Week 32 - Changes in my Practice

Changes in my Practice

“You’re going to have a digital class next year - do you know how to teach in one of those?”  These were the words I heard at the end of 2015 that prompted me to look for ways to further my professional practice.  The Mind Lab looked like a fantastic option - 32 weeks, part-time study, some knowledge under my cap about e-learning and a Post Graduate Certificate at the end, perfect!  Wow - what challenge it has been!

I started the Mind Lab in March this year and it had been 11 years since I had done any formal papers or study.  I had loved University and studying full-time, so why would this be any different?  I hadn’t planned on the multitude of personal “happenings” through the duration of the course which instantly put me on the back foot.  I think that I have had an extension for every assignment and I was ready to walk away and pay back the scholarship halfway through.  If it wasn’t for a couple of amazing people that I met through the Mind Lab on Saturday mornings, I think that I would have.

The impact that this learning journey has had on me personally and professionally has been profound.  “Learning, they argue, is most effective when the learner is actively involved in the learning process, when it takes place as a collaborative rather than an isolated activity, and when it takes place in a context relevant to the learner” (Brown, Collins, & Duguid, 1989, 1989b; Prestine & Le Grand, 1991, cited in Osterman & Kottkamp, 1993, p.3).  I had underestimated the support of my husband and teenage son who many nights (or weeks!) walked the dogs, did the shopping, cooked, cleaned and ran the house while I completed assignments!  The leadership part of this journey had such an effect on me that I resigned from my job and found an amazing school to work in.  Not only do I feel like I have found my niche, I have renewed confidence in myself and ambitions to take a lead role in the school.  I don’t think that this would have happened without the Mind Lab journey challenging me.

Criteria 4: Fully registered teachers demonstrate commitment to ongoing professional learning and development of personal professional practice

Guiding Question: How do I/can I utilise e-learning to further my professional learning and development?

The reason I started this journey was to further my knowledge and understanding on the use of digital and collaborative tools that could be used in a classroom.  I began the year teaching in a digital classroom and while I am not afraid of technology, my prior experience of teaching using it was limited.  I now understand how e-learning can be such an invaluable tool for learners and how it can be used in such a variety of ways.  My confidence has grown and this has allowed me to share what I have learned with others and helped them implement changes to their practice.  I am branching out by joining online educational networks, such as ILE and Collaborative Teaching where I can learn and share with others.

Criteria 7: Promote a collaborative, inclusive, and supportive learning environment

Guiding Question: How do I promote a collaborative, inclusive, and supportive learning environment that embraces e-learning and engages learners?

In my DCL 1 & 2 assignments I looked at improving communication and relationships with parents and families using a digital and collaborative learning innovation.  I implemented individual blogs where students could share their learning, comment on each other’s learning and include their whanau on their learning journey.  This was the first step in creating a collaborative and supportive learning environment.  The students really 0enjoyed sharing their learning and receiving feedback, which in turn continued to engage them.

While I am very excited at the thought of no more assignments to complete and having my weekends back, it is bitter sweet that the Mind Lab journey has come to an end.  My long-term plan is to complete my Masters Degree but it is not in my immediate future.  As life-long learner I intend to continue to apply my learning and grow from my experiences.  It has been a mind-blowing year and I am grateful to all the people who opened doors (and windows) to new possibilities and encouraged me to keep going.

References

Ministry of Education.  (n.d.).  Practising Teacher Criteria and e-learning.  Retrieved October 24, 2016, from http://elearning.tki.org.nz/Professiona-learning/Practising-Teacher-Criteria-an-e-learning

Osterman, K. & Kottkamp, R.  (1993).  Reflective Practice for Educations.  California, Corwin Press, Inc.  Retrieved on 7^th May, 2015 from http://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Otersman_Kottkamp_extract.pdf

Week 31 - My Interdisciplinary Connection Map

My Interdisciplinary Connection Map

Looking at the map above I am surprised at the number of interdisciplinary connections I have made through my professional practice.  I find it quite overwhelming thinking about all the connections that I have as a teacher, to help make my students learning experience the best that it can be.  My school has the biggest number of branches or connections on the map and many of these are crucial to the everyday running of the school.  As my school is so new it has a small staff and I work extremely closely with my colleagues, but specifically, two teachers that I share an Innovate Learning Environment (ILE) with.  These two teachers are amazingly talented and are both interdisciplinary themselves!  One is a trained RTLB and an Incredible Years facilitator and the other speaks Te Reo fluently.   Being able to “tap” into their knowledge and skills while planning is invaluable. 

