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The ‘I CAN Empower’ programme is a YEAR long 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 key stage 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.
1 Year | 15 Days
5 Hours per Day
7 Processes
4 Skill Workshops
6 Coaching Calls
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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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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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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Calendar
Calendar
The 'Calendar' process is designed to work on multiple levels -driven by the same agenda - to have all members of a team on the same page. With students and parents, the calendar is co created for the big ideas for the year. For a Key Stage team, it helps to build a sense of community, to maintain reminders and intentionally plan the month, both for content and character. And finally for the leadership, it helps to keep the team accountable to turn intention into impact.
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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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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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FUNderstanding
FUNderstanding
As the name suggests, 'FUNderstanding' is a powerful process that is designed to offer all children an opportunity to share with their parents and peers the 'how' of 'what' they have learned. It is a personal decision that a child makes on choosing the subject, process or skill that they are most confident about and also choosing the 'strategy' by which they will demonstrate this to the public. Reflection and feedback are the ingredients that make this process complete so that all children have the time to hone and refine their presentation for maximum impact.
SKILL WORKSHOPS
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Month End Celebrations
Month End Celebrations
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 'failures' in a safe and non judgemental space. The 'Month End Celebration' is a time for the community to gather, celebrate and be inspired by their colleagues as they travel this journey of growth and purpose.
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Thinking Routines
Thinking Routines
The ability to think is essential to build in the 21st Century, and skills such as problem solving, decision making and creativity and considered the key 'future' skills that are needed for all graduating students. Participants will learn simple 'Thinking Routines' and a vocabulary that they can teach students to make them adept in applying these thinking skills.
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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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Classroom Management
Classroom Management
Through our 'Classroom Management' workshop, participants will learn how to design simple strategies/routines with the children for classroom management that ensures that everyone is aligned on the expectations , roles and responsibilies for the learning journey. This in turn ensures that both- the teachers and the students can maximise the time on a daily basis for wellbeing of all and learning outcomes of the year.
PROCESSES
-
Calendar
Calendar
The 'Calendar' process is designed to work on multiple levels -driven by the same agenda - to have all members of a team on the same page. With students and parents, the calendar is co created for the big ideas for the year. For a Key Stage team, it helps to build a sense of community, to maintain reminders and intentionally plan the month, both for content and character. And finally for the leadership, it helps to keep the team accountable to turn intention into impact.
-
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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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.
-
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.
-
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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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 and Minds Shine
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.
SKILL WORKSHOPS
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Month End Celebrations
Month End Celebrations
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 'failures' in a safe and non judgemental space. The 'Month End Celebration' is a time for the community to gather, celebrate and be inspired by their colleagues as they travel this journey of growth and purpose.
-
Thinking Routines
Thinking Routines
The ability to think is essential to build in the 21st Century, and skills such as problem solving, decision making and creativity and considered the key 'future' skills that are needed for all graduating students. Participants will learn simple 'Thinking Routines' and a vocabulary that they can teach students to make them adept in applying these thinking skills.
-
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.
-
Classroom Management
Classroom Management
Through our 'Classroom Management' workshop, participants will learn how to design simple strategies/routines with the children for classroom management that ensures that everyone is aligned on the expectations , roles and responsibilies for the learning journey. This in turn ensures that both- the teachers and the students can maximise the time on a daily basis for wellbeing of all and learning outcomes of the year.
PROCESSES
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Sports Coaching
Sports Coaching
Often sports is associated with skill and speed - and whilst teamwork and the right attitude are key 21st Century skills, these are often left to chance. The Riverside 'Sports Coaching progamme' is designed to intentionally focus on building 'attitude' first and skill as a natural subset. The 'coach' is selected on the basis of his/her attitude and then works with older buddies / teachers to plan a session that includes all children in a game to build new skills. Every session finishes with a reflective circle which then helps to nominate the next student coach. All these skills help build leadership among children.
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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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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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Teacher Driven Observation
Teacher 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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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.
-
Calendar
Calendar
The 'Calendar' process is designed to work on multiple levels -driven by the same agenda - to have all members of a team on the same page. With students and parents, the calendar is co created for the big ideas for the year. For a Key Stage team, it helps to build a sense of community, to maintain reminders and intentionally plan the month, both for content and character. And finally for the leadership, it helps to keep the team accountable to turn intention into impact.
-
Parent Orientation
Parent 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!
SKILL WORKSHOPS
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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.
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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 'failures' in a safe and non judgemental space. The 'Month End Celebration' is a time for the community to gather, celebrate and be inspired by their colleagues as they travel this journey of growth and purpose.
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Learning HUB
Learning HUB
In the high school, the focus is on moving oneself towards gaining a level of mastery in the area of choice. The mind that is being honed is the ‘disciplinary mind’. While this has great importance, the other minds ( such as the synthesizing, creating, ethical and respectful) are also of great value and need to be nurtured to develop a more well rounded approach to one’s learning and life. The 'Learning Hub' worksop offers a simple framework to demonstrate how each of these minds need to collaborate to create experiences that go beyond just the text.
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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.
Send your request for proposal to
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