Today’s episode is going to give you so much information about what a community schools’ approach can look like and how it involves and benefits the students, families and community. We have a school principal joining us for Episode 6 of Season 3 to talk about how her path as a teacher has led her into this role; first as a student teacher, then a Learning Support teacher, Intermediate classroom teacher, and finally Head Teacher, before making her way to her current role: Principal of a community school in BC.

RESOURCES:
ACEbc placemat (https://acebc.ca/)

Season 2, Episode 4 with Abe Fernandez (https://www.communityroombc.com/past-episodes/s2-episode4-376rk)

Season 1, Episode 9 with Dave Rawnsley (https://www.communityroombc.com/past-episodes/s1-episode9)


QUOTE:

“One aspect of our fragmentation is the gaps between sectors of our cities and neighborhoods; businesses, schools, social service organizations, churches, government operate mostly in their own worlds. Each piece is working hard on its own purpose, but parallel effort added together does not make a community. Our communities are separated into silos; they are a collection of institutions and programs operating near one another but not overlapping or touching. This is important to understand because it is this dividedness that makes it so difficult to create a more positive or alternative future—especially in a culture that is much more interested in individuality and independence than in interdependence. The work is to overcome this fragmentation.”
― Peter Block, Community: The Structure of Belonging

BIO:

Jen Griffin has spent 20 of her 22-year career in community schools, first as a student teacher, then a Learning Support teacher, Intermediate classroom teacher, and finally Head Teacher, before making her way to her current role: Principal of a community school in BC. Having been in this role at the same school for the past 12 years, Jen has a unique perspective of the ebb and flow of a community over time. Jen will share her perspective on the critical relationships that must exist between parents, school and wider community partners, and how these relationships, developed through intentional gestures of connection, trust, care and positivity, are the cornerstone of any successful community school.