Tech Integration Goal


Day 2: Write about one piece of technology that you would like to try this year.  You might also write about what you are hoping to see out of this edtech integration.

And as usual… late with my post for day #2.  :)

This year I would like to support the integration of technology in meaningful ways.

In my teaching assignment this school year, I have developed assignments that encourage student choice in presentation style.  Students have access to technology to research, create and present their learning.  I allow students to use personally owned devices in my class.  My hope is that this practice will become more common in our school.

One specific piece of technology that I am looking forward to learning about and implementing, is iMovie.  I have been lucky to view numerous iMovie projects, but I am not sure about the process students go through as they create using this technology.  I know that students are more comfortable than I am with the software.  I need to be willing to “let go” of control and allow the students to create.

I believe iMovie will prove to be another engaging and meaningful way for students to demonstrate their learning.  I look forward to trying it out!



Goals for the School Year

day one

So, this is my first post in a 30 day blog challenge. This challenge was created by (see it here) and ran for the month of September.

In true LaCroix fashion, I am just starting :).

Day 1. Write your goals for the school year.  Be as specific or abstract as you would like to be.

As we begin a new school year, I find that there are so many goals I wish to accomplish.  From the smallest of things to the biggest of ideas.  My goals are worded as questions that I would like to explore through this school year.

  1. How can I support teachers as they improve in their teaching practice?
    Our teachers do an amazing job with students each and everyday.  I truly believe that my role is to support them as they become the best teacher they can be.  This holds true for the newest teachers and the veteran teachers.  To support teachers, I need to be present and available.  I need to be present in the hallways, in the classrooms, during recess and lunch.  Walking through classrooms, helping out during projects, and hallway conversations all provide me with information to help teachers grow and learn.  The Vice-Principal and I have developed a formal observation plan for our school.  Through these more formal observations and conversations, we are able to provide our teachers with valuable feedback about their teaching practice.  We also want to incorporate peer-observations this year as a way for teachers to give and receive meaningful feedback.
  2. How can I support students as they learn and grow?
    We have many ways to support students in our district and our school.  My goal is to understand our students as unique individuals in our learning environment.
  3. How can we enhance learning through the integration of technology?
    We are fortunate to have an abundance of technology in our school.  My goal this year is to ensure that we are not using the technology to replace a traditional worksheet.  Instead, how can we best utilize the technology we have available.
  4. How can we integrate Project Based Learning into what we are already doing?
    I have spent a lot of time researching and developing an understanding of project based learning.  I want to find a way to encourage teachers to develop one project based learning experience for their students through the school year.  This will require time, support and patience.  But I believe we can do it!
  5. How can we engage our families as meaningful partners in the learning process?
    Parents and families are busier than ever.  However, we believe that when parents and families are involved, students do better in school.  We want our families to be involved in our school.  We are planning three family fun nights through the school year in hopes to have some fun while learning!

I am sure that I will think of more goals as the year progresses, but it’s a start.  Any feedback, ideas or advice would be appreciated!


Summer blogging


So, it’s summer at our house and already my monsters have used the much dreaded “b” word. “Mom, I’m BORED!”  Oh how I loathe that word. :)

However, my oldest daughter finished this statement with, “I want to start a web-site.”  I instantly kicked into “teacher-mode” and asked, “Why a web-site?”  Our conversation was an interesting one, in the end she explained that she wanted to have a space to share her thoughts and ideas about a variety of things.  So, I gently advised (she’s 11 so it has to be her idea :)) that she may want to consider creating a blog space for this purpose.  She was thrilled with this idea and we had to get started right away, like instantly.

We worked together to set her up on Blogger which was a simple process as she has a Google account set up through our school district.  She spent time deciding what to title her blog.  We had decided that she should focus on her summer activities to start with, then if she wanted to continue she could.  Once she had the initial set up complete, we loaded the Blogger app on her iPad mini.  She can add posts as she thinks of them. As she was writing her first post she was continually asking me for feedback.  “Mom, does this make sense?”  “Should I write this?” “What about this?”  “Listen to this sentence.” After a lot of discussion and checking, I told her she should just publish it already. :)  Her response, “But everyone can see it, I want it to be good, I want it to be perfect.”  This made the teacher in me smile.