We are an International Baccalaureate or IB School and we are guided by “concepts” when planning an inquiry for our students.  "IB programmes feature structured inquiry both into established bodies of knowledge and into complex problems” (International Baccalaureate Organization, 2013, p.4).  All of our curriculum areas are tailored to incorporate the “concept” or theme and this allows students the opportunity transfer their knowledge.  It makes our planning and teaching easier during the inquiry and the provocation is exciting for the students.  However, the inquiry is not student led nor is problem based, which does not lend itself to being authentic inquiry learning.  Barton & Smith (2000, p.54-55) claim that “one of the most serious shortcomings in such units is that they often do not truly focus on a theme, but instead revolve around what might be called instructional motifs.”   At this stage I am unsure as to whether it is possible to change the structured inquiry prescribed by International Baccalaureate Organization.  

There are two interdisciplinary connections that I currently have a connection with; Waste Wise Auckland and Enviro Schools, that have the potential to take a more prominent part of our planning, teaching and learning.  My new school is semi-rural and wants to be an Enviro School.  After being involved with this in my previous positions it has the potential to be a wonderfully positive experience for all involved.  The aim of Enviro Schools is “to foster a generation of people who instinctively think and act sustainably” (Enviro Schools, 2016).  The Waste Wise Schools Program assists schools in reducing their waste – another step toward sustainability.  Together with these two agencies, planning across the school would be collaborative and there would be a central aim or goal embed throughout the “concepts” or themes are being taught.

On a more complex level being an Enviro School relies heavily on not only the students and teachers, but family, whanau, community involvement and the local iwi. This opens the door for building strong relationships and the Conceptual Model for Interdisciplinary Collaboration (2015) outlines three of facets that work together to enhance collaborative and interdisciplinary connections: “(1) workplace conditions; (2) qualities/attitudes; and (3) common goals.”  To be successful this would have to be embraced by all connections and strengthened through sharing knowledge, reflecting and creating a vision together for the future, and of course be in the best interests for our learners.   

References

ACRLog.  (2015).  A Conceptual Model for Interdisciplinary Collaboration.  Retrieved from http://acrlong.org/2015/05/14/a-conceptual-model-for-interdisciplinary-collaboration.

Barton, K. C., & Smith, L. A.  (2000).  Themes or motifs?  Aiming for coherence through interdisciplinary outlines.  The Reading Teacher, 54(1), 54-63. 1.

Enviro Schools.  (2016).  Tá Tátou Kaupapa – About Enviro Schools.  Retrieved from http://www.enviroschools.org.nz/about-enviroschools

International Baccalaureate Organization.  (2013).  What is an IB Education?  Geneva, Switzerland; International Baccalaureate Organization.

Week 30 - Using social online networks in teaching and/or professional development

Using social online networks in teaching and/or professional development

To be honest, I don’t participate in online social networks.  I am a member of several closed groups on Facebook which I use personally for my teaching practice and as part of professional learning with The Mind Lab.  Generally, this is a place for me to find answers to questions, clarify my understanding of things, share resources and teaching ideas.  But I must confess that am not ofay with social networking.  I opened a twitter account during a class earlier in the year and while it was fun in class, I have not used it again – Facebook is as far as it goes for me thus far.

Currently my professional development through my school includes the use of digital technology, but it does not include any interactions on social online networks.  The only social online interaction I have ever used for my professional learning is this – The Mind Lab.  I am now feeling left behind after reading through the class notes and particularly listening to Tom Whitby, the founder of Ed Chat, and Steve Hargadon, the founder of Classroom 2.0, (2013, Sept 18) speaking about being a “connected educator” and using social media as a platform to enhance those informal teaching conversations and gather other educator’s thoughts and ideas from across the world.

The scenario is the same with my students and classroom teaching.  I was lucky enough to be teaching in a digital classroom in my last position, where all students had a device and they participated in some social networking online.  However, it was very limited and oh so brief!  This was the reason I initially started the Post Graduate Certificate through the Mind Lab.  I had big ambitions of using online social networks to connect students with their peers, parents and students from further afield.  The reality was a little different though.  We spent months being guided with a facilitator who took the students step by very slow step through what was appropriate to share online, who could see the posts online and how to respond to others online – all very important of course, but students were limited to using learning blogs owned by the school.  These blogs were a small step into the world of social media - they had a prescribed formula to follow and limited the interactions of students.

I think the complications or challenges that ensue with just the suggestion of students being involved in social networking can potentially be off – putting.  Particularly being in a school that is not digitally inclined and being a teacher of 6 and 7 year olds.   What is the purpose?  What are the dangers?  How will this improve their learning?  What will they gain from being on social media? What are the effects to student behaviour?  There are so many aspects to consider when introducing social media as a learning tool into a classroom and the affects that it may have on students.  Kaya & Bicen (2016, pg.378) state that Facebook alone is an important communication tool for the “digital natives”.  Using this medium they can reflect their mood, share their interests and follow friends with the same interests, identify bad behaviour online and gain confidence through positive comments of others.

So, I am making a start by re-joining twitter and following educators.  I am going to step onto the platform and I am going to become connected.  As Sandy Hayes (2013, Sept 18) says, being connected is about “collaboration and communication across not just disciplines but philosophies and even practical projects.  It is so crucial to our growth as educators.”

