Rocky Mountain Goat News

The Rocky Mountain Goat Newspaper asked trustee candidates to respond to four questions. I thought I'd publish my responses here as well as to the paper.

Here are their questions:

1. What makes you a good candidate?
2. What are the big issues facing the school board and Robson Valley?
3. What is your vision for rural schools?
4. Anything else you want to add?

Here are my responses:

1. I have high expectations. For the last three years I have tried to raise the game for everyone involved in student success. I have worked for healthy caring schools and good relationships between all partner groups. I talk regularly with teachers, principals, other staff, and parents about what it going on in the district, especially where there is dysfunction. I have fought for transparent governance, asked tough questions of management and others, and refused to simply rubber stamp motions. Although I respect my fellow trustees, this usually puts me in the minority, often 1 out of 7.
2. Main issues: A) inclusive decision making - a Strategic Plan is coming up, I would like to see this be an open-ended consultation about the future, not a confirmation of what has already been decided. B) high expectation for leadership - the board needs to assert its right to set more directions in the district: budgets, programs, and hiring of management. Both the board and senior administration need to do more to follow-up on problems and opportunities. C) infrastructure improvements - many of our schools are in need of big repairs, environmental upgrades, and playground renewal. We should invest in geothermal heating, solar power panels, and planting more trees. Technology infrastructure needs attention, too, including the many restrictions that schools face on purchasing.
3. For rural schools, I would prioritize site-based management. Too many aspects of budgets and program direction are controlled centrally, with the result that rural school needs are sometimes put on the back burner and the "conversation on rural education" takes forever. My impression is that we use temporary measures to equalize opportunities for rural vs urban students. What we need is for rural communities to develop a more long-term site plans including better distributed learning and for the school district to support them.
4. Trustees are expected to be advocates. I am in favour of a more aggressive yet still respectful stance towards the government, more than just strongly worded letters. We should be building a restoration budget to be submitted along with our balanced budget to show the province what sustainable funding looks like. Our district and region is an awesome place to live and go to school. School boards need high expectations, strong voices, good listeners, blunt honesty, and caring leadership to ensure that we meet student needs in the future. That's what I offer.

Running again

It wasn't until late last night that I decided whether or not I should run again for school board trustee in School District 57. I had to work through some serious pros and cons, talk to some friends, and figure out what I valued about being a trustee. The case for saying yes became clearer over the course of the evening. I have big expectations for our school system and believe I can make a difference in my own way.

I am not your typical trustee. I do not want to be a politician, and I don't enjoy being in the spotlight. I struggle with public speaking and even writing in a clear fashion, although this has improved a lot over the last three years. I have a problem with truth, meaning that I stick to it and will not lie or bend the facts when it is convenient. I will always say what is on my mind and do not have the ability to bullshit people. This means I can be very blunt in what I say in both closed and public meetings. I often believe in underdogs and pay attention to what people on the edge of conversations are doing or saying. 

Over the last three years, this means I have asked tough questions at every single meeting I have been at, even to the point of being cut off or "handled." I have pushed for accountability and transparency in our district, especially from senior management, and pushed for the input of partner groups to be taken seriously. We have a secretive district and many issues brought up by staff, so I felt that this was job number one for a trustee.  I started out trying to represent teachers, parents, principals, support staff, PEA (like psychologists), and students first, and did not start out simply accepting that senior management has all the answers. 

This also means I have usually been on the losing end of votes. In 2011, I was 1 out 7 in wanting a stand alone LGBTQ policy for our district. Eventually the other trustees agreed this was necessary. I have twice been 1 out of 7 in looking for a restoration budget. This is a needs-based budget that would be submitted along with the balanced budget in order to show the provincial government what full funding would look like in our school district. The request did not even make it to the board table. I have been 1 out of 7 in challenging the District Achievement Contract and related reports because they did not meet high standards and contained invalid interpretation of statistics. I have been in the minority in voting against three annual budgets because they did not do enough to incorporate partner group input and one of them spent money we were told would not be spent. I was the only one at first to ask for class composition data to be included in the superintendent's report, eventually this passed. I pushed for a closer look at student information systems when it seemed our district was ready to just jump in on the Ministry of Education's suggested choice. I pushed for less restrictions on technology and innovation in our district in response to year of complaints that these areas were being ignored. There were also editing suggestions for letters to the government, many of which were too strong to make it into the final version, and multiple motions related to transparent release of information, some of which passed.

