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Liat Benzacar – Student Wellness Officer at St. Michael’s College School

Liat Benzacar – Student Wellness Officer at St. Michael’s College School
About Liat Benzacar

In line with the Basilian model of educating the whole person in mind, body, and soul, the Wellness Programme at St. Michael’s College School (SMCS) plays an important role by supporting students’ social and emotional needs inside and outside the classroom.

The dedicated, full-time Student Wellness Officer, Liat Benzacar, holds a master’s degree in social work and is registered with the Ontario College of Social Workers and Social Service Workers. Benzacar collaborates with parents, teachers, and other academic support staff to provide student support services such as individual counselling, crisis and safety planning, referrals, specialized classroom programmes, and more.

Connect with Liat: Email | Linkedin

Listen Now

Listen to the episode now on Apple Podcasts, Spotify, or on your favourite podcast platform.

Resources Mentioned

St. Michael’s College School

Wellness Programme at St. Michael’s College School (SMCS)

Psychology at York University

Masters of Social Work (MSW) at University of Toronto

Ontario College of Social Workers and Social Service Workers

The Transcript

**Please note that all of our transcriptions come from rev.com and are 80% accurate. We’re grateful for the robots that make this possible and realize that it’s not a perfect process.

Sam Demma (00:00):
Welcome back to another episode of the High Performing Educator podcast. This is your host and youth speaker, Sam Demma. I’m so excited to bring you today’s interview with our special guest, Liat Benzacar. Liat is the student wellness officer at St. Michael’s College School. You may have never heard that title before (student wellness officer), and if you haven’t, you’ll learn more about it on today’s interview and why it’s such an important role that she fulfills in her school community.


Sam Demma (01:03):
And hopefully more schools in every school will have at some point in our future, she did her honors or bachelors of arts from York University, and then her masters of social work at the University of Toronto. She overlooks the wellness of the entire school community. And her journey to get into this role and position is a very unique one and very inspiring. And we talk about so many different amazing concepts on today’s podcast, so not only will you feel inspired from her own personal stories and experiences, but also from the concepts that we discuss and talk about. I hope you enjoy this interview, I will see you on the other side; talk soon. Liat, welcome to the High Performing Educator podcast, huge pleasure to have you on the show here today. Why don’t you start by introducing yourself and sharing a little bit, a little bit behind the reason why you’re passionate about the work you do today?


Liat Benzacar (01:54):
Sure. Sam, thank you for having me. It’s so nice to be here. So I’m Liat Benzacar. I am a school social worker at St. Michael’s college, and have been so for the last two years. This is probably close to my eighth year in school social work and it’s where I started my career in schools, and it’s been really a wonderful journey. And I think some of the things that brought me here, it’s an interesting question. I think it probably started at summer camp. I went to a summer camp that sort of intentionally focused on issues of social justice and relationship building and so while I was a camper, I had the opportunity to be influenced very much by the, that sort of educational, informal, educational lens as a camper and then also transition into being a leader in the camp and eventually a camp counselor who was, you know, offering those opportunities to campers coming in.


Liat Benzacar (03:07):
And then as I finished my very many years as a camper, as a counselor, excuse me at camp, I thought to myself like, how do I keep doing this work, where I’m able to have an influence on young people still at the time, a young person myself where I can still have this impact in an informal educational setting you know, and continue this work outside of a summer camp bubble. So I did that in, in a variety of forms. I was, you know, three university. I was teaching informal education classes through youth groups and other movements through, you know, Sunday schools and things of that nature. And then came time to decide like what I wanted to be when I grew up. And social work sort of fit Ellen to my lab as an option because in the midst of, you know, working in this informal educational setting, as I had been through university, I also found that I was able to impact more you know, people, I guess, young people on an individual basis and, and found that I is opening up space to have discussions around mental health and other things to support, you know, friends or, you know, former campers of mine.


Liat Benzacar (04:29):
And anyway, to make a whole long story short, I, you know, I, I sat with an application of, you know, a teacher’s school application and a social work school application. And I, I, I went ahead and, and did my master of social work. And as soon as I graduated this wonderful career of school, social work that I had no idea existed, fell into my lap, which was sort of like the perfect marriage of all of these wonderful experiences I had had to that moment that informal education, that impact on individual young people’s lives in a school setting. So I, I, I really fell in love. I was so fortunate to start basically right away. And I haven’t looked back since


Sam Demma (05:18):
That’s such an awesome story. And I know there are, is an educator, you know, listening right now, who is wondering what is a school social worker. Cause I know every school doesn’t have one. And I’m curious, I’m curious if I, I I’d love for you to actually just shut some light on it for the people who are curious of, you know, what it is and, and what they do and why you are passionate specifically about that role.


Liat Benzacar (05:41):
Yeah, I, that’s a great question. And, and, and the schools who have social workers in them are really so fortunate and I don’t mean that to tube my own horn. And I, of course, I see, I see that in a variety of ways and I think schools more and more now are carving up the space for mental health and community support. So the role of a social worker really when I, when I meet with students for the first time is I, I say to them, my, my role in school is to make sure that you’re functioning at your very best. And so I think we all can that if a student is not taking care of their wellbeing, if their mental health is not being considered if they’re struggling in their relationships, if they’re grieving, if they’re, you know, having questions of identity if they’re moving through a breakup and they don’t have supports it’s really difficult for us to expect them as an academic institution to be focused on the things that we want them to be, the curriculum, their assignments, their tests, their exams, their performance, so that they can get into University.


Liat Benzacar (06:53):
So, you know, spaces who have carved out a social work role really acknowledge that without, you know, focusing on student wellbeing, we can’t expect them to function academically at their best.


Sam Demma (07:07):
I love that. That’s such a good perspective. And I would imagine you have so many impactful conversations as a social worker. And I’m curious to know if there are any stories that can ’em to mind that you think I’m so glad this position exists. So these students could share these things. And if it’s a serious story, you know, maybe you could change their name or just call them Bob,


Liat Benzacar (07:30):
You know, I, I can use an experience of my own. So I was so fortunate to be able to work at the high school that I went to and for a number of years, and I remember sitting, I was on a social work team at that time of different social workers, and we were contracted out to different schools. And I remember turn, there’s two campuses of the school. And I remember turning to the other social worker who was at the other campus and saying, I am beyond thrilled to hear that we finally have a social worker in this school. And she said to me, Leah, we’ve always had a social worker in this school. I said, I went to this school, I didn’t know about a social worker. And their response was, if you didn’t know you need it. Mm. And, and there’s a lot of reasons for that response.


Liat Benzacar (08:26):
I think funding is a big thing. So oftentimes in, in the board schools, a social worker is overseeing quite a number of different schools, and they’re only actually contracted to be in the physical for half a day. And therefore they’re not able to have the same impact perhaps as a social worker like myself, who’s in the school five days a week and really becomes part of the programming and the curriculum and, you know, the, the student body and their families, et cetera. But I thought what an interesting approach, right. And, and that informed so much for me at the next sort of years of carving out space in the schools that I worked in and making sure that even if I was there for half a day, that at the very least people knew that I was there. So I, I would say, you know, that, that was my, my personal experience that, that sort of pushed that forward for me.


