UCDS Spark Magazine #18 - Cultivating Leadership, Fall 2019

18 ISSUE NO.

CULTIVATING LEADERSHIP

FALL 2019 EVOLVING OUR LEADERSHIP MODEL LEADERSHIP BEGINS BEFORE YOU ARE A LEADER A COLLECTIVE LEADERSHIP MODEL GROWING SHARED LEADERSHIP

Master of Education Program NOW ENROLLING FOR AUGUST 2020

Shape Culture.

Transform Learning.

Build the skills of great teaching at the UCDS College for School Culture —intentional culture, differentiation, and curriculum design. Join this innovative Master of Education Degree program that works with you to achieve your professional goals.

Master’s Program Features: • A responsive program that works with you to shape your graduate experience • Immersive practicum designed to suit your goals - work in your own classroom or side-by-side with experienced educators • A small, professional cohort and individualized mentorship to grow your teaching and leadership practice • Capstone experience built to support your professional goals

FIND OUT MORE: UCDS.ORG/CSC

IN THIS ISSUE...

WELCOME TO SPARK MAGAZINE

01

02

EVOLVING OUR LEADERSHIP MODEL

04

STICKY CURRICULUM: LEADERSHIP BEGINS BEFORE YOU ARE A LEADER

10

WHAT WORKS: A COLLECTIVE LEADERSHIP MODEL

16

CREATIVE FUSION: GROWING SHARED LEADERSHIP

20

WHO INSPIRES US: MENTORING AT UCDS (RESIDENT TEACHER INTERVIEWS)

24

SPARK PLUGS

Spark is published by UCDS. Head of School - Paula Smith Assistant Head of School/UCDS Institute Director - Melissa Chittenden © 2019 University Child Development School. All rights reserved.

EVOLVING OUR LEADERSHIP MODEL UCDS has a long history of developing 02

innovative ideas that enhance the

WELCOME TO SPARK MAGAZINE

education of our students as well as providing a collegial resource for educators around the world.

Through our UCDS Institute, we have established multiple global partnerships, a residency program, online learning resources and the annual Spark magazine you are reading now.

Collaborating and learning are UCDS hallmarks. We thrive on trying new things.

UCDS is now poised to take the next step in educational leadership—we are starting a graduate program for teachers!

Yes, you can come study at the UCDS College for School Culture starting in the summer of 2020.

Earn your Master of Education degree through this practicum based learning model.

We have a popular saying at UCDS, “The thing is not the thing.” For us, it means that the process of teaching, the art of teaching is at the center of a learning experience as opposed to the thing you buy that guarantees student learning.

Our Graduate Program is focused on the process of cultivating that art as well as the process for constructing and sustaining a school culture that is focused on shared voice and ownership.

We are excited about this next step and appreciative of all the connections we have made with so many of you over the years.

Please visit ucds.org/institute to learn more.

WELCOME TO SPARK MAGAZINE

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NT!” E M E C N U O N N A R I A H “C

04 STICKY CURRICULUM

LEADERSHIP BEGINS BEFORE YOU ARE A LEADER

(or, “Students learn from what they see around them.”)

They observe the collaboration and communication of adults. Providing leadership opportunities at an early age

Building student leaders begins with the belief that students can lead.

Through opportunities and expectations, schools can cultivate student leadership in both formal and informal ways.

fosters communication, collaboration, and creativity while instilling a sense of responsibility, initiation, and passion.

Students share big ideas with enthusiasm through play and design, and there is no limit to what students can do.

Suppose preschoolers decide to use blocks to build a restaurant. Throughout the creation of this project, the students are practicing leadership skills. Students communicate their ideas to one another, work together, and make decisions. They might ask, “Where should we put the front door?” or “How many tables can we have?”

The students set goals—build an awesome restaurant— and collaborate toward that common goal. Throughout the building and design process, students will have to change course at times. This builds flexible thinking.

Students will enter the project with different viewpoints and express conflicting opinions. Through the project, students learn how to listen to one another and make a decision for the good of the restaurant project, which might mean letting go of one’s own idea.

Play is powerful!

Continued...

05 STICKY CURRICULUM

By Jessica Garrick & Katharine Sjoberg

Students learn from what they see around them.

Students redraft the UCDS Constitution each school year to serve as a visible reminder of community leadership in action.

06 STICKY CURRICULUM

Building Resilience and Grit

Student Voices Matter

At UCDS, classrooms are created with high expectations.

Teachers expect students to be respectful of themselves,

Students are never told they can’t do something because

each other, and the greater community at UCDS. Beginning in

it’s too challenging or they are too young. There’s an

preschool, students are encouraged to voice questions about

expectation that students can do things. This encourages

the community and engage in problem-solving. Creating a

students to try, to take risks, to celebrate successes and to

community where students can make mistakes, ask for help,

set goals. We make reaching goals visible and celebrated

and try again instills a sense of responsibility and motivation.

through chair announcements and sharing with friends

Every classroom takes 15 minutes for Class Meeting several

and teachers. When young students reach a goal, they

times a week. This dedicated time for student voices

climb on a chair and announce their accomplishment for

allows students to invest in their classroom community by

all to hear. Young students visit neighboring classrooms

identifying problems, needs or ways to celebrate with their

to borrow blocks, building both independence and

classmates. Students express wanting to help with a problem,

leadership skills. Acknowledging the hard work that goes

such as marker caps on the wrong color marker, and the

into learning allows students, whether they are three

class brainstorms ways to solve that problem.

years old or thirteen years old, to set individual goals and learn that everyone is working on something. Classroom jobs are another way to add investment and awareness of community for students. At an early age students can be in charge of a variety of tasks: line leader, supply organizer, plant waterer, photographer, chair stacker, etc. Students can even be involved in the creation of jobs and job titles.

Students then use the document as a shared mission statement to articulate ways to collectively lead their school community.