This list could go on for a while, it is part of the hard work that I did and will continue to do if elected. My work is not very flashy and may not seem that exciting to the average voter in an election, but it is important work. Without this kind of work being done by one or more trustees, a board can quickly becomes a rubber stamp and we lose accountability and transparency.

The last three years wasn't all an uphill battle. Our board has done some good work and there has been great discussions and laughter along the way. Generally the debate has been respectful, although many issues have come and gone without actually dealing with them. The good discussion doesn't always translate into good votes on issues. I am encouraged by the feeling that partner groups have had an increased voice, but we have a long way to go.

I really hope our board can learn from the last three years, and that some new trustees can bring energy to make some needed changes. My goal for the next term is seek high expectations for the board, for senior management, and for partner groups in School District 57.

I guess that can be my campaign slogan: Great Expectations

Citizen Bio

Yikes! The PG Citizen 5 of the trustee candidate 500-word bios, including mine.  The other 9 were published but I guess there was a mix up on the others.  Most of them made it to the Citizen's website, though.  For those who are interested, here is what I sent to the Citizen:

I'm 41, a mother of two children, a girl in Grade 2 at Ecole College Heights and a boy in preschool. My most recent full-time work was as a computer mapper for an archaeological consultant.

I'm an active parent at my daughter's school, and I volunteer with the potter's guild. There are many educators and students in my extended family, and I have  a solid understanding of the issues facing our schools. I have pursued fairness and common sense policy in every job and situation I've encountered. I am willing to ask tough questions and challenge the ideas of others, including the government as it seeks to reform the education system. I dislike the use of buzzwords, and will speak plainly about issues in our school district.

As a parent who participated in the school closure meetings in 2010, it became clear that the processes used by our school board were dysfunctional. Trustees were put in a position of listening but not responding, and had to work with a plan that had little flexibility. The input was stored up for use at single “right-sizing” public board meeting - it was a recipe for conflict and exclusion. Students, parents, teachers, the Regional District, even principals felt left out or stonewalled during the planning process, and were told that “bigger is better.” Choice programs were slated for disintegration, previous sustainability plans were ignored, and prior district spending was not under scrutiny. Rural communities were told there was no plan now but they would look at solutions down the road. Other districts like Kamloops managed to make agreeable cuts by changing their plan during consultation. It is not every year that this district will make those kinds of cuts to schools and programs, but we need a new culture at the board office if we don't want a repeat.  An inclusive climate will help address the issues and begin to heal the rift between teachers and management on technology, goal-setting, and professional development.

Over two short weeks in 2010 I was part of a group of teachers and parents that put together the "More with Less Report" suggesting 45 ways the school district could save money, improve delivery of programs, and green up to reduce carbon taxes. This report received some press and commendation from the minister of education, but very few of the recommendations received follow-up. Imagine what a creative, dedicated board could do in two months or two years with the help of its partner groups? Two key challenges will be pushing for a better funding formula for rural schools and ensuring that special needs funding does not get lost in the system.

There are many issues facing our school board, I've explained some on my website http://trusteecooke.blogspot.com. If I had to pick just one it would be the need for a more open and accountable relationship between the school board office and the teachers, students, parents, and community.

