Adminfo - and Vice Principals

Adminfo
February 2008 Volume 20 • Number 3
BCPVPA Journal
embracing technology
strong practice
an ode to Sir Edmund
early learning
an educator’s life

A subtle and careful undertaking
BCPVPA President Les Dukowski on the inherent controversy
in preparing children to take their place as thoughtful and
socially responsible citizens.
Jacob Bronowski’s intellectual
pursuits encompassed both science
and the humanities. He died in
1974 at the age of 66 and is probably
best known as the author and host
of the 1973 BBC series The Ascent of
Man. I recall being deeply impressed
by the Ascent series and used material
from the accompanying print materials
in some of my classes — the visual
proof of the Pythagorean theorem is
particularly elegant.
Bronowski’s interests extended
far beyond his work in geometry;
beyond the precision and proof of
mathematics to the ambiguity and
controversy of the human condition
in society. He is quoted as having said
“Has there ever been a society which
has died of dissent Several have died
of conformity in our lifetime.”
There is a science to the practice
of education. Application of research
and determination of effective practice
can often take place in the context
of dispassionate academic discussion.
The heart of public education,
though, is about the human condition.
It is about the fundamental undertaking
to make the world a better
place by preparing children to take
their place as thoughtful and sociallyresponsible
citizens. There is bound
to be controversy.
What do principals and vice-principals
do on those occasions when educational
policies and practices lead to
controversy In some instances the
controversy does not evoke any strong
feeling one way or the other. Other
times one may hold strong views and
feel the need to speak out.
Our positions as school leaders
make us both highly regarded and
highly visible and our opinions and
actions carry considerable weight in
the community. Principals and viceprincipals,
however have a duty of
loyalty to their Boards of Education
and cannot compromise that duty.
Court decisions have clearly indicated
that this duty may restrict a
principal’s or vice-principal’s right to
freedom of expression.
John Judson and Sarah Colman,
of the London, Ontario law firm of
Lerner and Associates, for the Ontario
Principals’ Council, wrote an article
for the OPC journal The Register
in February 1999. In the article they
state “Although your criticisms may
be warranted and your concerns wellfounded,
you have a duty to your
board, as your employer, not to do or
say anything that might be detrimental
to their interests.”
February 08 • Adminfo • 2
The duty of loyalty to Boards,
and by extension, to the provincial
policies that govern the operation of
Boards, does not make us powerless.
As an educational leader we will hold
strong opinions on policy matters
and will feel compelled to act in the
BCPVPA
Board of Directors 2007–2008
Les Du k o w s k i, President
ldukowski@bcpvpa.bc.ca
Ma r il y n Merler, President-Elect
mmerler@sd22.bc.ca
Directors
Leslie Andersson
andersson_l@sd36.bc.ca
Jameel Aziz
jaziz@sd73.bc.ca
Br i a n Chappell
bchappell@sd57.bc.ca
Ch e r y l Dew
cheryl.dew@sd27.bc.ca
Br i a n Ja c k s o n
Brian.Jackson@sd41.bc.ca
Su s a n Jo h n s e n
sjohnsen@richmond.sd38.bc.ca
Ch r i s Jo h n s o n
cajohnson@deltasd.bc.ca
El a i n e McVie
emcvie@sd61.bc.ca
My l e s Mo w a t
Myles_Mowat@sd59.bc.ca
Pa u l Ta y l o r
taylor_paul@sd36.bc.ca
ISSN: 1201-4214

We run the risk of having a particular stand taken as support
for a purpose that we had not intended or, worse, making the
fact that we’ve taken the stand the new controversial issue
best interests of students. What, then,
should we do Our most powerful tool
is that of influence and the old adage
of praising in public and criticizing in
private is a good rule of thumb.
I’m aware that the nature of school
leadership makes us prone to want to
take quick and decisive action. I’m
also aware that engagement in interminable
discussion sometimes appears
to be a strategy to quash dissenting
views. Pete Seeger, a notable from
the time of the civil rights movement
in the 1960s said “Down through the
centuries, this trick has been tried by
various establishments throughout
the world. They force people to get
involved in the kind of examination
that has only one aim and that is to
stamp out dissent.”
That being said, taking a public
BCPVPA_7.5x4.9_B&W 1/15/08 5:10 PM Page 1
stand on a hot issue will not allow a
principal or vice-principal to exercise
the kind of thoughtful and reasonable
voice that can bring parties together
over a divisive issue or that can
influence decision-makers to change
course. Apart from the implications
for censure or discipline from our
employers, we run the risk of having
a particular stand taken as support for
a purpose that we had not intended
or, worse, making the fact that we’ve
taken the stand the new controversial
issue. On the other hand, working
within recognized and appropriate
internal forums with no less commitment
and passion and exercising
influence through careful, cogent and
respectful discussion we have the best
chance of making a difference.
Controversies in education are
messy and complicated. They do not
lend themselves to elegant solutions
like Bornowsky’s demonstration of
Pythagoras nor to the direct action of
the 1960s. Dissent is fundamental to
a free liberal democracy and, for principals
and vice-principals, a subtle
and careful undertaking.
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February 08 • Adminfo • 3

Technology/Moving out of the comfort zone
Embracing ambiguity
Musings of a digital immigrant
by Raymond Lemoine
February 08 • Adminfo • 4
Thirty years ago, computers hit schools and completely
changed the world teachers and students
inhabit. The problem then was, 1) the computer
was a relatively new invention; 2) inventions revolutionize;
3) revolutions are disruptive; and 4) schools and
people who work in them don’t like disruption. Like the
tractor that first appeared in the mid 19 th Century and
forced the farmer to embrace the fact that his old tired
yet reliable stallion was to be replaced by a machine, the
computer demanded that educators look at the way they
taught. The computer was to the teacher what the tractor
was to the farmer … unknown, unproven, and up to
a certain point, menacing.
Although the red flag had been hoisted over traditional
educational practices many times over the span of the last
five decades, this new technology would rapidly bring
to light that education was sadly focused on outdated
metrics. It would catapult teaching away from the antiquated
stand and deliver pedagogy and would afford us
new opportunities to improve our teaching. Some of us
brushed it off as being another passing trend and would
Sister Pierre-Joseph in a digitally altered photo by Raymond Lemoine.