Teachers take minutes of the conversation as students

begins as younger students observe fifth-grade students

work together to design an action plan. Sometimes finding

taking part in service learning projects. They see these

a viable solution takes a few meetings; this allows students

students as the public face of school events and traditions

to think about the topic and return with fresh ideas, as

throughout the year. Kindergartners welcome fifth-

well as honors the behind-the-scenes work involved in

graders to their classroom to hear a presentation about

trying out new classroom routines. During Class Meetings,

the Lost and Found or an upcoming guest artist. Those

some agenda items become more of a reminder than a

kindergartners then think about how they might also

problem seeking a solution (the paper towels go in the

educate the community or share information with their

compost bin), and other agenda items become a topic for

current class.

multiple classrooms to discuss, such as topics pertaining to playgrounds or other shared spaces. Building student voice

In fourth-grade, student get their first inside look as

in classrooms also helps foster the idea and belief that

fifth-graders present their service learning projects.

kids are leaders, while also providing practice talking with

They share overviews about their projects as well as

and listening to peers, re-evaluating one’s own initial point

personal reflections that provide a true window into their

of view, and setting goals and working to achieve them.

experience.

Students have ownership and responsibility as part of a learning community.

Fourth-grade students use this information to think about leadership. They discuss what leadership is, what it looks

Observing Kids as Leaders

like, and how to be a leader. This discussion is the first step

As a fifth-grader, each student at UCDS designs a service

about personal areas of strength and areas for growth,

learning project. Students work with one of the Faculty/

and they identify how different committees provide room

Staff Committees to learn how our school functions from

for challenge and success. This reflection is used by faculty

the inside-out.

advisors to assign students to Faculty/Staff Committees for

But, let’s take a step back. The value of service learning

their fifth-grade year.

as they look forward to the year ahead. Students reflect

Continued...

STICKY CURRICULUM

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Service Learning: A Formal Role as Leader At UCDS, Faculty/Staff Committees are designed to contribute to the overall functioning of the school. Each committee is composed of teachers and administrators from throughout the school as well as their fifth-grade students for the year. This structure ensures a variety of perspectives and reinforces the impact and effectiveness of committee work. Fifth-grade students become contributing members of their committees through service learning. They have specific projects that support the initiatives of their committee and, over time, develop strategies for making an individualized contribution.

Fifth-grade students begin by learning about the committee structure and how each committee designs and implements its projects. This process of learning

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first helps students understand the way each committee contributes to the school community and, in turn, learn more about the community itself. Students begin to realize

STICKY CURRICULUM

that each part of the school is supported by the decisions and actions of community members. This realization is an empowering force as students gain an understanding about their own impact on the functioning of the school.

Having an impact As part of their service learning projects, students have the chance to be a full member of their committee. They are in a different setting than in their normal teacher-to-student roles. Students interact with not only teachers but also staff members from departments such as Facilities, IT, and Business. So, whereas students may have a relationship, either past or present, with the teachers on the committee, they also interact with staff members whose roles they may not have even known about before.

As full partners, fifth-grade students are given a voice in the development of committee-related responsibilities.

They are encouraged to extend the challenge by developing individual ways to contribute. Students are asked for their opinions and ideas for making plans to help with committee initiatives. They provide a unique perspective that helps adults in the community better understand and address student interests. At the same time, they are given a window into school design. As a result, service learning students begin to bridge the gap between childhood and adulthood as they take a more active role in designing the experience of school.

An active role Students become the face of the committee to the school community. Each committee designs ways for students to stand at the forefront of their work: hosting prospective parents and students, presenting to peers, guiding relationships with community organizations such as the neighborhood food bank, developing curriculum and leading lessons in classrooms, and educating the broader community about behind-the-scenes work at UCDS with blogs, videos, and presentations.

Benefiting from the Support of Advisory In order to support and facilitate the development of these leadership and project management skills, we needed to create a time in the schedule for students to successfully navigate ongoing projects and take charge of their own learning. Enter: Advisory. Students begin each day with Advisory, a 20-30 minute period for students to manage and organize long-term projects, such as service learning. Advisory provides opportunities for students to take charge of their own learning, build schedules, maintain balance and learn to prioritize. During Advisory times, students continually build communication and accountability skills. Teachers are available to support and provide guidance while also fostering increasing independence, responsibility, and expectation.

Through Advisory, students are able to successfully navigate scheduling meetings with faculty and staff within the school. Students exhibit leadership by providing counsel to fellow students working on similar objectives. At any time during Advisory you can find students working together to practice a presentation; preparing questions to interview faculty members; designing logos or posters to educate the community or advertise upcoming events; using calendars to manage school work, daily schedules, and after-school activities; and brainstorming ideas for upcoming meetings. The opportunities for Advisory use are endless!

Building student leaders begins with the belief that students can lead. Through opportunities and expectations, schools can cultivate student leadership in both formal and informal ways.

STICKY CURRICULUM

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Service Learning students present to the larger school community (above), and reflect with a variety of classmates, faculty and outside experts to serve needs of the greater surroundings (below & right).

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What Works:

WHAT WORKS

A COLLECTIVE COLLECTIVE COLLECTIVE LEADERSHIP MODEL What works is that everyone sees themselves as a leader.

By Deb Chickadel, Jill Marlow, Katie Walters-Krohn & Laura Henneghan

We believe that everybody—from new colleagues to those who have been at a school the longest—has the responsibility to be a leader.

It’s an even playing field, and it works best if everyone has ownership and buy-in. What works is that everyone sees themselves as a leader.

Those in formal leadership positions—head of school, assistant head, division heads, etc—have important responsibilities in any school.

When they set the stage by giving autonomy to others to take on leadership roles as well, it empowers the collective whole. Likewise, when experienced teachers provide their classroom teaching partners the support and opportunity to move beyond the role of an assistant to sharing the many responsibilities of teaching, there are multiple benefits.

Not only does each teacher grow in their teaching skills and leadership abilities, it directly impacts students. They benefit from seeing adults leading and learning together and being taught by engaged and growthminded teachers. When each teacher is a leader, each student wins.

Coming to the Table When setting a table for a celebratory holiday meal, you might be welcoming new friends and family to join for the first time. Or as you pull up the chairs to prepare for your traditional Sunday dinner crowd, you set a place for those that have been coming to the table for a long time. The table, whether set for new guests or inviting back old familiars, serves to invite those seated to share, to plan, to nourish, to reflect, to enjoy all together.