Issue #9 Building Bridges

Problems:

Management and teachers are not often working towards the same goals, especially during the current job action. It has become increasingly difficult to get the trustees and board office to listen to what their teachers are telling them (& vice versa). If there is some return to local contract bargaining, this adversarial relationship needs to soften. Long ago when teachers and administrators were part of the same professional association, it was fairly easy matter for “degrees” of leadership; teachers could take board office positions for a period of time and then return to teaching. Principals taught more classes, and there was a sense of partnership on creating positive learning conditions. Talk to any retired teacher or principal and they’ll describe this era. This team approach took a long time to fade. Even recently, many opportunities for teachers and management to sit down existed. Regular district-wide professional development opportunities with both groups, leadership teams, and district committees that existed from 2000-2009 have all disappeared. To be fair, many of these connections required expensive release time and during times of constraint have been replaced with learning team grants that gives teachers some time out of the classroom for study questions and experiments about teaching and learning. The teacher - administration gap has resulted in many teachers simply doing their own thing in their classrooms and trying to ignore everything else, a classic defense mechanism. The gap is different at every school and seems most dramatic between schools and the board office, so there is a strong role for trustees to play in modeling a better relationship.

The silver lining on the current job action is that everyone in the school system is getting a break from the their regular routines. This has not been easy for all, but it gives everyone a chance to start some new patterns when the job action eventually ends. This will be the perfect opportunity for the school board trustees and board office administration to being a new relationship with their teachers. This will only happen if the board office is willing to examine some of the dysfunction in their past relationship.

Solutions:

Connect the dots between the management gap and the other issues (like #6, #7, #8). Building bridges requires providing opportunities for teachers and specialists to lead change at the district level and for principals and district staff to be involved in learning, even at the classroom level. Design meaningful opportunities for all groups to meet and work together on mutually shared goals.

Lobby both the BCTF and the BCPSEA to agree on some kind of designation that will allow employees from either groups to exchange roles periodically without compromising their professional association.

Encourage trustees and management to spend some time in classrooms to realize the differences between the board office version of what’s going on with other perspectives, including the student perspective.

Be proactive in the research and discussion phase of any future negotiations on local contract issues.  Some items in the teacher contract will undoubtedly return to local bargaining, and the trustees need to be engaged in the process from the outset, and not just reacting or waiting for other districts to set precedents. Why not be a leader?

Lift the gag order (real or perceived) on teachers and principals getting involved in defending public education and giving critique alongside praise to district decisions and policies. This will speed up the rate at which problems with draft policies come to light and make the final outcome more inclusive and powerful. Article E.28 of the PGDTA collective agreement and SD#57 Policy 1170.3 provide starting points for these discussions.

Issue #8 Long-term Planning

Problems:

The district ignored its own 2003 sustainability report in key areas, including the construction of new facilities and configuration changes that would have prevented the big deficit in 2010.  While well-documented funding shortfalls accounted for some of the money woes, the school district spent money and expanded board office staff between 2003 and 2009 as if the enrollment decline was a surprise. Paying the piper, as it was said, was held off until 2010.

The district’s own planning process is not working as intended. The current district plan for student success includes elements simply copied from previous plans that are not longer correct and report on work already underway. The district technology plan and district technology committee have been suspended (2005 and 2009 respectively), and the School Planning Council model has fallen apart without teacher involvement. We need to look positively at the next 10 years of student, teacher, school, and district growth plans.

Solutions:

Sustainability discussions need to happen regularly, perhaps on a three year cycle, and not just in response to crisis. On open model of consultation, similar to the way city plans are developed, and a public review of draft plans should be used. The process used to arrive at cuts in 2010 should not be repeated. Any committee charged with finding savings or building for the future can’t just include board office staff, it needs to include trustees, parents, teachers, administrators, and other partner groups.

The district has to decide what it wants to get out of its District Plan for Student Success. If it is to be more than just a report, there has to be a more robust feedback cycle used, and it should go for editing and review by partner groups. If the district is unwilling to build a new technology plan, it should be included in the annual achievement contract. Again, as with issues #6 and #7, listening and responding plainly to the teachers and administrators who are meant to do the work of district plans is crucial for success.

Learn from other organizations and school districts on how to use the district website for a much more involved level of interaction with educators and the public. We keep hearing about "21st Century" technology skills - to take this seriously we need this modeled at all levels in the school district.