scoff at any mention that it would
eventually revolutionize teaching by
teachers and learning by the learners.
Many of us plunged head first into
the technological revolution, all the
while anxious about the anticipated
ambiguity that this new technology
would bring to our profession.
At the outset of the revolution,
most of us were unprepared for what
was about to hit us. Lewis Perelman,
author of School’s Out (1992),
argued that schools were out of sync
with technological change, “ … the
technological gap between the school
environment and the “real world” is
growing so wide, so fast that the classroom
experience is on the way to becoming
not merely unproductive but
increasingly irrelevant to normal human
existence” (p.215).
In 1993, Seymour Papert, one of
the most important thinkers of the
past half-century wrote, “ In the wake
of the startling growth of science and
technology in our recent past, some
areas of human activity have undergone
mega change. Telecommunications,
entertainment and transportation,
as well as medicine, are among
them. School is a notable example of
an area that has not.”
Granted, our concept of schooling
had evolved and there were more and
more attempts to change the formal
structures of education, (how can one
forget the Year 2000 project, circa
the early 1990s) but these shifts in
educational trends were led more
by changing demographics as well
as economic structures and cultures
than by our desire to rethink education
so that it would be more in sync
with the real world. For most of us,
the arrival of technology into schools
took us completely off guard. And
yet, the writing had been on the wall
for quite some time.
I, for one, had first read the writing
in 1963, in a prophecy uttered by a
wise 71-year-old nun.
Sister Pierre-Joseph was not only
the grade six teacher of our small village
school, she was also the Mother
Superior to the other sisters and thus,
the educational leader and pedagogical
savant of our school community.
I remember her greeting us every
morning with her habitual shortwinded
‘Bonjour les enfants,’ panting
after lugging her 4-ft 8-inches, 200
pound frame up the old school/convent
grand staircase (at least I remember
them as being grand), her red face
accentuated by the blackness of her
habit and that starched white visor
that framed her face. Sister Pierre-
Joseph was strict, but then, she was
a nun, and all nuns were strict. What
I remember the most about Sister
Pierre-Joseph was that she was a true
visionary.
One day, in one of our math classes,
Victor, my cousin (we were all cousins
in that school), tired, bored and exasperated
after having spent the past 90
minutes working at five pages of long
divisions, shared out loud his frustration
in regards not only to the complexities
of long division, but also to
the redundancy of the whole long
division phenomenon. The class’ collective
gasp preceded what seemed to
be an eternity as all of our eyes anxiously
and nervously turned to Sister
Adminfo
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Editor
Pierre-Joseph, perched high behind
her elevated desk in front of us. Time
stood still, the deafening silence individually
punctuated by the inner
sound of our pounding hearts, for
some in excited anticipation, for others
in anticipated terror.
Needless to say, we, all 38 of us,
were taken aback by Victor’s dare
devilling and reckless outburst. Alas,
the strict and mandatory silence permeating
the classroom (essential element
to the learning process, we were
told) was broken. More importantly,
Victor, a child, a student, and thus a
mere minion in the vast pool of ignorant
children that made up our world,
dared question the validity of what we
were asked and needed to do in order
to one day, as all adults had done before
us, ascend to the world of wisdom
and knowledge. The silly girls in
the front of class were of course scandalized,
if not traumatized, by Victor’s
outburst. I, on the other hand,
was impressed. This was not the first
time that he would get into trouble
for saying the wrong thing at the
wrong time and consequently, Victor
had a bit of a reputation as being the
black sheep of the school. Victor was
my hero.
Sister slowly rose from her pedestal.
Slightly leaning towards us, both
hands firmly on her desk as to get a
Richard Williams
20
NUMBER 3
February 08 • Adminfo • 5

For students starting a four-year degree, this means that half
of what they learn in their first year of study will be outdated
by their third year. What does an old guy like myself, who was
around when Kennedy was shot, do when confronted with
this great digital divide that separates the kids I serve and
myself, their educational Buddha
good grip and footing before engaging
in the anticipated and justifiable
rant. “You may very well be right,
Mister Victor,” she began. Not good.
Whenever a nun began a reprimand
with Mister, you knew you were in
deep trouble. “As a matter of fact, one
day we may even get rid of long division
all together! I predict that one
day, we will invent a machine that
will do long division for us. Children
will have a machine on their desks
and by merely pressing a few buttons,
will automatically come up with the
answer to their mathematical question.
Not unlike those cash registers
they have at Eaton’s. However, until
the day we invent these counting machines,
we have no other choice but
to work our long division problems
the old fashion way. Now, les enfants,
please get back to your work, and
Victor, I’ll see you after school.”
I admit that as an 11-year-old child,
I did not quite grasp the totality of
Sister Pierre-Joseph’s prophecy. However,
today as a well-seasoned educator
with more than 25 years experience
under my belt, I can relate to
what she was saying at the time. That
day, Sister Pierre-Joseph warned us of
the impending technological revolution
that would eventually change
every element of our lives. She was
telling us that, she, as our teacher,
was preparing us for a fast-paced and
rapidly changing world that would
be far more complex than anything
she had ever experienced. In fact, she
was admitting that she was not really
competent in preparing us for a world
she knew nothing of.
As educators, are we now facing the
same dilemma Sister Pierre-Joseph
was facing 40 years ago Are we not
preparing our students for a life and a
world we know nothing of The onslaught
of technology has given rise
to our challenge of trying to narrow
the ever-growing chasm between the
abundant opportunities emerging in
the rapidly changing workplace and
the readiness of young people to access
those opportunities. Not too long
ago, Richard Riley, the former US
Secretary of Education said, “None
of the top 10 jobs that will exist in
2010 exist today.” Heck, if that’s true
(2010 is only a couple of years away),
are we engaged in a loosing battle
Are schools changing fast enough
To answer my rhetorical question,
I think not. Unfortunately, schools
don’t change fast enough to keep up
with the generation of children that
it serves.
For the past 30 years, schools have
taken technology and tried to fit it in
the box that schools are in. It doesn’t
work that way. A systematic shift
needs to occur. Schools today still own
the learning; students should own the
learning, co-design the curriculum,
and learn how to design their own
homework. Much of the education
in my lifetime was focused on the
remember/understand lower order of
thinking rather than the higher-level
skills of analyzing and creating. Creativity
is now as important in education
as literacy and we should treat it
with the same status. Our schooling
systems are built on the concept that
content is scarce. It’s not true; content
is everywhere. We are today in
the midst of seeing education transform
from a book-based, linear system
to a web-based, divergent system
with profound implications for every
aspect of teaching and learning.
The children in our classrooms are
exposed to more information in one
year than their grandparents were exposed
to in their lifetime. Knowledge
doubles every 24 months and in five
years it will be every 24 days. It is estimated
that 1.5 exabytes of unique
new information will be generated
worldwide this year. That’s estimated
to be more than in the previous 5000
years. For students starting a four-year
technical or higher education degree,
this means that half of what they learn
in their first year of study will be outdated
by their third year of study. So,
what does an old guy like myself, who
was around when Kennedy was shot,
do when confronted with this great
digital divide that separates the kids
I serve and myself, their educational
Buddha
First and foremost, I’ve learnt to
tolerate and even embrace ambiguity.
Any change necessitates moving
out of the comfort zone of the known
and into the ambiguity of the unknown.
Heck, with 1.5 exabytes of
new information being created this
year alone, there’s bound to be a bit
of ambiguity. I’ve accepted the fact
that I will be technologically inept.
I’ve accepted the fact that the year I
was put together, that techno gene
did not exist and therefore my mind
is incapable of coming to grips with
all the new technology that is thrown
my way on a daily basis. My antiquated
VCR that I got back in 1992 still
flashes 12:00, and I have no intention
of changing it, to the chagrin of
my 17-year-old son and the locust of
geeky friends he hangs around with.
Sure, I could take the time to read my
manual and change the time on my
February 08 • Adminfo • 6

