This is somewhat a two perspective reflection. </span></div>
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<span style="font-family: "arial"; font-size: 10pt; vertical-align: baseline; white-space: pre-wrap;">I am maybe my hardest critic. This quote always resonates in my head. “one rises to their level of incompetence.” </span><br />
<span style="font-family: "arial"; font-size: 10pt; vertical-align: baseline; white-space: pre-wrap;">Does that mean one can only obtain so much? Picture a student with the same thought. It goes against everything we try to say and encourage in them, “chase your dream”, “you have the potential”, “you have the ability”. At times</span><span style="font-family: arial; font-size: 10pt; white-space: pre-wrap;"> I feel as though I have reached my plateau and then someone says “you are doing a good job.” or “Have you considered taking on this?” Most of us strive to do more, reach higher, expand our horizons. As trustees we are charged with student achievement and Well Being within the guise of preserving, advocating for and advancing public education. At times you may feel that you have gotten in over your head or think whoa that person knows their stuff and your self esteem and confidence sinks. Imagine how a student feels when they ‘get it’ versus when they ‘don’t get it’. Why is that person so knowledgeable or how did that person become so informed? Was it just work related knowledge, experience, research or PD? Or is it personal desire to grow to make that plateau higher and higher? How often have you heard “there is no stupid question?” and then get laughed at for asking that question. How does that make you feel? How do you think it would make a student feel asking that question that everyone pretends to know the answer to? Worth is not measured by intelligence. It is your desire to improve, grow, learn that are key elements of success. Many students have not developed a desire/passion to learn or that passion that drives themself to learn or have lost it or had it destroyed. We are beginning to realize that more often than not that passion for discovery is extinguished by school. Which theory do you want to pick? As adults most of us have realized the benefits of lifelong learning. We must put in place the conditions that encourage our students to be the same. It may only be tiny steps but one has to begin somewhere. It goes beyond extrinsic or intrinsic motivation or applying cognitive principles or metacognition. Who knows what the ripple effect may be. </span><br />
<span style="font-family: arial; font-size: 10pt; white-space: pre-wrap;">From our Board Plan: “At </span><span style="font-family: arial; font-size: 10pt; white-space: pre-wrap;">AMDSB, our goal is to foster successful graduates. We define successful graduates as students who leave AMDSB prepared for their next steps and understand themselves as learners and advocates for their own needs, </span><span style="font-family: arial; font-size: 10pt; white-space: pre-wrap;">are literate and are numerate. They are also prepared for a changing world and are confident and curious thinkers, resilient and flexible thinkers who demonstrate global competencies (communication, critical thinking, creativity, collaboration and problem solving) and positive and principled engagement in society.” </span><br />
<span style="font-family: arial; font-size: 10pt; white-space: pre-wrap;">Engage Inspire Innovate… Always Learning: needs to be more than just words for us as trustees and administration and for our students. </span></div>
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Robert Hunkinghttp://www.blogger.com/profile/08640447961859947250noreply@blogger.com0tag:blogger.com,1999:blog-5096869194510186915.post-49172763333119336692018-12-02T15:52:00.000-05:002019-05-19T09:52:49.028-04:00The Glut of Overwhelming<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;">
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"><span style="font-size: 11pt;">A while ago I posted the picture (l) on Facebook with the comment “My bedside </span></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">reading library is </span><span style="color: black; font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre;">growing. Need to get to it.” </span><span style="font-family: "arial"; font-size: 11pt; white-space: pre;">The photo (r) could be added too </span></div>
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<span style="font-family: "arial"; font-size: 11pt; white-space: pre;">with a similar comment, how ever I </span><span style="font-family: "arial"; font-size: 11pt; white-space: pre;">have read some of these.</span><br />
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<span style="font-family: "arial"; font-size: 11pt; white-space: pre;">The amount of information and therefore knowledge that is out there is over-</span><br />
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">whelming. </span><span style="color: black; font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre;">There are </span><span style="color: black; font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre;">many </span><span style="font-family: "arial"; font-size: 11pt; white-space: pre;">more books I would like to add to my library but if I </span><br />
<span style="font-family: "arial"; font-size: 11pt; white-space: pre;">can’t get around </span><span style="font-family: "arial"; font-size: 11pt; white-space: pre;">to reading them what is </span><span style="font-family: "arial"; font-size: 11pt; white-space: pre;">the purpose.</span><span style="font-family: "arial"; font-size: 11pt; white-space: pre;"> Show? To be honest I </span><br />
<span style="font-family: "arial"; font-size: 11pt; white-space: pre;">usually fall asleep 15 </span><span style="font-family: "arial"; font-size: 11pt; white-space: pre;">minutes after sitting down with a book. </span><span style="font-family: "arial"; font-size: 11pt; white-space: pre;">Much the same </span><br />
<span style="font-family: "arial"; font-size: 11pt; white-space: pre;">can </span><span style="font-family: "arial"; font-size: 11pt; white-space: pre;">be said to the number of </span><span style="font-family: "arial"; font-size: 11pt; white-space: pre;">articles I have bookmarked/tagged from social</span><br />
<span style="font-family: "arial"; font-size: 11pt; white-space: pre;">media. </span><span style="font-family: "arial"; font-size: 11pt; white-space: pre;">These however also fall </span><span style="color: black; font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre;">prey </span><span style="color: black; font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre;">to different problems. Graze or skim reading, </span><br />
<a href="https://www.theguardian.com/commentisfree/2018/aug/25/skim-reading-new-normal-maryanne-wolf?CMP=fb_gu" style="text-decoration-line: none;"><span style="color: #1155cc; font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre;">Skim Reading is the New Normal</span></a><span style="color: black; font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre;"> or </span><span style="color: black; font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre;">the butterfly </span><span style="color: black; font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre;">defect. </span><a href="http://www.etpe.gr/custom/pdf/etpe1223.pdf" style="text-decoration-line: none;"><span style="color: #1155cc; font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre;">Education is Not a </span></a><br />
<a href="http://www.etpe.gr/custom/pdf/etpe1223.pdf" style="text-decoration-line: none;"><span style="color: #1155cc; font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre;">Question of Belief</span></a><span style="color: black; font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre;">. This post is guilty of </span><span style="color: black; font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre;">these (probably most </span><span style="color: black; font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre;">of mine are). </span><br />
<span style="font-family: "arial"; font-size: 11pt; white-space: pre;">These two mentioned articles could be cause </span><span style="font-family: "arial"; font-size: 11pt; white-space: pre;">for their own posts.</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">The question I ask myself “If or when I get around to doing all this reading am I </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">able to comprehend </span><span style="color: black; font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre;">and </span><span style="font-family: "arial"; font-size: 11pt; white-space: pre;">absorb therefore learn from all that lays before me?” </span><br />
<span style="font-family: "arial"; font-size: 11pt; white-space: pre;">Or feel “I have forgotten ½ of what I’ve</span><span style="font-family: "arial"; font-size: 11pt; white-space: pre;"> </span><span style="font-family: "arial"; font-size: 11pt; white-space: pre;">learned.” </span><span style="font-family: "arial"; font-size: 11pt; white-space: pre;">Some would say if I actually </span><br />
<span style="font-family: "arial"; font-size: 11pt; white-space: pre;">learned it I won’t have forgotten it. Maybe there is truth to that. There is a </span><span style="font-family: "arial"; font-size: 11pt; white-space: pre;">line</span><span style="font-family: "arial"; font-size: 11pt; white-space: pre;"> </span><br />
<span style="font-family: "arial"; font-size: 11pt; white-space: pre;">of conversation these day in Education, “what is education and Learning?” Are</span><br />
<span style="font-family: "arial"; font-size: 11pt; white-space: pre;">students learning or </span><span style="font-family: "arial"; font-size: 11pt; white-space: pre;">just memorizing what they are being taught?</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">The amount of information out there creates another problem for me. I keep </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">looking for more and then </span><span style="font-family: "arial"; font-size: 11pt; white-space: pre;">become frustrated with my failure to accomplish</span><br />
<span style="font-family: "arial"; font-size: 11pt; white-space: pre;">the initial task of reading the information let alone </span><span style="font-family: "arial"; font-size: 11pt; white-space: pre;">learning. A true benefit of </span><br />
<span style="font-family: "arial"; font-size: 11pt; white-space: pre;">learning is sharing that knowledge. If nothing else through my posts if I am </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">unable to share my knowledge, at least I am showing my path of learning. </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">(Ironic that is the name of </span><span style="font-family: "arial"; font-size: 11pt; white-space: pre;">my Blog)</span></div>