Is this not what we want each of our students to say?  When students are asked to present their work to the world, they pay attention, they focus, they work hard.  If my experience with my daughter was any indication, they will revise, ask for feedback and check their work for accuracy. They will take pride in what they present in a digital format.  I could have easily told my daughter to write a journal entry on a piece of paper.  I do not believe she would have been as engaged in the process.  Further evidence of this is that my son has now asked me to help him create his own blog and he HATES to write. :)

I plan to share this experience with my staff in the fall in an effort to encourage them to have their students present their learning in a digital format.

Now, I have to go help Naomi revise the four posts she has sitting un-published and help Reid create his own summer blog.  Hopefully, I won’t hear that “b” word again for awhile.  (Wishful thinking…)

If you have a minute you can check out Naomi’s initial blogpost at: 


Reflecting on loss…


Well, another school year is over…and what a year it was.  Back in October I wrote some reflections about September here.  September was a difficult month in many ways.  But the remainder of the school year continued to be a roller coaster ride that brought tears, laughter and experience, loss, growth and change.

Loss & Tears…

Back in September, I wrote about the loss of a student’s sibling and said that I had yet to experience the loss of a student.  Well, in April, we lost a Pre-Kindergarten student in a tragic motor vehicle accident.  This, by far, has been the most difficult and devastating experience in my educational career.  The VP and I spend each morning greeting students as they enter the school.  We start at opposite entrances, but end up together at the front entrance by the time our Pre-K’s are coming in (they come in a bit later to avoid the rush).  We have both said greeting these little ones is our favourite part of our day.  This little guy came in each morning with a beautiful smile and an enthusiastic jump in his step.  He was so excited to come to school to see his friends each day.  He was so excited to learn.  He had shown tremendous progress through the school year.  And in the blink of an eye, he was gone.

There are moments through this experience that I will never forget.  The phone call to his mother on the afternoon of the accident to hear that he had been transported by air ambulance to a city hospital.  The early morning phone call from his mother two days later telling me that he had succumbed to his injuries.  The “meeting” that the VP and I held with the Pre-K parents to let them know what had happened and our plan to support their children and families through this loss.  The strength of the classroom teacher and educational assistant.  The “meeting” we held with those beautiful little four and five year olds to talk about the loss of their friend.  The innocence of their statements and questions. The beauty of their unquestioning faith.  The balloon ceremony where we watched all the little ones chase after the balloons they released for their friend.  The heart breaking prayer service and funeral service.  Hugs from the distraught and grieving parents.  The support that the family received from our community and  that we received from our school family and our district family.

While we did receive a lot of support, our decisions were also questioned and criticized.  Comments, made by staff members. criticizing how we handled this tragedy made their way back to me.  This was devastating.  I sincerely felt that we had done the very best we could in this difficult situation with guidance from District office, Mental Health therapists and a Psychologist.  I felt that we had supported the students, teachers and families.  And it hurt that I heard in a round about way.  These were very difficult days.  Looking back I am proud of our decisions and how we chose to handle each individual issue that arose.  And I grew as a result of these experiences.

Growth & Change…

During our last week of school, the little boy’s parents arrived at the school to collect his school things.  We hugged and I walked them down to the classroom.  The children were excited to see the parents of their friend.   With tears in their eyes the parents collected their son’s belongings and a memory book of his time spent with his classmates.  I will forever remember walking them back to the entry of the school offering any support they might need and sharing a final, tear-filled hug.

Looking back I ask myself if I could have handled this tragic situation any better or any different.  It’s who I am, a person of reflection.  And I have thought about this experience over and over.  I’m not sure if I would change anything, but I did learn a lot about myself as a leader and as a person.  I believe that we have to do the best we can, with the supports and understanding provided, in the moment. As a leader in a school community, I feel that it is important to balance compassion with normalcy.  I believe we need to listen to our hearts as much as our heads during these difficult times.  Everyone grieves in a different way at a different pace.  It is difficult to know what may trigger someone’s tears or difficult days.  We need to watch over each other, be kind and forgiving.  This is not an easy task in the midst of hurt.

I know that I hug my own children a little tighter and a little longer each day.  My little Alexa often reminds me of the “little boy, that used to go to your school Mama, who is up in heaven with the angels.” :)   My older daughter has asked about the boy’s sibling and how she is doing.  The accident was a difficult reminder of how quickly our lives can change.  My oldest son has asked me several times about why these things happen.  While my younger boy asks if I am still sad about the little boy.  I still find it difficult to travel that part of the road.  I often think of the parents of this little one and offer up a prayer for them.  Their struggles continue each and every day.  It is a parent’s worst nightmare.