The table can get messy with dishes and conversation but before everyone leaves, it gets cleared and cleaned and prepped for the next time. It is a collective effort where folks pitch in, take responsibility and understand

the work cannot get done without all of their efforts. In a school leadership model, the table is always set, but you must ask: who is at our table? Is there an opening for everyone in our organization? What are the different “meals” we offer throughout the week and who are the constituents that deserve a spot at each of the tables?

A leadership model where everyone is accountable to help each other grow and shine requires many “coming to the table” moments. At UCDS we meet formally together several times a week as teams to plan, problem solve and prepare for what’s to come. We also meet at many informal “tables” throughout the week as we pass each other in the halls or pop into each other’s classrooms or offices to vet an idea. Whether sitting across from each other at a weekly meeting or engaging in a quick clarifying conversation, there is a deep responsibility and commitment to listening to one another, responding with willingness to adapt and adjust, taking risks to press forward and ultimately leaving the table with shared buy-in, understanding and vision.

Typically in meetings one might think the senior members of the team provide the agenda, coach the newer members on “how things work” and provide the structure to keep the meeting on topic and moving forward to meet goals.

Continued...

11 WHAT WORKS

A collective leadership model involves raising up those around you and providing the opportunity and support to help everyone grow, shine and take on a leadership role. There are a variety of ways this can be structured within a school. UCDS has many internal structures that foster collective leadership.

Each structure highlights an important concept in leadership: coming to the table, helping each other shine, practicing collegiality and fostering continued growth. We hope to offer a springboard to reflect upon the leadership model within your own school.

Our current culture interjects into this a more common voice, where each team member is responsible to offer their perspectives, ask guiding questions and reach for clarity. Each year we reconfigure teams to allow for new perspectives, questions and digging deep into both the how and the why behind our both small and big curricular decisions. While each team welcomes new members, there is always a core of experience left on the team to provide history and experience. For example, a teacher in the Early Elementary Division might move to a new team in the Elementary Division to allow for professional growth for the individual, bring a fresh understanding and establish a new team dynamic. As the school year starts, the new team digs in together and takes the time to establish new collaborations, where everyone is committed to and working together towards the common goals.

12 WHAT WORKS

Whether new or experienced, the teachers on each team have the responsibility to arrive at the table with a spark of an idea. Being committed to following through on the conversations, those sparks are a beginning flame that gets fanned by the other members of the team or committee. As the conversation unfolds, the pliability of ideas and actions makes the one idea everyone’s idea. The shared vision curated through the collaborative conversations leaves everyone knowing their value at the table and celebrating the work left to do together.

When teacher leaders are surrounded by a culture of supported vulnerability, shared ideas and collective responsibility, the work that gets accomplished far exceeds what one individual can offer.

Programs at UCDS provide the internal structure to support and promote our philosophical beliefs about leadership. Check out the information in the yellow boxes for real-life examples of how we put our leadership ideas into action.

Each teacher and administrative staff member is part of a Faculty Committee which works to plan and implement school wide initiatives and activities such as admission tours, alumni events and curriculum development. The five committees are comprised of faculty and staff from different areas of the school to provide broad and varied viewpoints. Each committee is responsible for mentoring a group of fifth graders, who join the committee for the year as they carry out a service learning project.

Helping Each Other Shine It is evident in walking through UCDS that there are many doors. While it may not seem noteworthy to point this out, the abundance of openings and connections between classrooms is illustrative of the way UCDS approaches collective leadership. The overarching idea behind having many doors between each classroom is that these doors are not only physical connections between learning spaces, but reminders that these connections carry over to the way we hope—and expect one another—to learn and lead together.

Teachers are regularly seen passing through doors between classrooms and other spaces in the school.

Although teachers have levels and classrooms where they spend most of their time, all teachers across the school work together, support one another and act as a collective teaching team. Asking questions of colleagues during the school day as well as sharing successful approaches in real time is not only acceptable—it is expected and is part of the day-to-day operations of the school. This collaboration, built into the planning of lessons, allows newer as well as more experienced faculty to feel ownership and empowerment.

WHAT WORKS

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Our faculty know that they can look to anybody as a resource as well as provide advice and inspiration in return.

Leadership at UCDS looks like operating under the collective understanding that it is our job as members of the community to make everyone around us better.

Teachers model collaborations visibly, intentionally fostering a culture that teaches students to do the same. We believe that people have an innate drive to connect to others and that doing so requires specific skills and strategies that we can impart to our students. The school community aims to create a comfortable environment in which students can ask one another questions, gather inspiration from one another and motivate one another. Students are invited and encouraged to get up from their work space and walk around the room or visit a neighboring classroom to observe peers’ approaches to challenging tasks and creative projects. Throughout their years at UCDS, students learn to ask questions of one another and listen to the ideas of their peers, seeing one another as sources of inspiration and guidance.

At UCDS the Resident Program provides teachers newer to the profession a year-long, hands-on teaching experience where they can help plan curriculum, work with students, and communicate with parents with the support of mentor teachers. With up to ten new teachers in each cohort, there is a wave of diverse experiences and new perspectives added to the school every year.

Mentor teachers receive support to reflect upon and grow their mentorship skills.

Woven into the underlying culture of UCDS is the practice of sharing ideas, strategies and resources with one another. We foster this quality in our students and practice it daily with colleagues.

Practicing Collegiality At UCDS, being collegial means operating under the assumption that each individual has the opportunity and responsibility to participate and contribute in all areas of the school. We trust our actions and ideas will impact those around us, be analyzed from many different perspectives and evolve and morph as conversations go on.

This culture of collegiality supports a model of collective leadership where everyone is responsible for the school’s success.

Continued...

At UCDS, our culture of collegiality helps to support faculty and staff to engage in honest and sometimes difficult conversations that help individuals, teaching teams and our school continually grow and evolve in meaningful ways. As an organization we have a shared belief that feedback must be constructive and delivered with empathy. We believe that achievements are worth celebrating and mistakes are key opportunities for learning. Key to all this, we must be brave enough to share our honest opinions and perspectives with one another.

14 WHAT WORKS

Each participant has ownership in the organization and buy-in to the outcomes of our decisions.