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<span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">Maybe I need to follow some of this advice, </span><a href="https://www.fastcompany.com/90244574/how-to-stop-wasting-your-life-watching-tv-do-something-worthwhile-with-your-downtime?utm_medium=social&utm_source=facebook.com" style="text-decoration-line: none;"><span style="color: #1155cc; font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">How To Stop Wasting Your Life</span></a><span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">, </span><br />
<span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">and tackle that Glut. As I write this I sit in front of the TV, unfortunately it is on. </span><br />
<span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">As I now publish, it is off.</span></div>
Robert Hunkinghttp://www.blogger.com/profile/08640447961859947250noreply@blogger.com0tag:blogger.com,1999:blog-5096869194510186915.post-61202270162552429842018-11-18T11:29:00.000-05:002018-11-18T11:29:03.195-05:00Thoughts To The Future<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">I wish I could connect my laptop to my brain as I lie in bed. As soon as I go to write down my thoughts off they go and seldom return resulting in a less vibrant post then envisioned.</span></div>
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<span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">We have been having a lot of conversations within AMDSB & beyond about learning, student voice and what schools should look like. This has been facilitated by <a href="https://twitter.com/willrich45" target="_blank">Will Richardson</a>. He does disturb but if people are open about their thinking wonderful things can happen. Will Richardson is one of many people I consider part of my PLC on twitter and social media. </span></div>
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<span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">Getting back to learning, student voice and what school should look like, we need to define learning, teaching and education. What is the difference? Is our education system teaching the students or are they learning. <a href="https://s3-us-west-2.amazonaws.com/modernlearners/Modern+Learners+10+Principles+for+Schools+of+Modern+Learning+whitepaper.pdf" target="_blank">10 Principles for Schools of Modern Learning</a> </span></div>
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<span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">Are schools and education stagnant? How can that be with everything changing all around? Information is all around us and at our fingertips. Well, education is stuck in the past and any change is frowned upon because that is not the way it was done and we are uncomfortable with change. Most of us only remember what we didn’t like about certain classes but do you now embrace the change that could have changed that experience. This is why education change, reform or whatever you want to call it takes so long, usually 20-30 years, or one or two generations of students. It takes the students who were the beginning of the change to become parents or teachers to champion the change.</span></div>
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<span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">Student engagement in their learning continually declines throughout time in schools. Only about 30% of secondary students are engaged in their learning. Why is this? There are too many reasons to list. Ask students what they want that would make them engaged and teachers what they need to make their students engaged and many are the same. So as a system we need to start putting conditions is place to allow these changes. The ideas may come from the roots but the change conditions need to be implemented from the top to allow the roots to grow. This article is an interesting read, <a href="https://www.telegraph.co.uk/education/2018/11/14/making-lessons-fun-does-not-help-children-learn-new-report-finds/amp/?__twitter_impression=true" target="_blank">Making Lessons Fun Does Not Help Children Learn</a></span></div>
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<span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">Look at the discussion around math skills and knowledge these days. Unfortunate too many people have become polarized in their belief with no adaptation to blended delivery. Is rote learning for memorization for speed of recall? Is problem solving absent of formulation? How does a teachers knowledgeable of math play out against their knowledge of how to teach math? The questions go on and on. This statement came across the day “Early math skills are a strong predictor - even more so than reading skills - of later academic achievement and success in the labour market. ( Anne Stokke)". Valid or not? </span></div>
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<span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">What needs to be taught, what should be taught in schools? Maybe we can all agree on subject areas but what within those subjects. Curriculum documents are complicated. What is the purpose of that subject and the strands within it? One frequently sees the questions about where are cursive writing and life skills in the curriculum? How or where does cross/integrated subject teaching come into play?</span></div>
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<span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">I could make this post long or have gone deeper into the conversation but I will leave it here for now.</span></div>
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<span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">This is not a research paper or thesis, just my thoughts as I grow. Learning doesn’t end with the answer but the grows with the next question.</span></div>
Robert Hunkinghttp://www.blogger.com/profile/08640447961859947250noreply@blogger.com0tag:blogger.com,1999:blog-5096869194510186915.post-82582431591886643382018-07-10T21:02:00.002-04:002018-07-10T21:02:34.080-04:00'IT' Has BegunThe writing of this post is overdue but recent events have persuaded me to write it. <br />
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During the recent Provincial Election Campaign it was stressed that although individual Trustees may have political affiliation, the Ontario Public School Board Association (OPSBA) does not. OPSBA advocates for Public Education no matter what political party is in power or forms the Government. This advocacy may take different directions depending on the Government. In some cases we will be or are heading in the same direction but by different pathways.<br />
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Here are the Political Parties' Educational Platforms for the recent elections. <a href="http://www.opsba.org/SiteCollectionDocuments/Provincial%20Party%20Election%20Platforms%20vs%20OPSBA%20Priorities%20%28May%2030%29.pdf" target="_blank">Education Platform</a> & <a href="http://www.opsba.org/Pages/Resources%20for%20the%202018%20Ontario%20Provincial%20Election.aspx" target="_blank">2018 Provincial Election</a><br />
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Previous Governments have done good and bad things for Education on various fronts. The vague PC platform coming into the Election made some cautious. That cautiousness is becoming reality. <a href="https://www.theglobeandmail.com/canada/article-ontario-government-abruptly-cancels-series-of-education-related-summer/?utm_medium=Referrer:+Social+Network+/+Media&utm_campaign=Shared+Web+Article+Links" target="_blank">Globe & Mail</a> newspaper article.<br />
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Those of us in the Education System can only wait and see what unfolds. Do we need to brace ourselves? Advocacy will continue at the Board and Provincial level.Robert Hunkinghttp://www.blogger.com/profile/08640447961859947250noreply@blogger.com0tag:blogger.com,1999:blog-5096869194510186915.post-88914841785316113712018-02-13T22:23:00.000-05:002018-02-13T22:23:48.054-05:00Trustee Reflection 18-02-13<div style="font-size: 12px; font-stretch: normal; line-height: normal;">
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span style="-webkit-font-kerning: none; font-size: 11pt;"> </span><span style="-webkit-font-kerning: none; font-size: 12pt;">A common thread in education lingo these day. “In Learning it is not what question you answered today but what question did you ask.” </span></span></div>
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<span style="-webkit-font-kerning: none; font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: 12pt;">The most important thing we as Trustees do, our Strategic Plan. AMDSB’s:</span></div>
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<span style="color: blue; font-family: inherit; font-size: 12pt;"><i>Engaging our students, staff, families, communities and our world </i></span></div>
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<span style="color: blue; font-family: inherit; font-size: 12pt;"><i>Inspiring with evidence-informed teaching and learning</i></span></div>
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<span style="color: blue; font-family: inherit; font-size: 12pt;"><i>Innovating through the creative potential of emerging technologies</i></span></div>
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<span style="color: blue; font-family: inherit; font-size: 12pt;"><i>Guided by Principles of</i></span></div>
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<span style="color: blue; font-family: inherit; font-size: 12pt;"><i>Equity, Character & Stewardship</i></span></div>
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<span style="-webkit-font-kerning: none; font-size: 12pt;">The strategic plan sets the direction. On the surface and on the ground what does that look like for/to us as trustees? </span></div>
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<span style="-webkit-font-kerning: none; font-size: 12pt;">Do we as trustees reflect upon the plan to see where every decision we make fits into it? “We are doing for the students” is not enough. The alignment of the BIPSAW to the Plan allows us to see the many areas that an administrative decision can impact. Do we reflect back, Review, follow up to see how those decisions are materializing? Are they having the goals/results we anticipated? Then there is the SIPSAW. The grassroots on the ground version of the plan. And then we can’t forget the Ministry’s plans (documents) Growing Success and Achieving Excellence. Within all these plans are various priorities, themes, visions, initiatives, strategies, goals, indicators, etc, etc.</span></div>
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<span style="-webkit-font-kerning: none; font-size: 12pt;">Here is an excerpt from the book </span><span style="-webkit-font-kerning: none; font-size: 12pt; text-decoration: underline;">Fighting for Change in Your School</span><span style="-webkit-font-kerning: none; font-size: 12pt;"> by Harvey Alvy. (P. 2)</span></div>