Sam Demma (09:26):
I love that. And it’s funny on our first conversation, I asked you, you know, if a student comes into the offices and, and is like, ah, I don’t know what I want. I want what I wanna do with my life, or I’m having this challenge. I asked you, you know, like, what’s the first thing you usually do and you, without a doubt said, listen, you know, I let them speak. And I listen. And I was curious to know more about your perspective on listening and why you think that’s so impactful or important to do before speaking.


Liat Benzacar (09:54):
I mean, I act actually a colleague of mine said, you know, one of the first meetings we had with a student together, there was this like air of silence. And they said they felt so uncomfortable. Like they wanted to fill the space. And, and we had a, we sort of debriefed about silence in a moment. And I said, well, did you notice that the was actually able to come and bring their own response, not influenced by anything that we were maybe interested in knowing about particularly. But in that silence, actually, we were allowing a student to think about what they wanted to bring to the table. Now, what that does, I think you know, is, is shares to the student in silence. Number one, that I feel comfortable in that. And number two, I’m ready to listen when you’re ready to talk. Mm. And so I think listening is really important, particularly for young people because they spend so, so much time listening to other people, right? Especially these last two years, listen up, you gotta wash your hands. You gotta keep six feet distance. You gotta sit in this way and you can’t turn that way. And you have to eat your food facing this Plexiglas, and you have to wear your mask in this fashion and it better not be off your nose. So they spend a lot of time listening.


Liat Benzacar (11:16):
That’s great. Right. And, you know, in, in that process, when we’re trying to move them along, you know, you might ask yourself like, how often are they being listened to in, in all of that, and how are all of these moments when they’re constantly listened and filtering and taking information are they even able to, or allow space to listen to their own sort of inner dialogue and what’s going on for them? So listening is a really important, I, I, I wanna say skilled, but I almost also just wanna say opportunity for, for people to have so that they know that they’re valued, that they’re important and that when things are difficult, they can express that. And when things are wonderful, they can express that. And, and we know, you know, from a social work lens, like if I feel something and I name it, I actually take the power out of that feeling.


Liat Benzacar (12:22):
I met with a student recently, like close to the end of the school year, who I was connected with them through their mom. And they said to me, you know, it feels like my kid really needs to talk to someone. Is it possible that they can speak with you? I said, yeah, that’s what, that’s what I’m here for. And so when I met with the student, they said to me, I have never in my life, listened to how I was feeling, let alone actually say it out loud. And I had this sort of argument with my parents, and I was so frustrated about how much COVID has impacted my life, that I finally just said out loud, this has been really hard for me.


Liat Benzacar (13:11):
And I felt instantly better. Right. And so really can disarm a feeling. We can really take the away its power as soon as we name it. And I, in that moment, I think that student felt listened to by their parents. Right. Like, and maybe it took sort of a blow up conversation for it to get there. But finally there was a moment like, oh, they’re listening to, to me and it’s bubbling out and it came out and then we spent the last, maybe three weeks of school talking to one another creating space for them to be able to just be listened to. And what was so nice actually at the end of it, all saying, you know, like I’m, I’m willing for anyone to look a sin so that I can actually impact their own ability to be able to share how they’re thinking or that, that they’re feeling and to create space where they feel like they’re being listened to. And this all happened in three weeks. It was like this big sort of like moment and push forward. So I love that, how that answers that for you.


Sam Demma (14:17):
It does. And you gave a killer story, which is awesome. I have a colleague and a mentor who tells me, let like the importance of listening and that when other people are talking, you know, it’s a test, like, you know, test yourself because we, we like to think we’re better listeners most of the time than we actually are. And he, he challenged us very easily, you know, at the big beginning of a call that we had, there was a group of us, he said, I’m gonna share with you like a bio, my professional bio, just, just listen to it. And he went through the whole thing and he’s like, okay, there was 86 points of information inside this long bio that I just presented to you write down as many as you can remember at max, like, you know, without telling us that we had to do it beforehand at max, we got like five or six of the pieces of information.


Sam Demma (15:04):
And he was like, okay, now I want you to know that this is a test and I want you to try again. And of course, the second time you remembered like way more things. And, you know, I’m like, I didn’t know, the, I didn’t know, the first time was a test and it was his lesson of saying like, well, every time someone else speaks, it’s a test. And that just like, kind of hit me. And I was like, oh, I need to be a more attentive listener. And I just, I love how much of an impact listening had on that student and, or, or, or how much being heard or listen too had on that student. I think it’s just a really good thing to remember that, you know, young people don’t always want us to talk to them or give them advice. Sometimes they just wanna be able to speak and be heard and understood. That makes me like wonder when you were a student, did you have teachers in your life who had a big impact on you growing up that listened to you or made you feel heard? Or what are some things that educators did in your life that inspired you to go down the similar path?


Liat Benzacar (15:57):
Before, before I answer that, I did also wanna say just, you know, on the coattails of what you just shared that in addition to being listened to, I think what’s interesting is sometimes I will spend time with a student just sitting in, in quiet space together. And then eventually, perhaps it does open up space for them to feel listened to. But I think that’s another part, right? Like often when they’re, they’re sort of pensive or thinking about what they would want to share that space can be difficult for, for people to hold. Mm. So, you know, there have been times it doesn’t happen frequently, but there have been times where I will just sit in, in, in silence with a student to show that that’s okay. Right. Like it’s okay. Actually, just to sit here and be quiet for something time to collect your thoughts or to sort through them, or just to know that somebody’s here, as you’re thinking about them to yourself.


Liat Benzacar (17:05):
But to your point, did I ever have a, a teacher or mentor who made an impact in my life? And yeah. I mean, there’s a few, you there’s a few. And what’s funny is actually the one that is standing out in this moment right now is the one in grade 10 who told me I was gonna fail math. And they said to Melia, you’re just not gonna make it through the, this course. Like you, you you’re gonna fail. And I remember being so like emotionally impacted by that, like the, the teacher was sort of implying what they thought about me overall as a person. And on the one hand, I appreciate that. I think they recognize that it was gonna be an immense amount of work for me to put in, to catch up in, in my understanding at that point. And also I think it’s sort of like affirmed all of the self talk I had over the years of like, I’m bad at this. I’m no good at this. Why bother? And then looking back I have a close friend who, I think I said that to one time. I said, you know, I’m bad at math. I’m no good at math. It’s, you know, I don’t even bother. And they said to me, who told you that?


Liat Benzacar (18:40):
I said, well, interesting, you should ask. In addition to myself, sort of figuring that out on my own, I had a teacher who said that to me. And they said, that makes all the difference because I actually, and, and this particular friend happens to be quite gifted in math and said, you know, it’s about time sometimes and time, and how you think you can approach something. So the impact that teacher had on me, I guess you could say was an interesting impact. I wouldn’t say negative or positive. I just would think, you know, looking back, it was a moment for me to consider what the words of a mentor how the words of a mentor can impact you and, and your thinking of yourself. And this friend of mine said, you know, you could be good in math, if you decided it was something that you wanted to focus on.