While one person’s idea may have been the catalyst, many different people have contributed to the conversation and helped to grow a possibility into a reality that could not have been created in isolation. This also means that as a group, we all recognize and take responsibility for how our individual actions connect to create an end result that reflects our shared school culture and values.

A culture of collegiality also supports the giving and receiving of constructive feedback. When giving feedback, it’s easy to want to be congenial rather than collegial.

Congeniality means being polite, trying not to hurt anyone’s feelings and mostly focusing feedback

on what is going well. Avoiding giving feedback about things that didn’t go well for fear of hurting someone’s feelings can negatively impact opportunities for growth.

Collegiality, on the other hand, means being authentic and brave enough to not only celebrate what went well but also to ask questions and call attention to areas for improvement. It includes supporting everyone around you to consider ways to grow and improve. Effectively giving and receiving feedback are important components in collective leadership and are necessary for ongoing learning and growth. It can be challenging to both give and receive feedback, especially when the intention of a conversation is to call attention to an area in need of improvement or to reflect on a mistake or error.

Collegiality supports and encourages leadership across many different school roles and positions because it creates an expectation that individuals will speak up, ask questions, share about their experiences and, in so doing, create opportunities to ignite a spark of an idea that becomes part of our shared school experience. Shared buy-in and acceptance of multiple perspectives creates a system where all participants are seen as having something of value to offer.

You don’t have to be a classroom teacher to offer a curricular idea, and you don’t have to be in an administrative role to initiate a conversation about a possible programmatic goal. You do not have to operate in a single lane. If you see or experience something that raises a question for you, it is your job to think out loud and initiate the conversation to figure out what is going on.

Fostering Continued Growth Fostering continued growth is an essential component of a leadership model that seeks to develop curious, competent and creative teachers. Just as we expect our students to engage in new learning opportunities long after they turn in a completed project, we want to set the stage for teachers to grow professionally whether they are just starting their careers or with many years under their belt. What kind of expectations and opportunities are built in to allow and encourage growth? There are many ways this could look, but having informal and formal structures in place can help continued growth be an expected part of your school culture and develop leadership opportunities.

Teachers set the stage for their students by modeling behaviors they wish to see. Likewise, observing leaders who not only talk about ways to continually grow but also show it in action inspires those around them to follow suit.

It is this informal structure that cultivates growth-minded behaviors in a school community. Whether leading a workshop, collaborating during a team planning meeting or working in the classroom with a partner teacher, there are many ways to model growth-minded behaviors when you:

Show vulnerability and take risks Acknowledge when something is unfamiliar or tricky for you and that you are willing to give it a try.

Use mistakes as opportunities Reflect upon a failed lesson or field trip mis-hap and highlight the value of what can be learned from it.

Think aloud Be willing to share an initial idea out loud to invite others into the decision-making and show how ideas evolve.

Be a team player Take on responsibilities and be willing to let others contribute as well, letting them know what you have learned from them.

Challenge the status quo Question why something is done the way it is and whether or not it’s time for a change.

Elicit feedback and input Show your desire for constructive feedback to aid your growth.

Share about professional development opportunities Talk about inspiring workshops you’ve heard about or attended and books you’ve read and encourage others to share as well.

Be a wonderer Curiosity and excitement for learning can be contagious!

Teachers with five or more years of experience are part of a rotating Experienced Teacher Cohort. They select a topic of study to learn more about and facilitate sharing information and experiences with the whole faculty.

Taking part in professional development workshops or classes and then sharing those experiences with the broader community benefits the larger group and provides leadership experience for those sharing their experience.

While there is no single recipe or one-size-fits all model for successful school leadership, it’s important to think about what can help to build a strong foundation for the present and the future. Relying on only a few of the most senior faculty to carry the torch not only misses out on a wealth of perspectives and experiences from the broader community, it also does not set the stage for the torch to be passed on. Building and sustaining a leadership model which inspires shared commitment and ownership requires bringing many voices to the table, helping each other shine, practicing collegiality, and fostering continued growth.

In what ways can your school intentionally set out to provide opportunities for leadership?

15 WHAT WORKS

Peer Mentoring partnerships pair teachers in their first two years with an experienced teacher. They meet regularly to support the new teacher to set and pursue goals and reflect upon strengths. The second year is a time for the new teacher to practice the reciprocal coaching process. During this year, the new teacher responds as a coach for his or her mentor.

THE “THING” IS NOT THE THING:

16 CREATIVE FUSION

growing

a culture of shared leadership

by Melissa Chittenden & David Garrick

Lowell had a lifelong love of both math and the arts. His first love, however, was teaching, which he did continuously for 50 years. Lowell was dedicated to UCDS and enriched our community in so many ways. He shared with each of us the childlike enthusiasm for daily discoveries and the wonder of the world’s complexity and beauty.

With this section, Creative Fusion, we hope to honor and perpetuate Lowell’s interests and talents.

We all tend to hear a lot about the latest tools that enhance learning, increase mentorship skills, extend core competencies, evaluate teachers, etc. At UCDS we realized that while each of these new tools can be adopted and modified to address a particular problem, none of those “things” are the drivers for creating a culture of shared voice and leadership.

Instead of constantly sifting through the latest group of tools that are made to fit a traditional school culture, we could instead begin by asking: How might we identify and develop programs that distinguish our school from others? And, how can we leverage the unique assets found within our community?

By starting our search for new directions or solutions with these questions, we created a model in which groups of people could discuss our program assets and needs. We activated the resources within our community to seek,

Early UCDS Examples

(that started small and grew )

select, adapt, or develop culturally relevant tools. This our mission and philosophy? Will it elevate and challenge the school and the faculty?

We have a popular saying within our walls, “make jam in the basement.” For us, it means, make a plan and start small. You don’t need to figure EVERYTHING out before you start a sample batch. Start creating a recipe with the unique ingredients you already have, make a small batch and test it. Based on that sample, make changes and make another batch. Each iteration will produce something interesting and eventually it will be full of flavor. It’s important to note, that some “jam recipes” just don’t work…starting small and simple lets you try ideas out and pivot when you need to go a different direction.