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<span style="-webkit-font-kerning: none; font-size: 12pt;">“<i>Tyack and Cuban (1995) define reforms as ‘planned efforts to change schools in order to correct perceived social and educational problems’ (p.4) At the same time, they insist that change ‘is not synonymous with progress. Sometimes preserving good practices in face of challenges is a major achievement, and sometimes teachers have been wise to resist reforms that violated their professional judgement.’ (p.5) Sirotnik (1999) maintains that most reforms are ‘about whatever is politically fashionable, pendulum-like in popularity , and usually underfunded, lacking professional development, and short lived’ (p.607-608) , noting that too many reformers focus on ‘mandates and accountability schemes’ while overlooking context, commitment, and the resources necessary to implement change. Sirotnik contrasts reform with renewal, stressing that reforms have a beginning and an end (e.g. teaching leads to students’ scores) whereas ‘renewal is not about a point in time; it is about all, points in time-it is about continuous, critical inquiry into current practices and principled innovation that might improve education ‘ (p.608)”</i></span></div>
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<span style="font-size: 12pt;">I ask these questions. Can any of these plans exist without the others? What would alignment, integration and implementation look like if one or if two or if even three plans were removed? Which plan has the most impact on student learning? What is the relevancy of these plans? Where does accountability lie and by whom to whom?</span></div>
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<span style="-webkit-font-kerning: none; font-size: 12pt;"><span style="color: blue; font-family: inherit;"><i>Engage Inspire Innovate .... Always Learning.</i></span><span style="font-family: helvetica;"> Are they more than just words? </span></span></div>
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<span style="-webkit-font-kerning: none; font-size: 12pt;">I have asked my questions now I need to answer them.</span></div>
Robert Hunkinghttp://www.blogger.com/profile/08640447961859947250noreply@blogger.com0tag:blogger.com,1999:blog-5096869194510186915.post-71075943365062546262017-07-23T22:14:00.001-04:002019-05-19T16:26:05.365-04:00Leadership Cometh<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmgTsSKJkV7v8OH4zYhyphenhyphen0XUXhh5vpTBJWu_KzaaCPhv26gv2dhj7jBv4lJlNrX-WdVu7DVE4TW-dyOZJEc1f9RGGJ8JVbe9BKGSmS2qrJvOqRlsGR0Szqnf8HckyXrEb1ps1mSx62FNfG1/s640/blogger-image--1542176306.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><br /></a>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaHm7YjZ-H8yHws_1M1LKFGRlh43CJjOae3S96lMMR1HbFmB6Aks2Jbf7RXHFBJwSojsoDEwagEY4ip7yDbghjyxvHBbtVs-gM62icfqW1xi0m8zQWl08yQZNdEe8xAwXU1fljbeO1aha1/s1600/Me.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="922" data-original-width="640" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaHm7YjZ-H8yHws_1M1LKFGRlh43CJjOae3S96lMMR1HbFmB6Aks2Jbf7RXHFBJwSojsoDEwagEY4ip7yDbghjyxvHBbtVs-gM62icfqW1xi0m8zQWl08yQZNdEe8xAwXU1fljbeO1aha1/s200/Me.jpg" width="138" /></a></div>
Do you choose to be a leader or does leadership choose you or does it happen by default? To begin with, we all might have different opinions on what is a leader or what is leadership.<br />
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Can you be a leader without leadership or have leadership without being a leader? I have stated this before that politics, no matter what level, is one of the few areas that one can rise to the top without qualifications and knowledge unlike in the business and professional worlds. (Sometimes I wonder about that too)<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8kKjy8VIgC3bdK__vOc16ub4tJe_ZEOmqcC2BcUtBWiXxrTyj-m0Zs0utjg3hCR62hWP_-oxk5c8ehZkU3IfggsTJUHwAITalPXH_9veR0PprqRo7XYlKcmLjgzy2UJNIxhPf6v2CLzOy/s640/blogger-image-638306012.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8kKjy8VIgC3bdK__vOc16ub4tJe_ZEOmqcC2BcUtBWiXxrTyj-m0Zs0utjg3hCR62hWP_-oxk5c8ehZkU3IfggsTJUHwAITalPXH_9veR0PprqRo7XYlKcmLjgzy2UJNIxhPf6v2CLzOy/s200/blogger-image-638306012.jpg" width="200" /></a>Here are some common saying about leaders:<br />
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'Leaders surround themselves with good people.' Does that make you a good leader or a person with a good choice of who to choose? Where does the leadership come from?<br />
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'Leaders inspire others.' 'Leaders let others grow.' These two traits go hand in hand. They give you the freedom and opportunity and desire to advance and thrive.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYfde0q5dPTxyJQavOSJwdPzJjpeE-cFTuCeGK6yG6i9h5UtzCfyXr8RgaIxco6iQ-BleHxz-hbhyhN80tiDDI_gnLQ8r1VWB-li1yyDRZ6cO9IGsCYBsCdBm6OIdztTpjWjqc8wz8xZjo/s640/blogger-image-750072818.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="115" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYfde0q5dPTxyJQavOSJwdPzJjpeE-cFTuCeGK6yG6i9h5UtzCfyXr8RgaIxco6iQ-BleHxz-hbhyhN80tiDDI_gnLQ8r1VWB-li1yyDRZ6cO9IGsCYBsCdBm6OIdztTpjWjqc8wz8xZjo/s200/blogger-image-750072818.jpg" width="200" /></a>'Leaders have a vision.' This vision is concise and clear to the others around them. The vision is the goal.<br />
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'Leaders are good communicators.' Clear, concise, understandable. They are also good listeners. They don't just hear to respond, they listen.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmgTsSKJkV7v8OH4zYhyphenhyphen0XUXhh5vpTBJWu_KzaaCPhv26gv2dhj7jBv4lJlNrX-WdVu7DVE4TW-dyOZJEc1f9RGGJ8JVbe9BKGSmS2qrJvOqRlsGR0Szqnf8HckyXrEb1ps1mSx62FNfG1/s640/blogger-image--1542176306.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: center;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmgTsSKJkV7v8OH4zYhyphenhyphen0XUXhh5vpTBJWu_KzaaCPhv26gv2dhj7jBv4lJlNrX-WdVu7DVE4TW-dyOZJEc1f9RGGJ8JVbe9BKGSmS2qrJvOqRlsGR0Szqnf8HckyXrEb1ps1mSx62FNfG1/s200/blogger-image--1542176306.jpg" width="150" /></a><a href="http://www.huffingtonpost.com/dr-travis-bradberry/9-things-that-make-good-e_b_8870074.html" target="_blank">9 Reasons That Make Good Employees Quit</a><br />
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We all strive to be good leaders and show good leadership in what we do. Unfortunately, some people are better than others but that shouldn't stop us from trying. Unfortunately, this quote comes back to haunt me when I reflect on my leadership. "People rise to their level of incompetence." I hope I recognize that before this happens to me even when we strive to do better.<br />
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I believe this graphic summarizes things quite well. (not an endorsement)<br />
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<b><i><span style="font-size: large;">Can Leadership Cometh within all of us?</span></i></b></div>
<br />Robert Hunkinghttp://www.blogger.com/profile/08640447961859947250noreply@blogger.com0tag:blogger.com,1999:blog-5096869194510186915.post-45596033378256526242017-04-16T21:05:00.000-04:002019-05-19T16:28:04.574-04:00Action Required?<div style="text-align: center;">
<i>"Our brightest blazes are commonly kindled by unexpected sparks." (Samuel Johnson)</i></div>
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The pro-active, re-active, knee-jerk reaction, responsive, due diligence, avoidance, forward-looking, steadfast, visionary, moored, progressive, regressive, scattered, grounded, reform, transform, leader, followers, initiates, rebukes. These are all terms you hear being thrown around by teachers, administrators, staff, trustees, Ministry and yes, parents and community when talking about Education.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMOwLdglQz59pLAP-RVUpH1MUoEDu2u_1Vau_7fXSejxcewKqUPem4S8VT8vKmPG3gzycDkhAXzKQ4NXaXgRIeTYYSdg93uIAq6IlqsDQfYvTt12c921nnV2V1C9V65sRCsI_2c9tEqYWY/s1600/action.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="140" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMOwLdglQz59pLAP-RVUpH1MUoEDu2u_1Vau_7fXSejxcewKqUPem4S8VT8vKmPG3gzycDkhAXzKQ4NXaXgRIeTYYSdg93uIAq6IlqsDQfYvTt12c921nnV2V1C9V65sRCsI_2c9tEqYWY/s200/action.jpeg" width="200" /></a></div>
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Which of those action words are you? Am I? Should we be? At what time? During what circumstance? A question should not end with the answer. The answer should not be the end of the response. A response should not end the action. The action should end with a question.</div>
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Yes, it is better to be pro-active as opposed to being reactive. But can you always foresee a circumstance? A knee-jerk reaction may be required to defuse a situation? But what rationale/reasoning behind the decision will determine if the responsive action was the correct one. We should always be doing our due diligence to discover and avoid any pit holes that may arise before us. Are our thoughts and thinking forwarding looking or are we steadfast in our actions and thinking to change? Are we visionary and willing to explore and challenge what is before us or moored in the tried and true (known)? Is what we do progressive or knowingly (or unknowingly) regressive? Do our plans and thinking keep us grounded in our actions or are they scattered with no plan to follow? Are we reforming or transforming our practises and mindset? Do we know when to be leaders and when to be followers? Is rebuking initiatives accomplishing your goals or just hindering those of others? </div>
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Every thought, plan, action, happening, circumstance &/or reasoning does have action and reaction (cliche). Does the term 'practical wisdom' by Barry Schwartz from the video <a href="https://www.ted.com/talks/barry_schwartz_using_our_practical_wisdom" target="_blank">Using Our Practical Wisdom</a> come into play here? Does more knowledge whether practical (life) or academia give you more wisdom? Whose wisdom is proper? How does wisdom play into action? </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrainG_vCjdpI546f1kWYLhbCjRCcvJdzVe4v-zOI2aICzO8TInA_ZVSWnBHO9McQduoQuch6Tx1HTjyiISWiuVfw3jksAfhWMTjtscIxb5BhRmN3oE7AYo_XXWnyCDbhuc1I-5oXY2Aqi/s1600/Thoughts.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="100" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrainG_vCjdpI546f1kWYLhbCjRCcvJdzVe4v-zOI2aICzO8TInA_ZVSWnBHO9McQduoQuch6Tx1HTjyiISWiuVfw3jksAfhWMTjtscIxb5BhRmN3oE7AYo_XXWnyCDbhuc1I-5oXY2Aqi/s200/Thoughts.jpg" width="200" /></a></div>
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Is Action Required? Action will happen. The Who, When, Where, Why, What and How will depend on you. Where are your actions taking you?</div>
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Robert Hunkinghttp://www.blogger.com/profile/08640447961859947250noreply@blogger.com0tag:blogger.com,1999:blog-5096869194510186915.post-71280447539041238532017-03-26T17:15:00.001-04:002017-03-26T17:15:50.928-04:00Contemplating the FutureThis blog post was not inspired by this tweet but was the kick in the rear to write a post. I often struggle with what to write about. Is it relevant? Do I actually know enough about the topic? Am I saying anything new? Why am I writing this?<br />
