The leadership

Randy Smith was principal of Hadley for many years, then of Symmes Junior High from 1999 to 2002. The school is newly built and Mr. Smith participated not only in its architectural design, but also in defining a vision based on the school team. Moving into the new premisses, he gathered around him a group of teachers who embraced this vision. In his words: "The hallmark of the school is an ethos of teaming and the opportunity of time for teachers."

A strategy for making time
A view of the QEP
The conditions of success
Keeping the school on track
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A strategy for making time
Giving teachers time to plan, reflect and implement projects requires a combination of factors. Uninterrupted time in school has to be made available and the time has to be structured so that work with colleagues is possible.

Symmes achieved this first by creating groups of 2 or 3 classes which share, to a large degree, the same core team of teachers (English-Math-French). These teams met regularly to plan joint activities, review programs or discuss the progress of individual students.

To find time for them to meet, the school schedule was re-organised in order to extend four school days by 20 minutes, thereby allowing an early Wednesday dismissal (13:40). This afternoon time was allotted to teacher teams for curriculum planning, not staff meetings. In his words:

"Time is fine. But the important thing is what is prioritized for that time. If it's administration, then nothing has changed."

Team meetings became part of the regular work load.

QuickTime Video clip (Making quality time) 56k modem | Cable/DSL
QuickTime Video clip (Team Meetings) 56k modem | Cable/DSL

Parent support for the change in schedule was needed. They were informed about the change in the Québec Education Programme, about the fact that the teachers are responsible for the curriculum, and that they need time. The first year there was some initial resistance. Change, at all levels, is a process that happens over time.

"... the seeds of thought went out into the community and proliferated so that, less than a year later, when there was a general annual meeting and our vision was again explained to the parents, they approved the plan for making time for teachers. In three years since, there has not been a single complaint."

In 2002, because they needed to create hetregeneous groups in Math and English, the teaming structure became fragmented. Teams were no longer working properly and teachers felt they had lost an key element for planning learning activities together. This was an important concern that will require follow-up.

QuickTime Video clip (Screaming for teaming) 56k modem | Cable/DSL
QuickTime Video clip (A history of academic teaming) 56k modem | Cable/DSL
Audio clip

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A view of the QEP

Randy Smith views the new curriculum as more than a readjustment in the content of the various subject areas. First, they don't talk about "Reform", they talk about the QEP. Words arepowerful. Even if the "New" QEP was not yet in its implementation stage, the QEP was always at the center of their decisions. At Symmes, there is a "culture of the QEP"

"It is said that the QEP requires a "paradigm shift" on the part of the teachers. That's an accurate statement. There is such a huge tradition of subservience to curriculum as a text that when I tell teachers they can forget the text and teach, they don't believe me. It takes a lot of time for them to buy into that level of ... freedom is the wrong word, ... responsibility is the right word. Placing the responsibility on teachers for the learning that goes on in that environment is profound."

"I think that the new curriculum is routed in relationships: relationships between the teachers, that's where the teaming comes in; relationships between teachers and students, that's where the whole concept of partnership comes in; relationships with the community outside the school that can be made part of the learning process."

Can the QEP "force" people to change, take risks, and try new ways?

"I'm afraid that it won't because, unless you really read the QEP with a heart, not just with your mind, you can just take it and turn it into what you want it to be for you. That's our fear."

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The conditions of success
The conditions for successful implementation are coming together. In Randy Smith's words:

"What we have is teachers with a strong background who have what it takes to "play" with the QEP. Then we have enthusiastic individuals, and a leadership who has the vision to make things happen and put conditions in place. We found the time. Trust has been built through our leadership and there is a sense that's it's OK to try something. There's no fear in trying because if it doesn't work out, we can try something different next time."

These will be essential ingredients as teachers move from the familiar to the new, in incremental steps.

QuickTime Video clip (A culture progressive of curriculum development) 56K modem | Cable/DSL

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Keeping the school on track

In 2002, a new principal, Georges Singfield stepped in. His will be the challenge of continuing to support the change process while stamping the process with his vision.

"This school has all the characteristics of a community school and learning community. It has:

• shared mission, vision, and values
• collaborative teams
• action orientation
• commitment to continuous improvement
• results orientation
• collective inquiry

In order for the school to stay on track, I will need to continue giving teachers the opportunity to take risks. Promoting creativity and putting people in the position where they can be innovative and be there for them will be crucial. I would also like us to change the way we look at delivering moral and religious education. The QEP is moving towards character education, values and virtues, that can be moved into the whole school community. And we will certainly need to look at the way we evaluate... we need assessment that includes the process."

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