The magic behind building leaders and differentiating your school from the crowd is NOT incorporating an existing program into your school, rather, it is figuring out that the PROCESS of identifying strengths and institutional goals is the actual “thing!” The time spent discussing your school’s strengths and goals leads to your thing, the thing that will help you to create opportunities and develop programs that invoke and enhance your specific mission and culture. Based on your school-specific conversations, you design unique innovations that create leadership opportunities while also elevating your school.

Twenty five years ago, the UCDS faculty wanted to find a way to help college graduates successfully enter the field of teaching after they graduated. Data was showing that educators were leaving the field of education within their first five years of teaching. We asked: Why are we uniquely positioned to help bridge that gap between the theoretical learning of college and the practical experience of teaching? How might we do this in a way that would fold into and enhance our existing program?

How might we address this issue in a way that sits well with our philosophy and mission? From our group discussions that began with these questions, we launched the UCDS Resident Teacher Program. This teacher-led initiative is now a hallmark and essential component of our school culture. Each year’s cohort of Residents is selected and

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overseen by a faculty member who manages the program.

CREATIVE FUSION

creates a natural pathway to ask: How will this align with

Decades ago, UCDS was an early adopter and proponent of multi-modal design for mathematics instruction. Our roots as an early childhood program provided a unique window into how manipulatives support conceptual understanding.

In other words, we weren’t afraid of playing with blocks.

This led us to another question: How might we work beside teachers from other schools to learn and share the importance of using manipulatives to elevate mathematical thinking? Conversations within our school and with mathematical leaders from the University of Washington led to a ten-year National Science Foundation Grant that funded a partnership between the UW Applied Mathematics department, local Public School Districts and UCDS. This NSF Graduate STEM Fellows in K-12 Education (GK-12) Program led us to ask a new question: How can we expand this experience to a larger audience? This resulted in a number of new innovations: the summer math courses we offer for educators, online teacher resources and consultations with schools far beyond our community in the Pacific Northwest.

Just over ten years ago, we were thinking about how we could continue to grow our experienced UCDS faculty in a way that appreciates them for their service to the school and elevates and energizes their teaching. Service learning and lifelong learning are student goals that are core to our cultural values. We asked: What can we do to signal our commitment to lifelong learning for our faculty?

Continued...

What type of experience offers further educational and research opportunities and elevates the rest of the community? Using our depth of knowledge to design

Recipe for From the kitchen of Ingredients (What is unique about your school?)

Preparation (What are the questions you want to pursue?)

this type of experience for students, we addressed these

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questions to create our Experienced Teacher Cohort program.

CREATIVE FUSION

Yes, the examples we have included in this article are large, school wide initiatives, but this process works for classroom teachers as well. If you work alone in your classroom, we always encourage educators to find at least one

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colleague in your school with whom you can talk

Instead, begin by looking at your particular community or

about ideas and maybe even collaborate on projects.

classroom. Identify your assets. What are your school’s

Looking at your classroom schedules, seating, read aloud

unique strengths? Build on those as you embrace change

books etc., and asking “how might I...” is a good start toward

and seek innovation. Each school exists with a unique mix

identifying the direction you really want to head.

of mission and culture. By first leveraging the assets and addressing the challenges within your school, you can

There are so many ways to share about how this

identify your thing. Here is a grid we use when we work

“questioning ourselves” process is instrumental in our

with schools to help them find their own “thing”

approach to educational design at UCDS. Let’s unpack how we use this process for innovation.

How you can start: We encourage teachers and school leaders to first realize this: The thing is NOT the thing. Meaning, buying new programs to build mentorship and/or leadership skills, adding new expectations based on research or test scores might seem like the thing to do, however, it does not set your school apart from others nor does it grow YOUR school’s culture of leadership. Simply adopting a tool, no matter how well researched, does not bridge the gap between addressing a need and addressing a need in a culturally relevant way. What seems to be the thing is not your thing.

What’s in the works right now at UCDS? Our mission calls us to apply an “ongoing effort to shape and share our innovative educational model.” We revisit this recipe for innovation knowing that our search to share our educational model is “ongoing.” As stated, we begin by identifying the unique assets within our community that can help us design our next innovation. With our Resident Program firmly planted and our growing educational connections with schools around the country, UCDS teachers and leadership looked to capitalize on our lab school roots. Designing individualized curricula for students coupled with mentoring colleagues is a UCDS hallmark.

UCDS COLLEGE FOR SCHOOL CULTURE

We are excited to announce that UCDS is in the process of opening a graduate school program! You will soon be able to earn a Master of Education degree from UCDS focused on either “the art of teaching” or “administrative leadership.”

We are leveraging our unique classroom and organizational culture and creating a graduate program with a deep focus on practicum experiences, flipping the lab school model and using the school as the lab!

Our graduate school initiative started small, the idea was vetted and discussed with school leadership and faculty.

Master of Education Degree Program Join a cohort of passionate graduate students like yourself, dedicated to developing the practice of teaching and leading. While you advance toward a Master of Education degree at UCDS, you'll work alongside inspiring educators. Graduate ready to activate positive change in education.

A small group started researching the pros and cons of offering our own UCDS degree as opposed to connecting ourselves with an existing university. Another group looked at start-up capital and how our existing spaces and departments (admissions, business office) could support a graduate program.

We researched the Washington State authorization process as well as the process and timeline for accreditation. We worked with local college educators as well as our own

Innovation-Driven

Engaged Team

The program that is making the difference for educators.

An experience built around a small cohort of degree candidates.

Build the skills and dispositions of great teaching. Graduates strengthen their communities as leaders in the field of education.

Learn and reflect together as a collaborative group. Our practitioner-led faculty has designed a responsive, highimpact experience.

Balanced Design

Diversity First

Uniting theory and practice.

Multiple schools.

Multiple cultures.

faculty to write courses that “folded into” and informed our pedagogy. These groups also worked to create overarching program goals, develop guidelines for admissions, and draft the application for state authorization.

All of this generative work is done in collaboration. THIS… IS…THE…THING! It is our thing. The graduate school will be an incredible program, but the generative thinking, unique creations, collaborations and shared perspectives have added tremendous depth to our school community

Candidates balance their time between the academic space of coursework and applied space of practicum, developing both their skill and understanding of teaching.