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I am always reflecting/questioning my job as a Trustee, "Am I doing a good job?" and the role of a Trustee, "What is a Trustee's role?". It has been 2344 days since I was elected a Trustee. It is over a year away but October 2018 is an election year. What will I use as my criteria in determine to run again? My Job or My Role?<br />
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I looked back through some of my old posts for reference and referral. These ones seemed most applicable. <a href="https://blogrehlearning.blogspot.ca/2010/11/why.html" target="_blank">Why?</a> (Nov 2010) <a href="https://blogrehlearning.blogspot.ca/2012/09/the-trustee-dilemma.html#comment-form" target="_blank">The Trustee Dilemma</a> (Sept 2012) <a href="https://blogrehlearning.blogspot.ca/2016/05/the-good-bad-ugly.html" target="_blank">The Good The Bad The Ugly</a> (May 2016) Others have a glimpse &/or a spark of my thoughts and motivation.</div>
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Have I learned a lot as a Trustee? Yes. My trouble is relaying that knowledge on to others<br />
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Have I accomplished my initial goals? No. That will always be on going. Improvement? Yes<br />
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Have I been an effective Trustee? Within the system? My peers can answer that question. To my Constituents? Election time will determine that. There will always be the conflict between doing right for the Board and right for your constituents. <a href="http://www.vancouverobserver.com/opinion/school-trustees-job-represent-constituents-and-ask-hard-questions-thats-not-bullying?page=0,1" target="_blank">School Trustees Job Represent Constituents & Ask Hard Questions</a><br />
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Yes there is unfinished business. Am I making a difference?<br />
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Depending on what happens with Bill 68, will determine how soon or late I will need to decide if there will be a box beside my name waiting for the X in 2018.<br />
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I will leave you with this article. <a href="http://fixourschools.ca/2015/08/09/trustees-perhaps-no-political-office-is-more-important/" target="_blank">Trustees: Perhaps No Political Office Is More Important</a></div>
Robert Hunkinghttp://www.blogger.com/profile/08640447961859947250noreply@blogger.com0tag:blogger.com,1999:blog-5096869194510186915.post-54711411442673653242017-03-25T10:19:00.000-04:002017-03-25T10:19:16.718-04:00MARKS. GRADES. AWARDSTwitter these last days seems to had more talk about the abolishment of student's marks, award & ceremonies and even grades. Is today's society/mindset ready for this? You read posts by <a href="http://nunavutteacher.blogspot.com/2010/12/retention-obvious-answer-or-more-harm.html?spref=tw">@Nunavut_teacher</a>, <a href="http://georgecouros.ca/blog/archives/1692">@gcouros</a>, <a href="http://www.joebower.org/2011/01/competition-is-for-strong-public.html">@joe-bower</a> and it all seems so simple.This movement even gets airplay, <a href="http://soundcloud.com/chriswejr/cwejr-cknw-interview-awards-grades">@MrWejr</a> What drives students and even parents to learn and excel? Is their motivation extrinsic or intrinsic? How do they know what they know or where they are at? Is education & learning a competition with winners and losers? Here in Ontario how could a teacher, school or board move away from grading, when they all use the same Provincial Report Card? I believe this train of thought or movement has merit but I am not a convert yet.Robert Hunkinghttp://www.blogger.com/profile/08640447961859947250noreply@blogger.com1tag:blogger.com,1999:blog-5096869194510186915.post-12262671404171560332017-02-20T19:13:00.000-05:002017-02-20T19:13:53.416-05:00What is Education?After reading this article <a href="https://www.washingtonpost.com/news/answer-sheet/wp/2016/03/23/can-there-be-a-more-apt-example-of-trying-to-do-the-wrong-thing-right-than-in-schools/?utm_term=.1ba01dc16d22" target="_blank">Can There Be A More Apt Example Of Trying To Do The Wrong Thing Right Than In Schools?</a> one can be drawn into many areas of reflection.<br />
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What is the Philosophy of Education? <a href="https://en.m.wikipedia.org/wiki/Philosophy_of_education" target="_blank">Philosophy of Education</a></div>
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What is the purpose of school? <a href="http://www.ascd.org/ASCD/pdf/journals/ed_update/eu201207_infographic.pdf" target="_blank">What Is The Purpose of Education?</a> It is continually changing through the years.<br />
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What is school? Instilling, acquiring, mastering &/or executing knowledge. <a href="https://www.psychologytoday.com/blog/the-moment-youth/201405/what-is-education-insights-the-worlds-greatest-minds" target="_blank">What Is Education? Insights From The World's Greatest Minds</a> <br />
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Is school the acquisition of skills? What skills? <a href="http://www.teachthought.com/the-future-of-learning/8-critical-skills-modern-education/" target="_blank">Eight Critical Skills of Modern Education</a> What about 'Life Skills'? <a href="http://www.slideshare.net/rajnikotnala/life-skills-education" target="_blank">Life Skills Education</a> I meant cooking, financial, etc. Or are those home taught skills?<br />
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These are some of the many questions circulating in the Education world. There are many more questions from curriculum & content to authentic/relative learning to assessment to technology use.<br />
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Can school be all of these? Do you choose different parts from different areas as your base? Are these questions and their answers, why education is accused of slow change? Little changes over time resulting in fundamental changes are used in the face of 'that was the way school was when I went' (status quo).</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNcumou3-LIxhgnOzVQzb2wHGPU8RZG6-LKYsy8NUJPhJcfAD7KKUY_CKnyq5I_1U01ni_lJLSzfcIribH3R2TB_CwjNPnBAA6hGspkFCuT9_ztTV3G1YdgQ59tc7dPoq49VMXU6pjYKIh/s640/blogger-image--878158227.jpg" imageanchor="1" style="background-color: rgba(255 , 255 , 255 , 0); margin-left: 1em; margin-right: 1em;"><span style="color: black;"><img border="0" height="179" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNcumou3-LIxhgnOzVQzb2wHGPU8RZG6-LKYsy8NUJPhJcfAD7KKUY_CKnyq5I_1U01ni_lJLSzfcIribH3R2TB_CwjNPnBAA6hGspkFCuT9_ztTV3G1YdgQ59tc7dPoq49VMXU6pjYKIh/s320/blogger-image--878158227.jpg" width="320" /></span></a><br />
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Schools are criticized for not teaching cursive writing. Maybe they should teach cursive and not printing. What other alphabet(Latin) has two written/printed forms? Which form is more prevalent?<br />
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Can you see part of the dilemma? What is Education? Or is this a look at Education from an acedemic view as opposed to a practical/in practice view?</div>
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Robert Hunkinghttp://www.blogger.com/profile/08640447961859947250noreply@blogger.com0tag:blogger.com,1999:blog-5096869194510186915.post-63474909520656412112016-05-21T08:38:00.001-04:002016-05-21T08:39:13.242-04:00The Good The Bad The Ugly<div>
My May Trustee Reflection. This maybe some what tongue & cheek and if taken out of context, thoughts behind the post will be lost. Web links were added to the enrich the Blog post. <a href="http://www.upworthy.com/this-is-the-most-inspiring-yet-depressing-yet-hilarious-yet-horrifying-yet-heartwarming-grad-speech?g=2" target="_blank">This is the most inspiring yet depressing yet hilarious yet horrifying yet heartwarming grad speech</a></div>
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<i>"<b>The Good The Bad The Ugly</b></i></div>
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<i> A simplistic, maybe naive look at what does the good the bad the ugly look like in an education setting/scenario.</i></div>
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<i>Every meeting we have good news. Our students do great things, our staff do great things, our schools do great things. It is not fluff. We our proud of the achievements and accomplishments within our system. Can we always pin point the policy, procedure, pedagogy, practice or philosophy that nurtured that good news? Often not. Everything within the education system is so intertwined. Our students and our front line on the ground staff are our best good news. </i><a href="http://chriswejr.com/2015/04/19/10-ways-to-determine-the-strengths-of-our-students/#.VTavPjfJmTU.twitter" target="_blank">10 Ways to Determine the Strengths of Our Students</a></div>
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<i>The bad unfortunately sometimes happens. But is the bad bad? Engage Inspire Innovate .... Always Learning. We tell our students to learn from their mistakes, that mistakes are a learning experience not a failure. What about so called mistakes from staff, To Engage To Inspire To Innovate? Are they given the freedom and support to try the uncharted? Being at the forefront and jumping on the bandwagon before it is trending may leave one vulnerable to criticism and maybe the realization things are not working. Do they alter course and admit miscalculation or stay course in hopes the mistake goes unnoticed by others? What direction to take? All too often the status quo prevails which leads to the accusation that education reform/transformation is too slow or even not working. Is the resistance to making change from the fear of the unknown or the fear of what one must give up to achieve change? The conversations around these mistakes are maybe just as valuable as the good news. Advancement. The bad may ultimately be the best practice. Always Learning.</i> <a href="http://ww2.kqed.org/mindshift/2015/03/03/when-school-leaders-empower-teachers-better-ideas-emerge/" target="_blank">When School Leaders Empower Teachers Better Ideas Emerge</a></div>
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<i>The ugly, you never want to deal with. It is out there though. Whether it is an ARC decision, curriculum & programming offerings, staffing & staff issues or finance & budgeting, there will always be those that disagree with the decision. The decisions can be divisive and controversy. This is when we as trustees feel like we are under attack. How we approach the ugly, how we deal with the ugly and how we resolve the ugly can be a challenge and a building opportunity. The ugly allows for the bad and the good. </i><a href="http://inservice.ascd.org/improving-schools-a-response-to-kumbaya/#.Vf1xZylabd4.twitter" target="_blank">Improving Schools: A Response to Kumbaya</a></div>
