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The ‘I CAN Empower’ programme is a 2 YEAR phased journey of co-creation where representative school leaders and teachers come together to build ground-up the I CAN SCHOOL CULTURE.
The School Culture harnesses the model of shared leadership that empowers School leaders to become catalysts of change and build a school wide culture that intentionally graduates children with the ‘I CAN MINDSET’.
The programme uses a curated set of processes from the 6 Pillars that can be customised for any keystage to engage all stakeholders in the vision and practices of the school.
The training includes a road map of how to TIMETABLE a schoolwide BOTH/AND pedagogy, an understanding of how to implement and contextualise the I CAN processes along with training to use the HumanE framework to help design processes for your school.
2 Years | 15 Days per Year
5 Hours per Day
10 Processes
5 Skill Workshops
12 Coaching Calls
Minimum Cohort size : 10 participants
PROCESSES
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Conglom
Conglom
Conglom' is a process The Riverside School - an intentional practice to timetable for 'relationships'. It's an opportunity for students and teachers of each class to come together first thing in the morning to start the day on a positive note. This is a time for learners to share feelings, opinions and ideas. The teacher and students facilitate the interaction so that each student feels respected and valued. The atmosphere that is created is one of trust and community. Starting with the 'heart' sets the stage to learn with the mind!
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Agenda Setting & CTL
Agenda Setting & CTL
Agenda Setting' is a powerful process that uses the pedagogy of co-creation to invite the voice of the child in the design of a school day – be it with the learning expectations or experiences that are suggested by students. When the agenda is made visible and co-created, it builds a sense of ownership and well-being. The process allows for collaboration as the teachers and students plan together; and students have a choice and voice in designing the day. 'Closing the Loop' occurs at the end of every session / day / month / year. It celebrates a sense of accomplishment of all that has been done, and reflection on how and what was learned- and how to refine the experiences for the future, if needed.
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Program of Inquiry
Program of Inquiry
The 'Program of Inquiry', as the name suggests, is a process designed to help children delve deeper into an area of learning. The process has a clear methodology that offers simultaneously, structure and open explorations, that enables each child to uncover, make connections, work collaboratively and finally demonstrate understanding in multiple ways.
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Provocation
and
InstallationProvocation and Installation
Curiosity is the first step of the learning process. It may be sparked by chance or constructed intentionally in a learning environment. Although children are naturally curious about many things, learning will only take place once their curiosity is deepened into interest. The 'Provocation' process for our early years, is one such intentionally designed ‘happenstance ’ that uses the spark of curiosity from children's dialogues to create the conditions for them to delve deeper. This takes the form of an 'installation' that offers children an opportunity to slow down, explore and learn about themselves as well as the area of their interest.
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First Day
First WeekFirst Day First Week
To set the tone for each new academic year, it is very important to make visible the values of the school and help all stakeholders feel a sense of alignment and anticipation for the learning journey. The 'First Day, First Week' process is a time for intentionally setting the tone by inviting the children into the design of the learning journey and therefore, having them feel a sense of ownership and empowerment from the very first day! No anxiety, only anticipation!
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Board Protocol
Board Protocol
The 'Board Protocol' is a powerful, yet simple process which guides the teacher to intentionally foster Relevance, Rigor and Relationships in every session that is designed. The classroom blackboard acts as a visible representation of teacher's learning goals for that teaching-session and offers shared expectations for learning with the learner. Not only does the board server as a 'conscience' for the planning, it also helps teachers build a sense of accountability and integrity in their practice.
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Congenial Meets
Congenial Meets
A key determinant of creativity and growth in a school is the relationship shared between the members of the teaching community as well as the support team - for the strength and trust in the team has a direct impact on the decisions made for the children. The 'Congenial Process' at Riverside has been designed to intentionally foster a sense of community and collegiality amongst the team. Research has shown that colleagues who respect and trust each other are more likely to work from a space of ownership and accountability towards their work and this means they are more willing to innovate and create opportunities for their children.
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Parent
OrientationParent Orientation
At the beginning of each year, the 'Parent Orientation' is an opportunity for all new and existing parents to align to the values and expectations of the school and meet the members of the community. It is a time where parents participate in a thoughtful, joyful and intentionally designed learning experience which helps them move from any anxiety that they might have to a feeling of anticipation for the years of schooling ahead for their children!
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Celebrate
the ChildCelebrate the Child
This process is to designed to celebrate a more complete story of a child. It is a meeting with parents where anecdotes, data and strategies are shared to make visible a more plural identity of the child - thus moving parents from being 'concerned' to feeling a sense of 'confidence' that their child is noticed, respected and celebrated.
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HOME VISIT
Home Visit
The process of Home Visits is a way to make the family feel welcome - whether they are just joining the school or are continuing families. This is the time when the teachers visit the family and forge a bond of comfort and trust.
