Full Commitment

The opportunity to go 'all out' doesn't happen very often.  I've thought about this from a Rick & Morty perspective in 2018 and it comes up whenever I'm watching documentaries on extreme sports.  Dakar long distance race legend Simon Pavey, when asked why he puts himself through this kind of danger and torture, said it was just so he didn't have to do any dishes for a week.  There's a truth underneath the Rick & Morty Susan Sarandon counselor character's, "the thing about repairing, maintaining, and cleaning is it's not an adventure. There's no way to do it so wrong you might die. It's just work. And the bottom line is, some people are okay going to work, and some people well, some people would rather die" and what Pavey said that I'm trying to dig out.

The very odd film, Up In The Air (2009), has a scene in it where Clooney, whose job it is to fire people, attempts to spin this debilitating experience as an opportunity, but I think they have it wrong.  The problem with Bob's job isn't that it didn't follow his dreams, it's that it doesn't use him to his fullest, and in doing so engage him fully.  This only links to your dreams if you dream of challenge and growth - many people dream of ease and privilege; your dreams can be as big a trap as anything else.  In a job like that it's always going to turn into nine to five plod because the job doesn't ask enough of him.  Perhaps following his dreams and becoming a chef might have, but it's the minimalist demands of his work and the salary trap that makes it an existential dead end.

In most cases everyone begins a new job hoping it will become this kind of challenge and provide a life long sense of achievement and direction, and in many cases that dead-end job highlighted in Up In The Air is the result.  Most jobs don't want you to give your all, they want you to do what you're told.  You're a cog in an organization, not a human being that needs to be realized.

I was watching Moto2 motorcycle racing from last summer over the winter and came across a brilliant interview with John Hopkins, who is into coaching young riders these days.  In it John describes how he establishes trust through completely honest interactions and then, using that unpoliticised, transparent communication, creates clear step by step goals for younger riders to develop their confidence and tackle the seemingly impossible job of riding a modern race motorcycle at the limit.  There's no mystery to peak performance, but so many organizations struggle to find it.  It never seems to happen through committee.

Netflix's The Defiant Ones tells the story of music
producers Jimmy Iovine and Dr. Dre. 

This weekend we watched The Defiant Ones and the story of Jimmy Iovine sheds light on the job that becomes an all consuming passion.  Jimmy's a relatively uneducated fellow with an obvious ADHD spin to him, but he found a creative profession and threw himself into it completely.  Stevie Nicks ended up seeking him out because he was always in the studio; his commitment was absolute.

Many employers will say that they want to see this sort of commitment but it isn't actually the case.  The nature of management in a hierarchical organization means that this kind of full commitment is a threat rather than a usable commodity.  They're more interested in everyone supporting the corporate vision than they are in individual expression or differentiation.  Before you know it, even in a job where you think professionalism drives some kind of excellence, you're mailing in your job and eagerly looking forward to doing anything else when you clock out.

This came up in the show New Amsterdam as well.  The maverick new medical director discovers that there are people in the hospital with forgotten, dead-end jobs that have them doing next to nothing all day.  His argument is that the x-ray technician who is collecting a paycheque for doing nothing would rather have a job that means something and helps the hospital save lives ends up being naive.  The old guy just wants to sit in his empty office with the dust covered x-ray machine collecting a paycheque until he retires; meaning has nothing to do with it - it's all about the paycheque.  He has atrophied into the laziest version of himself in order to keep collecting the paycheque.  It's hard not to see this in education as people end their careers in an almost robotic trance, rolling out the same old lessons, doing no extracurriculars and inspiring no one while collecting the highest salary in the building.  If they're really crafty they've found a way into an administrative job that doesn't even have the demands of teaching in a classroom.

In a typical year of teaching I have frustrations but I'm usually given enough latitude that we can aim at awesome. These competitions give us a reason to step out of the 'good enough' of EQAO and provincial curriculum and apply ourselves more completely as human beings. I'm often asked how we're able to perform like we do against schools and systems with more money and resources. The short answer is because we throw ourselves into it completely. There is risk in this but what encourages students is that they know I'm as committed to them as they are to the contest. In that trust lies great performance.

This year has thrown extracurriculars into the weeds.  We've managed to place two teams in the national finals of CyberTitan this year, but even that isn't as easy as you'd think with students dropping out at the last minute and those left struggling to stay engaged in a schedule designed to run them into the ground.  Skills Ontario approaches and I'm still struggling to get students to commit to even minimal amounts of preparation.  This has been the year of shrug and walk away.

