CAIS in Point

“Beware the ambitions of growth”. This was the cautionary note delivered by John Ralston Saul at last fall’s Heads and Chairs Conference in Lake Louise, Alberta. In his reference, he was cautioning independent schools not to gobble up too much of the market and ghettoize the public school system. We could only wish! The fact is that, after breezing through the 1990's in which virtually every school added students and programmes; raised expenditures (and tuition fees); and looked ahead to continued growth, reality has landed in the 21st century with a resounding thud! Across the country, we have seen the applicant pool drying up. Schools are seeing their application to acceptance ratios dropping rapidly, and more and more of us are casting a wider and wider net to find students. In many schools, the definition of “mission appropriate” has broadened to the extent that classes are beginning to fill with students with learning challenges that we never would have seen a decade earlier. As schools struggle to meet the needs of these new arrivals, programme support services continue to expand with a resultant escalation in costs. The result has been, as Pat Bassett of NAIS told us a year ago, that we are beginning to price ourselves out of the market. As the CAIS Benchmarks demonstrate, compared with a total increase in the CPI of 7.7% over the last four years, our average day school tuition has increased by 27%! This has not been the result of price gouging, but rather reflects accurately the increased costs of operating our schools. The result, schools are feeling vulnerable and Heads and Boards are feeling fragile. This is a time when we need each other’s support more than ever before. However, instead of advocating for choice and highlighting each school’s niche within the range of independent options for parents and students, we are falling into the trap of extolling the virtues of one organizational model over another. TABS started the trend with its boarding statistics, followed next by a National Girls’ Schools Coalition study and last fall with the co-ed research study. While it is obvious that it is easier to go looking in each other’s backyards for committed, affluent and interested students than to try and find them on the streets, it is just as obvious that this is a collectively self-destructive strategy. A healthy and diverse community of independent schools is in all of our best interests. To properly serve students and their parents and to effectively advocate for ourselves, we need to focus on what type of school and programme is best for each individual learner, and not make blanket “one size fits all” statements. Our Orwellian, “four legs good, two legs better” approach to marketing has left us all diminished in its wake. For CAIS the mission is clear. As an association we have a critically important role to play beyond simply getting one another in the same room. But what should our collective priorities be? To develop sustainable leadership. We are facing a potential crisis as over the next five years over 45% of our current Heads will, in all likelihood, retire. We need cadres of leaders not just to aspire to the position of Head of School or Board Chair, but rather to maintain a consistent base institutional strength that is not dependent upon the attributes of the one person at the “top”; To give schools the research tools that they need for decision-making and advocacy. Our benchmark programme is a start. As it goes on-line next year, hopefully more and more schools will begin to make use of its power for managing change; and, To position member schools as leaders in programme innovation, community service, globalism, and environmental sustainability. Too many of us are stuck for an answer when asked the Good to Great question: “What do you do better than anyone else?” The winds of change are blowing through the schools. This is not a storm to be weathered at the expense of others, but rather a breath of fresh air to fill our sails and propel us to the future. Jim Dr. James Christopher Executive Director, CAIS

New and Updated Sections of the CAIS website

We are constantly trying to update and improve the information on the CAIS website. Last month we added a Conferences section to better organize, and share the registration and information for our many conferences. Check it out at: http://www.cais.ca/conferences2

The second addition to our website is a page for 2007 summer programs that are being offered in our schools. To find out more see: http://www.cais.ca/summer_programs. If your school is offering a summer program that you would like added to our website send your information to support@cais.ca

Also, to find out more about various professional development opportunities please visit:
http://www.cais.ca/professional_development

Everybody is Somebody!

Playing the piano for seniors at a retirement home, selling a student-created comic book about Shakespeare to raise funds for the ‘Friends of Shakespeare’s Church' and developing a webpage to match medical students with university research volunteer positions are just three of nineteen different community out-reach projects carried out by one class at Upper Canada College, over one school year while using a program called Who Is NOBODY?™ - supported by Rotary International and sponsored by The Printing House.