Degree candidates will gain experience in several different schools in their first year.

while intellectually growing and sustaining our faculty.

Though just getting underway, this program has already achieved the goals of inspiring and elevating our faculty and increasing our outreach in the educational community.

And we are just getting started…

Please visit UCDS.ORG/CSC to learn more.

Reach out to us with questions and ideas. We love learning and being inspired by the creativity of others!

Build Connections Meet engaged and experienced education professionals.

Practical experience provides degree candidates with the opportunity to build professional relationships with a variety of schools and educational settings.

Learn about our program: www.UCDS.org/CSC This program is not intended to lead to educator certification. Educators are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Growing Leadership:

Andrea Kretchmer Resident 2009-10 Where are you now?

Speech-Language Pathologist for Seattle Public Schools How did your leadership skills grow at UCDS? I learned to bring all invested parties to the table to problem

The

of

20

Ripple Effect

Men

torship at

solve and make productive solutions, create a balance of

S D C U

WHO INSPIRES US

Creating a culture of mentorship promotes leadership values that are vital to professional growth in any field. The relationships and mentorship that happen within a school are important when growing leaders. One structure at UCDS that supports leadership development and provides mentorship is the Resident Program. A yearly cohort of residents strengthens the UCDS community by offering a diverse set of experiences, backgrounds and perspectives. The multi-layered support network at UCDS provides opportunities to hone teaching skills and take on leadership roles, skills that can be applied in a wide range of professions. Eight former Residents share with us how their experience at UCDS helped shape their professional outlook, illustrating the ripple effect caused by a year spent immersed in UCDS’ culture of leadership. We are inspired by the breadth of their experiences, the many different leadership roles their stories represent, and their ability to reflect about the value of strong and effective leadership skills.

new voices and experienced voices, and to not be afraid to try new strategies.

What do you think makes a quality leader?

A quality leader will challenge and motivate. They will give feedback, assume the best of others, ask what their team needs, and keep the big picture in mind. They do the work on the front end to ensure they have gathered a team they trust and can support in the context of the team’s goal.

How did your time at UCDS impact your current work?

The Resident Program and my time at UCDS helped prepare me to learn as I did in graduate school and as I entered a new school community. I was able to feel comfortable sharing my ideas and trying new things, to feel like I could experiment but feel supported, and to build a community of support for my students.

Ethan Delavan Resident 1996-97 Where you are now?

The Director of Technology at The Bush School in Seattle, Washington.

What do you think makes a quality leader?

All leadership resides in service to others. Leaders are willing lightning rods for the needs and aspirations of the people around them. Leaders must be willing to see past their personal needs to the good of those they serve, even as they hold their constituencies accountable for their roles in a mission. Humility is a quality that allows a leader to engender a spirit of collaboration, and in no way does humility require a lack of confidence. I value a perspective that keeps the development of young people squarely in focus and creates both systems and relationships that

By Deb Chickadel, Jill Marlow, Katie Walters-Krohn & Laura Hennneghan

support their maturation. There is no job more important than nurturing the next generation, as all hope rests on their ability to care for each other.

How did your experience at UCDS impact your current work?

The most valuable parts of the Resident Program for me were

to solve problems. The best leaders surround themselves

the mentorship from experienced teachers, having a cohort

with team members who challenge them and listen

with whom to reflect, and opportunities to step in and work at

thoughtfully when they do because they have mutual trust

different levels when needed. It’s hard to imagine becoming a

with their team members.

competent teacher without having been a Resident at UCDS.

How did your time at UCDS impact your current work?

The Resident Program was a wonderful incubator for gaining independence and confidence in guiding young people. It has led me to create other mentorship programs in schools where I’ve since worked and engage with students in a way that honors their creativity and innate drive to learn and connect. It’s recently become clear to me that tremendous leadership opportunities are open to me, and my time at UCDS was a vital stepping stone in that journey.

I didn’t write a line of code until I was 28 years old, and now I’m a professional computer programmer building a website and tools used by millions of students and teachers. Learning a brand new skill in a field in which I had no experience would have been impossible without first having been immersed in the culture of reflection, actionable feedback, and support for risk taking at UCDS. As a young student, I spent most of my school day “performing” - regurgitating back the right answers, following delineated instructions and

Resident 2009-10

checking the boxes needed for good grades. The educational experience at UCDS is not at all about performing; it’s about authentic deep learning and meaning making, which is hard,

Where are you now?

messy and requires grit. In terms of leadership skills, this

I’m a software engineer at Seattle’s Code.

means I can daily stand as an example to young girls and

org, the world’s largest provider of K-12

women hoping to forge their way into male-dominated STEM

computer science curriculum.

fields, and I can do it through drawing on the inspiration of

How did your leadership skills grow at UCDS?

the tenacity of my former UCDS students.

There is an element of strong leadership that involves taking

Time spent honing the skills needed to identify, highlight

calculated risks and adjusting and trying again if that risk

and amplify other people’s strengths at UCDS - whether

doesn’t pay off in the way you thought it would. My resident

in my students or in co-teachers - is also a skill I bring

year was my first job out of college and the first time I exhaled

to my team now. Outside of education, I find it rare that

into the idea that it is ok to fail. The ways in which UCDS

people attentively watch their co-workers, compliment their

pushes students a nudge beyond their comfort zones and

contributions and really notice the patterns of how they

helps them take risks resonated with me as a type-A, classic

are effective. You can’t lead people if you don’t really see

academic achiever. My initial impulses were to tightly plan

them. I still carry with me the UCDS culture of empathy and

every lesson, but I soon found that listening and following

celebratory “chair-announcements.”

the students and being open to organically shifting with them created the best learning moments. After my time at UCDS,

Lastly, at UCDS, feedback is a gift. Whether it’s a teacher

I’m more resilient, take bolder risks when I’m unsure of the

giving a student their next Math Vitamin stretch, a co-worker

outcome and more compassionate with myself and others

coaching you through leading a Literature Circle or a mentor

when mistakes are made.

workshopping how you handled a student conflict so it

What do you think makes a quality leader?

goes more smoothly next time, everyone is always open

Leadership, at its core, is about helping people grow

to critique. Nothing fuels growth more quickly than being

individually and work together to achieve a shared goal.

open to feedback, and I am so much more open to believing

Effective leaders identify the unique strengths in each team

positive feedback and taking critical feedback graciously after

member, leverage those strengths individually and in concert

my time at UCDS. Moreover, delivering feedback gracefully

with one another, and know what motivates each team

is a skill I developed through years of practice at UCDS, and

member to contribute to the shared goal, which they highlight

one that has helped me build relationships and authority

and measure for the team. I value leaders who appreciate

with colleagues who now look to me for guidance.

diversity and can skillfully achieve the aforementioned with people who have a broad range of skills and backgrounds.

