As a cross role, cross district network of educators interested in quality professional learning, LFBC Board members utilize their spheres of influence to suss out core issues to address. With a focus on student voice and agency, a question that arises is “how best to provide a school culture that supports teacher and student agency in challenging times?” Whether a few folks or dozens are involved in our sessions, the conversations inspire participants, and sustain our goal of networking. Hopefully aspects of our sessions to date will provoke some reflection by the reader of their leadership role in creating cultures of well being that support student voice and agency.
Important Things Teachers, Students and Leaders Need to be Thinking About: AI in the Classroom, led by Cari Wilson [October 23] provided a strong foundation in understanding core aspects of the use of AI to support educators and students: ethics, AI literacy, privacy and security issues, equity and academic integrity. A key ingredient is the important role of critical thinking. [See Chris Kennedy’s cultureofyes blog on Modelling AI – October 9 for further insight].
In supporting the journey from student voice to agency, what is required to provide the environment for students to maintain mental health, feel welcomed and heard? In The Intersection of Human Flourishing and AI [October 29], Rod Allen’s interview with Chris Kennedy and Rohan Arul-pragasm, the potential of the OECD using Human Flourishing as a metric for school systems provided impetus for the need of a change of mindset for our role as educators, as does the role of AI as a helping tool for learning. The potential risks and possibilities require exploration. If technology is to serve humanity, AI needs to be addressed with equity as core. Herein lies many aspects for educators and society to consider. [See posted review of the session and go to Chris Kennedy’s cultureofyes post for November 12 for his reflection on the session.]
The Bookclub session The Valley of the Birdtail [November 17], sustained ongoing conversations related to addressing our role as educators in the journey of Truth and Reconciliation. The sobering reality of how much ‘we do not know’ of our Canadian history, and the impact on indigenous families, is a life changing insight. The hope seen in some of the changes that occurred in one school sparked a sharing of where there are positive inroads being made, with the reality that there is a long way to go to address the impact of our history on indigenous people.
One District’s Journey Toward Truth and Reconciliation with Chilliwack SD [November 27] provided a heartfelt and encouraging insight into the work done to support Indigenous student voice and agency, with the challenges and opportunities along the way.
The core aspect of all of the sessions is the culture we create in our classrooms, schools and districts to support the well being of staff and students. How we cultivate relationships, and work with our school communities is foundational. If a student does not feel welcomed, safe and ‘heard’- how do we ‘enable every learner to maximize their potential’? [Ministry of Education mandate]
Note: The January 15 session in Nanaimo, Crafting Your Work for Wellbeing, Cultivating Flourishing Leadership in Schools is an in person session where attendees will formulate a way to create conditions to promote, encourage and sustain well being for self and others [see website learningforwardbc.ca or more information].
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