Who Is NOBODY?™ begins when a mysterious box arrives in the classroom addressed: 

To: EVERYBODY  
From: NOBODY

Inside is NOBODY (a blue denim, gingerbread-shaped doll) and all the necessary resource materials to get this self-running, poster-based program started.  Students are told that:

EVERYBODY
in the class can help
NOBODY
become
SOMEBODY

They use a simple method, based on five easy steps, to find their personal interests and abilities and then apply the curriculum (from six different subjects, including literacy) to real-life activities that exercise responsible citizenship, build character, help focus career goals and support earned and lasting self-esteem. 

‘Respect Yourself and Respect ALL Others’ is the Who Is NOBODY?™ Mission. 

Because developing mutual respect (built on personal interests and abilities and how you use them) is the core of the program, Who Is NOBODY?™ is also a preventative bullying strategy, supporting Safe Schools Initiatives.

When students do not respect themselves or others they have low self esteem and are affected by peer pressure and bullying.  When students have mutual respect, they are open to learning and sharing with each other.  This increases everybody’s potential.

A 3-D collage (NOBODY) and a colourful scrapbook with stories, pictures and photos document each student's efforts and captures this year-long project helping students in Grade 1 to Grade 12, take action locally, nationally and globally - exercising equality and celebrating diversity.

“I believe the Who Is NOBODY?™ project has opened the boys' eyes to the variety of ways that they can take their personal interests and use them to help others,”  said Jill Stewart, UCC Prep's Coordinator of Health and Life Skills. 

For example, Savinay Chopra saw the movie 'The Pursuit of Happyness' over the holidays and realized that some people don't have even the most basic things, like clean water, enough food, and a warm place to sleep.  Paired with hearing on a radio show that people donate money to help make wishes come true for children, he decided that his Who Is NOBODY?™ Project would concentrate on helping children whose basic needs aren’t met. 

While narrowing his focus, Savinay came across an organization called Pratham that strives to educate homeless children in India.  The information had a lot of pictures of children going to school without shoes. Savinay decided to walk in order to fundraise.  Then he got in touch with Mr. Thakar of Pratham's Toronto Chapter who is helping him get the $150 he raised to Delhi where shoes will be bought.

“The class is always very focused and interested during our NOBODY presentations and have pertinent and inquisitive questions for the presenter.  The class teacher, Ms. Andrea Dinsmore, has commented on how impressed she has been with the creative ideas the boys have come up with in terms of helping others,” said Jill Stewart, who is overseeing the program in one UCC class this year to pilot its effectiveness.

Jared Freedman is sending a letter to Prime Minister Harper, asking him to arrange for government funding to buy used hockey equipment, hire coaches and rent ice time, as he feels all kids should be able to play the game for fun and exercise. He is also requesting that a free league be set up so that kids who receive equipment can play without their parents having to pay. All the boys in his class signed his petition to support this cause.

Students realize that EVERYBODY is SOMEBODY!

For more information about running this program in your school or sponsoring a program, contact Kelly Clark by phone at 416-597 -2011 or info@whoisnobody.com www.whoisnobody.com

Look for the Who Is NOBODY?™ Exhibit at the CAIS Best Practices Conference on April 20, 2007.

Pickering College Students on the Air

Pickering College students will be hitting the airwaves! And all schools in the area can take advantage of this unique opportunity.

Earlier this year, The Canadian Radio-Television and Telecommunications Commission approved an application for a broadcasting license for a student-run radio station on the private school campus. Pickering College communications technology students will broadcast from their own studio. Listeners will have an opportunity to hear local talent and issues surrounding students and the community.

The station, 102.7 FM, will broadcast 28 hours of programming per week, including a wide range of music such as rock, pop, dance, acoustic, world beat, jazz, blues and international flavours. The station will also offer airplay to musicians from other schools and produce a compilation CD of local talent. In-depth training for students and teachers in all aspects of radio broadcasting skills and regulations is offered, with the intent to engage students in active learning by integrating technology into the curriculum. Students will also be given the opportunity to gain hands-on experience in broadcasting, as well as allowing them to get their voices heard, headmaster Peter Sturrup said.