Quality leaders know their own limitations and weaknesses, admit when things go wrong, and dependably follow through

Continued...

21 WHO INSPIRES US

Erin Bond

Peter McCuskey Resident 2011-12 Where are you now?

Teaching 5th grade at an international

own. I wasn’t aware of it at the time, but that appreciation and awareness would serve me well throughout my medical career.

To this day, I begin each shift by asking my trainees how they learn best and sharing my strengths/weaknesses as a teacher/ learner. I do the same when sharing a diagnosis with patients

school in New York City.

of all ages and their families.

How did your leadership skills

What do you think makes a quality leader?

grow at UCDS? UCDS has a special environment in that there are so many great teachers and leaders to learn from, yet everyone is provided the space to step up, take on responsibility and grow into a role. Personally, being at UCDS challenged me to be adaptable and dynamic and reaffirmed that people can lead in many different ways.

I believe that outstanding leaders are lifelong learners. They never stop striving for improvement. They inspire others and recognize the strength of community. They value exceptional effort, regardless of outcome. They make honest, informed choices. They ask people to think, not to follow. They appreciate diversity in all forms.

I wasn’t necessarily aware of this at the time, but when I moved to Mumbai to work at Ascend [an international

Shannon O’Malley

school modeled after and partnered with UCDS], I realized I had some powerful insight and concrete skills that

Resident 2008-09

helped me step into more of a leadership role. I wouldn’t

Where are you now? I am currently in

say that UCDS teaches leadership, but rather facilitates it

my fifth year at Seattle Girls School (SGS),

by sustaining a culture of continued learning, growth and

located in the Central District in Seattle,

reflection.

22

WA, teaching 6th and 7th grade math,

What do you think makes a quality leader?

and I am a 6th grade advisor. I am part of a team of teachers

I believe that a quality leader inspires growth in others.

working on incorporating new technology into the classroom

WHO INSPIRES US

How did your experience at UCDS impact your current work, and in particular, the leadership roles

at SGS, and I also support the sports and snow programs for students.

or opportunities you see for yourself?

How did your leadership skills grow at UCDS?

UCDS, and the Resident Program in particular, serve as

I truly appreciated how the Resident Program threw us into

the foundation for my work in the education field. My

teaching. We were able to learn while doing, something the

time at UCDS completely shifted how I view learning and

kids at UCDS are doing every day. We were continuously

education; so, my experiences there continue to resonate

trusted and held to the standard of full-time classroom

and will continue to guide my work into the future. The

teachers. Because of the structure of the program, you had to

unique blend of committed, passionate teachers along

be ready to step up and step into whatever came your way.

with a supportive environment that encourages everyone

How did your experience at UCDS impact your current

to try new things makes for a powerful experience, and

work? Being able to see so many different teachers at UCDS

one that I proudly carry with me.

teach math and see how Math Vitamins were created really developed my style of math teaching. I strive to always have

Megan Mickley Resident 2002-03

a context, backstory, or real life scenario that the students problem-solve through applying their skills, accessing their toolbox, and learning new strategies in the process. I try to

Where are you now? I’m in Portland,

craft hands on projects and design class work with a discovery

OR where I’m the Director of Pediatric

based model in mind. I focus a lot on building a math class

Emergency Ultrasound, Assistant

culture of support, collaboration and positivity in which

Director of OHSU Point of Care

students can help each other, ask questions confidently, and

Ultrasound, and Assistant Professor in the Departments

be challenged appropriately. I am passionate about this model

of Emergency Medicine and Pediatrics at Oregon Health

being the best way to support all my students in believing they

and Science University.

are capable math learners and consistently work with parents

In what ways did you grow and strengthen your

to shift their perspective on what math education and success

leadership skills while at UCDS? UCDS encouraged me to think critically about the spectrum of learning styles, including my students’ and my

in math can look like. I believe my values in math education started with my Resident Program at UCDS.

Shaterra Overton

Mona Zellers

Where are you now?

Where are you now?

Math Teacher at Lake Washington Girls

I am working as an architect

Middle School in Seattle

in Seattle.

Resident 2016-17

How did your leadership skills grow at UCDS?

grow at UCDS? My resident year gave me so much more

My time at UCDS taught me the critical importance of

confidence than I expected. At the beginning of that year,

getting out of your own way. I became a better teacher

I never thought I’d feel ready to become a lead teacher

and a more effective teammate when I learned to really

and take on as many professional responsibilities as I

listen to my students and respond to them, rather than

have now. On the [3rd and 4th grade] team, I was trusted

focusing too much on my own preconceived notions

and respected. I thought I would spend most of the year

of how a certain lesson or project should play out.

observing and absorbing new information, but I was

This openness has served me well in all areas of my

amazed at how I spent the majority of my time at UCDS

life, professional and personal. Architecture requires

trying new things and growing into my leadership style.

a designer to be open minded—to gather information

How did your experience at UCDS impact your

and to problem solve based on that information rather

current work? In my current role, people look to me

than apply a pre-determined solution. I am so grateful

to provide a new perspective on the work and systems

to UCDS for the lessons that being a resident taught me.

with which they’re familiar. I was surprised to find that my

How did your experience at UCDS impact your

leadership came from the fact that I was a new and young

current work?

teacher within my institution, and people value my opinions

In my current role as an architect at a medium sized

and ideas when looking for a fresh take on the culture of

firm, I am involved in firm management. I lead project

the school. I am also given a lot of autonomy as far as my

design teams, and I mentor younger designers. I try

curriculum and how I engage with my students. Knowing

to be an advocate for inclusive, sustainable, equitable

that I’m trusted by my peers and colleagues has allowed me

design that has a positive impact on our city. I recently

to more organically step into a leadership mindset over the

finished my service on the board of both AIA Seattle and

last two years. It allows me to take more risks and speak up

Design in Public, a 501(c)(3) nonprofit initiative of the

when I feel strongly about something without feeling afraid

chapter that actively promotes design in the community.

of not fitting into a hierarchy. Overall, I would say that I’m in

What do you think makes a quality leader?

a place where leadership is expected of each person in the organization, regardless of your role or position.

