Changes in Practice

My 32 week journey………  +2

So here it is, the end, what joyous relief I feel tapping out these last few hundred words for the final assessment.

This course has challenge me in so many ways. How to maintain a life balance with family and friends. How to maintain my own class and try to stay sane. The endless assessments which were extremely trying, have served as a reminder, that yes, I do have an academic brain and that I can use it.

Osterman and Kottam (1993) state “reflective practice is viewed as a means by which practitioners can develop a greater level of self-awareness about the nature and impact of their performance, an awareness that creates opportunities for professional growth and development”

My professional growth  has been exponential. I made myself do this course so that I would challenge myself, not only by becoming a little more technologically savvy yet when I reflect on my performance I have gained so much more.

It feels like I have upgraded from the 1995 Mitsubishi  Galant with some 200,000 km’s on the clock and was a good safe car, but just got upgraded to the latest  2016 model about to be put on the showroom floor. I am using this analogy as I feel like the light has been turned on, in terms of being connected with other educators and terms of being enlightened to what the  education sectors are talking about. I feel current, I feel empowered.

There hasn’t always been the aha moments, in fact there have many times when I wondered why was I doing this, why was I sacrificing time with my family and friends.  There was even talk of quitting. But I continued to stick at it.

So what I have changed in my practice

• Criteria 4: Demonstrate commitment to ongoing professional learning and development of professional personal practice.

This course has shown a definite commitment to ongoing professional development. It has extended me and has made me a more relevant teacher of 21st Century learners. It also has been a vehicle  for me to listen to and question other people’s practice. Some of the best learning was actually off task discussions in group activities.

• Criteria 6: Conceptualise, plan, and implement an appropriate learning programme.

In the digital and collaborative  course where we planned  and in the second phase implemented a self regulated learning in mathematics. This has been and still is a learning programme that is has been received well by the students and results are conclusive that is is a self motivating tool.

So where to next…….

I am wanting to implement a number of things to my class. In the process of setting up blogs for the students. For me this is finding out who the best platform to use and what other teachers think.

Our school is in a process of updating it’s website and with that losing ultranet so this is the perfect time to look at a few different applications to experience with the class.

Masters?? Not really sure… well lets say never, but It won’t be started this year. It is time for me to put my full focus back into my family and my teaching.

Finally just want to thank my family as well as my colleague Jane( the girl next door) for all your support.

References

Osterman, K. & Kottkamp, R.(1993). Reflective Practice for Educators.California.Cornwin Press, Inc.

Ministry of Education (nd). Practising teacher Criteria and e-learning . Retrieved from http://elearning.tki.org.nz/Professional-learning/Registered-Teacher-Criteria-and-e-learning

Week 31

Crossing Boundaries and Creating Connections

Jones 2009  states that the benefits of interdisciplinary teaching as;

• Higher order thinking
• Problem solving
• Collaborative
• Inquiry skills
• Relating to real world situations

Duerr. (2008) states the learners “cognitive development allows them to see relationships among content areas and understand principles that cross curricular lines. Their psychological development gives them the ability to understand people and to look at situations from various viewpoints”

This is all good and well, but it not all curriculum areas fit that easily into a thematic approach. The video clip showing the theme “What is Power” and sub question…... To find the area and perimeter of the carriages that carried the prisoners of war was a pretty far stretch at including mathematics. In fact I thought a little perverse. This is where I think inquiry planning has to ensure yes, it is authentic and useful and would you able to use it again.

The benefits for me to work in a more interdisciplinary environment is that in our team we all have our strengths as teachers  and we should utilise these more. We often integrate our science with our literacy to ensure that we are motivating our writers with  an exciting stimulus.

A weakness as that we have a rigid timetable, as we have an interchange for maths. Also we that we have a number of teachers within our school who find it hard to even consider interacting/connecting with other teams.

So to create  connections within the school, I am planning school Marae visit, but not as teams, but in buddy classes, therefore everyone experiencing a meaningful and real life situation.

Another problem is with planning and this is with each teacher’s interpretation of the plan, how much do they have in background knowledge, interest or understanding. Therefore in a single cell classroom situation, how do we ensure consistency and quality of what is being taught , even though it may have been planned collaboratively.