VCR, but then, who needs it. I can
handle not knowing how to do it.
Upon returning from a conference
in Shanghai last September, I excitedly
explained to my wife and my
son the extent of my participation
via Elluminate at our district’s principal
meeting, despite the fact that I
was 14 time zones away. My wife appeared
to share my enthusiastic wonderment
while my son (let’s not forget
… different generation, different
species) listened politely before interjecting
“… and what’s your point.”
We digital immigrants are amazed at
the technological advances that come
into our daily lives. To my son, the
term “digital native” rubs him the
wrong way. He feels he is part of a
generation of people who grew up
doing lots of the same kinds of things
that are being lauded now as revolutionary,
such as writing skills in multiplayer
Dungeons & Dragons. I am
always impressed with his encyclopedic
knowledge about his favourite Internet
game. He has more friends on
Facebook than the number of people
I’ve met in my lifetime. However, although
he does well in school and has
always brought home a good report
card, I can’t help but worry about
the apparent disconnect between his
school life and his personal life. What
I keep forgetting is that this ‘new
technology’ is just ‘technology’ to my
son and his peers.
As teachers, we often have trouble
with the concept of ‘not knowing.’
I call it professional deformation.
We still like to think of ourselves as
masters of knowledge and not managers
of knowledge. Most of us need
to accept the fact that the kids we
work with are digital natives. However,
even if they know more than we
do about technology, they still need
guidance on its use and their learning.
We as teachers must continue
viewing ourselves as learning managers.
Being confronted with 1.5
exabytes of new and changing (When
did Pluto stop being a planet) information
can be daunting to anyone,
therefore, digital literacy must be
fundamental in any school’s teaching
objectives. Kids need to know how to
use, create, consume and, above all,
vet information. As teachers we need
to model the types of practices that
we ourselves will need to have when
we are ready to access, vet, produce
and publish information. We need
to model that learning is not merely
finding an answer. Part of the richness
of learning is knowing when you
really know something and when we
are barraged by info, we need to hold
precious the knowledge of what we
truly know. As school leaders and administrators,
we need to help teachers
see the opportunities that technologies
afford them. We need to help
them see education as an ongoing
conversation, that some truths are
negotiated around the facts.
For the past 20 years, we have been
given the prerogative to embrace
technology or not. Today, do we have
a choice whether to change or not
It may become exceedingly apparent
that we do not. The traditional music
industry is being forced to change
because it is becoming redundant as
performers produce, promote and sell
completely at home on their computers.
If we, as educators, fail to accept
technology, then schools become an
obstacle to change thus making education
about getting students to do
what they do not want to do. And
even though we may succeed in making
them do what they do not want
to do, they will know full well that
what they are doing will most likely
be redundant for their future.
For the sake of our students, we
have a moral responsibility to embrace
technology and teach our kids
skills that will last a lifetime. The real
question is, are we willing to change,
to risk change, to meet the needs of
the precious folks we serve Can we
accept that Change (with a capital C)
is sometimes a messy process and that
learning new things together is going
to require some tolerance for ambiguity
If not, then our only option is
to continue engaging in 20 th Century
pedagogy to hopelessly achieve 21 st
Century learning. In this case, we are
surely doomed to fail in the job we
are hired to do.
About the author
Raymond Lemoine is a principal with the
Francophone School District #93. He is
currently at Ecole des Pionniers in Port
Coquitlam. Raymond previously wrote a
reflection on his 25 years as an educator
for the April 2007 issue of Adminfo.
February 08 • Adminfo • 7

Reflections/In appreciation of Sir Edmund Hillary (1919-2008)
The beekeeper who did
A BC principal travels to New Zealand and
meets the man who climbed Everest.
by Velma Sutherland
In the summer of 2005 I
was fortunate to find myself
traveling to New Zealand
with three other British Columbia
educators as part of a
UBC School Leadership Center
exchange. It was a country I
had always dreamed of visiting.
So many things interested me there
… Maori immersion programs, its
climate, history, oceans and mountains
and Sir Edmund Hillary.
I have always had a fascination with
mountains. I would read books about
the great explorers and then head into
the hills behind my home in North
Hatley to climb a few ‘large’ hills that
I would pretend to conquer and name.
Sir Edmund and Tenzing Norgay always
stood out in my mind as amazing
climbers for reaching the top of the
world, the peak of Mount Everest.
As I grew I learned more about Sir
Edmund and was tickled that he was
a beekeeper, which further endeared
me to him, especially when I would
get stung as I helped my dad look
after our own hives. As I became an
educator I learned about the work he
had done for education in Nepal and
hospitals that he had helped start. He
became my hero and here I was on a
plane to his homeland.
As soon as I learned I had been chosen
for the exchange a longing formed
that I wanted to meet Sir Edmund.
Once in New Zealand, and billeted
with my colleague, Gayle Bedard, I
started to think about Sir Edmund
and found his address in the phone
book. It happened to be on a street
we passed everyday on the bus to the
University of Auckland.
One day I suggested to Gayle that
we walk to town because our meetings
didn’t start until later in the day.
I memorized Sir Edmund’s address
and had a gift for him … just in case.
We got to his street and there was his
house. I looked at the address on the
modest home and froze.
I looked at Gayle and said, “Oh
my goodness, What do I do now”
“Ring the door bell,” was her brilliant
response. I nervously followed
her instructions and a charming elderly
woman answered. “You must
February 08 • Adminfo • 8
be June,” were the first words I
uttered. Her beautiful smile immediately
put me at ease. I explained
that Sir Edmund was my
hero and I had brought a present
for him from Canada. She
turned around and called, “Ed,
Ed … we have visitors.” As he
came up the stairs I was in awe. Thank
goodness Gayle could still talk.
We had a lovely visit and took some
pictures. Sir Edmund and June were
interested in our exchange and spoke
highly of Canada. I left them with a
signed copy of Jane Smith’s Gitxsan
Legends — Returning the Feathers.
Sir Edmund’s humility, wisdom and
kindness affirmed why he was my
greatest hero. As we were leaving I
noticed a large framed photograph of
the top of Mount Everest hanging in
their living room. At that moment,
thanks to Sir Edmund and June, I too
felt on top of the world.
Hagwili yin Sir Edmund ansiipinsxw.
(Walk softly and may the wind be
at your back).
Velma Sutherland is principal of John Field
Elementary School in Hazelton. This is her first
article for Adminfo. She can be reached at Velma.
Sutherland@cmsd.bc.ca
June and Sir Edmund with Velma Sutherland.