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<i>In this scenario it almost appears the good is provided by our students, the bad by our staff and the ugly by us. I believe that is the way it should be.</i> <a href="http://leadlearner2012.blogspot.ca/2016/05/4-questions-to-transform-your-schools.html" target="_blank">4 Questions to Improve Your School</a></div>
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<i>You can tell you are doing things right when the ugly and the bad empower the good."</i></div>
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Robert Hunkinghttp://www.blogger.com/profile/08640447961859947250noreply@blogger.com1tag:blogger.com,1999:blog-5096869194510186915.post-27937794837470941682016-05-04T07:27:00.000-04:002016-05-04T07:29:20.046-04:00Personal Life Reflection<div>
<span style="font-family: "helvetica neue light" , , "helvetica" , "arial" , sans-serif;">To make connection they say let people get to know you. Here are a few brief interconnected tid bits of myself. This introvert, reserved person does not often open up. A step.</span></div>
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<span style="font-family: "helvetica neue light" , , "helvetica" , "arial" , sans-serif;">This time a year brings both joy and sorrow for myself, family, friends, acquaintances and community. The joy will always be the memories. The sorrow will always be that the memories are all we now have of the joy. (Besides the blessing a three daughters.) Yes there is still joy.</span></div>
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For years I lived with this though in my mind. 'I am afraid of dying alone.' Life kept me busy and I had almost come to accept the possible fate. April 28, 2001 changed that. You never know when or what life will bring you.</div>
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<span style="font-family: "helvetica neue light" , , "helvetica" , "arial" , sans-serif;">I wish I had said these words that day. "</span><span style="background-color: rgba(255 , 255 , 255 , 0); font-family: "helvetica neue light" , , "helvetica" , "arial" , sans-serif;"> Today's the day my life begins. All my life I've been just me. Just a smart mouth kid. Today I become a man. Today I become a husband. Today I become accountable to someone other than myself. Today I become accountable to you, to our future, to all the possibilities that a marriage has to offer. Together, no matter what happens, I'll be ready. For anything... For everything. To take on life, to take on love, to take on possibility and responsibility. Today, our life together begins. And I, for one, can't wait." ( Grey's Anatomy, Season 5 episode 22 'What a Difference a Day Makes') How many re-writes did that take? Only if life could be scripted!</span></div>
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<span style="background-color: rgba(255 , 255 , 255 , 0); font-family: "helvetica neue light" , , "helvetica" , "arial" , sans-serif;">May 4, 2013 changed things. </span><span style="font-family: "helvetica neue light" , , "helvetica" , "arial" , sans-serif;">Now I live with this thought in my head. 'I am afraid of dying too soon.' We didn't get to say good-bye as a family. Maybe it was easier that way and maybe you made that decision for us. Were we naive, in denial or optimistic, realistic? </span></div>
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<span style="font-family: "helvetica neue light" , , "helvetica" , "arial" , sans-serif;">We all have heard the cliches about mourning. Seen the numerous Facebook post. The truth is </span>We all grieve differently. Grief and loss are personal. How we move forward is unique. Memories are always there. How we fill the emptiness varies. This song will always touch me. <a href="https://www.youtube.com/watch?v=RBumgq5yVrA" target="_blank">Let Her Go</a> But can I? The grieving process has no rules (maybe stages). Sorrow has no timeframe. Pain has no boundaries. Mourning hurts. Sometimes the regrets and the self doubting run rampant. Faith can be shaken. They say don't live in the past, live in the present, live for the future. </div>
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<span style="font-family: "helvetica neue light" , , "helvetica" , "arial" , sans-serif;">I used to live by this philosophy. "Your children maybe are your life but they don't run your life." These days I have to admit that they do run my life. I am blessed, though.There is a difference between being a single parent by choice versus circumstance. I struggle. I have made mistakes. I have not always been there. What have they missed out on? I do my best. I cannot thank those around me enough. It does take a village.</span></div>
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<span style="font-family: "helvetica neue light" , , "helvetica" , "arial" , sans-serif;">The ring is still on my finger. Is it a reminder? Is it a safety mechanism? Am I ready to move on? Can I? How? It took us both awhile to find that one person. What about that second time? What baggage do I bring with me?</span></div>
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I leave you with this song <a href="https://www.youtube.com/watch?v=LHCob76kigA" target="_blank">7 Years</a> . It touches so many cords with me and my life. Everyone has a song that makes a connection.<br />
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I write this not for your sympathy but as a reflection on myself for myself and maybe others. A glimpse of me, that few get to see. A novel is needed to say everything. Maybe that is needed. Is closure in the making?<br />
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Robert Hunkinghttp://www.blogger.com/profile/08640447961859947250noreply@blogger.com1tag:blogger.com,1999:blog-5096869194510186915.post-66591495763250576432016-02-15T21:22:00.003-05:002016-02-15T21:22:49.128-05:00Decisions<div>
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If we didn't have to make decisions life would be easy. So why would someone take on the responsibility of making decisions that affect other people? </div>
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Tough or complicated decisions can be a nightmare. The backlash over decisions can be over whelming. Transparency is essential.</div>
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Those making the decision will always be accused of 'not listening' by those who disagree with the decision. Ultimately a decision needs to be made. Is there always a possibility of a compromise, meet half way, or give and take? Is it always black and white or different shades of grey? Shall the two ever be one?</div>
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Will the rationale of 'Short term pain for long term gain' play into the decision making? Does that result in what is the best for the majority? What about the minority? Perceived constituents over the whole of the entity. </div>
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Do you look around and see how others are doing it or do you start from scratch and develop your own? What works for others may not work for you. One size does not fit all. What is the decision based on?</div>
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We learn from our failures. Our decisions may have led to those failures. When the decision could lead to the failure of others one hopes there is enough all round trust to make that decision. 'Failure is not an option.' Is failure best made by making the decision or by not making the decision?</div>
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Decisions. Decisions. Decisions. Decide!</div>
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Robert Hunkinghttp://www.blogger.com/profile/08640447961859947250noreply@blogger.com1tag:blogger.com,1999:blog-5096869194510186915.post-36695079152402907452016-01-23T10:57:00.001-05:002016-01-23T10:57:28.728-05:00What We Do With Voices<div>
Dec 11, 2010 , I wrote this statement in my blog post <a href="http://blogrehlearning.blogspot.ca/2010/12/your-words-my-words.html" target="_blank">Your Words My Words</a> "Someday I may write that original tweet or compose that thought provoking article. For now My Words maybe Your Words but they are Good Words." Unfortunately this still pretty much runs true. My blogging has almost disappeared.</div>
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There has been many days I said to myself "you need to blog something". Whether it came down to lack of time or lack of inspiration nothing happened. This past week I joined an exchange on Twitter between @sheilaspeaking and @dougpete about the article <a href="http://learninglab.wbur.org/2016/01/19/a-teacher-a-committee-member-and-a-parent-walk-into-a-blog/" target="_blank">A Teacher. A Committee Member & A Parent Walk Into a Blog ...</a><br />
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The use of social media does allow people to connect all over the world. Whether they are similar minded or at opposite ends of the spectrum they now have a voice and an audience they may not have had before. You hope their voice is an informed voice. </div>
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Education is something that almost everyone has an opinion on. So whose voice do we listen to? The quiet or the loud? The few or the many? The learner or the expert? The reformer, the innovator or the status quo? Do we move too quickly or too slowly? Do we have knee jerk reactions to adopt the 'flavour of the month' or stay with the tried and proven but outdated? </div>
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As Trustees and our Education partners we need to hear and listen to all voices no matter where they come from. Do we or can we respond/act to them all. Unfortunately we can't. The old saying 'in trying to please everyone you please no one' comes into play. Did we learn some thing from those voices? Probably yes, no matter how minute it may have been or even subconsciously.</div>
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If you are hearing voices, listen, they maybe are your own. Input always needed and welcome. Whether you have an audience or not, blogging or social media gives you an outlet. Express yourself.</div>
Robert Hunkinghttp://www.blogger.com/profile/08640447961859947250noreply@blogger.com0tag:blogger.com,1999:blog-5096869194510186915.post-34547634699205526602015-03-04T13:42:00.001-05:002019-05-19T16:36:39.005-04:00 My Charter Public DebateUsually, when the issues of school choice, operations, performance and reform are mentioned, Chartered Schools are always brought forward, if not thrown in our faces. I am no expert on Chartered Schools and at times have failings of my own knowledge of Public Schools, so I am maybe putting myself out here for a lot of mistakes/errors or criticism.<br />
