Lesson Study, Observation 2.0, Algebra I, Jet Plane

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Yesterday, I observed the Algebra I team deliver the lesson “Leaving on a Jet Plane.” They invited me to observe – as principal, as well as a pseudo-member of their team (pseudo only because I do not formally teach the course known as Algebra I). This team has engaged in lesson study before.

When I entered the room, I made an instantaneous decision NOT to observe in the manner I usually do. Typically, I take narrative notes, as I was taught to do in graduate school for educational leadership and supervision. In the moment, I decided to take video notes. Using my Flip camera, I recorded short, approximately-fifteen-second clips of classroom action. After I had three or four clips, I uploaded the videos to my MacBook Pro, and moved the videos into a Keynote slide deck. I titled slides based on the “learning progression” stage of the lesson. Then, I repeated this multi-step process several times. At the end of the class, the Algebra I team had a twenty-three-slide deck of video-embedded resources that they could review for their lesson study concerning “Leaning on a Jet Plane.” The deck was readily available because we share a Dropbox as a team.

Below is a PDF version of the deck – so you will not be able to view the videos. However, this Scribd doc will give you a simplified visual of what we now possess to review as a team – full of video. Now, to continue the fabulous professional practice of Lesson Study!

CFT Director Visits Synergy 8 for Two Days

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Executive Director of The Center for Teaching Bob Ryshke summarizes his two-day visit to Synergy 8.

http://rryshke.posterous.com/visit-to-a-synergy-8-class-at-westminster

Short Addendum to “Be Safe and Teach Them to Drive”

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On July 19, I wrote a blog post entitled, “Be safe and teach them to drive!” A couple of readers added very thoughtful and thought-provoking comments. The discussion about cyber safety and digital citizenship is CRITICAL, and there are many voices to consider as we form a united chorus of educators and parents committed to keeping our children safe, while guiding them to learn the positive demands of being responsible and respectful digital citizens.

Yesterday, a very trusted colleague and respected fellow administrator on the school’s senior admin team sent me the following link: http://blog.genyes.org/index.php/2011/09/08/cybersafety-do-fear-and-exaggeration-increase-risk/

Embedded in the post is a slide deck from Larry Magid, co-director of ConnectSafely.org and founder of SafeKids.com. I found the slide deck to be thoughtfully rendered and thought provoking. While I admit that my philosophy aligns with Mr. Magid’s presentation, I do think that we must consider the points of his message no matter what our online philosophy. Doing so helps us better prepare for the critical challenge of keeping our kids safe while teaching them how to drive in a connected world.

On the career trapeze – a leap of faith

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September 19, 2011

Dear Westminster Junior High Faculty and Parents:

Last week, I submitted to Bill Clarkson my letter of resignation from the post of Junior High Principal, effective at the conclusion of the 2011-12 academic year.

While my choice has been difficult, it has been fully mine, and I now feel great peace about the decision. In all honesty, my life and career path have been well illuminated by serving in the principal role, particularly in the most recent two years. I simply know in my head and in my heart that I need a change – my journey is taking another path. I am grateful to Bill Clarkson for the encouragement and understanding he has given me both professionally and personally, and which go with me on this journey.

In my eight years as Junior High principal, I have learned that I cherish the time and involvement with faculty colleagues, students, and parents. The work surrounding educational innovation and enhancement – the people-work that finds me as a team member in the Junior High School professional learning community, as a co-facilitator of Synergy 8, and as a co-leader with the Junior High Guidance Committee – fills my soul and ignites my deepest enthusiasms as an educator and learner. Also, my connections with the Center for Teaching and the Glenn Institute stand out for me professionally. Nevertheless, I believe I can continue – even improve – my leadership in such work by focusing more specifically on these areas of education, while reducing the other administrative responsibilities that specifically come with the demands of serving as a principal at Westminster.

During my spring sabbatical, I began to explore the possibilities of such a path change, even though I did not start my sabbatical with that particular intent in mind. Additionally, my participation in the blogosphere reveals to me daily the myriad possibilities in schools.

In the coming months I will continue to explore my own learning and career path to serve education in that magical place that exists in the crossroads of what ignites one’s passions and where one can make a positive difference in the world. Like the trapeze artist we discussed at a recent faculty meeting, I must let go of my current bar to reach for the next. The timing of my leap-of-faith decision allows me to look for my next job with full integrity, and it allows for the school to maximize its potential for finding the next principal of the Junior High. I can continue for the academic year to participate in much exciting work we have before us. On every level, Westminster is thoughtfully preparing to meet the challenges of the future, growing in its commitment to honoring Jesus Christ and providing the BEST possible education for our young people.

It has been a great privilege to be a part of the Westminster Community.

Sincerely,

Bo Adams
Principal, Junior High School

Chimamanda Adichie: The danger of a single story

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Recently, the History Department at my school has circulated the TED talk from Chimamanda Adichie, The Danger of a Single Story.

The talk is a beautiful challenge for us all to remain diligent about learning the complexity of people – not to rely on the shallowness and incompleteness of a single story. In the talk, Adichie makes numerous statements of profound importance, full of thought-provoking resonance. I include two quotes below:

So that is how to create a single story. Show a people as one thing, as only one thing, over and over again, and that is what they become.

The single story creates stereotypes. And the problem with stereotypes is not that they are untrue but that they are incomplete. They make one story become the only story.

Now, Adichie’s message is richly and deeply human. And I mean not to cheapen the message by reflecting on just one of the applications that is presently poignant for me. However, I believe a number of schools are in danger of committing the “danger of a single story” as it relates to the way in which some view global connectedness for young learners. As I explained in my post, Be Safe and Teach Them to Drive, I believe adamantly in keeping children safe. Nevertheless, I also worry about the power of some single messages – some “single stories” – to demonize the effect of the online community on young learners. Certainly, there are dangers, but there are also amazing opportunities to connect with countless teachers and co-learners. We can make our decisions as schools from a perspective overly dominated by fear, or we can make our decisions as schools from a perspective more evenly dominated by positive possibility. Both demand that we protect children and keep them safe, but they are not at all alike in how the perspectives shape how we step and walk down the path – with anxiety-ridden trepidation or with confident thoughtfulness.

A tapestry of perspectives needs to be woven from a diversity of view points and multiple stories – stories rich in visual detail and purposeful imagery. Guiding our students to become global citizens who understand the danger of a single story demands that we do so.