Learning/The unending process
Utilizing strengths
In praise of the synergy of educators working together
by Rhonda Togyi
In A plea for strong
practice (in Educational
Leadership
in 2003), Richard
F. Elmore delivers a
poignant view of the
flaws of the No Child
Left Behind (NCLB)
policy from the United
States. One of the
most shocking and
hard hitting points
he makes is that “policy makers usually
know shockingly little about the
problems for which they purport to
make policy.” Despite the challenges
faced in this policy, he offers some
suggestions for educators.
In his article, Elmore suggests
that the focus of “school resources
and effort (be) on the development
of strong theories and practices of
school improvement.” Rather than
go for “the quick fixes,” it is important
that time and energy be invested
putting into practice that which will
truly make sound educational sense.
Schools need to ensure that students
are learning deeply and are becoming
thoughtful citizens who are valued. As
a new principal, this resonates with
me. I want to be sure that when decisions
for my school are made, they
develop from best practices and I am
February 08 • Adminfo • 9
able to provide solid
evidence to support
the tacit knowledge
experienced educators
possess.
Elmore wisely expresses
that “Improvement
is a developmental
process that proceeds
in stages and is
not a linear process.”
The notion that education
is not a straight path from “a
to b” is difficult for many people to
understand. Many educators struggle
with this issue themselves. We come
from a society where historically we
have been task oriented and believe
that work must culminate in the making
of a product. Early in my career,
my mother, who worked in the forest
industry and has a different perspective
on “work,” would ask me if my

Schools need to ensure that students are learning deeply and
are becoming thoughtful citizens who are valued. As a new
principal, this resonates with me. I want to be sure that when
decisions for my school are made, they develop from best
practices and I am able to provide solid evidence to support
the tacit knowledge experienced educators possess.
“work” was “done.” I would answer
yes, but in truth I was lying: the work
of an educator is never done. I did
not want my mother to worry or to
think I was a bad teacher, but I knew
I would have to eventually find a way
to resolve the conflict I was having
about being untruthful. To compound
my dilemma, my training had
led me to believe that there would
be a lot of hard work in my first few
years as a teacher, but then it would
be easier because my work would be
already prepared. The theory was that
as I approached five years of teaching
it would become a nine-to-three job,
unless there was a staff meeting. As I
passed my fifth year and there was still
always more work that could be done,
I began to understand that this initial
and narrow view of education was inaccurate.
I needed to explain the idea
of learning being a process and not a
product to my mother so that I could
not only be truthful to her, but also
to myself. This realization allowed me
to be comfortable with the fact that
to grow as a teacher my paradigm for
teaching had to shift. I could now
give myself permission to let tough
concepts both for my students, and
for myself, time to marinate. The
fundamental yet simple cooking principle
of taking an unappetizing piece
of meat adding some spice and the
most important ingredient, time, has
implications in education. Education
and cuisine both require an appropriate
set of circumstances so that the
“toughness” can be mellowed and the
once unpalatable can be appreciated.
“Powerful Leadership is distributed
February 08 • Adminfo • 10
because the work of instructional improvement
is distributed,” Elmore
wrote. When all stakeholders in the
educational system are contributing
to ensure learning takes place, great
things happen. A core value from
the formal and informal leaders with
which I have worked comes from the
idea that there is a synergy when we
come together: many minds are better
than one, and that many hands
make light work. In education, it is
important that our work is actualized
in a thoughtful and smart way so that
it can be sustained over time. As a
formal leader in the school, I encourage
teachers to utilize the strengths
and talents of themselves and other
staff. We work together to share classes
with each other so
students will receive
instruction in art
and physical education
from the most
qualified and talented
teachers in these areas.
To continue on
the theme of distributed
leadership, we
can use the knowledge
base for performance
standards that
we already have as a
staff and look at how
we can start to incorporate
more formative
assessment into
our practice.
Elmore’s article articulates
various problems
with the NCLB
policy, but there appears
to be some unanswered questions.
There is still much investigation
educators must undertake to better
understand the learning process
themselves, but where is the moral
accountability of the politicians to
become informed of the true issues
in education I wonder what can be
done to measure both internally and
externally a school’s growth during
a time of improving practice. How
you measure this growth is especially
important when trying to decide if a
school has reached a temporary plateau,
or is “cruising” and on the verge
of “sinking.”
Rhonda Togyi is principal at Fort
Fraser Elementary in the Nechako
Lakes School District. She wrote this
paper as part of her requirements for
her ED-D532 course at the University
of Victoria (Faculty of Education,
Certificate in School Management
and Leadership). This is her first article
for Adminfo. She can be reached at
rtogyi@mail.sd91.bc.ca
Our cartoonist is Rod Maclean, a former Surrey principal.
For a weekly cartoon email Rod at ramaclean@shaw.ca