Next year, we will continue to greet our students each and every day at our school.  We will smile, say, “good morning,” give a hug or a high-5.  We will continue to care for and about each of them.

I will forever remember this little boy with the big smile!



Teaching the way students learn…

michaeljfox (1)

How often are we standing in the way of our student’s learning?  Why can’t we let go of “our way” of doing things?

Project Based Learning = Authentic Learning Experiences = TEACHING THE WAY STUDENTS LEARN.

Students learn by doing…

Students learn by communicating…

Students learn by collaborating…

Students learn by creating…

As I recently read through Alberta’s Framework for Student Learning, I couldn’t help but see the connections between Authentic Learning experiences and the competencies that Alberta students should have when they leave our schools.  As we embrace these competencies, I believe it will be difficult, if not impossible, to continue teaching in a “traditional” fashion.

The Alberta Framework for Student Learning states that we need to develop students who will be able to:

  • think critically
  • know how to learn
  • identify and solve complex problems
  • manage information
  • innovate
  • create opportunities
  • apply multiple literacies
  • demonstrate global and cultural understanding
  • demonstrate good communication skills and the ability to work cooperatively with others
  • identify and apply career and life skills

The competencies cannot be separated.  They are interconnected and interrelated.  Our traditional approach to teaching: teaching individual concepts in isolation will not work in a competency learning environment.

Authentic or Project Based learning is messy, busy and a bit chaotic…isn’t this how kids learn?  Students learn new concepts by making connections to prior understanding or relating the new concept to something they already know.  Students love messy!  They love busy and chaotic!  They love to play!

It’s time to change the way we teach to coincide with the way our students learn.


Initial thoughts on inquiry & project based learning…

anthony robbins

Over the past several weeks, I have been given the opportunity to visit three schools in other cities in our province.  If you have an opportunity to visit a school outside of your district or city, I strongly encourage it.  Spending time in other learning environments has both affirmed and broadened my thinking.  After each visit, I returned home with a renewed passion for my role.

In each school we encountered engaged students and exemplary teaching.

  • Students were engaged in meaningful, relevant and interesting projects.
  • The projects were carefully, purposefully planned.  Integration happens across subjects and grade levels.
  • Students were central to the learning process.
  • Teachers and staff were facilitating or coaching the learning rather than directing it.

So I ask myself, how did these schools get to this point?

I believe it started by thinking outside of the box…a bit cliche right?!?!?  But, so true!

In education we get stuck:

  • We get stuck in tradition or the traditional way of doing things. We get comfortable with “our” way.  The “we” and the “our” being the adults in the building.  Instead of focusing on the adults we need to refocus on the students.  Our students are screaming for less-tradition and more innovation.
  • We get stuck in a routine or a schedule.  “We have to teach Language Arts at this time…” “We need to move on to our Science block now.”  Learning becomes compartmentalized by our schedules and timelines.  Learning is messy and should not fit into a compartment of time.
  • We get stuck in  excuses.  “Well, if only I had more time to plan.” “What will the community think?” “What if parents hate it?” Excuses are easy.  There are a million excuses for a million things.  I tire of excuses quickly.  We need to move past them.

What if we began to think outside of the box, what if we tried to get “unstuck?”  What would it look like?  What are the possibilities?

I saw what it looked like at three separate schools…and I have to say this is kind of how I feel…

set your imagination free

Back to my initial quote… If we don’t make changes, we are going to continue to see more of the same results.  I would even challenge that to say that our results are going to decline.  Our students are demanding a different style and type of learning.

I can see what I believe education should look like for students, now how do we get out of the box?


Getting past “bloggers block”

So I have been struggling to write a blog post.  Tried all of December, no luck!  Tried over Christmas break, no luck!  Tried the past few weeks, again no luck!  I shared my frustration with a few people (I think one person was our Assistant Superintendent).  Today he shared the following video with me…

Well, a light went on!  I tend to over-analyze and over-think things (I know, this is shocking to those who know me).  I realize that I am right back to the same thinking pattern as I was when I wrote, “Say Something…” (back here)

After watching the video, I am refocused.  I can write about the day to day interactions and school situations.  I can write about my experiences, thoughts and ideas.