Liat Benzacar (19:36):
And also it’s important to recognize there are some things that we’re really great at and, and lean, you have things that you’re great at. And some things that we’re not great at. You know, Sam, I’m sure you can relate to that from, from an athlete’s perspective, right. Like I know I’m good in my sport. Perhaps I’m not good in every sport. Yeah. But I Excel particularly in my sport. And so I think, you know, twofold, like it’s important to acknowledge how, what we say to ourself can impact the way we approach things. And also it’s important to acknowledge things that we’re great at and, and, and be okay that we can’t be great at everything.


Sam Demma (20:19):
I love that. I think it’s such a good piece of advice. I love that you brought the idea of like our limiting beliefs or just our self-talk. I think that all the negative and positive things that passed through our mind, a lot of them are attached past experiences. Like if I was to write down all of my limiting beliefs, like if I was to like yourself, I was to sit down and think, where did these come from? You know, if I had the perfect memory, I’m sure I could like pinpoint them to certain things I’ve watched or heard or seen, or people directly told me. Right. Even it kind of fascinates me, even if like you had someone in your life that tried to do something that you’re trying to do and failed at it, how their own past experience they’ll, they’ll kind of like, pour it onto you.


Sam Demma (21:02):
Like if I had an uncle who, you know, started a restaurant and his restaurant failed, I went to him and said, Hey, should I start a restaurant? His first answer is gonna be absolutely not. You know? And that’s just based on his unique past experience. So I think the whole idea of like beliefs and limiting beliefs and the power of words is such a interesting thing to talk about. I love that you brought it up. I also think it’s a common problem amongst adolescents and high school kids. You know, that’s when we’re still building our identities and figuring out who we are, and I don’t think self-talk positive or negative ever goes away. I think it’s something that happens your entire life. But I mean, I’m glad to hear you had a, a positive friend that challenged you a little bit to to figure out where that belief came from.


Liat Benzacar (21:48):
And I’m inspired by that friend. Oftentimes I’ll ask a student who will say, well, I, I’m not gonna submit that project because if it’s not perfect, why bother? And I use that language. I said, you know, where is that voice coming from? Whose voice are you hearing say that to you? And oftentimes not always, you’ll get sort of like an eyebrow and a giggle. Like how did you know somebody said that to me. Yeah. Right. And that sort of internalization of, you know, a, a constant reminder of some kind, if you’re not gonna do it perfectly, don’t bother. And you ask that student, well, where did you hear that they know exactly where they heard it or who they it from and how often they’re hearing it, and now it’s become their own voice. Mm


Sam Demma (22:33):
It’s funny, I’m working on a poem right now called empty backpack. And the premise is that throughout our high school experience and life, we start to carry around the thoughts and opinions of everyone else. And it like weighs our backpack down. The whole idea of the song is like, our poem is like, you have to let those things go and empty out your empty out your backpack.


Liat Benzacar (22:53):
And also it’s so important for us to acknowledge that the people we interact with daily have a backpack of things. Yeah. Right. And I say that to, to, to, to the, my colleagues, to the teachers I work with to the students I interact with and everyone carries a backpack and it’s filled with stuff you will never know. Yeah. and so that joke you make or that comment you say actually can impact somebody in a way that you could never understand because that backpack is zipped real tight. Yeah. Right.


Sam Demma (23:29):
Yeah. It’s so true. I, I love that. It’s, it’s, it’s two perspectives, you know, people should be mindful what they say to you and you should be mindful what you say to others. Right. It goes both ways. I love that. This is just an inspiring conversation. Went down a couple of different rabbit holes, but you know, back to the topic of education this year has been different. I don’t wanna say it’s been terrible or bad or anything that a lot of people are saying that we have to pivot. I know we have to pivot a little bit, but it’s been different. It’s been a little bit challenging. What are some of the challenges that you faced and how have you worked to slowly overcome them?


Liat Benzacar (24:03):
Yeah. where to begin there. I mean, aside from the sort of obvious challenges of like shifting to an online world and setting up space and being comfortable and considering what it means for me now to meet with students in their home space rather than their school space and it not being as private as I sort of am aware of in a moment when we’re sitting in my office, I know it’s just me and one other student. I would say that COVID in general sort of like significantly altered our sense of time. Right. and so I I’ve often said, and I’ve heard, I’ve heard many people say like this, this, this sense of repetition, this repetitive nature, this feeling like it’s groundhogs day really impacts the way we think the way we feel and the way we behave. You know, I think pre pandemic for the most part, most of us could structure our days to like a, a, a beginning, a middle and an end.


Liat Benzacar (25:04):
Yeah. And, and, and that, that sort of linear process helps us process what’s going on in the world, how we can fit, you know, what’s going on for us into those moments. And then when it blends into one and there’s no beginning and no end, and we really are having difficulty setting up boundaries it, it impacts our well be. And like I said, at the beginning, if it’s impacting your wellbeing, it’s impacting your ability to be successful academically. Now what, what that does additionally, is it, it, it sort of puts us in a state of chronic stress. Right. and, and I know, and I’m sure, you know, in your experiences, a student, like stress can be helpful in a lot of ways. But then when it moves into a space where it’s chronic, where it’s happening all the time, I’m not producing my best work.


Liat Benzacar (25:54):
I’m not functioning at my best. And so teenagers to begin with, and that’s the, primarily the, the population that I work with their prefrontal cortex has not yet developed, which means that the filter part of our brain is not yet developed. And also now, because of the pandemic, this fear of what’s going on outside puts us in a state of fight or flight. And so we’re not able to process information well. So we’re exhausted all, all the time. We are, are scared in some ways all the time. And the example I use is it, you know, our, our, our prehistoric brains, haven’t, you know, they’re not that much different than our brains are now. And so if I believe that there’s danger outside, right. And the danger at this moment is this pandemic. And, you know, early days is how’s it gonna impact me and my life and my family and every step I do, I have to consider.


Liat Benzacar (26:57):
So if you hear a bear wrestling outside your cabin in the, at all of the night I’m probably not gonna get restful sleep. And if I don’t get restful sleep, how does that impact my ability to interact with my friends? How does that impact my ability to interact with my teachers? How does that impact my ability to store and remember information? And so we saw, you know, a lot of shift in relationships, a lot of shift in engagement, a lot of shift in academic success. And then of course this big shift and conversation around mental health. So, you know, I, I, I think, you know, in all of that, we wanna try and find some strategies. Now, I think early days there was this strategy of like, let’s practice gratitude. Let’s think of all of the things that, you know, we’re really grateful to have.