Good news/early childhood research
Preparing early
The StrongStart program in Nechako Lakes builds language, social skills and
emotional development in kids before they enrol in kindergarten
by Leslie Dyson
Countless studies, proposals,
committee sessions, workshops
and meetings have
been held over many decades to come
up with programs and strategies to
help at-risk children experience success
in school. Many educators in
B.C. believe the Education Ministry’s
StrongStart BC Program has features
that will finally bring these children
onto a level playing field when they
start kindergarten.
These free drop-in programs for
all children from 0 to 5, running at
least three hours a day and five days
a week, are led by qualified early
childhood educators. The programs
are housed in unused classrooms and
give parents and caregivers new ways
to support their children’s learning
and connect with others. The goals
are linguistic, physical and social development.
Michelle Miller-Gauthier, literacy
coordinator for the Nechako Lake
school district and a principal for 10
years, said, “If we can provide intervention
opportunities at an earlier
time and help parents know what’s
important to keep doing, the better
it is for the children.” Language skills
play a large role in students’ success
in school and society, she said. “We
know from the Betty Hart research
that language development windows
start to close at age three.”
February 08 • Adminfo • 11
Early-childhood researchers Betty
Hart and Todd Risley found that
children are greatly affected by the
number of words they are exposed to
by their parents. In a child’s first four
years, the average child from an economically
advantaged family can hear
nearly 45 million words spoken to
them. The average child from a family
living in poverty is just 13 million.
That means impoverished children
start school with a tremendous defi-

cit of 32 million words of language
experience. How can those children
possibly catch up
Educators in Nechako, like those in
school districts throughout the province,
are concerned about the declining
language skills of many children
beginning kindergarten. “We have
lots of theories about it,” Miller-Gauthier
said. “Some think they’re not
getting enough back and forth conversation
or that they’re spending lots
of time in front of TVs and computers
which can’t replace human interaction.
In our area, this isn’t related to
financial status,” she added.
StrongStart programs are intended
to supplement existing services provided
by pre-schools and community
playgroups. They often work cooperatively.
StrongStart differs from existing
programs because it requires involvement
from parents and caregivers
and connects children, at an early
age, to intervention services such as
public health nurses, physiotherapists,
speech and language pathologists,
dental assistants and counselors.
There are more than 70 programs
running in elementary schools in
most districts in the province. Nechako
Lake school district, with some of
the greatest challenges to overcome,
opened StrongStart programs in
Fraser Lake and Burns Lake last fall.
Dianne Raymond, principal of
Mouse Mountain Elementary in
Fraser Lake serving 128 students in
kindergarten to grade 3, said she’s
amazed at the attendance and enthusiasm
from the parents and caregivers.
After just one month, more than 60
children were enrolled in StrongStart.
Fortunately, the wing of the school
where the program is offered already
had separate washrooms and childsize
fixtures. The school decided to
go with a homey look that includes
couches and foamy chairs.
She said she’s noticed over the years
that many children are not ready for
kindergarten because of their low language
and social skills. “We’re working
to bring out families that really
need that support.”
She said she believes this program
will be successful because it brings
parents into public schools on a less
formal and judgmental basis. There
are no report cards or required attendance.
Parents can arrive when it suits
their schedules.
Providing programming for infants
to preschoolers does present great
challenges but unique opportunities
as well. Building empathy in younger
children is just one of the byproducts
and is especially valuable for children
without younger siblings.
There is no upper limit on the number
of participants who can attend.
The program is designed to keep children
and parents engaged on a daily
basis and for several years. Raymond
said she doesn’t believe participants
February 08 • Adminfo • 12

will become bored because they’ll be
fascinated to watch the changes that
come as their children grow and develop.
“Every time they come, something
is learned.” The current group of parents
is eager to help lead songs, play
instruments and make play-dough.
Guy Epkens-Shaffer, principal of
Muriel Mould Primary School in
Burns Lake, is delighted at the response
to the program in his school.
He said it offers a natural transition
for children and their families.
The K to 3 primary school serves
139 students. Half the students are
First Nations coming mostly from
three bands in the community. He
said formal education was a negative
experience for some of their parents,
but this program helps parents and
children feel comfortable in a school.
In addition, the number of kindergarten
students has been declining.
The school had 62 children a few years
ago. It’s down to 23 now. Epkens-
Shaffer is optimistic StrongStart will
keep the kindergarten numbers up.
About $20,000 of the $50,000 that
came with Ministry approval was
used to modify the classroom space
and purchase early childhood materials.
The remainder is being used for
operating expenses.
“We’ve had unbelievably strong
support from the community and the
College of New Caledonia,” he said.
The school was delighted to find an
early childhood educator from one
of the First Nations bands to lead the
program. Sarah Green had just completed
her training and returned to
Burns Lake two weeks before receiving
a call from the school.
The program was launched in November
and the number of participants
has been rising steadily with an
average of 10 children coming every
day even in the dead of winter.
StrongStart programs are run by
a steering committee of volunteers
committed to and knowledgeable
about early childhood education. In
the case of Muriel Mould, the committee
includes the principal and representatives
from a nearby preschool,
the college and public library.
They meet regularly and provide
support so that the facilitator can respond
quickly to needs and changing
circumstances. The Muriel Mould
committee decided that more should
be done to reach out to parents and
preschoolers in the general community
and nearby bands. Green will use
Thursday afternoon program time for
this purpose. In addition, taxi vouchers
will be provided to help families
overcome transportation challenges
in the district.
Facilitators receive a framework to
help them plan activities to develop
pre-literacy skills through purposeful
play. They also use their own skills
and experience to keep activities fresh
and fitted to the needs
and interests of the
participants. In addition
to organizing
age-appropriate activities
and preparing
healthy snacks,
Green said she models
behaviour for the
adults. She has two
children herself —
a three-year old and
six-month old. Her
husband has brought
them on occasion
and that encourages
other fathers to participate
as well.
Several of the children
coming to the
program are suspected
to have Fetal
Alcohol Spectrum
Disorder.. “They are
one of my targets —
at-risk families,” she
said. In addition to making sure the
space can accommodate children at a
variety of ages, she designed the room
with non-distracting natural wood
and muted colours. “That may be a
unique feature of this program.”
Schools that have welcomed Strong-
Start are hoping to hear soon that
current levels of funding will be available
next year as well. The Ministry
has not confirmed there is long-term
funding.
Raymond said, “There’s so much
research that children who come
with greater language and social skills
and emotional development will do
much better in school.” She said she’s
looking forward to seeing if Strong-
Start makes a difference for these preschool
children. Her instincts tell her
it will.
Leslie Dyson is a regular contributor
to Adminfo. She can be reached by
email at dyson@uniserve.com
DAD_3.437x4.937BW_3 1/10/08 3:48 PM Page 1
Do you need help implementing
the Guidelines for
Food and Beverage
Sales in BC Schools
An initiative of
these BC Healthy Living
Alliance members
Call
Dial-A-Dietitian
Greater Vancouver
604-732-9191
Toll-free in BC
1-800-667-3438
To find packaged and franchised
foods and beverages that meet
the BC Guidelines visit
www.brandnamefoodlist.ca
February 08 • Adminfo • 13