For more information, visit www.crtc.gc.ca
Submitted by: Teresa Latchford

Be Published in Dialogue Magazine

Share your insights and viewpoints, experiences, study papers and research with colleagues.  Be published in Dialogue!
 
Dialogue is a specialized magazine developed for the Canadian independent education and teacher community. It engages, informs and inspires with practical resources, thought-provoking articles and the latest in education research, all focused on a particular theme.
 
Our Kids is now accepting submission proposals for the next issue focused on Creativity & Imagination. Proposals should be submitted to editor@ourkids.net by April 30, 2007 for consideration. 
 
What is the nature of creativity? Is it a natural quality or a taught and learned skill? Is it over-rated? Under-valued? Is creativity a necessary (and marketable?) competence needed in science, technology, business, research and humanities as much as in the arts? How is wide and imaginative exploration encouraged? What are the benefits if classrooms and schools can become more imaginative? What are the missed opportunities if they can't?
 
Share examples of imaginative curriculum planning and pedagogy, of creative experiences among students. Spark discussion: Share your views on the place of creativity and imagination in independent schools.
 
Visit www.dialogueonline.ca for more information on having an article published in Dialogue.

Is your 5th Grader a Future Business Tycoon?

When is it too young to make Donald Trump your idol? Well, that may be overstating the issue just a bit, but some junior schools in the United States have begun introducing the idea of business administration to their students. It’s commonplace to see business courses or programs integrated into the senior school curriculum, but in Silicon Valley they are pitching the idea that younger is better when it comes to getting business on the brain.

Kids who have never been exposed to the idea of entrepreneurship are afforded the opportunity to learn about the pros and cons of the business world. To stretch their skills in leadership, ownership and responsibility can have some very self affirming effects. Some students who usually prefer to melt into the crowd become animated and passionate when promoting their product to their peers and adults. Students who recite their career goals according to their well worn toddler boardbooks begin incorporating boardrooms into their dream jobs. 

Do we need to worry that our youth will be business obsessed, and consequently drop their dream job as pianist, doctor, pharmacist, policeman or teacher? Not likely, just like every other subject some will excel and others will want to move on to the next choice. But, instead of the school system underestimating pre-teens ability to comprehend business basics, they are given a chance to see the various aspects of starting a venture. It’s just one more chance to give children an opportunity to open their mind to the possibilities of their future. To read more visit: http://www.chron.com/disp/story.mpl/headline/biz/4579530.html

Be “able” to Understand the Disabled

Can we really understand what it’s like to be deaf, blind or in a wheelchair? It’s not something that necessarily comes naturally if we haven’t been exposed to, or experienced a disability. Generally people take their non-disabled lives for granted, especially our youth. Kari Kratchovill in Albany, New York decided that expanding her students understanding of various disabilities was a worth while endeavor.

Instead of just talking about how people cope with visual, auditory and mobility impairment she put together scenarios where the students actually had to manage some tasks while impaired. Obviously they knew that they were managing the loss of their senses temporarily, but they were forced to take note of the regular challenges that some of their peers cope with daily.

Why should we understand the situations faced by people with disabilities? In very general terms, compassion, understanding and wide range thinking allow children to grow into adults that are leaders. People that others strive to emulate. It is essential that our youth recognize many issues in their world, one of them being that respect, and not fear, of the disabled is important when they are navigating their way through the world. To eliminate some of the negative or resistant responses kids have to the disabled community it makes sense to make the unknown, known. Fear of the unknown often drives the way people respond to someone they perceive as different from themselves. Kratchovill was teaching understanding to alleviate the fear. Read more at: http://www.themonroetimes.com/m0212pal.htm

On the same topic, the UBC library held workshops for their staff to assist them in serving people with various disabilities. The staff appreciated being made aware of the tools needed and available to all their patrons.
http://www.publicaffairs.ubc.ca/ubcreports/1999/99feb04/dislib.html