Issue #6 Effective Technology

Problem:

The province and district are pushing “21st Century Education” which includes better use of technology and yet many of our district’s teachers and students are denied access to wireless networks, mobile devices, and projects that fit the goals. They express frustration with computers not working as expected, or having their laptops locked down to the extent they can’t access teaching tools. The mac users are disheartened as they see their computers thrown out to supposedly save costs. A board office presentation last year to all interested staff suggested that schools would be outfitted with only the most basic of technology and that students and teachers could buy their own teaching & learning tools if they wanted to innovate. It stops being “public” education when the users, especially our students without means, are expected to supply the learning resources. The collaboration that used to take place between teachers and district staff is also gone, and is far enough gone that many of the most experienced teachers who use a lot of technology have given up on trying to get the board office to listen to their concerns. The “Chilly Climate for 21st Century Learning” report issued by a group of teachers in September listed a number of support structures for collaboration on technology that used to exist in the district but are gone now over the last 3 years: “Key Tech Contacts, Tech Coaches, Tech Innovation Grants, Tech Education Coordinator (teacher and/or district principal), and teacher input in virtually every area related to philosophy, planning, decisions, directions, budget, practice, standards, and assessment.”  In addition, 4 secondary and 3 elementary projects designed to bring 21st century mobile learning ideas into classrooms were turned down by the board office last year. How many other potential projects were discouraged by this? This is the kind of work the ministry of education is trying to encourage - innovative, personalized use of technology. The district superintendent’s blog mentions innovation, disruption, and 21st century learning as ideals for the school system, so trustees need to be aware of where these ideals are being blocked in our schools and give teachers and students better chances to experiment alongside traditional paths of innovation (it doesn’t require a computer to challenge thinking, collaborate, or be creative).

Solutions

The most basic and obvious response is to say yes to teachers and students when they are passionate about pursuing innovative learning projects, technology-related or otherwise. Almost every successful program or project starts with engaged teachers who have a vision for what can be done for students. There must be cost limits and tech support to consider, but technology must be given a chance to be tested and flourish in classrooms before teachers give up.

It will be a big help for the board office to send consistent messages to teachers. If it can’t afford to support new technology, it should say so instead of talking about 21st century education but then blocking it when teachers volunteer to try it. The board office can start by allowing some of the proposed mobile learning projects to proceed or allowing teachers who are gifted with technology the access they need to use technology for powerful learning. The momentum of earlier teacher-district supports and the graduates of SFU's TLITE (tech ed diploma program) is all but lost in the disconnect of the last few years.

Pretty much every innovative use of technology in the past got its start in the district either through teacher initiative or by a partnership between teachers and a supportive board office : video editing, websites, blogs, podcasts, smartboards, interactive media, class-to-class connect, digital learning platforms, etc. Part of this is the teachers and students with ideas for how to use existing technology. The other part is the teachers and district staff sitting down together to figure out how to support it. We need a return to some level of teacher involvement in decisions, training, leadership, and coordination. It is time to end the shutout. The board office should find relief in this as they realize they can’t lead if nobody is following - get your teachers back onboard.

Issue #5 The Student Experience

Problem: 

Schools have a hard job balancing academic achievement, fine arts, respect for diversity, support for struggling or challenged learners; they generally do well but areas of concern remain.  One of them is ensuring that special needs support is not diverted due to budget constraints. Funds generated specifically for special needs students often get spread across other school programs (and without a requirement to notify parents). While support in unfunded areas is needed and appreciated (like providing TAs in other classes for struggling students that do not have special designations), this shouldn’t come at a cost to the special needs students whose presence in a school generated those funds to begin with.

Another concern is the loss to elective programs. Fine arts and applied skills are seen as “bonus” programs at elementary schools (most have them, but no guarantees), and at secondary schools have been pushed off of student’s timetables in return for core classes such as math. A controversial pilot started last year adds a mandatory term of math for every Grade 8 student, regardless of ability, and a cost to electives. This was done to address deficits in early math education that eventually show up on the Math 10 provincial exam.

Solutions:

Principals should publish for their staffs and public how their special education funding is allocated, and invite discussion and feedback on how best to support all learners with limited funds. When it becomes clear that funding shortfalls exist, this need to be passed on by trustees to the Ministry of Education.