1st
person
Christine Dickinson,
a former principal,
shares her thoughts on
a life in education
with participants at the
2007 Short Course
A life well-lived
Early in her career, Christine Dickinson (4 th from left, front seated row) was a teacher-librarian at Naenae College in Lower Hutt, New Zealand.
I
want to begin by saying what an honour it is to be asked to speak
to you today. It is also unbelievable that this phase of my career
is over.
I have been a part of Short Course on several occasions, but I will
never forget the energy and excitement I felt in 1993, when I was in
your seat. Listening to some of your conversations, knowing what an
exhilarating week you have had, and simply feeling the energy in the
room I have to say that I am a little envious. Those of you who are
just beginning as principals and vice-principals are exploring a new
and probably a daunting phase of your career with some trepidation.
You may be wondering if you are a fraud and asking yourself just how
long it will be before all those who have placed so much confidence
in you, discover the truth. Those of you who are more seasoned principals
and vice-principals are newly energized even though it is just
days since you dragged yourself out the door of your school long after
everyone else, knowing that much of what you hoped to accomplish
will have to wait until summer’s end. All of you, I am sure, are eagerly
anticipating next year, bursting with good ideas and new ways to approach
your job — even though summer has barely begun.
So I am a little envious – it will be hard for me to find that same ex-
February 08 • Adminfo • 14

hilaration again, the same dedicated
and inspired colleagues, and the fresh
and creative energy brought into our
lives daily by our students. Teaching,
learning and leading in this most challenging
and gratifying world of school
leadership is something I feel fortunate
and privileged to have enjoyed,
and something I would not exchange
for any number of free evenings or
weekends.
As with all of us who have made
education a big part of our life’s work,
my journey to this point has been
unique. It is usually apparent to anyone
I speak to that I was not born in
Canada. Although I am now a proud
Canadian, I was and still am, a New
Zealander, and in fact until I was 27
years old, I had never been anywhere
else. New Zealanders are well-known
for their wanderlust, but I was also of
the generation that believed you went
to school and stayed there until you
were properly qualified to do something
that would sustain you pretty
much forever. That is true, even
though, while I was at University in
the 1960s I was proclaiming loudly,
along with everyone else, that I was
not there for a meal ticket.
My own education was at a private
school for girls — a convent. All the
images that are passing through your
head right now are probably very
close to the truth of my teenage reality.
Our teachers were all cloistered
sisters, and in many ways my experience
was narrow, protected and
socially unbalanced. Yet in that environment
I learned something valuable
from my teachers. They were all
well-educated, independent, self-reliant
and competent women, in charge
of their world. With a great sense of
social justice, they did not allow us to
feel any sense of privilege, and as role
models their impact has been marked
and long lasting.
I think I always knew that I would
February 08 • Adminfo • 15
be a teacher. My mother and many
members of her family were teachers.
My mother was a bit of an icon,
and well into adulthood I would be
regaled by strangers in the street with
stories of her skill as a teacher loved
by all. She had a passion for poetry
and everyone who passed through her
classroom emerged with a familiarity
and a love for many well-known
works.
I completed my teacher education
at Christchurch Teachers’ College, a
one-year course for University graduates.
In return for a commitment to
teach at least one year we were paid
$2900! The institution was ivy clad
stone, dark and austere. The staff
were a charming mix of the erudite
and the bizarre, and I cannot say
that I learned much that was helpful.
I did, however, spend some useful
time in schools. There were three
different kinds of secondary schools
in New Zealand at the time and there
was a firmly adhered to policy which
required students to spend time in
one of each. My first practicum was
at Nelson College for Girls and again
anything you are thinking right now
is probably right. Decorum was paramount
and the teachers wore academic
gowns, but the students were
as spunky and spirited as any you
might imagine. Next I went to Temuka
High School, a country school in
the South Island populated by farm
kids. While I was there Neil Armstrong
walked on the moon and we
gathered in an open space outside in
the middle of winter to listen on the
radio. Finally I went to Naenae College,
a secondary school of 1200 in a
blue collar suburb with a high Polynesian
population. It was here that I
got my first job. I was one of three
first-year teachers, and we were treated
well. We had an 80% assignment,
although we were employed full time,
and we were given no really challenging
classes, although the school had
more than a few of those. We met
regularly with the principal to learn
and debrief our experiences.
I had been there a year when a
young Canadian teacher who had
come from Sparwood in British Columbia,
joined the staff. We married
and eventually returned to BC, and
after a short stint in Courtenay, to the
Stikine.
The transition was not seamless.
In New Zealand at the time, schools
were like, but not quite as rigid as,
English schools. The students wore
uniforms, they rose to their feet when
a teacher entered the room and their
futures were pretty much determined
by the program they chose or were
directed towards at 13 years of age.
Success was very much dependent
on examination results, and many
students left school at 15 to enter a
wide open labour market.
In Canada I found myself in a very
experimental, if not a very rigorous
milieu. I encountered a version of
team teaching, not much structure or
regard for the curriculum and fluid
classrooms. I was puzzled by the fact
that it seemed unclear just who was in
my class or how long they would be
staying. These students were exposed
to a much more liberal approach to
learning — they had choices, and
examinations were virtually unknown.
Although their experiences
were different, the students were
like teenagers everywhere — curious,
open and anxious to be taken
seriously. Of course my experiences
were different too. To this day I can
see the mischievous and impertinent
young man sitting in the front row of
my math 9 class, testing me at every
juncture, sporting an electric pink T-
shirt emblazoned with “Archie Bunker
for King.” His jaw dropped the
day I said to him, “You made a mistake
Well use your rubber!” He took