Liat Benzacar (27:57):
And I think that worked for a while. But I think we also know that focusing on the positive doesn’t always make us happy and when it’s chronic and happening for 18 months over time, and I’m practicing gratitude and I’m practicing gratitude and I’m practicing gratitude you eventually start to ask yourself well, but now what and so there was this shift, I think, in our thinking in our school, like allowing students space to go grieve, right? Yes. You’re grieving a year. You, you know, for our grade 12 students, for example, you’re grieving a lost year in a lot of ways and a lost opportunities, and yes, there’s so much that we can look at that you benefit from. And also there was a big loss. And so I think acknowledging that again, listening, using that sort of like lens where you’re able to actually just like sit in the mud with people was so important.


Liat Benzacar (28:52):
Right. And, and also on top of it, all, all of us, you know, me as the school social worker, but all the, the faculty, all the staff in our school, we could speak from a place of understanding where they were coming from, because in some sense, we were experiencing it together now, all in our own different ways. Yeah. So, you know, we’ve, we’ve heard a lot like, oh, we’re all on the same boat. And, and I really liked sort of a, a challenge to that, which was, we all are in a boat of some kind and some of us have more resources than others. And so it’s easy to say we’re all in the same boat and we’re, we’re, we’re, we’re sitting in this discomfort together, which in a lot of the senses we were, and I think that’s what connected us well with students in those moments. But also acknowledging that, you know, each person’s boat might, may, may look a little bit, each person’s backpack might look a little bit different. Right.


Sam Demma (29:48):
Yeah. Right. I heard a similar analogy, like the, though the reverse we’re all on the same ocean, but yeah. We all have different boats, some have inflatable boat and some have a yacht, you know, and that could be related to resources or supports, you know, systems. And I thought, I was like, wow, what a good way to look at it, because it’s true. We’re not, we’re all facing this very differently. So, and we’re all, we’re all going through this very differently. And I think it’s important to acknowledge it. Yeah, this is, this has been a great conversation. Yeah. Thank you so much for taking the time to come on the show. If you could go back and give your younger self, I think you said you’ve been in education for eight years now. Yeah. If you could go back to your first year and give your yourself advice, what would that advice be?


Liat Benzacar (30:36):
What would that advice be? That’s a great question. What advice would I give my younger self stop and smell the roses, you know, like I, and, and you know what, actually, I, I think I did an okay job doing that, but I think we were oftentimes were so focused on the pace at which the people around us are moving. And so we move at that pace rather than stopping and asking ourselves, like, is this the pace I wanna be working at? Like, you know, and, and I was fortunate enough to have parents who encouraged me to take a gap year after high school. And again, you know, after I went back and finished a, a degree, an undergraduate degree, like in like, there’s no a rush, like, you know, in 10 or 15 years from now, you’ll be pretty much in the same space as you imagine yourself.


Liat Benzacar (31:33):
And as you see your friends sort of pursuing. But I, I probably would’ve said just to, to really stop and take opportunity to take those experiences in, rather than focusing on the pace that everyone else was moving at. And in that I learned to shed the feeling of, of regret, I, I have done a lot of hard work to shift regret into the opportunity to learn. And so people say like, is there anything that you regret and your life? And I say, you know, honestly, no. Because I work to, I, I acknowledge that feeling of regret if I feel it. And then I say, okay, like, I didn’t have the opportunity to make a decision. And perhaps I made one that looking back, I would change. But what now can I learn moving forward? So I would also maybe ask myself to, to shed those feelings a little bit earlier, but yeah, I guess, you know, for, and, and maybe my younger self also just, you know, because I’ve found so much passion working in supporting students in their academic endeavors by elevating access to mental health support and wellbeing, you know, just to practice that a little bit more myself in those early years.


Sam Demma (32:58):
Cool. Love it. Thank you again so much for, for coming on the show.


Liat Benzacar (33:03):
Yeah, of course.


Sam Demma (33:05):
Love the advice to your younger self. If another educator is listening and just wants to reach out, you know, send you an email or get in touch, what would be the best way for them to, you know, reach out to you?


Liat Benzacar (33:14):
Great question. Probably, you know, by emailing me. So they can email me at benzacar@smcsmail.com. So that’s my direct work email. I’d be more than happy to connect and collaborate and work on ideas which I’m very fortunate to be able to do with a lot of other social workers, but I’d be more than happy to connect with educators or anyone who’s just interested in, in finding out more about what I do. So, yeah, that’s my email.


Sam Demma (33:47):
Cool, awesome. Leo, thank you so much again for coming on the show. Keep up the awesome work and we’ll see you soon.


Liat Benzacar (33:52):
See you soon.


Sam Demma (33:53):
And there you have it. Another amazing guest, an amazing interview on the High Performing Educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and review so other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show; f you want meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network, you’ll have access to networking events throughout 2021 and other special opportunities. And I promise I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

Join the Educator Network & Connect with Liat Benzacar

The High Performing Educator Podcast was brought to life during the outbreak of COVID-19 to provide you with inspirational stories and practical advice from your colleagues in education.  By tuning in, you will hear the stories and ideas of the world’s brightest and most ambitious educators.  You can expect interviews with Principals, Teachers, Guidance Counsellors, National Student Association, Directors and anybody that works with youth. You can find and listen to all the episodes for free here.

Tim Cavey – Founder of Teachers on Fire, 8th-grade teacher and assistant principal

Tim Cavey – Founder of Teachers on Fire, 8th-grade teacher and assistant principal
About Tim Cavey

Tim Cavey (@MisterCavey) is a husband, stepfather of two, 8th-grade teacher, assistant principal, and the host of the Teachers on Fire podcast. In 2019, he completed a Master’s in Educational Leadership degree that re-ignited his fire for teaching and put him on a new path of growth, professional reflection, and content creation.

Tim’s a firm believer in the growth mindset and advocates often for the kinds of informal professional learning that can be found on social media and in blogs, vlogs, or podcasts. When he’s not creating content or spending time with his family, you’ll find Tim hiking, flying his drone, or paddle boarding in the chilly waters of the pacific northwest.

Connect with Tim: Email | Instagram | Linkedin | Twitter

Listen Now

Listen to the episode now on Apple Podcasts, Spotify, or on your favourite podcast platform.

Resources Mentioned

Vancouver Christian School

Masters of Education in Educational Leadership at Vancouver Island University

Teachers on Fire Podcast

Mindset by Carol Dweck

EdPuzzle

StreamYard

FlipGrid

The Transcript

**Please note that all of our transcriptions come from rev.com and are 80% accurate. We’re grateful for the robots that make this possible and realize that it’s not a perfect process.

Sam Demma (00:00):
Welcome come back to another episode of the High Performing Educator podcast. This is your host and youth speaker, Sam Demma. Today’s special guest is Tim Cavey. He is a husband, stepfather of two, eighth grade teacher, assistant principal, and the host of the Teachers on Fire podcast. In 2019, he completed a masters in educational leadership degree that reignited his fire for teaching and put him on a new path of growth, professional reflection, and content creation.