The emphasis should be on supporting math teaching and learning in the elementary level, not taking away the well-rounded set of course that students look forward to in high school. Students with problems in math should get targeted help, rather than simply throwing more time in math class at every student.  We have great math teachers, but there is only so much time for students to experience a variety of subjects and find their passion. Missing out on electives in Grade 8 will means that electives programs in later grades may not attract the students needed for the program to thrive. It is the electives that often give students a chance to excel and connect to something they will pursue for the rest of their life.

Issue #3 Communication

Problems

Trustee Communication: Our trustees typically gather information from the public and respond at a later date. This is true of board meetings, and also of the entire Sustainability process in 2010. Individual trustees are often great listeners, and get things done for parents and schools, but their input and consultation procedures make this harder.

Website Communication: The district website has lots of information, and has improved since 2010, but is also confusing to navigate and does little to celebrate student success.  Many links are dead ends, catchment maps have not worked for two years, and the design does not have the professional appearance that might be expected of a district with a $125 million budget. Many of the school sites have the same issues. Teachers report that the site controls are too difficult to use and as a result are no longer involved in website contributions. Our biggest high school (PGSS) has given up on the district-provided website system and has their own dynamic website embedded within the dysfunctional one.

Parents Communication: parents get conflicting information when they ask for reasons behind decisions and data about their schools. In 2010, parents were shown three conflicting lists of school capacities and projections, and were made to wait for freedom-of-information requests for information that should be publicly available.

Solutions

As a parent recently requested at a board meeting, the trustees should be willing to respond to questions and presentations from the public, either immediately after the input, or publicly (if appropriate) on the district website. Parents and others who give input are rarely offering private concerns, they are bravely representing the concerns of many, and those many wish to hear what the school board has to say, even if it is bad news. Some kind of regular interaction and input on plans is needed, not just “thanks, we’ll get back to you later.” Revising the official consultation process is a tall order but must be addressed if improvements are desired.


I'm not the only trustee candidate to suggest this (Don Sabo has clear ideas about this), but I think as many trustee meetings as possible should be public.  Keep personnel matters private, but almost everything else can be dealt with out in the open as a public institution. This should also extend to the so-called "senior learning team" that has set out some excellent topics for their consideration. See p. 5 of the District Plan for Student Success. There work will be so much more powerful if their discussions, at the developmental stage, are not confined to the board office but are open to others. They can't succeed if the people who have to live with their plans (like parents and teachers) have been excluded from the planning process. More about this in Issue #8.

Add interactive functions to the school district website, fix the dead ends, and remove content that is.  It has come along way, but we can learn from other districts that have attractive, functional, dynamic websites like Kamloops-Thompson, Gulf Islands, Columbia-Kootenay, etc. The access to reports, plans, organizational charts, info for parents and educators, etc. on these sites is excellent. Let teachers and students have access to websites again, so that school websites can easily reflect the character and spirit of each school.

The board office, as part of its planning cycle and ongoing attention to sustainability, should publish a yearly synopsis of school data, accomplishments, issues that were dealt with by the board, issues on the horizon (financial, educational, community issues). We should partner with the DPAC on this, as they have already filled the gap in recent years with the excellent resources and data on their website.

Issue #2 Improving Say for Parents

Problems:

The government, as part of its 21st Learning Agenda, wants more distance education courses pushed on secondary students. While the plans are still fuzzy, the only detailed report published by the government on the topic up until last week shows a gradual shift from near-total class-based learning in Kindergarten up to near-total self-directed or blended learning by Grade 12, which relies on distance/distributed learning. There is now a new government report, but the Agenda is still vague and open to interpretation. Having a choice is great, but forcing the choice by restricting access to real school with real teachers is not productive and should alarm parents. While there are some interesting distributed learning models in our province at the secondary and post-secondary levels, our local distance education system is not up to the task of delivering the same quality of education as our “brick-and-mortar” schools. The distance education school has the lowest pass rate in our district and is designed to provide education at the edges: rural students, homebound, remedial, accelerated coursework. Students may be born learners, curious and creative, but very few possess the self-motivation and independent learning skills to succeed outside of an environment that has an active teacher, mentor, or parent. The government has made many statements about learning outside regular schools - looks great on paper but parents and teachers are worried that this is designed to reduce the number of schools and privatize educational services. The internet is wonderful, but is not a replacement for a committed teacher.