SKILL WORKSHOPS
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Think Through
Think Through
To imagine a more just and equitable world is often thought of as a responsility of adults - but to bring our young children's notice and attention to the world and its inequities is a responsibility of education. The 'Think Through' is a simple and powerful process that allows children to experience and empathise, then imagine a world that 'can' be - by offering their solutions and strategies. Over time, this cultivates a mindset of I CAN - I am not helpless, Change is possible, and I CAN drive it.
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Planning With Purpose
Planning With Purpose
Participants will be offered a simple template to help them intentionally plan to teach concepts to motivate, engage and reflect. Along with template, participants will also learn multiple strategies for content delivery and assessment which includes the voice of the learner.
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Month-End Celebration
Month-End Celebration
A culture of congeniality is built when members of a community have warm and social interactions amongst each other. But a culture of collegiality is cultivated when all team members feel safe to share both - their achievements and their 'failures' in a safe and non-judgemental space. The Month End Presentation is a time for the community to gather and celebrate and be inspired by their colleagues as they travel this journey of growth and purpose.
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Phonics
Phonics
Phonics is the foundation on which language and comprehension is built on - it offers children the logic of how letters 'sound' and once children understand the association, they are able to build words, which then become sentences...all of these leading to comprehension and meaning.
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Pre-Math
Pre-Math
"The 'Pre Math workshop' will introduce the participants to the foundational concepts that form the building blocks of a child's understanding of logical mathematical thinking. It will be through hands on and minds on activities that will allow the participant to feel confident and bring meaning and joy into the teaching."
PROCESSES
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Buddy Interaction
Buddy Interaction
The 'Buddy Interaction' process is built on the premise that learning is about respect - and not about hierarchy! When respect fuels the interaction, both the buddies learn from and about each other. No longer is it about the older teaching the younger, but everyone leaving the moment richer because of the interaction. A community of sharing, caring and growing is cultivated when all learners feel valued and safe.
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Conglom
Conglom
Conglom' is a process The Riverside School - an intentional practice to timetable for 'relationships'. It's an opportunity for students and teachers of each class to come together first thing in the morning to start the day on a positive note. This is a time for learners to share feelings, opinions and ideas. The teacher and students facilitate the interaction so that each student feels respected and valued. The atmosphere that is created is one of trust and community. Starting with the 'heart' sets the stage to learn with the mind!
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Client Projects
Client Projects
Learning is not only about 'relevance' but about 'real world' opportunities. The 'Client Projects' are projects designed to help learners see that learning is interconnected and not separated by subject matter. These are real 'clients' that offer design briefs to the students who then embark on process to design the most appropriate solution. By meeting the client requirements, managing time and honoring deadlines, they not only hone the skills but also develop the attitudes desired for the 21st Century learner.
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Agenda Setting & CTL
Agenda Setting & CTL
Agenda Setting' is a powerful process that uses the pedagogy of co-creation to invite the voice of the child in the design of a school day – be it with the learning expectations or experiences that are suggested by students. When the agenda is made visible and co-created, it builds a sense of ownership and well-being. The process allows for collaboration as the teachers and students plan together; and students have a choice and voice in designing the day. 'Closing the Loop' occurs at the end of every session / day / month / year. It celebrates a sense of accomplishment of all that has been done, and reflection on how and what was learned- and how to refine the experiences for the future, if needed.
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Student-led
Interest
CentersStudent-led Interest Centers
It is important to encourage children to explore and exercise all of their intelligences. Creating a rich, nurturing, and stimulating environment filled with interesting materials lays the foundation for empowered, curious children. With our 'Student Led Interest Centers' we build on this premise to help students identify strengths that they use to design and lead sessions that build their competencies as empowered learners.
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Sports
ProgramSports Program
Sports Days are often about competition and a 'winner takes all' mentality. The fastest, the most skilled athletes often take centre-stage and others are relegated to mere 'spectators' or 'cheer leaders' at best. The Riverside 'Sports Day' is unique in its design because skills other than just sporting prowess are given the same importance. Each squad is made up of myriad talents and skills - design, performances, speech writing, people managers and more. Suddenly, a day that is often dreaded by 'non athletes' becomes the most 'looked forward' day for all children.
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Citizenship
Citizenship
Through the 15 years, the powerful process of 'Citizenship' takes different forms in each Key Stage - but the goal is the same : Move from 'entitlement' to taking 'responsibility'- towards yourself and whom you share this world with. This mindset needs to be intentionally timetabled and nurtured during school years - not only as a 'once a week moral science lesson' but as an immersive, experiential programme. At Riverside, there is an expectation for all stakeholders ( students, teachers and parents ) to build an understanding of rights and then perform the duties towards enjoying those rights.