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I believe I will always defend Public Education even with all its flaws. The writing of this post was triggered by this post by @SheilaSpeaking <a href="https://sheilaspeaking.wordpress.com/2015/02/25/appointed-vs-elected-school-boards/" target="_blank">Appointed vs Elected School Boards</a> and my comments, not to mention previous posts by Sheila and others. We have to be careful in comparing the Roles & Governance Models of Trustees and School Boards between Provinces let alone the American system. Now, what does that have to do with Chartered Schools?<br />
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What I am going to focusing on here is the <a href="http://www.edu.gov.on.ca/eng/general/elemsec/council/council02.pdf" target="_blank">Role of School Councils</a>. Charter Schools have basically the freedom to operate as they see fit. The Principal/Administrator/Superintendent (or corporate office) does the recruitment, hiring, determines the direction and culture of the school. Parents choose these schools for what they see in them, whether it is the culture, academics, curriculum or teaching methods. Now compare that to the public system. Within the Public System Structure and after Ministry directives and Board implementation, what is left in the Principal's hands to create 'that' school? Parents choose the school because it is the area school and with exceptions can attend a neighbouring school or an alternative/specialized school. Why is there discrepancy/difference between the two?<br />
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I will try to pull it together here. I will start with my previous comment in Sheila's post: "<span style="font-family: "arial" , "helvetica" , sans-serif;"><i><span style="background-color: #f5f4f4; line-height: 19.4400005340576px;">I<span style="font-size: x-small;"> have opposed charter schools with public funding unless highly regulated until public schools have similar freedoms. Flexibility within the system.</span>"</span> </i></span> School Councils' Mandate "<i>improve student achievement and enhance the accountability of the education system to parents</i>". What if the School Council 'determined' the 'School'? Would each school now have its own elected Board of Trustees (maybe going back to the days of the one-room school)? From the <a href="http://www.peelschools.org/parents/schoolcouncils/resources/Documents/Intro%20and%20Action%20Planning/1_FINAL%20Everything%20you%20need%20to%20know%20about%20SC.pdf" target="_blank">PDSB </a>, a council role - selection criteria for Principals and Vice Principals. The first step in creating 'their' school? In Alberta, School Principals can recruit and hire teachers that 'fit' their vision of the school. The second step? If the Principal and teachers all have the same vision as the parents what better way is there for their involvement. Step three? Who is left, the students? That would be step four? I poise the steps as questions because things are never that easy in a bureaucratic system. An old saying comes to mind though "Too many cooks in the kitchen..." Sustainable and stability cannot be overlooked.<br />
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Some articles for reference. <a href="https://www.edreform.com/2012/03/just-the-faqs-charter-schools/" target="_blank">Just the FAQs-Charter<span style="color: blue;"> </span></a><span style="color: blue;"><u>School</u>s</span>, <a href="http://educationnext.org/d-c-students-benefit-mix-charter-traditional-schools/" target="_blank">Mix of Charter and Traditional </a><span style="color: blue;"><u>Schools</u></span>, <a href="http://www.reuters.com/article/2013/02/15/us-usa-charters-admissions-idUSBRE91E0HF20130215" target="_blank">How Charter Schools Get Students They<span style="color: blue;"> </span></a><span style="color: blue;">Want</span>. These are American articles. Or is this the future: <a href="http://gettingsmart.com/2011/10/performance-contracting-model-for-governance-provisioning-accountability/" target="_blank">Performance Contracting. </a><br />
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One has to remember that Charter Schools are not perfect but neither is the Public System. Which is the one worth the fight? So what does this have to do with Elected or Appointed School Boards? Their vision of what Education and the System should look like and accountability. <i><b>Students First</b></i><br />
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PS: What I find wrong with Charter Schools will probably be a future post. Would make this one too long.Robert Hunkinghttp://www.blogger.com/profile/08640447961859947250noreply@blogger.com3tag:blogger.com,1999:blog-5096869194510186915.post-55182809751488480122015-01-28T13:39:00.001-05:002015-01-30T07:51:40.310-05:00Communicating or StirringAs part of our first Board meeting of every month a trustee does a Reflection (blurb) on part of our Strategic Plan. January was my month<i>. </i>Part of the background to the Reflection was this <a href="http://ottawacitizen.com/news/local-news/public-loses-when-trustees-stay-silent-says-former-education-minister" target="_blank">Ottawa Citizen</a> article.<br>
<i><br></i><i>"Disclaimer. This is maybe a reflection not necessarily a strategic plan reflection. </i><br>
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<i>Some say what you are critical of in others is also the same fault in oneself. Therefore I am pointing a finger at myself as much as anyone else. At times the words advocating, consultating and communicating could be interchangeable here as can be trustee, board and administration.
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<i>The relevance of school boards &/or trustees is becoming under more scrutiny these day. What has help lead to this? What is being done to countervene this train of thought?</i></div>
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<i>Maybe I am trying to simplify a complicated situation. Okay, yes I am. Does some of it come down to a current catch phrase, transparency? Communicating about what we are doing. Seeking input & consulting when necessary and even when it might not seem necessary. Advocating for the needs of our students. Sometimes the issue of policy over operations may come into play or trustee of constituents over trustee of board.</i></div>
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<i>Not just communicating what we are doing but also why. The why should include background information and desired outcome. We expect that of our teachers with their students and parents, about what is happening in their classroom. The relevance. How good of job do we do in communicating new pedigogy or strategy or initiative to our communities? Whether it be face to face or Facebook, Twitter, websites or blogging the tools are there. The communication department does an excellent job of getting the 'good news' out there.</i></div>
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<i>Do we make effective use of parents, school councils, student senators, pic, community or even staff when envisioning or implementing? Director Doherty did just that in developing our current strategic plan. What of ministry consultations? Do we notify and provide the public with necessary information and in a timely fashion for them to participate? Who and how is the public informed, trustees or administration? Participation is beyond our control but we did our part if it is out there. ARCs are maybe a different story. Like parents, at times it seems we as trustees and a board we are left out of ministry consultations. </i></div>
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<i>Who drives the change? As trustees and as a board do we reply to ministry and OPSBA consultations? Take a look at the OPSBA eqao survey, 82 responses from all the boards and trustees within the province. Not very good. The new health curriculum and the PARG, how are they playing out? Do we use the various organizations to voice our concerns over issues being imposed that we view as not 'best for the student'? Do we do a good job at advocating on issues for our board and ultimately our students? Complaining is not advocating. Do we just 'Grin and bear it'?</i></div>
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<i>An unattributed quote 'the biggest communication problem is we do not listen to understand. We listen to reply'. Questioning is part of understanding. </i></div>
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<i>If we do an effective job at communicating, consulting and advocating our relevance is obvious. A goal of mine."</i><br>
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Maybe this is what I am trying to accomplish. <a href="https://leadershipfreak.wordpress.com/2014/04/30/4-ways-to-stir-the-pot-and-not-get-burned/" target="_blank">Stirring the Pot</a></div>
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Robert Hunkinghttp://www.blogger.com/profile/08640447961859947250noreply@blogger.com0tag:blogger.com,1999:blog-5096869194510186915.post-70131109587935068432014-11-29T21:22:00.000-05:002014-11-29T21:22:30.631-05:00The Character of KnowledgeI am bad for this, remembering only part(s) or some details of things. Is it because I glance as oppose to read or hear but don't listen (or is that listen but don't hear)? <br />
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This clip from <a href="https://www.youtube.com/watch?v=nWoFPcdcA1E" target="_blank">Good Will Hunting</a> was shown to myself and fellow trustees at either a trustee orientation session or an open session shortly after I began my first term as trustee by our Director of Education @teddohe. It resonated with me then and still does. Which character am I?<br />
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I have always wanted to know what was going on. This led me to be part of our school's Accommodation Review which led me to become part of the School Council and eventually Chair, to member of PIC and finally (I hope it is not the end) to become a Trustee. Information and knowledge are vital components of everything you do. Knowledge comes from experience and information and learning. What you do with this knowledge is critical to all.<br />
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I struggle with all the knowledge I have obtained. In this techie & social media society one can become overwhelmed with information. How one deciphers and correlates this information determiners your thoughts. These thoughts are often stuck in my mind as I stumble to share them in a meaningfully way with others. I don't want to regurgitate what someone else has said, even though at times it can't be said any better. What good is knowledge if you don't use it or share it?<br />
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I even hinted at similar thoughts back in 2010 with <a href="http://blogrehlearning.blogspot.ca/2010/12/your-words-my-words.html" target="_blank">Your Words. My Words.</a> or in July with <a href="http://blogrehlearning.blogspot.ca/2014/07/the-void.html" target="_blank">The Void </a>. It is a common thread through many of my posts. <br />