I believe that leadership is mostly about deep respect for the people you are leading. As a leader, you are only

What do you think makes a quality leader?

as good as the team you work with. It’s not how much

I believe that leadership is not something that rests only

they respect you, but how much you respect them.

on one person. Leaders shouldn’t be put on pedestals or reduced to silos. Leadership is a shared responsibility between members of a group and there are always ways that people can demonstrate leadership, even without a formal title or recognition.

UCDS parent, John Neilson loved ideas; those he found in literature and those he gained through a deep appreciation of world culture, math, science, art, music, philosophy and physical excellence.

In 1999, at the age of thirty-eight, John lost a hard fought battle against nonHodgkin’s lymphoma. In honor of John’s life, The Neilson Endowment Fund was created. Through the Teacher Education Center at UCDS, we use this endowment to create and share programs that offer children access to big ideas.

John was an inspiration to us in life and we dedicate this, ‘People Who Inspire Us’ section to him.

23 WHO INSPIRES US

How did your leadership skills

Resident 2006-07

WHAT’S ON THE BEDSIDE TABLE OF

GREAT LEADERS

by Jen Vary

24 SPARK PLUGS

Thanks for the Feedback: The Science and Art of Receiving Feedback Well

The Art of Coaching Teams: Building Resilience Communities That Transform Schools

by Sheila Heen and Douglas Stone

by Elena Aguilar

Our days as educators are spent planning and building lessons that will be empowering and informative. In Thanks for the Feedback, authors Stone and Heen look at an important step in the design thinking process: “feedback” or “user perspective.” It’s a reminder of the value of observations from outsiders. Powerful change and innovation can come from the information we learn from others. As an educator, this book is worth a personal read or as part of a book club with individuals who are looking to be well-rounded leaders.

Elena Aguilar is a gift to educators. She is focused on building cultural competency and helping educational leaders build the next generation of leaders. She takes a very holistic approach to defining educational culture, building teams and creating resilience for when problems arise in transforming schools. The overall layout of the book allows you to pick it up in sections, reflect and then come back. There are a number of case studies that look at real issues being faced by organizations.

Aguilar’s books are informative and transformative.

Be Inspired Compiled by Trish Madson

Be Inspired is an inspirational selection, chock-full of perspectives from over 200 famous thinkers and some lesser-known minds that embrace the power of positive thinking, inspire self-esteem and bring out inner greatness. This is light reading and a break to fill those transition times between when you are building and inspiring leaders.

by David Brooks

We are all on a journey to find deeper values that inform our lives. In his book The Road to Character, David Brooks looks at some of the world’s greatest thinkers and inspiring leaders. He sheds light on their internal conflicts and sense of their own limitations, which help them to lead. Through a series of stories, Brooks looks at the flaws of human nature and helps the reader understand that we are all flawed but hold capacity to do good things, regardless. As an educator, this book provides perspective on the humanness of education—moments where you reflect on conversations you wish you could change or you come back to. It’s a reminder to all of us that there is room in leadership to share our flaws in order to make the culture and community stronger.

Lead Like a Pirate: Make School Amazing for your Students and Staff

by Shelley Burgess and Beth Houf

Have you ever wanted to run a school like a pirate?

Burgess and Houf’s book, Lead Like a Pirate, gives anecdote after anecdote using pirate terminology to make you lead like Blackbeard himself. This book is more like a manual of how to rally the crew to build passion and rapport. The authors have tips and strategies for you to try along the way. For educators, this book serves as a “how you might” go about building culture in your school that is inclusive and productive.

Pick up this read to get thinking about where to start.

The life-changing magic of tidying up

by Marie Kondo

Every educator is a collector. Whether you are hanging onto objects or words, we all fill our classroom closets with mementos, supplies for rainy days or piles of loose paper. In Kondo’s book on decluttering and organizing, she asks us all to take a deep look into what gives us “joy” and to open space in our lives and minds to let new fresh ideas come in. Why is this book in a list of leadership books? The answer is that we all need to make room in our lives for the things that bring us happiness. This book will save you time in the long run and bring space for new and exciting opportunities.

Leaders EAT LAST: Why some teams pull together and others don’t

by Simon Sinek

What is it that makes a strong leader? How can educators be strong leaders? In his book Leaders Eat Last, Simon Sinek looks at several leading organizations that have cultures that foster strong leadership.

Chapter after chapter, Sinek tells anecdotal stories from the US Marine Corps to 3M where leaders rise within companies because they are given the authority to act and work with leaders who promote the team over individual effort. Why the title? Sinek explains that junior Marines will eat before the senior Marines who eat last. This is not because they are told to but it is a sign of true leadership. It is their willingness to place the needs of others above their own. Educators may find these anecdotes to be reminders of how important a collaborative culture is in teaching.

25 SPARK PLUGS

The Road to Character

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5062 9th Avenue NW Seattle, WA 98105

OFFICERS Will Kiefer, Board Chair Katie Jordan, Vice Chair Howard Burton, Vice Chair Greg Headrick, Treasurer David Brannon-Cirone, Secretary MEMBERS AT LARGE Darius Cayetano Joe Gruber Sean Holmes Jill Larson Im Jill Jackson Kristen Johnson Van Katzman Lisa Lewis Jeanne Nguyen Amy Smith Tony Stewart Rebecca Stuart Emily Thorpe EX-OFFICIO MEMBERS Paula Smith, Head of School Alexis Rubenstein, Parent Association President Jennifer Vary, Faculty Representative 206.547.8237 / UCDS.ORG

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