Sam Demma (01:05):
Tim is a firm believer in the growth mindset and advocates often for the kinds of informal professional learning that can be found on social media and in blogs, blogs, or podcasts, just like this one or his own. When he is not creating content or spending time with his family, you’ll find Tim hiking, flying his drone, or paddle boarding in the chilly waters of the Pacific Northwest. Tim is a brilliant, brilliant educator and an awesome human being. I’m so glad that he agreed to come on the show and I hope you enjoyed this interview as much as I enjoyed chatting with Tim. I will see you on the other side, talk soon. Tim, super excited to you on the High Performing Educator podcast. Huge pleasure. Why don’t you start by introducing yourself in whatever way you choose to do so and share why you’re so passionate about the work you do in education and with young people.


Tim Cavey (01:56):
Thanks so much, Sam, what an honor to be here. You inspire me so much. So thanks for having me on I’m an eighth grade teacher, assistant Princip, both rookie assistant principal this year, and the host of the teachers on fire podcast. You asked about where my fire comes from, and I always point back to the start of my master’s program a few years ago, and reading Mindset by Carol Dweck as, as kind of a couple of really pivotal moments in my academic journey, my education journey. So those together with launching the podcast have really sort of set me on fire, and gotten me excited about learning again and sharing what I’m finding with other educators.


Sam Demma (02:37):
Love that you mentioned the book mindset, I’m a big fan, and I sure you could riff about the difference between a growth and a fixed mindset. I’m curious to know what would those two perspectives of a growth and a fixed mindset look at today’s current situation of education and, and take away from it. So looking at the challenge of COVID 19, what would the fixed mindset person think say or do versus the growth mindset?


Tim Cavey (03:02):
I think the fixed mindset would look at all of the problems and sort of stop there and attach labels to the problems. Talk about the, just the difficulties we face the, the, the way states and districts are not really listening to the needs of educators, blah, blah, blah, blah, blah. And, and, and like I said, kind of stop there. I think the growth mindset recognizes the adversity we’re facing, but actually says, okay, what are the takeaways? What can we learn from this? How can we actually move education forward and transform it in a permanent way based on what we’re finding. So educators have learned so much and grown so much and fully mindful that the last year has been a nightmare for a lot of teachers. I, I do see tweets about teachers leaving the profession and so forth, but on the other hand, teachers have really gained a lot of knowledge. Teachers who really didn’t spend much time online a year ago are now fully embracing these ed tech tools, getting into new spaces, covering better strategies for delivering formative assessment to their learners. And it’s super exciting. So the fixed mindset is all about labels. The growth mindset is all about saying, how can I evolve? How can I adapt? How can I move forward based on what I’m facing


Sam Demma (04:16):
And what are the opportunities that you personally have discovered? I know you, you know, you teach grade eight and rookie vice principal in those two roles, what are some of the opportunities that, that have surfaced for you that you think have been very transformational in your own learning and growth?


Tim Cavey (04:33):
I think some of the most growth that I experienced was actually last spring during the lockdown when I was forced to go virtual along with a lot of my colleagues and I did get into some new tech tools that were pretty transformative. So I, I started to experiment with ed puzzle and I’m, I’ll forever be an evangelist for ed puzzle. I think it’s such an underrated tool. Pad is an another one, Flipgrid wake lit some of the tools that I, I, to that point I sort of knew about, but hadn’t really played with too much. Now this past school year we’ve been face to face. And so I’m sort of going back in some ways, but still a, as I said earlier, like trying to implement those new tools in the old spaces, if that makes sense. So trying not to go right back to the way things always were and bring some of those new insights and strategies into my practice. And I would say to some extent I’ve been successful now this year has been really tough in other ways in terms of masking and COVID protocols and, and no field trips and no assemblies, and just a lot of things that kill the joy of school. And so in that process, we’ve learned how to, within our school building livestream assemblies in and deliver them into every class and, and bring about or livestream parent teacher conferences. So those are some things that in terms of access we can move forward with as well.


Sam Demma (05:55):
I love that. And you do a phenomenal job with your own podcast, which we’ll talk about later on today. It’s a huge, amazing resource, not just the podcast, but you have thousands of links on your website to different books and, and past episodes in blog posts. And I was getting overwhelmed with how much you provide, like, it’s just, it’s phenomenal. And I see that you use streamy have like multiple educators on the screen at once, which is amazing. You know, you mentioned a bunch of awesome tools and you said you’re a huge evangelist for the ed puzzle. Can you explain what that is? And also maybe explain what streamy yard is if anyone’s curious about using that for their own virtual assemblies.


Tim Cavey (06:32):
Sure. So full disclosure on ed puzzle, I’m at a new school this year and I, I have not yet convinced my it department to get on board with ed puzzle. So that’s still, that’s still a discussion that is ongoing, but ed puzzle is basically a way to engage and to monitor student engagement with video content. So if you think about the flip classroom, if you think about asynchronous learning resources, we know that our students re night with video, we’re creating more and more tutorials all the time, whether you are a math teacher, English, whatever you’re working in, hopefully you’re starting to do a little bit more screen casting. And so thinking about that, ed puzzle is that tool that actually shows you have my students viewed the content. Have they responded? You can integrate questions really well. And so I it’s, it’s simple. It, it’s not an elaborate tool, but it’s so effective.


Tim Cavey (07:24):
You also mentioned stream yard, which is something pretty different, but I’m having a lot of fun with that one Sam a year ago, I, I started seeing teach better and other friends streaming. And at first I was like, this content is not so great. Like what, what sort of educators gonna sit around and watch this grainy video one on one interview, right on YouTube or whatever platform. But I started to warm up to it. And I realized that there are certain things going on there that are actually really powerful and impactful. So the live Q and a, the live connections relationships are actually forming around some of those streams. So yeah, I, I made the decision to start streaming every Saturday morning on streamy yard, which you mentioned, and it has a free base level that you can just experiment with. And then there are tiered levels above that, that allow you to stream on multiple platforms and get rid of watermarks and so forth.


Tim Cavey (08:17):
But the goal is really just to share ideas and amplify voices. That’s what I do on my podcast. And so now I’m starting to do so by video. And, you know, just last Saturday, I had the pleasure, the honor of hosting five Latina superintendents from California. Nice. And that was such a fun conversation. I was way out of my depth, but it was a really fun conversation. And I learned a lot. I left super inspired, so it benefits my professional practice I find, but it also just gets the word out and shares ideas as well.


Sam Demma (08:50):
My mind immediately jumped to three years ago, being in Costa Rica, dancing the Beata and salsa with people in, in Costa Rica. When you said that that’s so cool ideas, spreading ideas, such an impactful way to share content, to share practices again, your podcast teachers on fire and your whole platform does a lot of that. I’m curious to know out of the, I don’t know, hundreds of conversations that you’ve you’ve kick started and had so far, what are some of the ideas you’re hearing that you think are important to listen to important to try and maybe implement during these crazy times?