The important facts are that

1. I will be writing and reflecting; and

2. this blog is for ME.

I think I am past my “bloggers block” for awhile anyways…


Blogging Challenge

I was challenged by a colleague to participate in this blog challenge.

So here I go…

Guidelines for the challenge:

1.  Acknowledge the nominating blogger.
2.  Share 11 random facts about yourself.
3.  Answer the 11 questions the nominating blogger has created for you.
4.  List 11 bloggers.  They should be bloggers you believe deserve a little recognition.
5.  Post 11 questions for the blogger you nominate to answer and let all the bloggers know they’ve been nominated.  (You cannot nominate the blogger who nominated you.)

Acknowledge the nominating blogger:

I have never worked with Annette in a school environment.  When I was transferred to her school this year, I was excited for the opportunity to work with her, as I had heard so many good things about her teaching practices.  However, the district too saw the good and pulled her from my school to work as a Lead Teacher for our district.  The school’s loss has been the district’s gain.  She is a passionate educator, not afraid to speak to her convictions and beliefs about what is best for learning.  As she leads our district through professional development she teaches our admin team the way she believes students should be taught.  I admire her in many ways.

Share 11 random facts about yourself:

1.  I am very clumsy.  Running into corners of walls and tables is a common occurrence for me (and I have passed this trait on to my oldest daughter…poor girl).
2.  I call my children, “My Monsters.”  Although they are completely loveable, make no mistake, they are monsters. :)
3.  I would love to travel to Greece one day.
4.  I was the Principal at my former elementary school and now I am the Principal of my former junior high school.
5.   Although I am almost 6 feet tall, no I have never played basketball or volleyball.  I have no interest or coordination.
6.  I enjoy reading Shakespeare.
7.  I dislike rudeness.
8.  Married for 18 years to my high school sweetheart.
9.  I love the beach and hot sunny weather…why do I live in the frozen north??????
10. I truly despise exercise in any form.  I am trying desperately to change this opinion…not much luck yet.
11.  I am completing my Masters on Curriculum, Assessment & Instruction

11 Questions from Annette:

1. Do you have a bucket list?  What item is the highest priority?

I have thought about this question quite a bit actually.  I find it difficult to create a list like this for myself.  I am very goal orientated so if I create a “list” I become slightly too focused on getting things checked off. :)  Instead we create  short-term “bucket lists.”  Last summer, as a family, we created a Summer Bucket List.  We had it posted in our kitchen and had fun crossing items out.  We went swimming, went bowling, explored campgrounds and playgrounds and made homemade ice-cream.  Our kids loved this as much as we did!

2.  If you could learn anything new (time, effort, and practicality aside) what would you want to learn?

How to speak another language.  As I observe my children learning to speak French, I find myself wanting to learn as well.

3.  What is one thing that has changed you for the better in the past year?

I don’t like to follow rules, so I am going to list two things.  The first one has been my venture into blogging and twitter.  I have learned so much from others, in our district and globally.  This adventure has forced me to be vulnerable.  Throwing my opinions and ideas out there into the unknown has been a powerful learning experience for me.

The second has been watching my husband coach our two boys in hockey.  Watching him interact with our boys and the other children has been a great learning experience for me.  Our discussions about the politics of minor hockey, coaching interactions and how we can help our children be the best they can be have changed me for the better.  His patience, persistence, humour and intensity are admirable.

4.  What is one of your favourite books?

This is a very difficult question.  If you know me, you know I LOVE to read.  I am always in the middle of a book.  It is difficult to choose only one. Some of my all-time favourites are: The Lion, The Witch & the Wardrobe, Charlotte’s Web, The Hobbit, The Sword in the Stone.  I love reading Charlie and the Chocolate Factory to my children.  I think we have read it three times as a family.

5.  What is one of your favourite quotes?

Again, I have so many…and Pinterest has only added to the list. :)  Here is one of my very favourites.

favorite quote

6.  What do you believe is your greatest asset as an educator?

This is an extremely difficult question for me to answer.  I think my greatest asset is the compassion I have for the children, families and staff.  I believe this is also a bit of a weakness.

7.  If you could travel to another country to see a different educational system, where would you go?

I would like to visit Finland or China.  I have read a lot about the Finnish education system and would love the opportunity to observe and learn more about it. I am equally intrigued by the Chinese system.  Their approach to teaching (as a learning opportunity) would be interesting to experience and observe.