My two goals

I would like to continue to use Google + as a way to be connected and to see what the world of educators are saying. I have found it an excellent tool while studying and I can see the benefits it will have to keep me connected with my fellow Mindlab students and to also keep me up to date and relevant in educational thinking.

My second goal is the possibility of more study, not this year, but I think that if I was to do it  it needs to be sooner than later. It take a while for this brain to get back into the academic way of thinking and writing. (Much prefer blogs) I am still having an internal debate in my head about this goal.  Watch this space.

References:

Jones, Casey (2009) "Interdisciplinary Approach - Advantages, Disadvantages, and the Future Benefits of Interdisciplinary Studies,"ESSAI: Vol. 7, Article 26.Available at: http://dc.cod.edu/essai/vol7/iss1/26

Duerr, Laura L., 2008. “Interdisciplinary Instruction, Educational Horizons.”

http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3e/0c/3a.pdf

Professional Online Networks

I have a twitter account but it has sat there redundantly for a number of of years. In terms of Google+, I have found it a great way to connect with the students of Mind Lab. It was somewhere I would turn to if I was struggling with assignments or if I had a query people were posting such interesting and thought provoking articles, up to date and relevant.  I have been impressed by those people that put their blog on such a large forum.

Other online forums such as Facebook have been really helpful for ideas, posting issues in education.  I realise that I am only scratching the surface in terms of what I could be  connected to and that I could be connected in so many professional ways.

My use of social media has probably taken a sharp upward rise in the last year. It is reflected by ‘The Pit’ learning challenge model.  Yes, there has been quite  a lot of confusion and here I am doing the construction and consider part in this blog.

                 

                 

Our Year 7 and 8 team has gone BYOD   this year and we are in the process of creating our student blogs. Here is the thing…. I did not even have a blog account until recently. Like 10 weeks ago!

I had not delved into this area as I was unsure of how it could be used and whether I could use it for student’s learning. I can now definitely see the benefits, I am still just getting my head around the logistics and how best I can use it to enhance my students learning and engagement.

I enjoy being connected in my personal life with Facebook, why not be connected and work collaboratively  with others from over the world. Blogging for the first time has been really like pulling teeth for me. I actually felt sick when I did my first blog, what 8 weeks ago. It sat in the draft  for  at least 3 weeks……. I edited,  I revisited,  I reworded and still felt so nervous when I pushed the publish button. Let’s say the trainer wheels are still there, little wobbly, but the process is getting easier. Of course, comments and feedback always help.

Have I had my head buried in the sand, a little, probably a lot, This is the reason that I wanted to do this course to challenge myself to become more technologically savvy.

I actually was wanting to be more competent in front of the students. Yet the course has pushed my own weaknesses, those areas I have avoided. It has actually shown me how to be a more connected and the benefit of online social networks.

I have become more confident to share my views or opinions and not act like the stealth stalker, who was too chicken to dive into the social networking pool. But it turns out the water is just fine. It’s better just to just jump in!

References:

http://www.edudemic.com/social-media-education/

http://www.jamesnottingham.co.uk/learning-pit/

Legal and ethical contexts in my digital practice

So this week I received my new practising certificate from the Education council.

I respectfully read the little pamphlet that came with my shiny new card and pondered to myself had I actually ever considered what these were before.

Code of Ethics for certified teachers

Ngā tikanga matatika mō ngā pouako whai tiwhikete whakaako

1. Autonomy: to treat people with rights that are to be honoured and defended
2. Justice: to share power and prevent the abuse of power
3. Responsible: care and do good and minimise harm to others
4. Truth: to be honest with others and self

As a avid user of facebook (I get of accused of being addicted to it from my husband). I have it for reasons such as keeping in contact with family and friends from all over the world. As well it is a great photo diary of my little boy, who enjoys looking at old photos of himself.

I have accepted friend requests from old students, more the older ones as they are all grown up and starting their own lives. If a student asked me to be their friend and they were under the age restriction I definitely would not accept their request. Also I would not accept a friend request from a current student.

I become friends with with an old school friend who I went to primary school some 35 years ago on facebook. Thought this was good, great way to catch up on how each others livest. Until this year, when her child ended up in my class. I are very aware of what I post and also what  I can share or comment on. Not that I think this old friend would be concerned by it, it is whether it would go out further into the wider circles of parents. It has come across my mind to unfollow her.