As a died in the wool secondary teacher, working shoulder
to shoulder with some fine elementary educators, my
professional growth was immeasurable. I came to understand
the importance of process as well as content, the power of
self-sufficiency, and I joined my colleagues in the relentless
pursuit of best practice.
on a stunned expression and for once
he didn’t have a comeback — so on
I charged — “If you don’t have one,
you had better borrow one” and then
“here I’ll lend you mine.”
For two years we lived in Cassiar,
BC, and that was an experience and
an adventure. I learned about 14-foot
snow banks, -50° temperatures, curling,
x-country skiing, skidoos, the
midnight sun and the many layers of
resource town society. Mountains I
knew, but I had no experience of the
remoteness, the endless wilderness
and the long, cold, sunless winter. In
February I was helping out in a grade
2 classroom when suddenly every
child rose to his feet and gravitated
to the window as the sun peeked over
the mountain, shone brilliantly for
three minutes and disappeared. For
grade 2 students seeing the sun was
virtually a new experience as the last
time had been in November.
Our next stop, still in the Stikine,
was Atlin, just 30 miles from the
Yukon and the Alaska borders. It was
there I came to love the North, and indeed
became a Northerner. Although
we were in BC, our nearest centre was
Whitehorse, and I was sworn in as a
Canadian citizen in the Yukon Legislature
on July 1 st , 1981. It was also
in Atlin that I grew as an educator.
Most of what I know about learning
I learned in a small 80 student K-10
school. The term was unknown to
us, but we were a learning community
in the truest sense. We knew our
students and their families well. We
collaborated to provide the best individualized
programs for all of our students.
As a died in the wool secondary
teacher, working shoulder to shoulder
with some fine elementary educators,
my professional growth was immeasurable.
I came to understand the importance
of process as well as content,
the power of self-sufficiency, and I
joined my colleagues in the relentless
pursuit of best practice.
Twenty years ago when we needed
to move to a larger centre for the sake
of our own children’s education, good
fortune took us south to the Bulkley
Valley. It was there that personally
and professionally I have had so
many wonderful opportunities, and a
chance to work within a true learning
community that I am going to miss
more than I know.
So I am a little envious of you who
will soon begin a new and exciting
phase of your career. Some of you
will find yourselves for the first time
on the other side of the Union fence
— your colleagues will still be the
fine teachers they have always been,
but you will have a new lens through
which you will view your school,
your students, parents and the people
you work with. You will discover you
have new responsibilities you never
considered — overflowing toilets,
mysteriously unlocked doors, smelly
lockers, balls on the roof, stray dogs
in the hallway, bussing controversies
and lost clothing. Those of you who
are principals for the first time will
discover the true meaning of “the
buck stops here.” I clearly remember
my first few weeks as a principal.
I had been a vice-principal for four
years, and I thought I knew what I
was facing, but it is a bit like becoming
a parent, you don’t really know
until you experience it. I constantly
found myself looking over my shoulder
to find the person who was going
to field that insoluble dilemma or the
“no win” situation heading my way. It
took a little while to grasp that there
was no one, and that I was it. Nonetheless
I can tell you unequivocally
that being a school principal is without
a doubt the best job I have had.
I cannot imagine there is another job
which can offer as many high points,
as many moments of sheer joy and
celebration and the privilege of being
able to touch so many young
lives. Even now walking down Main
Street or strolling in the mall is likely
to bring me face to face with an
unexpected success story or a parent
with some surprising feedback. Of
course it is true, a principal’s lot is not
without stress, hard work and sometimes
anguish, but there were times
when I marvelled that someone was
actually paying me to be part of this
great endeavour we call public education.
I really believe that you have chosen
the best time and the best place to be
a school leader. We know so much
more about education, than ever
before — because of a wealth of research
available to us, we as a profession,
are in an excellent position to
be able to make a real difference for
all learners, creative, academic, analytical,
unmotivated and struggling.
Right now, British Columbia is the
right place because collectively we
have the capacity, the will and the
resources to make our system, and
hence our students, more successful.
We are gaining a good understanding
about what makes a good school,
what good teaching looks like, the
quality of leadership we need, the
importance of relationships and the
role of parents. Most importantly we
February 08 • Adminfo • 16

have begun to place real value on the
professional judgment of our teachers.
In our efforts to improve student
achievement, we are no longer
providing our educators with a new
program, a new tool kit, a new recipe
and calling it the solution, the magic
bullet or the key to success. We are
more likely to work with our teachers
to examine the data, and engage in a
conversation about the best avenues
to improvement for each and every
kid. As a result BC is developing a
cadre of teachers who are reflective,
collaborative, consultative; who believe
in their own professional judgment
and in their ability to address
the needs of their students, and who
are willing to take on leadership roles
as teachers.
In closing I would like to share with
you my ten wishes for you as you take
on the challenges of the new school
year.
I wish that you will continue to be
a learner — be a part of the learning
conversations in your schools and
among your district colleagues. Be
part of the provincial conversation
and find time to do at least a little
professional reading.
I wish that you will be a good listener.
Parents and students especially,
need to be heard by you.
I wish that you will be able to resist
the temptation to take affronts,
assaults and insults personally. This
is where empathy needs to kick in.
Often looking at the situation from
the perpetrator’s point of view changes
everything — rarely will it be
about you.
I wish that you will have a generosity
of spirit. Be willing to forgive, see
issues from another’s perspective and
own your mistakes.
I wish that you will remember that
teaching is both an art and a science.
In some situations there is a right way
and in others it is a matter of style,
philosophy and personality. Honour
the wisdom, knowledge and skill
of teachers. Not only will you learn
everyday from them, but they will
make you look good.
I wish that you will follow Michael
Fullan’s advice when you find staff
who do not meet your expectations
— assume a lack of capacity and
begin immediately to provide support
and assistance. Often poor performance
is a lack of confidence and
is rooted in feelings of not being valued.
Sometimes it is a matter of will
and capacity is not the issue.
I wish you will care about Aboriginal
and other at-risk learners. Sometimes
the challenges seem insurmountable,
but little by little we will have an impact.
Celebrate small victories, keep
looking for new ways to connect and
never give up.
I wish that you will implement best
practice and research findings with
a sense of urgency. Rick Dufour and
others have told us that on average the
education system takes about 20 years
to fully implement research findings.
That simply isn’t good enough — we
would not accept that from other professions.
That doesn’t mean we should
grab every new fad; but we need to be
aware of the research and understand
when it is solid. Often the research
confirms things we already know, so
we need to spread the word and support
the adoption of what we know
to be best practice.
I wish that you will not come between
your teachers and their union.
Let the players fight the battles where
they will, but that does not need to
be in your building. There may be
times when you will have to take a
difficult stand and do what you have
to do, as will your teachers, but in
my experience it has always been possible
to maintain a respect for and a
mutual understanding of each other’s
positions.
And finally, I wish that you will
maintain balance in your lives. As
engrossing as this business is, you
will do a better job, if you find time
for your families and friends, your
physical health and your spirit.
Christine Dickinson shared her reflections on her life in education with participants at the 2007 Short Course.
An educator in New Zealand and northern British Columbia since 1970, she was named one of Canada’s
Outstanding Principals in 2005 (while principal of Smithers Secondary) and Assistant Superintendent in the
Bulkley Valley. She is now an educational consultant and can be reached at chrisda@telus.net
ShortCourse
Professional development for newly-appointed principals and vice-principals
July 7–11, 2008 • Watch for details in eNews and at www.bcpvpa.bc.ca
February 08 • Adminfo • 17