Tim Cavey (09:30):
There are so many different directions I could take that. I mean, I guess my brain is still stuck on the virtual sort of hybrid mediums and platforms. So another part of my work, something I’ll be engaging in later this afternoon is is connecting with a virtual conference presentation platform and looking at what they can offer educators in terms of a local conference happening in this area. And so I, you know, I look ahead to the future and I think, yes, I look forward to getting back to face to face. I mean, who doesn’t love those face to face conferences, but as I mentioned earlier, I think we have to really improve our access at, especially when I think of rural educators, international educators, we, we need to think about how we can scale our learning and share it a little bit better. And so virtual conference presentation platforms that that’s one way to do it. And, and then I think your part of your question related to the classroom as well, right? Could you just reframe it for me?


Sam Demma (10:29):
Yeah, absolutely. So a, a teacher right now might be listening or an educator who is struggling. I think the basis of all change stems from an idea, right? Like the water bottle that’s beside me on my desk was an idea in someone’s mind before they created it. You’ve heard hundreds, if not thousands of ideas within your conversations. And I’m curious to know if there’s been any ideas educators have shared that you think might help a classroom teacher or principal or educator in any sense.


Tim Cavey (10:56):
Yeah. Wow. So you just opened the door for me. One, one example that is fresh in my mind that I was just talking about yesterday is there’s an educator on Twitter by the name of Tyler Roblin. I hope I’m seeing his name correctly. And he is experimenting with different forms of assessment and some really progressive practices in his high, high school English classroom. Something he has done is built a rubric for his high school English writers. That is it. It’s got those proficiency columns. So it’s grade list in that sense. And then each of the proficiency levels is actually hyperlinked out to a YouTube video that explains exactly what that student needs to be focused on. And I saw that Sam and I was like, wow. If we can start to hyperlink rubrics like that, then students can on their own time asynchronously actually dig into exactly how to take that next step.


Tim Cavey (11:54):
And so when I think about tools like that, when I think about tools like moat that are offering audio feedback embedded right in Google classroom and other learning management systems, it’s a pretty exciting time just for better feedback, because we know students learn best when they have immediate precise feedback. If you just think about the coaching the coaching metaphor, right? Like a basketball player doesn’t benefit too much from a review of a game two weeks later. Yeah. They benefit from some coaching right in the moment. So looking at the tools that allow us to do that faster and, and more precisely like moat or, you know, deliver that pinpointed advice to take the next step, like the hyperlinked Google docs that really excites me. And I think moving ahead, teachers teachers are going to be adopting more of those practices. And, and it’s a good time to be a student.


Sam Demma (12:47):
Teachers are also struggling to find balance between work and life. And I, I mean, I saw your recent post that said in, in 48 hours, you had 858 emails. And I was, I was blown away and I was curious to know personally, what tools and management systems you use to organize your own time you know, to separate work in life. What is your own system to look like when it comes to time management? Do you have something that’s that you try and follow? That’s been helping you?


Tim Cavey (13:19):
Usually my answer to that is just obviously using a calendar. I shouldn’t say obviously. So using a calendar cementing in those times that are non-negotiables. So, you know, I’ve got Friday family fun night, make sure to connect with my boy and my wife, and actually have some quality family time. Saturday is really date day or date night. Nice. For sure. So spending some quality time with my wife device, free dinners, shutting it down, usually weeknights, we try to shut it down around 9:00 PM and those are all just guardrails that sort of help to put some structure around my life, make sure I’m getting decent sleep, make sure that I’m cultivating relationships and not neglecting them. But other than that, Sam, it’s an ongoing struggle. And so yeah, you saw that tweet where I, I mentioned, I just sort of ignored email for a few days and of the emails piled up and I ended up blowing a couple of appointments and one of them was use and my heartfelt to apologies.


Tim Cavey (14:15):
They, no. So it is, it is tricky. And, and to that point, let me just say about email. I hear some educators or I see it sometimes on Twitter saying like, yeah, I just step away from email and completely ignore it for a while. And I think, yeah, well, yeah, that kind of works. But on the other hand, when you, when you know that the emails are piling up, it, it is going to stress. It’s going to add more people to get back to you. So I, I think email alone is just such a difficult space to manage effectively. One more thing I’ll pass on that might be helpful to somebody in your audience is I keep, I keep my iPhone on, do not disturb twenty four seven. So if you’re not in my favorites list, you probably won’t reach me by phone or by call or by text, at least in real time.


Tim Cavey (15:00):
You’ll sort of have to wait until the next time I actually look at my phone, but to me that just slows down the mountain. Well, it does more than slow down. It kind of eliminates the mountain, the avalanche of notifications. And, you know, I look at some of my colleagues who get a notification every time they receive an email. Yeah. I, I just think that would drive me crazy in a short amount of time. So try, do not disturb on your phone if you are getting a snowed under by notifications. That really that was a game changer for me.


Sam Demma (15:30):
I love that. It’s a great piece of feedback. I saw this funny tweet the other day as well. And it was this girl explaining how you could hang up the phone without letting the other person know that you hung up and essentially you just slide up and you hit the airplane mode button and on the person calling you screen, it’ll say call disconnected or did not go through as opposed to, as opposed to hang up. So if you have to avoid a phone call too there’s this little strategy for you.


Tim Cavey (15:57):
Nice, nice, bad connection.


Sam Demma (15:59):
Yeah. Right, exactly. I’m curious to dive a little more into Tim, your passion for education. Like, you know, you could have taken many different paths back when you were in school. What, with the passion you have for technology with the, in the, the entrepreneurial spirit that you obviously have starting these ventures, what drove you specifically to teaching?


Tim Cavey (16:24):
I think at the time it was a love of people. I knew I, I enjoyed working with kids and a love of the classroom. And I, I will say too, like some really impactful teachers that influenced me. And I just thought, like, I can see myself in this space and teaching has sort of a sense of autonomy, at least within the classroom. Most teachers have a sense of autonomy and independence in the sense that you can really make what you want of the day. Yeah. You’re you caring for these kids of different ages, but you can shape the learning experience and, and you can impact your own level of fun. And I, I get excited when teachers are actually teaching to their passion and that is very evident to their learners. They’re teaching to their strength and they can bring in things from the outside, whether it’s a side hustle or other passions, bring that right into their practice.


Tim Cavey (17:16):
I think on, so another answer to your question, Sam, I look at you at, at, you know, 21 years old, you blow my mind. And I think if I could do it all over again you know, if, if that was my generation, I would take a, a really hard look at content creation as a path to act, actually developing and building your own career. And that may involve some level of being in the school system. It may not, but you, you really excite me because you have that whole, you have your whole career track in front of you. You’re making all the right moves. My Matt,


Sam Demma (17:49):
I appreciate that. And I, I’m learning from gracious educators like yourself, who give their time to chat with me on this podcast. You know, one of the reasons I started it was because I don’t have all the answers to give educators, but I thought, wouldn’t it be cool if I could just invite them on the show to chat about what’s working for them in the hope that other educators might listen. I want to go back though, still to those teachers that you said deeply impacted you when you were in school. Mm. What did they do? Like, what was it that those teachers did that had such an impact on you that it drove you to go to education? Because I know I had teachers that changed my life and I can pinpoint the reasons why, and I feel like for every person it’s a little bit different. And if you can pinpoint those things, it’s essentially teaching other educators what they can do to also impact their kids. So I’m curious to know if you can pinpoint the characteristics or things that those teachers did for you.