With competition erased or minimized and classwork crushed under unreasonable expectations, I'm finding teaching isn't the outlet for excellence that I usually try and make it.  I've been thinking about what I'd like to do if I weren't this deep into the teaching thing.  I've walked away from lucrative jobs before because they asked too little of me, but I never had a family to support when I was doing that.  In my final decade of teaching and with family support in mind, I'll have to find other outlets to go 'all out' because the classroom isn't the place for it any more in Ontario.  The last thing I want to do is mail in my job, it's too important for that, but I don't know what's left to do.

Just Hang On...

It has been another rough week of double cohort double class teaching.  Evidently I'm one of only 5 people in our school who have been waterboarded like this.  Everyone else has been teaching up to half the synchronous face to face instructional time that I have.  My employer is nowhere in sight and neither is my union in terms of providing qualified teachers to support my classes, so on I trudge alone.

While that is happening we're dealing with serious on-going health issues in my family and I managed to pull my back out so badly this week that I had trouble breathing.  I have no doubt that this is stress related, but no one will care or do anything until I'm broken, and then it will be the blame game.

On Monday we had a half day of PD that I was unaware of.  I couldn't find any details about it in email and when it rolled out over the Monday afternoon I sat there wondering what was going on.  The system has been wildly out of balance all year and PD has been desperately needed though none was forthcoming, then suddenly this.  Frankly, an afternoon not having to wear PPE three sizes too small all day again made this feel like a win.  It was nice not going home with rope burns on my face.

In a rushed one hour session a man in Alberta cut open the wounded emotional body of our staff and then left.  He was desperate to establish rapport and attempt psychic surgery on us through a one way sixty minute video chat.  He lost me when he attempted to use my lack of reproductive effectiveness as a joke (why aren't you people in Ontario pumping out more children?).  At that point I angrily started cleaning up my classroom, which is in tatters because I have been given no time to maintain it in the past year, and that's how I pulled my back out.

I'm sure that wasn't the intent of the half day invasive PD, though when you see that many superintendents and other senior admin in a meeting you have to wonder what the intent is.  Many people seemed to find it helpful, but many people aren't teaching all day every day all year like I am.

Tuesday and Wednesday I was in rough shape but continued to plan and oversee my class from home because you can't expect anyone covering to do it consistently when none of them are qualified to teach the subject, not that this matters in 2021.  I've not been given any qualified support for coverage or remote support (which is fully half of the reduced instructional time students are expected to spend in 'class' this year).  While my union throws a fit about elearning classes that would at least be taught by qualified teachers, they've been bragging about how unqualified teachers are the solution in schools all year.  It's this kind of political game playing and the inconsistencies that it produces that leave me wondering what the hell I'm a part of.

I would if I could sleep...

With my class split into morning and afternoon cohorts, one of my cohorts didn't see me on Monday.  Remote expectations have been vague and are only getting vaguer as you'd expect from a system that, if it does elearning at all, does it as poorly as it can.  At this point the remote work being done mustn't include new material, assessment or any kind of, um, teaching.  This puts even more pressure on those marathon 2.5 hour x 2 per day face to face learning sessions  The afternoon cohort ignored the instructions I left them online when our class was cancelled and I've spent the rest of the week trying to get most of them back on track; just what I needed this week.

Driving home Friday I was in tears.  Students are exhausted and even the strongest ones are just shrugging and walking away, and I don't have the energy or resources to stand against the education system while trying to make what we do appear credible.

Next week I'm supposed to culminate an entire course in four days while having ignored a key component of the course (the engineering design process) because there has simply been no time to address it in our drink-from-the-firehose quadmesters where I barely have time to cover basic concepts and skills.  I'm then doing that again the week after with the other class which is also a split section senior group so I need to arrange grade 11 and grade 12 face to face work along with simultaneous grade 11 and grade 12 remote/elearning work, and monitor it all while doing 2 things at once.  I keep telling myself I just have to get to the end of this quadmester alive.

I'm looking forward to next quadmester (where I'm teaching my sixth consecutive double cohort class) when I'm told I have to provide remote support for someone else's class that I'm not qualified to teach because that's a 'fair' distribution of work.  Fair doesn't mean anything any more.

I just have to make it to the end of my second double double (this time with an added double stacked class) quadmester... two more weeks.

Not yet...

I'm exhausted because I've been scheduled more than twice the instructional hours of other teachers in my board.  No one from union or board appears interested in addressing this wildly inequitable distribution of work.  Not one 'support' teacher has been qualified to cover my subject.  Remember that the next time OSSTF bleats on about how important it is to have qualified teachers teaching.

Refocusing Ontario Education on Student Learning and Equity Through Artificial Intelligence

I've spent almost 20 years in public school classrooms fighting for better student learning outcomes, often while facing bureaucracy that pushes back in order to retain a status quo that supports their privilege. I don't have an office hang on to, my classroom is my office and my interests have always aligned with making that learning environment as effective as I can make it.