In praise
of the
endless
weekend
by
Vince Devries
Vince Devries is retired after many
years as a pension and financial
consultant with the BCPVPA.
He still prepares, for a fee, retirement
financial plans for BCPVPA members.
Vince can be contacted by email at
vincedevries@shaw.ca
or by phone at 250-245-0907.
Saturdays are a mixed pleasure when you are working. You are free to
do as you please but there are also the must-do jobs such as coaching
a team or painting the living room. While it takes a while to get used
to, after eight years of retirement, any day is a Saturday for us. That does not
mean that Corine and I don’t have the pressure of a never ending list of mustdo’s.
This pressure however is much reduced by our surplus of Saturdays.
When you postpone painting of the living room, it weighs on you for seven
days and possibly more. I can relax in the thought that I will do it tomorrow.
Today it is an actual Saturday. After reading the paper, a leisurely breakfast
and a few calls, I am at my desk at 11 (sharp). I like the sharp as it makes it
look “planned.” I am faced with writing this article, hauling stuff to the dump,
returning an embarrassing number of wine bottles to our depot, the first draft
of my club’s monthly newsletter, finish our 2008 budget, review our investments
and maybe drive to Nanaimo for shopping and a movie. There is also
the leaking shower stall and the repainting of the bathroom and hallway. But
it is not a nice day to be about and when I finish this article, I will likely set
up a clever job planning schedule that will see everything done at some point.
By that time the sun should be over the yardarm.
Talking about budgets, this is a good time to take a look at your finances.
A little bit of planning goes a long way to ward off financial anxieties. Take
a look at your portfolio (RRSP or other). Had you invested everything in a
low cost, low risk Exchange Traded Fund like the TSX 60 (invested in the 60
largest companies listed on the Toronto Stock Exchange), you would have
netted 11.8% for 2007. What did your investments average If you have more
than one debt, consider a line of credit, secured by a mortgage on your home
at prime or less (Beware: A line of credit only requires payment of interest, which
can spell a financial disaster for those who lack the discipline to repay in a timely
fashion). Now that you can split your pensions with your spouse when retired
(new for 2007), should you continue to make contributions
to a spousal RRSP The answer is yes, because
RRSP withdrawals can’t be split between spouses until
they are both 65 and you will likely retire sooner. If
your parents or grandparents are ready to assist your
children with a Registered Education Savings Plan,
look at the new rules which allow one to gain the government
subsidies over a shorter period of years or pre-fund the whole Plan
gaining more tax-sheltered income than the subsidies forfeited. If you didn’t
do your own tax returns last year using QuickTax or a similar program, now is
the time to do it. Borrow last year’s software from a friend (each year’s current
tax package costs about $30) and redo your 2006 return as a learning exercise.
Even if your tax experience is limited to the gathering of your tax papers and
turning them over to a professional, you can use it! We are not talking about
saving accounting fees but about becoming tax smart in the process.
If you want some help with your annual financial review, consider my Retirement
Financial Plan. The Plan is designed as an audit of your current
finances as well as a projection of your retirement income at two different
retirement dates. This income is measured in today’s dollars, using today’s income
tax rates and compared to your current income. The further retirement
is away, the more you can profit from such a Plan.
That is how we see it, here in Ladysmith.
A little planning goes a long way
to ward off financial anxieties
February 08 • Adminfo • 18

Enhancing every child’s life chances
Educator and proud grandpa,
the BCPVPA’s executive director, Ted Whiteland,
on the research about early childhood development.
In this edition of Adminfo, an article
by Leslie Dyson entitled Preparing
Early caused me to reflect to the December
2007 issue of Adminfo where
I stated that one must understand the
underlying research of early child development
(ECD) to appreciate both
where we are versus where we could
be with implementation initiatives.
I must also confess that as a grandfather
to 14-month old Keanna, I
marvel at the developmental milestones
that she is able to meet. I also
admire the work that our daughter,
the mommy, does to better understand
Keanna’s needs in every dimension
of her growth.
It would be easy to believe that research
and programs related to effective
ECD reside solely in Canada. In
fact, there are many models of such
effective interventions throughout
the world, many of which have been
in the mainstream for decades. There
is much to be learned from these initiatives
and the American Head Start
program is but one example.
As noted in the October 2007
ASCD issue of Educational Leadership,
Dr. Edward Zigler has, since
1970, championed the Head Start
program where he held the position
of the first director of the Office of
Child Development, which administered
the fledging Head Start program.
In a far ranging interview, Dr.
Zigler identified the frustration of
competing goals for Head Start. The
desire to identify a quick fix literacyskills
program based on cognitive development
competed with the “whole
child approach” which viewed the
brain as an integrated instrument and
therefore capable of mediating emotional
and social development along
with increased intelligence.
Dr. Zigler also identified two great
achievements of the design of the
Head Start program. Foremost, the
program emphasized social and emotional
development with an emphasis
on the provision of health, social and
comprehensive services to families. To
this was added parental participation.
Research has identified that parental
behavior is the most important single
determinant of a child’s growth. Succinctly
put, the research identifies the
positive correlation between involved
parents in the education of their children
and the child’s education and
BCPVPA
performance.
When asked what is the best age
at which to provide support for preschool
children, Dr. Zigler is clear:
conception, not birth, is when development
starts and that when mothers
are pregnant they’re extremely
interested in both information and
instruction.
It is within this context that I found
Leslie Dyson’s description of Strong-
Start programs in the Nechako Lakes
school district so inspirational. Integrating
what has been learned from
research with local resources and
coupling these with expanding partnerships
has established a dynamic
which makes everything possible for
enhancing a child’s life chances.
And isn’t this what it is all about
Ted Whiteland
Executive Director twhiteland@bcpvpa.bc.ca
Sharon Cutcliffe
Legal and Contractual Services, Student Leadership sharon@bcpvpa.bc.ca
Gaila Erickson
Professional Programs gaila@bcpvpa.bc.ca
Ian Kennedy
Legal and Contractual Services ian@bcpvpa.bc.ca
Carol Powell
Finance carol@bcpvpa.bc.ca
Richard Williams
Communications rwlliams@bcpvpa.bc.ca
February 08 • Adminfo • 19

ShortCourse
Professional development for newly-appointed principals and vice-principals
July 7–11, 2008 • Watch for details in eNews and at www.bcpvpa.bc.ca
Comments from last year’s participants
Really enjoyed hearing this speaker …
an inspirational leader and a wonderful role model
Gives a wonderful building block as a guide to help us …
Wow! I never thought I would think so much about thinking!
Very useful and important
Good concrete model to help with decision-making
This blend of topics heightens
awareness of important issues
Good opportunity to share and hear about
different leadership roles that people have taken
Effective speaker who brought me a long way
in understanding the whole idea of teacher leaders
Informative, interesting and useful …
notes provided were fantastic
Practical and relevant
Sponsored by the BCPVPA, UBC and BCSSA
Financially supported by the BC Ministry of Education