1. Public Education: Getting, Keeping, & Using the Social License British Columbia School Trustees’ Association Thursday, April 14 th, 2016 Workshop facilitated by: David King

2. What is a “social license”? A characterization of the extent (breadth and depth) of the general public's: awareness of the mandate and the work of an organization; agreement that the mandate and work are congruent, and advantageous (vital) to the community's well-being; willingness to put themselves out in support of the mandate and work of the organization.

3. You have a ‘provisional’ social license The concept is quite new, very informal, ambiguous and undisciplined, evolving, and often given meaning by selfishly-interested people or groups. You have a ‘provisional’ social license

4. What the social license looks like Widespread, strong, and persistent public support that shows up when the public school jurisdiction is challenged (by the provincial government, the media, self-interested groups; by a restrictive mandate, or lack of resources, etc.)

5. The Risk “…any overly enthusiastic embrace of social license to operate in …mistakenly transformed (or ambiguous) senses is actually a rejection of the rule of law and a suggestion that Canada should become a less well‐ordered society.” (Environment and Energy Bulletin, Business Council of B.C., May, 2015. Quoting Newman)

6. Abraham Lincoln “A universal feeling, whether well or ill founded, cannot be safely disregarded.”

7. Currency Voter to District Council – You don’t have a social license to do that to me and my neighbours Saanich District Councillor to CRD – You don’t have a social license to impose that on Esquimalt Former Provincial Cabinet Minister, interpreting a judicial decision – the Province did not have a social license to justify its application

8. Elections, Laws, and Politics Elections and laws no longer convey a man- date the equal of a social license. (Politics, including trusteeship, is generally held in low regard.) The public expects to be co-creators – with elected representatives -- of the preferred conditions for their community. Trustees need to write a new role for themselves.

9. Listen to Michelangelo A paraphrase: The greatest politician sees that vision alone which is the very best contained within the community; the politician's hand can only break the spell to free the vision slumbering in the community.” “The greater danger for most of us lies not in setting our aim too high and falling short; but in setting our aim too low, and achieving our mark.” Michelangelo

10. The Opportunity The concept of the social license represents a great opportunity for school trustees to re- assert the primacy of the role of trusteeship in the evolution of democracy. There is a great opportunity for trustees to emerge as holders of the strongest social license by which public education could be re- invigorated.

11. Every Social License is Unstable Because of – – Generational shifts; – Immigration, in-migration, and emigration; – Technological changes; – Changes in social values and aspirations; – Changes in representation; and, – Presentism

12. Table Work – Question #1 Does your jurisdiction have a strong social license throughout your jurisdiction? What is the basis of your social license? (history, employees, programs, connections, etc.) How do you measure the substance of your social license, if at all?

13. The foundation of a social license A compelling story illustrating a preferred future that is not at the end of your current trajectory, so that some inflection is needed A story that demonstrates your work is on- going, often not easy, yet satisfying A story that makes 3 ‘everyman’ heroes StudentsEmployeesCitizens

14. Table Work – Question #2 In your jurisdiction, what would you say is the most potent basis for a strong social license for your district? What are the strongest, most frequent challenges you face that call your social license into question?

15. What do you know about your community’s story? Is it hopeful, or fearful? Is it lively and mindful, or despairing and thoughtless? Is it expansive or defensive? Does it have a focus? Are people engaged or disengaged?

16. What do you know about your community’s education story? What do people understand public education to represent in the story of their community? Do they value it currently? Do they value its potential?

17. How do you know? Do you start every conversation with a voter by asking some open-ended question(s)? Do you make a point of listening to people that you don’t like, or disagree with, or can’t easily reach? Do you encourage disclosure? Are you available in good times and bad?

18. How do you know? (#2) Do you seek out and make good use of evidence-based information? What feedback loops do you have?

19. Story-telling is the basis of the social license Powerful stories – 1. resonate within us: they connect to something we feel in our soul; 2. show the light and the dark; 3. point to a greater cause, and ‘victory’; 4. teach by being vulnerable; 5. leave room for personal understanding.

20. Story-telling & Strategic Planning Strategic planning begins with a preferred future that is not at the end of your current trajectory, so some inflections are required, to change your momentum and/or your direction. Any preferred future that drives a strategic plan is described in a story, not in dollars or any other numbers

21. Table Work – Question #3 How would you start a conversation with your constituents about public school education? How would you make sure you are inclusive? How would you encourage disclosure? How would you build and maintain feedback loops? How do you see a story emerging from all this?

22. Public education – unique, vital, and attractive because it is inclusive Public education is inclusive – – as a matter of both right and responsibility – For students, employment, and governance – As a celebration of the value of diversity & agency – As a matter of conviction, not imposition.

23. Public education – unique, vital, and attractive because it is a deliberate model of a civil democratic socity Public school education exists to be and is the only deliberate model of a civil democratic society that we have for the education of our future citizens: it is the only reliable means by which we can draw students into citizenship in a civil democratic society.