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Parent
OrientationParent Orientation
At the beginning of each year, the 'Parent Orientation' is an opportunity for all new and existing parents to align to the values and expectations of the school and meet the members of the community. It is a time where parents participate in a thoughtful, joyful and intentionally designed learning experience which helps them move from any anxiety that they might have to a feeling of anticipation for the years of schooling ahead for their children!
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Bright Hearts
& Minds Shine (BHMS)Bright Hearts & Minds Shine (BHMS)
The 'Bright Hearts and Minds' process is a time where parents witness an exhibition of learning across the subjects and grades- and witness children using 'strategies' to demonstrate not only 'what' they have learned, but also 'how' they learn.
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Board Protocol
Board Protocol
The 'Board Protocol' is a powerful, yet simple process which guides the teacher to intentionally foster Relevance, Rigor and Relationships in every session that is designed. The classroom blackboard acts as a visible representation of teacher's learning goals for that teaching-session and offers shared expectations for learning with the learner. Not only does the board server as a 'conscience' for the planning, it also helps teachers build a sense of accountability and integrity in their practice.
SKILL WORKSHOPS
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ASSESSMENTS
Assessments
"Often a child's awareness of self is relegated to a 'grade' or a set of marks - limiting and diminishing a child's identity. In the 'Assessment for Plurality' workshop - participants will learn multiple ways to help value and evaluate the 'plurality' of a child's identity - so that both, the child and the parent are more aware of the myriad facets that make up the full story of a child."
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Personal Project
Personal Project
The 'Personal Project' process is a month long journey for year 7 students as a capstone project before they graduate to Key Stage 3. Its an opportunity for each child to find an area that they are either interested in or are curious about and embark on a month long journey of discovery - both of themselves and of the area they have chosen. They are accompanied on this journey by mentors, experts and buddies who nudge them to achieve a level of competency by the end of the month. A jury presentation is the culmination of this journey of personal growth.
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Planning With Purpose
Planning With Purpose
Participants will be offered a simple template to help them intentionally plan to teach concepts to motivate, engage and reflect. Along with template, participants will also learn multiple strategies for content delivery and assessment which includes the voice of the learner.
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Surplus
Surplus
'Surplus' is a simple mindful process through which children, teachers and all support team members add value to the ecosystem. There are multiple opportunities in each day ( the bus ride, the lunch time, the bathrooms, the time between sessions etc ) to leave the world a little bit more just, a little bit more beautiful and a little bit more kind - and the SURPLUS process is designed to help all stakeholders be more observant and more intentional.
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Month-End Celebration
Month-End Celebration
A culture of congeniality is built when members of a community have warm and social interactions amongst each other. But a culture of collegiality is cultivated when all team members feel safe to share both - their achievements and their 'failures' in a safe and non-judgemental space. The Month End Presentation is a time for the community to gather and celebrate and be inspired by their colleagues as they travel this journey of growth and purpose.
PROCESSES
-
Conglom
Conglom
Conglom' is a process The Riverside School - an intentional practice to timetable for 'relationships'. It's an opportunity for students and teachers of each class to come together first thing in the morning to start the day on a positive note. This is a time for learners to share feelings, opinions and ideas. The teacher and students facilitate the interaction so that each student feels respected and valued. The atmosphere that is created is one of trust and community. Starting with the 'heart' sets the stage to learn with the mind!
-
Agenda Setting & CTL
Agenda Setting & CTL
Agenda Setting' is a powerful process that uses the pedagogy of co-creation to invite the voice of the child in the design of a school day – be it with the learning expectations or experiences that are suggested by students. When the agenda is made visible and co-created, it builds a sense of ownership and well-being. The process allows for collaboration as the teachers and students plan together; and students have a choice and voice in designing the day. 'Closing the Loop' occurs at the end of every session / day / month / year. It celebrates a sense of accomplishment of all that has been done, and reflection on how and what was learned- and how to refine the experiences for the future, if needed.
-
Persistence
Persistence
‘Persistence' is a process at Riverside that all our Key Stage learners ( our adolescent ages - 13 to 18 ) go through. It was born of a realisation that while adolescents are quick to change their likes and interests - they understand that for any change to happen - it will take time. Therefore, the process is named 'Persistence'. This process is designed to 'slow down' the need for change and to really spend time in listening, in iteration and in building relationships with the people who are in need. Each student spends an average of 2 hours per week spending time with grandparents at old age homes, cooking and taking tiffins for families in the community or teaching children in care homes. Through this process, the students realise that 'being the change, changes the being'.
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INSANE
INSANE
'InSanE' is an acronym for 'Inner Sanitation Experience'. Every graduating batch has one final moment of self discovery and personal transformation through the Insane experience – a 2 day immersion into the community – a time for reflection, meditation and perspective! It is also called INSANE because of its timing - 2 weeks before the graduates sit for their final exam - this time offers them perspective on what role this 'insane' race for 'marks' and 'grades' makes in the overall journey of life. The lesson they graduate with is - we are not here to compete with each other, but to complete each other.
