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Climate, Collaboration, and School Culture

What are the assumptions can we make about a school from the moment we pass through the main entrance? Are those assumptions reinforced or refuted when we converse with members of the school community?



Traveling south on I-55 heading towards Springfield, host of IETC-2017, I'm taking in the last few bites of an Egg McMuffin, listening to sports talk radio, and enjoying the freedom of the open road at seventy-four miles per hour.
ChangeSchool comrade, Eric Bohm, had mentioned the tremendous response students were receiving for their "month of giving" charity program. I needed to stop by Pontiac Township High School to say hello and make a donation.
First impressions, PTHS was clean, accommodating, and safe. I was welcomed by friendly staff who were eager to help me with my questions. I intended to drop off some treats, make a donation, take a selfie with the principal, and get back on the road. Mr. Bohm, being the proud principal that he is, had other ideas, and I'm glad…
Recent posts

Teacher Title; Obstruction or Advantage?

"In learning, you will teach, and in teaching, you will learn." - Phil Collins


What comes to mind when you hear the word, teacher? Do you picture Albert Einstein at the chalkboard feverishly writing equations for a room full of glassy-eyed students? Systems thinker, Russell Ackoff, challenges our traditional cognitions by asking, "who in the classroom learns the most?" In the spirit of trying to do the wrong things right, Ackoff explains, "Schools are upside down. The way students should learn is by teaching others, not by being taught."
Referencing one of Will Richardson's recent Change.School provocations, "does your school or classroom apprise a culture of teaching or a culture of learning? "Many organizations are pursuing objectives contrary to their intention. It's not a matter of efficiency, it's a matter of effectiveness.", concludes Ackoff.

During last week's Change.School exploration we discussed the changing role of t…

School Culture and Perpetual Beta

Perpetual beta is the retaining of a program or system in the beta, or unfinished, stage of development for an indefinite period of time. If schools are committed to becoming cultures of learning, then embracing a state of perpetual beta is a constructive mindset.



Author and professional learner, Harold Jarche, tells us learning, in a networked world, is complicated without establishing personal and organizational structures. In the words of George Siemens, "creating coherent centers on the web". PKM (personal knowledge mastery) is Jarche's framework for professional, ultimately personal, learning. His recipe for continuous learning involves three perpetually repeating activities. (Learning through doing)
Seeking - obtaining and curating useful informationSensing - reflecting, practicing, and personalizing the informationSharing - exchanging resources, ideas, and experiences
Work is learning, and learning is the work - Harold Jarche
This week's change.school provocations…