Last year some parents went on facebook rant  complaining about  some of the teachers at school. This then got back to the school via a parent who let us know what had been said.

Legally though the  school had no grounds to do anything about it as these were private posts that just happened to be also seen by others in the school community. The principal did seek advice from the school’s lawyer and stated that there was nothing that could be done.

This is not nice for the teacher concerned and definitely makes for shaky ground as a Principal as you are not able to defend the teacher even though they are been vilified on social media and really have no way to defend themselves.

So  on reflecting on our code of ethics, I wonder whether actually  if the parents should have a code of ethics that they have to follow and show towards staff and educators of their children. Just a thought!

References

Code of Ethics For Certificated Teachers. Retrived from http//: www.educationcouncil.org.nz

Indigenous knowledge and cultural responsiveness

My own pedagogy of indigenous knowledge and culturally responsive pedagogy has been one that I challenged myself to develop. When I  first attended University I came from a very white middle class background and my cultural awareness was pretty lacking. So I took Maori studies in both Te reo and Tikanga at university. I was on a steep learning curve.!!!

My first job 22 ago years was as the teacher of Maori studies in a high school. I engaged my learners. I went on Marae trips, I discussed beliefs, I explained their importance and relevancy. I was teaching in a small conservative, predominantly Pakeha town so I was meet with some disdain, from the parents but it made me more determined.  It was tough.

From here I have developed as a teacher. I am very aware that positive student relationships are essential. This an area that I would say that I have a strength in and try to foster and

develop relationships with all my students.

The six elements of the Effective Teaching Profile (Bishop & Berryman) are a relevant and useful profile to help teaching Māori.

Manaakitanga – teachers care for their students as culturally located human beings above all else.

Mana motuhake – teachers care for the performance of their students.

Nga whakapiringatanga – teachers are able to create a secure, well-managed learning environment.

Wananga – teachers are able to engage in effective teaching interactions with Māori students as Māori.

Ako – teachers can use strategies that promote effective teaching interactions and relationships with their learners.

Kotahitanga – teachers promote, monitor and reflect on outcomes that in turn lead to improvements in educational achievement for Māori students.

I  think Bishop and Berryman strongly know what a Maori student needs and how that as a learner they can achieve and succeed. I also feel that these points correspond to many learners and this would correspond for all cultures. As a school with 47 different nationalities and over 20% of our students receiving ESOL funding we have a diverse range.

How our school addresses cultural responsiveness

Our school’s vision is a commitment to Kapa Haka. Every child  in the school attends sessions and the Year 7 and 8 team are all in the performance Kapa Haka. It is compulsory.

I think you need to be able to experience and be led and role modelled by Māori and this is where our Kapa Haka tutors are outstanding. Our students have for the last three years successfully performed at the Christchurch Cultural festival, where we are  given excellent feedback. I do not see this as tokenism, I see this as students immersing themselves into a culture through the arts and the language. As well I feel that  the students can connect together, all learning something new, all being culturally responsive.

Recently I was on a team who organised a Whanau Hui for those students and families that identify as being Maori for our cluster. The overall aim of the hui is to ensure that people are there to meet others who to are in the minority and that it is okay to identify as Māori. The night was a huge success (helps always to put on some awesome kai). People were mixing and talking and most importantly making connections.

I was also very proud on our speaker, who two years previously had not spoken much Te Reo, and two years on he got up and presented his whaikorero proudly and confidently and it was  great to see how immensely proud his son was of him. I feel that as a school we have given him this opportunity, he was so proud and we had given him mana, a place to use his language and be to be proud.

To others these may seem insignificant, but within the community we have and only having 12 students who identify as being Māori , it is huge. We need to keep the momentum to  ensure that it is not just a must do, that it is relevant, and worthy.

References

Bishop R. Source:Edtalks.(2012,September 23). A culturally responsive pedagogy of relations. [video file].Retrieved from https://vimeo.com/49992994

Broader Professional Context

Learning Environments

An issue and a trend that is currently in the forefront of many schools is having 21st learners  who are working in 20th century buildings.

There has been many schools that have  attempted to reconfigure and change their old  existing  buildings but often are constrained by the types of classrooms. Often spending money  on a patch up job that is actually not sufficient.