8.  What has been your most memorable professional development opportunity?

I have had many excellent professional development opportunities through my 16 years of teaching.  I spoke about the power of collaboration in a previous post here.  However, I also had a weeklong PD session on how to teach elementary science.  We were immersed in the curriculum, developing our understanding of the outcomes, developing authentic learning activities and assessments. We had time to get “hands-on” with Science and to learn from several experts.

9.  What is the most important ‘non-academic’ skill that we can teach students?

We need to teach our students how to positively and productively interact with other people (even people we may not like all that much).  Teaching our students to be kind and compassionate towards another person is not an innate skill, it is something that we have to model and teach.  Actively listening to what someone is saying and responding appropriately, agreeing to disagree sometimes, and responding respectfully to conflict.  I believe the most simple way to teach these skills is through modelling.  How we interact with our students, families and colleagues models to our students how we want them to behave.

10.  What makes you get up in the morning and go to work other than the paycheck?

Even with structure and routine, no two days are ever the same.  Everyday is new and exciting.  There are daily opportunities to create, discover, learn and make a difference.

11.  What’s your favourite thing to do when away from work?

Spending time with my family.  Playing games, watching a movie, involvement in their sports, baking together, camping or snuggling up and reading a book!

List 11 Bloggers:

I chose a variety of bloggers that either I read faithfully OR that I wish would write more…

  1. The Principal of Change
  2. Educational Leadership in the 21st Century
  3. Marc & Angel Hack Life
  4. Annette Rouleau
  5. The Colorful Principal
  6. Passion…Purpose…Pride
  7. Daisy Dyer Duerr
  8. My thoughts on early learning
  9. Shawna Bulger (has a hidden blog somewhere)
  10. i know this much is true
  11. Momastery

My 11 Questions:

  1. What would you do if you were not an educator?
  2. Do you exercise? If yes, how do you stay motivated to continue?
  3. What is your favourite song (current or all-time)?
  4. What subject or grade do you enjoy teaching the most?
  5. What do you do to relieve stress?
  6. Would you rather go on an adventure vacation or beach vacation?
  7. Who were the most influential tweeters or bloggers when you first started? Do they remain as the most influential?
  8. What is your favourite ice cream flavour?
  9. How long does it take you to write a blog post?
  10. What is last educational book or professional resource you read?
  11. Did you make any New Year’s Resolutions?

Have fun!


Honest, meaningful feedback and sharing #SVAMP


I seem to be facing the same question lately about how to build a school culture that provides honest feedback to one another.

As educators, we seem to be very afraid of the words “observation,” “supervision,” or the worst…”evaluation.”  These words bring on dry mouth, sweaty palms and high blood pressure in the most seasoned educator.

We are reluctant to share what we do or what we know.


Why are we so afraid to let others see what we are doing?  

As teachers, we spend a lot of time working…that’s news to some of you right? :)  Honestly though, most teachers spend a crazy amount of time planning, preparing, thinking about, revising, reflecting, assessing, revisiting, reteaching, researching, planning again….  It is only natural when we invest that much time, energy and heart into something that we want others to see the value in it as well.

To allow someone else to observe or provide feedback becomes personal.  Somehow we need to begin to separate the professional from the personal.  This is an incredibly difficult task for any teacher or administrator.  I have spent time, energy and a lot of thought making our school plan for Teacher Growth.  It has become “mine,” which makes it personal.  We were asked to post our plans to a district wiki as a means to sharing our ideas.  I was extremely nervous to put our ideas “out there” for everyone to see. 

Why don’t we share what we know?

I also believe we need to spend more time sharing our experiences and our learning.  We ask our students to share what they have learned, what they read about, what strategy they used each and every day.  Why do we not ask the same of our colleagues?  We are a collective group of “experts.”  We have failures to share and the learning from the experience. We have successes that can be celebrated and replicated. 

Recently I was asked to share our school plan for Teacher Growth and Supervision.  I reluctantly agreed.  And…I am dreading it.  I have said to my VP and to my husband, “I’m going to tell them I don’t want to do it, I can’t do it.”  I really, really, really don’t want to get up in front of my colleagues and explain or share our plan.  Just the idea of it makes me sick to my stomach.  Why?  I believe my plan is well thought out and will help teachers improve their practice.  I have heard positive feedback from district office and teachers at our school. I value the opinions of my colleagues, however I am nervous to be “judged.”