Tim Cavey (18:39):
I think one of the teachers, I always look back to his name was Mr. Bergen and I had him in eighth grade. And it’s kind of funny that I’m an eighth grade teacher today. Yeah. And although my, my teaching assignment is sort of going to evolve a little bit next year, but I, I teach eighth grade. And so Mr. Bergen was such a supporter. And, and like, you always hear, I mean, I don’t remember a ton of specific moments or lessons that he taught, but I remember the way that I felt in his class. And I remember the way that he encouraged me. I came to Mr. Bergen. Now this is going to sound so nerdy, but I came to Mr. Bergen as a really passionate writer and content creator. Pre-Internet nice. And I was, I was, I, I had fun like working with word processors at the time, there was one called print master.


Tim Cavey (19:28):
I I’m sure no one has ever heard of it. That was, this is the time of word perfect. And corre draw and some really primitive tools now. But I was, I was excited to play with these tools and I had the vision of creating a class newspaper. And Mr. Bergen actually trusted me enough or gave me enough space to actually print a few additions of my newspaper and put them up on the bulletin board. And just something like that. I know I, I look back and I’m like, okay, he was giving me that commendation and that encouragement, that, that approval at 13 years old and now you know, much, much later I am writing blog posts. I’m creating content, I’m doing writing all the time. And I look back at him as a really key you figure in that journey. So there were others in my high school experience as well, but I will shout out Mr. Bergen. I haven’t had contact with him in decades, so I hope he’s still around, but, but I will, I will shout him out as someone who just, just gave me that encouragement and gave me the space. Like he took a risk, right. Because I could have, I don’t know, put something really awkward or inappropriate up on the bulletin board or sort of made him look bad somehow. But he, he gave me the space to try that and he cheered me on and I think it shaped who I am today.


Sam Demma (20:46):
I think giving students responsibility is such an impactful way to build trust. I had a pass guest on, who told me that he had a student in his class that was giving him issues or giving them issues. I can’t remember exactly who the guest was, but they told me that after a couple months of of struggle and he took his car keys and said, can you go into the parking lot into the front seat of my car and grabbed the jug for me? And the kid was like, do you want me to do it? And, you know, gave this kid his trust and his responsibility. And he went and he got the thing, he brought it back into the school. And it was like, he said, it was like a flip switch. The kid changed from this problem to this. Wow. I was useful to the teacher.


Sam Demma (21:28):
He trusted me enough to give me his car keys. I kind of crashed the car. And so, you know, hitting on that piece of, of responsibility is so huge. When I look back at my experience, when I was in grade 12, Mike loud foot was the name of the teacher for me, who’s now retired. And you mentioned it already, but he was so passionate about his, that it just rubbed off on me. Like I felt like he was doing his life SQUI teaching was his ministry. And it was so evident. And you mentioned that, you know, you loved when teachers are passionate about their content. Do you think that’s also a, I wanna say a trait of a high performing educator or a teacher on fire. Like you, you need to be passionate about the material that you’re deliver in teaching


Tim Cavey (22:10):
100%. And if you don’t have the passion, maybe you’re stuck with an assignment that you didn’t really want. I mean, try to generate that passion, dig into it, lean into it try to, to bring that curiosity to life. But absolutely if you’re, if you’re in a situation where you have no passion for your content, it, it really is to think about maybe moving on or changing context, right? You don’t necessarily need to leave education, but as I’ve interviewed educators, one story that I didn’t see coming, Sam was this idea that for many teachers, it was just finding a different situation that actually better aligned with their passions and that brought their fire back to life. So I, I do have a, a concern or a passion for those teachers that are burning out or don’t have much fire left. And I think one of the solutions, one of the answers sometimes is just finding a, a situation that fits their passions and aligns with their values a little better.


Sam Demma (23:06):
And how long have you personally been teaching or in educational?


Tim Cavey (23:11):
Well, I’m embarrassed to say beside you, but that’s okay. I started, I actually entered the field in 2001. That was my first fall.


Sam Demma (23:19):
So 20, 20 years now.


Tim Cavey (23:21):
Yes,


Sam Demma (23:21):
That’s awesome. And if you could, if you could like go back in time and speak to younger Tim and give yourself advice relating to the practice of education and teaching, what advice would you give yourself knowing what you know now?


Tim Cavey (23:36):
Oh, man. Well, my thinking has evolved in the area of assessment quite a bit. Okay. And so the way that I collect grades or, or marks, whatever you wanna call them that would evolve considerably. I would make sure to clarify I could talk about that quite at length, but basically it would be keep the focus of assessment on the learning and not any not any of these old compliance measures that we used to keep in mind. So, you know, that’s a whole other topic, but you know, that’s something I would definitely bring back. And again, Sam, if I could go back to the beginning, I would say just from a content creator perspective and just a growing professional, like just write one blog post a week. And that would be absolutely transformative over the, the decades. Not just for any kind of an audience, although that audience would certainly come.


Tim Cavey (24:30):
And, and that brings a whole lot of opportunity and, and fun growth as well. But just simply for my own professional practice, there is power in self-reflection. We know that from the classroom, we call it metacognition. We think about it all the time. We want students self-assessing more today. We want them reflecting on their learning. Why aren’t we doing more of that as educators? Right. George Kus actually said when he was principal in Alberta, he made his staff take two hours and write a blog post about their learning. I don’t know if a lot of teachers are ready for that. Yet. There, there might be some rebellions in some staff meetings, if, if, if principals tried to force that, but there’s so much power, right. In actually reflecting on what we’re learning and how we’re doing. So I think that’s, my answer is more reflection along the way.


Sam Demma (25:17):
I have to ask, cuz you sound super fired up about assessment. As a young student myself, I struggled with my self worth because I had to hatched it to my talents, achievements and accomplishments, which sometimes was my grades. Because as an athlete, if I did get a 95% average, it would lead to a potentially higher scholarship at a university or a school. I also attached myself with, to soccer because my whole family praised me as an athlete growing up. And I thought if I wasn’t a great athlete or student, I would be worth nothing as a human being, which looking back now I realize is totally crazy, but it seems like the assessment system is set up that way. When a soccer game get a trophy, everyone praises you do well in school, get high grades, everyone praises you. But what makes it scary is that if the opposite is true, if you fail, which is supposed to be something that teaches you a lesson, you get reprimanded. And I’m curious to know how you think assessments could be changed, adjusted or altered to remove that, that issue of failure being a bad thing. And what you think about the whole idea of failure.


Tim Cavey (26:22):
Wow. Well, I mean, it goes back to the growth mindset, right? Do we see failure? I mean, you could spell the word fail as first. Why am I forgetting it now? It’s okay. First attempt, first attempt in learning. There we go. First attempt in learning, but yeah. But I think it goes back to the growth mindset. And as you say, how do we look at failure? Do we look at it as a stepping stone? Do we look at it as a, an inevitable part of the journey as a sign that we’re actually stepping out and taking risks? Do we believe that the most learning and growth happens when we leave the comfort zone? I mean, to take it into sports or into the gym, I, you know, our physical ball is only really grow and develop when we’re pushing them to their limits and the same is true of our brains.