The new style of collaborative teaching and learning is one to be admired and the benefits for the students are definitively positive as stated by case study by York-Barr, Ghere and Sommerness (2007) whose  research, conducted in a Midwest urban elementary school found that ‘collaborative teaching relationships were productive and rewarding’ (p. 301) with a substantial increase in student achievement.”

As our teacher inquiry we looked at MLE/ ILE’s and went to a couple of schools to observe and ask questions. One MLE/ ILE had just been purposed built and was struggling with issues for staff who were finding the change difficult. As well the noise was quite challenging as the building had been built on piles.

The other school was using half a library,the old technology classroom as well as the cloak bay. Here the differences were that the kids were in three different areas, but they did not all like the technology room so all squashed into half of the library. The programmes that the teachers were putting into place were of a high quality, but the physical side was not  at all appropriate.

Our school is due for refurbishment in 2018 in our old single cell ‘Canterbury blocks’. I am relieved that the Board have had the foresight to wait, to ensure that the buildings are renovated with some research and with careful consideration . Fortunately one of our cluster schools is currently renovating its ‘ Canterbury blocks’  and creating exciting and usable new innovative learning environments.  As a staff we were able to see this and discuss the different issues and what they would do differently. Another point is will our staff be able to work collaboratively, it will definitely make for interesting times. How will this change be led?

Self Regulated Learning

Another issue or trend is that of self regulated learning and although is has been has been around for a long time. It is one that is currently taking centre stage, it may present itself in different forms such as flipped learning, blended learning or self directed learning.

This type of learning in my school has not happened until recently. I have introduce a self directed maths programme into the team, some have embraced, while some are still doing what they have always done. The teaching is good and yes, getting results but  they need to move with the times.

Spiro, (2010) notes that many change initiatives fail because “participants may feel uncertain and unprepared for what is to come, stakeholders may oppose disruption of their current influence, or people may feel disempowered.”  

So we need to ensure that as stakeholders, we help and encourage our colleagues. That we help them realise that change is happening and that they should be prepared for it. As well as giving them time to absorb the new changes and to encourage them to have a go.

Spiro, Jody (2010). Leading Change Step-by-Step: Tactics, Tools, and Tales. Retrieved from http://www.eblib.com

York-Barr, J., Ghere, G., & Sommerness, J. (2007). Collaborative teaching to increase ELL student learning: A three-Year urban elementary case study. Journal of Education for Students Placed at Risk, 12(3), 301-335.

Culture and Climate of my school

The values that underpin all of the culture and climate of my school is respect, citizenship and excellence. These are by our school ACCTS which are aim high, communicate, co-operate think and self manage.

Our school is lead by an experienced practitioner who has a lot of respect from his staff. His expertise and knowledge is always called upon by other Principals, who seek his advice in many areas.

The culture of the school is one that is a very measured and conservative approach, change is not done without careful consideration.The climate of the school is one of high standards and the level of teaching is of a very high standard.

Change in our school is meet with skepticism and staff are resistant to change things. Many aspects of the school have run the same way for a long time. The climate of the school is one of high standards and the level of teaching is of a very high standard.

New initiatives are researched carefully and changes within the delivery of the curriculum are never taken lightly.

Recently though our  Y7/8 team implemented BYOD. This initiative has allowed more freedom in both teaching and learning. So far there has been encouraging feedback from all stakeholders.

What challenges are occurring in the context of your profession? How would your community of practices address them?

The challenge we face with the BYOD  implementation for the is the support of other teams. It is expected that the Year 5/6 team will be BYOD at the beginning of next year. The challenge is how will the younger students managed their devices, will parents take this onboard considering their student is 3-4 years away from secondary school? How can we as a team support our colleagues as we are that journey one year on.

As well to ensure that we are delivery a comprehensive and stimulating programme that we will ensure that these students are 21st century learners. In a way the challenge is that us as well as the students. As a community of practice and as a team we are working on these  programmes together, learning how we can become competent GAFE teachers.

Another challenge for the school is the redevelopment plan for the school. It is to begin in 18 months and the school has been using its teacher inquiry to research and analyse what the best type of ILE would be and how would it cater for all students. In general the community of practice ( teachers) did have debates and discussion.