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Which character am I? As I begin my second term as an <a href="http://yourschools.ca/" target="_blank">AMDSB</a> Trustee this is one area I hope to improve on. Communication is vital for one's success but more importantly the success of others. Robert Hunkinghttp://www.blogger.com/profile/08640447961859947250noreply@blogger.com1tag:blogger.com,1999:blog-5096869194510186915.post-42578984656976624972014-10-18T21:15:00.000-04:002014-10-19T08:21:42.447-04:00Trustee ChoiceEvery time I start to write a blog on this subject, I feel like I am about to shoot myself in the foot. So be it ! "There is only one way to avoid criticism (failure) do nothing, say nothing, be nothing." (Aristotle)<br />
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In business and employment usually the best rise to the top. That is not always so in politics and that includes School Board Trustees. <a href="http://georgecouros.ca/blog/archives/4811" target="_blank">Eight Characteristics of The Innovative Leader</a><br />
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There is quite the hierarchy involved in education plus all the research and pedagogy to determine how and what is taught. <a href="http://www.edu.gov.on.ca/eng/document/brochure/whosresp.html#trustees" target="_blank">Who's Responsible for Your Child's Education ?</a> The roles and responsibilities of Trustees are changing and at times just how to fulfill them is a challenge or staying within the guidelines. <br />
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Who should be a Trustee? What qualifications should they process? A quick glance. <a href="http://theagenda.tvo.org/blog/agenda-blogs/overlook-your-trustee-your-peril" target="_blank">The Agenda: Overlook Your Trustee At Your Peril</a> Why are they important?<br />
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There is some things in this article I agree with and some I don't. <a href="http://www.thestar.com/opinion/commentary/2014/10/13/how_can_we_get_better_school_board_trustees.html" target="_blank">How Can We Get Better School Board Trustees?</a> A timely article. Appoint Trustees or become a committee of council, look at the disasters in the American system. Education becomes political. Is being a trustee a job, maybe the commitment?<br />
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<a href="http://www.kitchenerpost.ca/opinion/trustees-more-than-human-shields/" target="_blank">Trustees More Than Human Shields</a> I have thought the same at times and also that trustees are window dressing when it serves the Ministry or Board. Would decisions go over any better if made centrally as opposed to locally? Where or how would the line of communication and dialogue take place? Would it be more top down than it is now?<br />
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I have no educational background. No business background. No degrees. I have a passion. I don't have an agenda besides the best education system. No other political aspiration (at least planned). I am acclaimed this election so this is not a campaign speech. <br />
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Should you be a Trustee if you have kids in the system? Is there no better reason? Could your decisions be swayed by the affect on them? Should former educators be Trustees? Bed fellows? Who knows the system better but maybe old school? What about business people? Would dollars be more important than education? What about politicians? Are Trustees politicians? Maybe but no party politics even thought the system is at the whim of what ever party is in power. Should you have a degree in sociology or psychology? Teachers are expected to be everything so why not Trustees? If Board Staff cannot explain and the merits of a program or a strategy or their implementations, are they good? Where does the expertise and knowledge lie?<br />
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Anyone can become a Trustee but should they? <a href="http://leadershipfreak.wordpress.com/2014/08/26/four-qualities-of-people-who-change-the-world/" target="_blank">Four Qualities of People Who Change the World</a><br />
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Be informed. Be ready. <a href="http://elections.ontarioschooltrustees.org/en/index.html" target="_blank">It's All In Your Hands</a> (Site added to post Oct 19/14) <br />
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<a href="http://iamalwayslearning.ca/pdf/AMDSB-Strategic-Plan.pdf" target="_blank">"Engage Inspire Innovate.....Always Learning</a>" Is not just for students but also parents, teachers, administrators, staff and Trustees. <br />
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Have I shot myself in the foot or enlightened myself?Robert Hunkinghttp://www.blogger.com/profile/08640447961859947250noreply@blogger.com0tag:blogger.com,1999:blog-5096869194510186915.post-19413625357140612852014-09-28T22:55:00.001-04:002014-09-28T22:55:06.640-04:00Who Does the Imposing?<div class="Grid" data-component-term="tweet" role="presentation">
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<div class="ProfileTweet u-textBreak js-tweet js-stream-tweet js-actionable-tweet ProfileTweet--low is-author" data-feedback-key="stream_status_506913930263146497" data-item-id="506913930263146497" data-name="Robert Hunking" data-screen-name="yesknowno" data-tweet-id="506913930263146497" data-user-id="115518408" data-you-block="false" data-you-follow="false">
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<b class="ProfileTweet-fullname u-linkComplex-target">Robert Hunking</b>
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<span class="at">@</span>yesknowno
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<a class="ProfileTweet-timestamp js-permalink js-nav js-tooltip" href="https://twitter.com/yesknowno/status/506913930263146497" title="2:17 PM - 2 Sep 2014">
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<i>Does the education system impose itself on society or does society impose itself on the education system?</i></div>
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Not sure what exactly triggered me to post this on Twitter but a lot of things can fit into that analogy.<br />
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When we compare our schools and schooling to that of our children, which
do we want? Are the changes that are taking place in school due to
society saying we don't like the old ways or the system realizing the
old is obsolete? <br />
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Who decided or why is discovery math used as opposed to rote learning?<br />
<a href="http://gettingsmart.com/2012/02/math-wars-the-debate-between-higher-order-vs-rote-learning/" target="_blank">Math Wars: The Debate Between Higher Order Vs Rote Learning/</a><br />
<a href="http://www.cbc.ca/news/canada/newfoundland-labrador/math-skills-not-adding-up-former-prof-says-1.2753621" target="_blank">Math Skills Not Adding Up</a> </div>
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Do awards/praise build self esteem or destroy it? Which is the better extrinsic or intrinsic motivation?<br />
<a href="http://www.ourkids.net/blog/the-ugly-side-of-school-self-esteem-programs-6199" target="_blank">The Ugly Side of School Self Esteem Programs</a><br />
<a href="http://www.washingtonpost.com/blogs/answer-sheet/post/criticizing-common-criticisms-of-praise/2012/02/03/gIQAPQjzmQ_blog.html" target="_blank">Criticizing Common Criticizing of Praise</a></div>
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From Zero to Failing to No Marks.<br />
<a href="http://www.vancouversun.com/news/teachers%20free%20give%20students%20zeros%20incomplete%20assignments/7256617/story.html" target="_blank">Teachers Free To Give Zeros</a><br />
<a href="http://newsoffice.mit.edu/2013/even-when-test-scores-go-up-some-cognitive-abilities-dont-1211#.Uqm3Ss16wBI.twitter" target="_blank">Even When Test Scores Go up Some Cognitive Abilities Don`t</a><br />
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Homework<br />
<a href="http://stumpteacher.blogspot.ca/2011/09/my-issues-with-homework.html?utm_source=twitterfeed" target="_blank">My Issues With Homework</a><br />
<a href="http://www.education.com/magazine/article/strategies-homework-success/?cid=90." target="_blank">8 Strategies for Homework Success</a><br />
<a href="http://www.independent.co.uk/news/education/schools/is-it-time-we-banished-homework-8586836.html" target="_blank">Is It Time to Banish Homework?</a></div>
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What is success?<br />
<a href="http://educhatter.wordpress.com/2013/12/14/educating-for-resilience-will-21c-creativity-and-innovation-ventures-measure-up/" target="_blank">Educating for Resilience:</a><br />
<a href="http://agoodschool.blogspot.ca/2013/02/the-world-doesnt-care-what-you-know-it.html?spref=tw" target="_blank">A Good School</a><br />
<a href="http://expateducator.com/2014/06/30/what-does-mastery-mean-gumby-vs-weeble-learning-in-mathematics/" target="_blank">What Does Mastery Mean?</a><br />
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The debates will continue.</div>
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Robert Hunkinghttp://www.blogger.com/profile/08640447961859947250noreply@blogger.com0tag:blogger.com,1999:blog-5096869194510186915.post-25246698221901659372014-08-04T06:50:00.001-04:002014-08-04T15:40:43.476-04:00Huron Skill GapOn the July 18th my Director and I attended the Huron Skills Gap Working Committee meeting in Goderich. <a href="http://www.planningboard.ca/reports/skills-gap-study-2014/the-first-step-understanding-the-skills-gap-in-huron-county/" target="_blank">The Four County Labour Market Planning Board Report: 'The First Step: Understanding the Skills Gap In Huron County'</a>.<br />
As
in most areas Huron County is experiencing a shortage of skill trades
people. The committee is working on ways to help fill the gap in the
solo trades or in manufacturing/technology sector. In a way I was coming into
this part way through and had a bit of catching up on things as this was
not the first meeting. At this meeting we worked on fine tuning the
Terms of Reference and Priorities and Actions of the committee. I will share the revised
ones when received. Much was discussed on assessment, skills and
aptitudes of (potential) employees. There was discussion about schools
and 'All Pathways' and if guidance counselors know &/or do enough
to promote skill trades. Also how OYAP, CO-OP, SHSM & Dual Credits
open doors & placement. Is there alignment between <a href="http://www.myblueprint.ca/" target="_blank">My Blueprint</a> with other assessments tools such as <a href="http://www.skills.edu.gov.on.ca/OSP2Web/EDU/Welcome.xhtml" target="_blank">Ontario Skills Passport</a> and <a href="http://www.towes.com/en/home/home" target="_blank">TOWES</a>?