Why not open our doors to feedback, advice and professional criticism so that we can be better at what we do?

I want my teachers to be comfortable enough to hear my observations, answer my questions and accept any advice I may have.  My intention is only to help each teacher become the best teacher they can be.  However, I realize it is scary to allow ourselves to be vulnerable to others opinions or criticism.  We can become better when we work together, right?

I love this video clip of Dylan Wiliam speaking about teachers getting better…(shared with us by our Assistant Superintendent)

Why do I struggle to put the same ideas into practice for my own situation?

How can we begin to share?

As I say in almost every post I write…we must first build relationships with the people we work with.  This goes for students, staff, colleagues and families.  If we do not take the time to build those relationships, we will never get to the place where we can provide meaningful, honest feedback that that will make a change in a classroom, a school or for a student.

At our school, through our Teacher Growth Plan we have some ideas for sharing.  One idea: We begin each staff meeting with a Power Point of our observations through the month.  We have an observational focus each month, so we focus on all the great things we see our staff doing.  This Power Point is on a loop as our teachers come in and get ready for the meeting.  We believe it is a great way to affirm what is already happening in our school.  Our hope is that it will be a catalyst for professional conversation.

Will I share our plan with my fellow administrators? Yes… no… yes… not sure….ARGH!!



“Collaboration allows teachers to capture each other’s fund of collective intelligence.”
― Mike Schmoker

Teachers have traditionally taught in isolation.  Even with a huge push for collaboration and PLC’s there are still few teachers who truly collaborate in a meaningful way.  I have only had a three collaborative experiences that I feel made a positive impact on my teaching over the last 16 years.  Why?

During each of these experiences I worked with the same colleague.  Now before I go much further, I need to explain my relationship with this colleague.  To say we are polar opposites is an understatement.  I am usually calm and quiet, she is usually loud and boisterous.  I need to have a plan, be planned and usually follow the plan.  And, although my colleague carefully plans, she is able to be much more flexible and can easily and effectively “fly by the seat of her pants.”  She is messy to my OCD neatness.  During our time together, I learned that it is okay to “let go” of the plan once-in-awhile and to have more fun with the kids.  She challenged my inside the box thinking many times, to push us to think beyond the traditional or expected.  Our approach to teaching may be different, but we had built a relationship of trust and respect.  We both believed deeply that each student had the ability to improve and to learn.  We loved each and every student we taught.

Our collaborative experiences were personally and professionally driven.  Each collaboration began with either a wondering or a question to be answered.  Our first collaborative experience began out of a staffroom conversation.  We were both struggling with students who were not progressing with their reading.  We developed a plan to collaborate and fully investigate this problem.  This was the beginning of our adventure.

Through each experience we had support.  By supporting our endeavours, our administrators allowed us the freedom to take a risk, to try something new, with support.  I am sure that they worried about us and what we were undertaking each time. But, their trust in us did not waiver.  They had faith in us.

Although the question or wondering was different each of the three times, we developed a similar framework or set of “protocols.”  One rule we created was, “no excuses” during our collaborative time.  It is simply too easy to get caught up in all the reasons why we “can’t” teach in a certain way or to point an admonishing finger everywhere else.  So to re-focus, we tried to discuss positive solutions to issues we had control over.  We attempted to focus on what we could do with our teaching time.  We found that this ensured we were not just complaining our collaborative time away.

We were accountable to each other.  We set timelines and deadlines.  And for the most part, we stuck to them.

We began to value our collaborative time so much, that we discovered creative ways to make “more” time to collaborate and work on our projects.  One year we asked to coordinate our Library block and our Music block.  Another year each of us worked with a student teacher.  During their APT there are times they are encouraged to teach on their own.  We coordinated the time as best we could and met.  The value of this time was not measurable, we met after school and during lunch breaks.

Now, a number of years later, I am once again working with my collaborative partner.  She is my VP!  We have easily slid back into our old trusting relationship.  We are once again collaborating on not only how to improve individual classrooms, but an entire school!  We have been discussing how to build more collaborative time into the already busy days of each teacher.  We are busy developing a plan to improve our practice as instructional leaders.  We see the power and impact positive collaboration can have, how do we best share this information with our teachers in a way that will ignite collaboration?