The pandemic has cast a harsh light on this lack of focus on pedagogy in our education system.  This past year could have been a huge step forward for Ontario education in terms of leveraging technology to produce better learning outcomes, but instead of a Bill Davis style, rational, progressive conservative clean up of an education system steeped in almost two decades of liberal 'vision', we got the Ford circus.  Ontario really deserves better politicians than it gets.

In my time in Ontario classrooms I've seen #edtech evolve at a fantastic rate and I've always kept up with it.  #Onted is a traditionalist organization with many stake holders (unions, boards, ministries, colleges and many other hangers-on too numerous to mention) who are more interested in playing politics in order to justify their role in an increasingly bloated and outdated system.  The pandemic has made it clear to me that most of these groups are focused on doing whatever it takes to keep their office jobs no matter how cruel or harmful to students the plan is.  My union just sent me another email about how we need to start another political fight over EQAO.  That this arrives in a year of historic workplace abuse in the system shows just how tone deaf my union has become.  No one seems to be focused on what matters anymore (student learning outcomes, remember?). 

Dr Sasha Noukhovitch, a fellow CyberTitan coach and colleague, shared an interesting while paper from The Canadian Commission for UNESCO on how artificial intelligence can revolutionize education.  This nuanced look at how AI could provide differentiation and support for all students regardless of their socio-economic situation (assuming we ever make a serious effort to permanently close the digital divide) represents a better understanding of the technology than that shown by the 'robots will take our jobs!' crowd and suggests a pathway toward a future where technology works to provide equity rather than what we're doing with it now.

In a year where everyone likes to talk about equity while doing the exact opposite setting up hugely inequitable pandemic learning schedules, the idea that a an apolitical, rational and student needs focused system could be brought to bear is thrilling.  It's an ongoing frustration that focusing our classrooms on pedagogy feels more and more alien; everyone in Ontario education has lost the plot and left it to exhausted and under-supported classroom teachers to make their inequitable planning work.

Artificial Intelligence offers the kind of individual support specific to student needs that the system has always struggled to provide.  I've been dreaming about it for ten years.  Our low-resolution bureaucracy does an adequate job of managing a mythically average student but doesn't like to treat students like people because that costs money.  AI could do a lot to address that inability to address equity, but rather than explore this emerging technology you can bet the privileged/political stake holders will do all they can to block it in order to maintain their status quo benefits.

This is about the UK but
the conservative playbook
looks the same everywhere.

The second article from The Guardian about British schools offers some worrying details about how behind the curve they are in terms of technology adoption (lots of schools don't have wifi yet?  C'mon UKed!).  It also suggests a way to improve student learning outcomes that has become apparent from asynchronous online learning: "One way to tackle the achievement gap is surely in-school lessons followed by more personalised online learning, either at home or in after-school clubs."  Of course, in Ontario we rush to apply technology to force synchronous learning (recreating the inequities of the classroom) for political ends while further crushing students whose families can't provide the infrastructure.

Combine the concept of immanent personalized virtual learning AIs that will tirelessly support students right where they need it and the idea that school can happen both in class synchronously and out of class virtually and at the student's own pace and you have a recipe for a quality of pedagogy that we simply can't produce in our status-quo, politically charged bureaucracy intent on retaining all the infrastructure (schools, board offices, union offices, educational hangers-on...) and the jobs needed to run it.  A leaner burning Ontario education system focused on student learning might have a similar number of people working in it but almost all of them would be actually involved in teaching.

The thought of a rational, politics free AI focused entirely on maximizing learning outcomes has me dreaming of an education system free of messy human politics and the self-serving political organizations that feed off it.  Decisions would be data driven, transparent and then held to accountability through more transparent data collection that would be ongoing and everywhere rather than centred in a questionable and expensive organization run by a failed politician.

I'm in my final decade of teaching and I've lost faith in my union and doubt the intentions of educational management all the way through the system.  The 'support' organizations that also feed off the education system seem to have completely lost the plot in the political haze of education in 2021 Ontario.  Spending my final years in the system making student supported AI learning tools a reality and watching them burn the status quo to the ground would be a satisfying conclusion  to a career spent focused on student learning.  I've long hoped to leave the system in better shape than I found it.  I think the route to that goal is through adapting emerging artificial intelligence and other digital learning tools through a ruthlessly pedagogical focus.  If that burns our bloated bureaucracy to the ground in the process then I'll have achieved my goal of a more equitable and effective public education system that serves student needs first.

WANT TO DIG INTO AI IN EDUCATION FURTHER?

Read that UNESCO white paper on AI in education if you haven't yet, it's worth a read.

ISTE also has primers on AI and how it will change education here.