Do employers do enough to recruit the right employee and provide the
training necessary for the advancement of the employee? Where & when
should training or retraining occur? <a href="http://www.thecentreforemploymentandlearning.ca/" target="_blank">Centre for Employment & Learning</a><br />
This
is just a brief report on the meeting and is from the perspective of a
trustee. Sometimes what you think and transfer to writing do not
correlate, therefore ones needs to examine & re-examine what is
before you. I believe having a trustee/director/other sit on a non-board
committee is an exception but as mentioned to me, it is good community
relationship.<br />
Not knowing a lot about My Blueprint and some of
the other assessment tools and the emphasis that is maybe being placed
on them especially in secondary school, could we maybe be directing
students into areas that the assessment 'thinks' they are suited for,
ignoring their inner desire. Is there cultural stigma between white
collar and blue collar jobs? Are individuals and companies unwilling to
do apprenticeships afraid that the employee will jump ship once done
their apprenticeship? Government grants/initiatives/incentives verses apprenticeship wages and licensed wages and non licensed wages, all come into play. Will there always be a draw to 'greener pasture'?
Governments can do the talk and the walk but it is ultimately up to the
employer and employee what the talk and walk accomplish.<br />
There is
another issue rising to the surface, the need of teachers for skilled
trades. Gone are the days of many schools offering the full range tech
courses, let alone on a regular rotation. With the loss of the courses
comes to the loss of the qualified teacher. Many of these teachers were
probably teaching with only a licensed trade teaching certificate,
therefore that is all they could teach. Do you see people going to
university, teacher's college and getting their trade license to become a
teacher? This issue does warrant attention. <br />
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<span class="js-retweet-text">Below are a view links/articles that are relevant to the conversation.</span><br />
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<a class="ProfileTweet-originalAuthorLink u-linkComplex js-nav js-user-profile-link" data-user-id="169083205" href="https://twitter.com/justintarte">
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<b class="ProfileTweet-fullname u-linkComplex-target">Dr. Justin Tarte</b>
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<a class="ProfileTweet-timestamp js-permalink js-nav js-tooltip" href="https://twitter.com/justintarte/status/493771008428355584" title="7:52 AM - 28 Jul 2014">
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By 2020, more than 75% of the jobs that exist will require STEM related skills & knowledge. <a class="twitter-hashtag pretty-link js-nav" data-query-source="hashtag_click" dir="ltr" href="https://twitter.com/hashtag/moed14?src=hash"><s>#</s><b>moed14</b></a></div>
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<span style="font-size: xx-small;"> (STEM - Science, Technology, Engineering & Math)</span><br />
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In Andrew Campbell's post <a href="http://andrewscampbell.com/2012/12/08/13-sacred-cows-in-schools-and-what-to-do-about-them/" target="_blank">'13 Sacred Cows in School'</a><b> </b>he talks about Seth Godins 'Stop Stealing Dreams'; "He asserts that modern schools “…were invented at precisely the same
time we were perfecting mass production and interchangeable parts and
then mass marketing. ” Modern schools were designed to produce compliant
workers and eager consumers for our emerging industrial economy."<br />
<br />
<a href="http://larrycuban.wordpress.com/2014/05/08/schools-as-factories-metaphors-that-stick/?utm_content=buffer670c6&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer" target="_blank">Schools As Factories</a><br />
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<b><a href="http://blogs.windsorstar.com/opinion/the-stars-view-we-need-more-hard-skills-from-our-schools" target="_blank">We Need More Hard Skills From Our School</a> </b><br />
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<b><a href="http://www.minnpost.com/driving-change/2012/02/pulling-stem-out-compartments-and-students-everyday-lives" target="_blank">Pulling Stem Out of Compartments</a> </b><br />
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<b><a href="http://www.macleans.ca/education/high-school/is-curiosity-a-measure-of-university-success/" target="_blank">Is High School Curiousity a Measure of University Succcess</a></b></div>
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Robert Hunkinghttp://www.blogger.com/profile/08640447961859947250noreply@blogger.com0tag:blogger.com,1999:blog-5096869194510186915.post-1478195380656644802014-07-12T12:32:00.000-04:002014-07-12T12:32:21.811-04:00The VoidWhen I created this blog my intention was to regularly blog/post relevant information or my thoughts on things. As one can see I have been very lacks at that. Why?<br />
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I do find my time these days very full and stretched to the limits. But, they say if you want to do something you will find the time. Well I found the time to make excuses.<br />
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I do do a lot of posting/tweeting and sharing/retweeting on Facebook and Twitter. Is that sufficient? It is sharing information.But does it show my thoughts on it or my understanding of it?<br />
<br />
Maybe that is it? We have become a society of quick actions, short attention spans and glance reading. I see an article, read the first couple of paragraphs and say to myself "That is interesting". In some cases I don't even finish reading the article and save it Diigo or favour it or like it to go back to later. Do I? Did I fully understand what I just read? Did I take the time to dig deeper and if necessary to do further research? Is it that there is so much out there to take in that we just glimpse at what is offered?<br />
<br />
Or maybe is it that I want my writings to be of substance with many links to accompanying articles to back up my writing. Are those my thoughts or just rewriting someone else?. Maybe I would be better off just writing a sentence or two or a paragraph. Would you still read them? Is the point of my writing to get verification from others or just a means of relaying my thoughts?<br />
<br />
This is getting to deep for me.<br />
<br />
I hope to rejoin the blogging world. I guess we will just have to wait and see the results.Robert Hunkinghttp://www.blogger.com/profile/08640447961859947250noreply@blogger.com3tag:blogger.com,1999:blog-5096869194510186915.post-76468425747309395772014-03-09T21:57:00.000-04:002014-03-09T21:57:22.012-04:00Board Reflection<!--[if gte mso 9]><xml>
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<br />
<div class="MsoNormal">
<span style="font-size: small;"><span style="line-height: 115%;">This may
sound more like a self evaluation, critique or a campaign speech rather than a
reflection. 4 years ago did I know why I wanted to become a trustee? Did I know
what I wanted to accomplish? All I knew was that I had a desire to try. I had
developed a passion for education.</span></span></div>
<span style="font-size: small;">
</span><div class="MsoNormal">
<span style="font-size: small;"><span style="line-height: 115%;">To grow one
has to step out of their comfort zone. Becoming a trustee is a little different
than sitting on an ARC or being a School Council Chair or PIC member. Could I
do it? Did I know enough about the System? Was I about to rise to my level of
incompetence?</span></span></div>
<span style="font-size: small;">
</span><div class="MsoNormal">
<span style="font-size: small;"><span style="line-height: 115%;">As trustees
we are responsible for Policy & Procedure and leave the operations to
staff.<span> </span>What aspects of operations do we
need to know to evaluate the effectiveness of our Strategic Plan & Board
Improvement Plan? The questions we ask, even the stupid ones, with their
answers increase ones knowledge of the system. The questions challenge and the
answers verify what the Board is doing. </span></span></div>
<span style="font-size: small;">
</span><div class="MsoNormal">
<span style="font-size: small;"><span style="line-height: 115%;">Maybe going
off on a little tangent here but we all too often hear the word accountability.
Who is accountable for what and to whom? As more and more, depending how or if
you want to say it, control or power is becoming centralize the bureaucracy may
overshadow the goal, education. This raises the question frequently being asked
“is the role & responsibilities of trustees and even of local boards
pertinent?” The further the leadership is from the base, the school & all, <span> </span>the further it is from the implementation and
the observation, what works.<span> </span>On the same
note the more voices a voice goes through the more the voice will change. <span> </span>What is said, heard, perceived, implemented
and meant may not always align. We all played the game where the first person
in a group is given a phrase or sentence and it is repeated through the group
to the last person. Is the original message ever the same as the last message?
There has to be common understanding of roles & authority for the system to
work. Everyone is responsible/accountable to everyone. </span></span></div>
<span style="font-size: small;">
</span><div class="MsoNormal">
<span style="font-size: small;"><span style="line-height: 115%;">I recently
saw this title. ‘The Shift from Learning to Read to Reading to Learn’.<span> </span>I thought to myself how appropriate this is
and complex. Lets change it to’ Learning to Learn to Learning to Learn.’ When
we begin something there is always apprehension but when that journey is
successful there is happiness. The happiness continues as the desire continues.
What happens when the desire wanes? Does the Happiness? Go back to the original
statement,’ Learning to Read’. Most kids enjoy reading as they grow up. It is
for enjoyment/pleasure. What happens when that reading is associated with
something else? The same can apply to learning. We all remember those
inquisitive & passionate but annoying WHYS of our kids while they were kids.
<span> </span>What happens when we go from the how &
the want to learn to learning for learning? What do those WHYS sound like? </span></span></div>
<span style="font-size: small;">
</span><div class="MsoNormal">
<span style="font-size: small;"><span style="line-height: 115%;">We have 5
words for that. Engage, Inspire, Innovate...Always Learning.</span></span></div>
Robert Hunkinghttp://www.blogger.com/profile/08640447961859947250noreply@blogger.com1