| LFBC NEWSLETTER
Volume 10 Issue 3 December 2024
|
 |
| Learning Forward BC 2025 Programs
by Educators for Educators
Voice without Agency is cruel, disingenuous.
June 2024 The Learning Professional g/lf_resource/the-learning-professional-june-2024-global-perspectives-on-professional-learning/
CONTACT INFORMATION FOR LFBC
Website: Learning Forward BC https//earningforwardbc.ca
Mailing Address 1925Indian River Cres. North Vancouver. BC V7G 2P7
Questions? Contacts Sue Elliot, LFBC President
Audrey Hobbs-Johnson audreyhj@shaw.ca
|
audreyhj@shaw.ca for pre-registration
Coming in 2025
The West Van School District Story
Technology and AI : Research, Policy and Practice
Chris Kennedy: Superintendent West Vancouver Schools Cari Wilson: District Principal, Innovation and Technology
Session 1 , January 9, 2025, 4:00 -5:30
Session 2, March 20, 2025 4:00 -5:30 ____________________________________________________ Student Agency in Action
Chilliwack School District Students in Action Team David Manual: Assistant Superintendent Corrinne McCabe : Superintendent, Retired Email: audreyhj@shaw.ca for pre-registration
May 9, 2025
Hybrid Model: A. In person Chilliwack Combined with
B. Online in groups with discussion
,
|
AGENCY – What needs to be considered to support agency?
Voice without Agency is cruel, disingenuous.
In the evolution of the classroom from teacher / curriculum knows best, to student voice, to student agency, students watch closely to see if their ‘voice is heard’ – and there are commensurate changes to address their concerns. How best to create an environment where it is okay to be a learner, and we listen authentically to students and educators. As a collective we are all learners. Is what we think is ‘right’ always helpful? Can we allow ourselves to be open, vulnerable?
With the intention to create a deeper understanding of student agency, in a November 6 session Rod Allan interviewed Jean Stiles [U of A], and facilitated responses from panelists Nathan Ngieng [Deputy Superintendent, Abbotsford], Jeff Hopkins [PSII Pacific School of Innovation and Inquiry ], and Kim Ondrik [formerly Mill Bay Nature School]. A rich conversation unfolded.
Having the courage to be a leader who explored the purpose of school and education as a pathway to students’ future, during her career Jean explored who was marginalized in the system, and how to provide them with agency to flourish. Responsive leadership provided a pathway to unpack the hidden system and listen to students. How best to challenge the system to create dissonance? Doing action research together allowed for a small prototype to flourish, to prepare folks to behave in different ways, be aware of our biases – the assumptions that we have inject disruption into the learning system.
With the intention to create a deeper understanding of student agency, in a November 6 session Rod Allan interviewed Jean Stiles [U of A], and facilitated responses from panelists Nathan Ngieng [Deputy Superintendent, Abbotsford], Jeff Hopkins [PSII Pacific School of Innovation and Inquiry ], and Kim Ondrik [formerly Mill Bay Nature School]. A rich conversation unfolded.
Having the courage to be a leader who explored the purpose of school and education as a pathway to students’ future, during her career Jean explored who was marginalized in the system, and how to provide them with agency to flourish. Responsive leadership provided a pathway to unpack the hidden system and listen to students. How best to challenge the system to create dissonance? Doing action research together allowed for a small prototype to flourish, to prepare folks to behave in different ways, be aware of our biases – the assumptions that we have inject disruption into the learning system.
Some ‘takeaways’ from the conversation:
Create spaces/processes that give students a voice and involvement in the decision-making process. Action research and doing a deep inquiry into learning that engages students creates a co construction of a supportive learning environment. Listen with an open mind.
Work with parents and students in following the students’ lead shifting the role of the teacher to one of a pedagogical leader. Be careful not to drive the curiosity and innovation out of kids. Let go of what is – welcoming the unknown. Allow becoming to flourish. Be open to being vulnerable – start small and take risks.
The way we assess, make decisions about kids needs to involve them in ways they want to be judged. Learning is on a continuum, and it is important to involve students in the process.
Create a culture of trust and encourage all educators to be honest to explore what is possible. When looking at indicators of success, how do we see ourselves in changing policy? Where is the growth mindset? How do we get ‘social permission to do this work? A healthy ecosystem requires diversity, innovation and action.
Everybody has agency in the system: student AND teacher agency require support. Prepare the adults and create structures around them to support students.
Student voice has to move to a place of action
Comments are closed.