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Sports
ProgramSports Program
Sports Days are often about competition and a 'winner takes all' mentality. The fastest, the most skilled athletes often take centre-stage and others are relegated to mere 'spectators' or 'cheer leaders' at best. The Riverside 'Sports Day' is unique in its design because skills other than just sporting prowess are given the same importance. Each squad is made up of myriad talents and skills - design, performances, speech writing, people managers and more. Suddenly, a day that is often dreaded by 'non athletes' becomes the most 'looked forward' day for all children.
-
Board Protocol
Board Protocol
The 'Board Protocol' is a powerful, yet simple process which guides the teacher to intentionally foster Relevance, Rigor and Relationships in every session that is designed. The classroom blackboard acts as a visible representation of teacher's learning goals for that teaching-session and offers shared expectations for learning with the learner. Not only does the board server as a 'conscience' for the planning, it also helps teachers build a sense of accountability and integrity in their practice.
-
Teacher Driven
ObservationTeacher Driven Observation
The 'Teacher Driven Observation' process is a twist on the regular 'teacher observation' practice. Here, the onus in on the teacher to invite colleagues to observe their practice with the explicit focus on obtaining data on a 'specific' concern that the teacher might want to improve on. This way, there is no judgement - what a teacher receives is 'data' without being flavoured with opinion - and this helps the strategies for growth to be more focused on improvement of teacher practice.
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Zero Period
Zero Period
The 'Zero Period' is an intentional pause every month to review and reflect on the learning journey so far. It offers the teachers an opportunity to get feedback on the concepts, skills, and strategies used to teach the month before; and see if the intended outcome was achieved. It is also a time to find out if some concepts need to be retaught or not. It gives children an opportunity to look at the journey so far and see where they are confident or might need more help. Both learners and teachers are more aligned when setting goals, thereby becoming co-travellers and codesigners in this journey.
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Parent
OrientationParent Orientation
At the beginning of each year, the 'Parent Orientation' is an opportunity for all new and existing parents to align to the values and expectations of the school and meet the members of the community. It is a time where parents participate in a thoughtful, joyful and intentionally designed learning experience which helps them move from any anxiety that they might have to a feeling of anticipation for the years of schooling ahead for their children!
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Making
Learning
VisibleMaking Learning Visible
The overall goal of 'Making Learning Visible' is to create and sustain powerful cultures of learning in and across classrooms and schools- that nurture and make visible individual and group learning. The multiple ways in which children demonstrate understanding through the Making Learning Visible process offers all participants - children, parents and teachers, an opportunity to build confidence and competencies.
SKILL WORKSHOPS
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Planning With Purpose
Planning With Purpose
Participants will be offered a simple template to help them intentionally plan to teach concepts to motivate, engage and reflect. Along with template, participants will also learn multiple strategies for content delivery and assessment which includes the voice of the learner.
-
Month-End Celebration
Month-End Celebration
A culture of congeniality is built when members of a community have warm and social interactions amongst each other. But a culture of collegiality is cultivated when all team members feel safe to share both - their achievements and their 'failures' in a safe and non-judgemental space. The Month End Presentation is a time for the community to gather and celebrate and be inspired by their colleagues as they travel this journey of growth and purpose.
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Career Counselling
Career Counselling
Participants will be offered strategies on how to enable students and parents to make informed choices for college. Among other things, the 'College Counseling worskshop' will offer information on high school course offerings, career options, the type of academic and occupational training needed to make the right choice based on passion and subjects.
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Peer & public Scrutiny
Peer & public Scrutiny
Peer and public scrutiny encourages children as young as 3 years old to step out of their comfort zone, gain perspective and build self-confidence. Peer and Public Scrutiny is one of the tools for assessment which helps students to showcase their understanding confidently in front of their peers, buddies, teachers, parents, experts and audience outside school. This process becomes an opportunity to make their learning visible and for scrutiny that allows them to get feedback for their understanding. They reflect on the feedback they received and work on it to become better. It gives a different perspective to their own sense of understanding apart from making them open to taking feedback and helping to be confident in sharing their learning. It makes their learning connect to real life situations since they understand how all the skills that they learn at school are applicable in the world they live in.
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Academic Challenges
Academic Challenges
Making classroom lessons relevant to students' lives is crucial to encourage intrinsic motivation to learn. Academic Challenges offer a creative and engaging way to relate learning to real life by having students use subject-specific knowledge and skills to fashion a product or installation. These challenges encompass language, math, or science and involve revisiting academic content and brainstorming different ways to represent collective knowledge. By designing a product that fulfills a need for an actual client, Academic Challenges provide opportunities for real-life learning that sparks curiosity, stimulates creativity, and encourages interaction with the environment.
Send your request for proposal to
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