Tim Cavey (27:08):
So to bring that back to assessment, yes. I mean, traditional assessment systems have done a great job of ranking and sorting and yes, traditional grades motivate a certain number of students, but they also demotivate a great number of students. And what they do is assign labels and validate people to say, either you’re smart or you’re dumb or whatever, fill in the blank. I mean, as educators, we cringe at those terms, but that’s the way people tend to interpret grades or have traditionally, as, you know, this, this X pathway is not for me or that kind of thing. We put ourselves into boxes. So all kinds of limitations come with those labels of letter grades and percentages. And as we can start to move away from that and actually put the focus on learning and growth and standards, the, the curricular standards then we start to create some space for students to take risks and not worry about being penalized, but try new things and move forward and move into unfamiliar territory. So there’s so much we could talk about there Sam, but yeah. I’m not a fan. I understand the difficulty. You mentioned scholarships and that’s tricky. I mean, we’ve got some big question to sort of resolve at the high school levels in terms of college and university acceptance. And we, we’re not about to convert the whole system overnight, but that’s where we want to get to in my mind is really put, putting the focus on the learning and the assessment, the feedback on growth.


Sam Demma (28:41):
I love that that’s it’s great to hear from an educator, first of all. And I would, I’d love to see how you test the different theories with the students and classrooms that you work within. And on that note, I’m curious to know, like, have you tried anything unique with your own students with your own grade eights? That’s a little different or outside of the box per se? Over the years,


Tim Cavey (29:03):
I mean, this won’t shock any edge educators in British Columbia, but I have not entered a number in my grade book in math or English in three years. So all I, all I track is proficiency levels and you know, that, and so there’s, I condition the cells in my, in my Google sheet or Excel, whatever to reflect, you know, the color code. And so I can see at a glance how a student is doing on these different learning standards. And that’s just one small answer to your question is I just don’t use numbers. I refuse to put overall assessments on math, you know, summative assessments anymore, because I know that students will just look at that overall assessment and they’ll tend to say, oh, I did, I did great. Or I, I did terrible. And then the, the quiz or the test goes in the garbage and they’re not really moving, not learning forward at all. So yeah. Keeping the focus on the standards, getting away from grades is, is one thing for sure. But does that answer your question?


Sam Demma (30:06):
Yeah, I was actually curious to know when you mentioned people in BC, wouldn’t be surprised by it. Is this like a province-wide initiative that’s been started or tell me more.


Tim Cavey (30:16):
Yeah. So I, I mean, across the province and, and you raise a good question, had know the answer to this in terms of, is it actually provincial policy? Okay. but, but the, just the, you know, if you look across all of the districts K to eight, basically there are no, there are very few holdout schools or districts at this point who are not in a proficiency scale model, you know, moving from emerging to developing, to proficient, to extending and teachers and educators are measuring, learning against that framework. And that’s gonna look different. I mean, there, there are sort of experiments happening and different variations and you see one point rubrics and things like that. But by and large, no very, very few schools would have letter grades and percentages in British Columbia at this point. And I know we’re pretty progressive on that front, so it’s not going to be the same in every state in province, but it’s a, it’s exciting. It’s a great place to teach right now.


Sam Demma (31:17):
It’s innovative, it’s disruptive. It’s, it’s leading the cha change. It, I even fascinating when you mentioned the four words, you know, the, the one at the bottom is emerging. That’s a very positive word. Like I remember getting my report card and it, you know, if you did something bad, it was needs, improve needs, improvement or satisfactory. And the use of positive wording, even if you are on the lower level, you know, of where you maybe should be in terms of the I’m an emerging student, that still sounds amazing. And, you know, the student will probably remain, remain positive in that grading. Yeah, there’s a great book called catch them. Why they’re catch them while they’re good, which talks about the importance of, you know, praising the positive behavior instead of coaching the negative and how sometimes coaching the negative diminishes or is the student’s confidence. And right. I think that system does a great job of ensuring students still feel confident despite where they’re at. Yeah. What, what has your experience been with that? Like, I mean, if you had to grade a student lower or, or as an emerging student what does their feedback, like, how does a student react to respond?


Tim Cavey (32:22):
I mean, so full disclosure, I mean, students do try to sort of compare our current system to their older models. And so they, they will interpret that typically as you know, as, as failing or we try not to use that word, but yeah, I mean that they, they tend to go there, but you’re right. It is a positive word. And the more we can use that proficiency language, it really puts the focus on learning as growth, right? This is where you are now, but it’s not static. I think that’s the key difference. You’re not an F student you’re learning on this particular standard is a urging or developing. It’s going to move forward to proficient. How can we get you there? Got, and I’ve, I’ve got a good friend on Twitter Jeffrey Fri from California who talks about getting rid of, as you said, deficit based assessment. A lot of our assessment looks for the faults. What if we focus on what if we focus on the growth? What if we focus on what we see and sort of fan those flames and work from there. So, yeah, I love it.


Sam Demma (33:25):
Cool. I love this. And I, I wanna wrap up today’s conversation highlighting your role Adex of resources, if, if you’re okay with me calling it that sure. Where can people go and listen to your podcast, give a brief explanation of the cast itself and why it started and, and where all the resources are housed.


Tim Cavey (33:44):
So thank you so much, Sam. I really appreciate this opportunity. You have a brilliant future. My man, and I’m so grateful to be connected with you today and going forward. So I started the podcast on anchor. I would encourage all budding podcasters to consider it. I actually don’t know where you’re hosted, but anchor is free. It, it distributes my podcast to 12 different apps and platforms for free, which is phenomenal. Can’t beat that value. Nice. And you can, so you can find teachers on fire on just about any podcast app, wherever you listen to podcasts. And you can also find my website, which is badly out dated and needs and overhauled, but I do have some posts happening there @teachersonfire.net. And you’ll also find me on any social media platform, including clubhouse at teachers on fire.


Sam Demma (34:32):
Awesome. Tim, thank you so much. And personally you already have enough emails, so I won’t direct people there, but if someone wanted to just shoot you a question or a message, what would be the best way? Would Twitter be the best or what social platform should they gravitate towards?


Tim Cavey (34:48):
Yeah, sure. Like I said, you could probably reach me on your favorite platform, but I am most active on @TeachersOnFire and yeah, you can reach me there. I’ll definitely get back to you.


Sam Demma (35:00):
All right. Cool, Tim, thank you so much for coming on the show. Keep lighting educators on fire in a metaphorical sense and thank you so much. It was an awesome conversation.


Tim Cavey (35:09):
Thank you for having me, Sam. It was a pleasure.


Sam Demma (35:12):
And there you have it. Another amazing guest, an amazing interview on the High Performing Educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and review so other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show; f you want meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network, you’ll have access to networking events throughout 2021 and other special opportunities. And I promise I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

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