Solutions: 

Give parents a choice about distance learning, do not force the choice by removing options. As a trustee, I will pursue policy that states this.

Pilot “blended learning” programs at many schools, not just the distance education school.  This combines classroom based instruction with some independent, accountable community-based or online learning.  This has good potential for our small and rural schools, but should be an option at every high school. Give parents simple and effective tools for seeing how well these models work.

Listen to parents: use PACs and School Planning Councils to gather input on plans and programs as they are being designed instead of simply approving them after they have been made. Develop more face-to-face and digital opportunities for parents to be involved in the evolution of the school system.

Listen to educators: local professor Andrew Kitchenham has just published two guides to blended learning. A district-sponsored teacher focus group (“Quality Learning Globally”) met for a year and in 2004 reported a series of recommendations on how distributed learning could best be used in the district.  Engage these professionals and follow up or respond to their recommendations, which were ignored at the time.

Other trustee candidates, such as Don Sabo, have suggested that the board use less in-camera meetings and privatge commitee meetings to conduct business.  I think this is a great idea - public institution, should be public processes. Obviously certain personnel matters can be kept in-camera, and the trustees do need some time to talk with each other and the district adminsitration when they aren't performing for the public, but more public meetings would allow more transparency and access for parents.

Issue #1 Safe Schools

Problem: 

I met with a group of parents and teachers from four different high schools on Oct. 15th and one of the topics that came up was drugs in the secondary schools. Their students and kids tell them that everyone knows where to find drugs, and most of them could find it in/during school. At the same time, and despite a desire for zero tolerance of bullies and drugs, teachers are encouraged to get more of the students through to graduation regardless of the hurdles, and administration face pressure to give second chances to abusers of the most serious rules. Our struggling students do need support programs, tolerance and understanding, but this is much different than allowing assaults and drug violations to end with a five-day suspension. It is a sad comment when the easiest place for dealers and drugs users to practice is in school where the consequences are small. The drugs that kids have access to are not the joints from their parents’ time, they are stronger, nastier substances that ruin lives and steal childhood.

Solutions:

Give full support and resources to vice principals who take a hard line on drugs and bullies. Send the message that drugs and violence are a short-cut to expulsion, and that parents at EVERY school in the district can have a reasonable expectation that their child will be safe from dealers and bullies. This means as a trustee I will pursue a more aggressive policy in dealing with student conduct referrals for drugs and violence.

Celebrate schools that go above and beyond in making their schools healthy, safe, and tolerant. Advertise their programs, and reproduce their strategies. Trustees, if they get to know their schools, are in a good position to do this.

Involve the police more often, both in prevention and in consequences. Community policing and liaison officers are already in place, but the mindset has to change that drugs and violence are not just school violations - they are criminal acts.

Platform

I've set down my ideas and reasons why I'll work on behalf of students, schools, and communities in My Election Platform.  The document has more detail, but here is a quick version of my top ten issues:
1. Safe Schools - drug users, dealers, & bullies need not be given multiple chances
2. Improving role for parents - they need a say on programs forced on students
3. Improving communication with trustees - more interaction, less passive listening
4. Support for rural schools - important for food security and resource stability
5. The student experience - protect elective programs and special needs funding
6. Effective technology - the district is saying and doing two different things
7. Honesty in Education - more open talk, less politics and message-management
8. Long-term planning - current key plans are inconsistent or non-existent
9. Building Bridges - management and teachers are far apart on important goals
10. Real Sustainability - green schools, reduce/recover carbon taxes

I will ask the tough questions to get these issues on the table and I will use my ideas and your ideas to get results.