References

Kaya, T. & Bicen, H.  (2016).  The effects of social media on students’ behaviors; Facebook as a case study.  Computers in Human Behavior 59 (2016) 374-379.  Retrieved from http://www.sciencedirect.com.libproxy.unitec.ac.nz/science/article/pii/S0747563216300887

Office of Ed Tech.  (2013, Sep 18).  Connected Educators.  [video file].  Retrieved from  https://www.youtube.com/watch?t=216&v=K4Vd4JP_DB8

Week 28 - Indigenous Knowledge and Cultural Responsiveness in my Practice

Indigenous Knowledge and Cultural Responsiveness in my Practice

My understanding of indigenous knowledge is that it is knowledge that is unique to a given culture or society.  In a traditional contex, maatauranga Maori (Buck 1949: best 1924a,b, cited in Harmsworth, 1998) can be defined as "the knowledge, comprehension or understanding of everything visible and invisible existing in the universe." 

Culturally responsive pedagogy is knowing and understanding your student.  Not just know about the physical or tangible characteristics such as music, dress or food, but really understanding their values, beliefs, and attitudes.  This is the lense in which they see and respond to the world around them.

As I have only just begun teaching at my new school I am yet to discover all the ways in which indigenous knowledge or culturally responsive pedagogy has influenced the school.  However, the information I have found so far initially pertains to the way in which the school is organised through the vision and to the activities across the school.

Firstly, the vision embodies the notion of co-operative learning.  Both staff and students work collaboratively and in mixed-ability groups where participants work together to achieve goals.  Macfarlane (2004, pg.70) "declares that cooperative learning contexts are able to enhance both academic and social skills by providing structures that allow effective learning strategies to develop."

In regards to the organisation, all our class groups, studios and constellation groups are linked to the local iwi, nature and animals - using the Maori name.  Staff and students are all part of a whanau group and a constellation.  This is to embed the practice of Kotahitanga, which as Macfarlane (2004, pg.86) explains "embellishes the notions of unity and bonding."  He goes on to say that "kotahitanga is the process of becoming one out of many."  Students efforts, no matter how big or small are acknowledged through constellation points, or with their own studio and their whanau group.

Some of the elder or senior students of the school are Kaitiaki or guardians.  They are entrusted with the responsibility to help protect and look after the environment.  This includes the environment outside, the environment they work in, and the people.  Kaitiakitanga is a system that approaches managing the environment in a holistic way and encourages harmony and balance (Wikipedia, 2016)

In terms of improvement, at this stage is quite difficult to identify.  I would think that one of the things that the school could do is to make the most of the experience and knowledge within the community.  There are many people in the community who have time to give and have skills in arts or crafts or humanities.  I think that the people in the community are an amazing resource that is under-utilised.

References

Harmsworth, G.  (1998).  Indigenous values and GIS: a method and a framework Indigenous Knowledge and Development Monitor, Netherlands organisation for international cooperation in higher education (Nuffic), 6(3).

Macfarlane, A.  (2004)  Kiwa hiwa ra!  Listen to culture - Maori students' plea to educators.  Wellington, New Zealand: New Zealand Council for Educational Research

Wikipedia.  (2016).  Kaitiaki.  Retrieved from: https://en.wikipedia.org/wiki/Kaitiaki

Week 27 - Contemporary trend or issue in New Zealand or Internationally

Contemporary trend or issue in New Zealand or Internationally

"Unless someone like you cares a whole awful lot, nothing is going to get better it's not."  (Dr Seuss, 1971) 

Sustainability is an issue that captures my attention and that of my students.  Each year I find myself teaching the concept of sustainability in some form and find that students are extremely concerned about their future.  "Sharing the Planet" was the title of our focus topic this year, and we investigated rubbish - reduce, reuse, recycle.  Through the inquiry process students branched off and looked at food, water and natural resources.  My students were concerned with the possible outcomes in their futrure.  The US National Intelligence Council (2012, pg.ii) predict a global trend for 2030: “Food, Water, Energy Nexus: Demand for these resources will grow substantially owing to an increase in the global population. Tackling problems pertaining to one commodity will be linked to supply and demand for the others.”  Together, we looked at alternatives and possible solutions, such as renewable energy sources such as wind farms, healthy foods that people can grow, and of course the mounting rubbish and plastic epidemic that is polluting the world.  Being so young my students had questions (and statements) about what the adults in their lives did (and did not do) to help make a change and what their contributions could be.  The New Zealand Curriculum (2007, pg.13) identifies “Participating and Contributing” as a key competency and “is about being actively involved in communities.”  Eames, Roberts, Cooper, Hipkins (2010, pg.2) summarise the importance of sustainable issues saying "The New Zealand Government has signalled that education for sustainable development is critically important to protect and enhance our environment, which in turn is fundamentally linked to our social and economic wellbeing" 

The interest my students displayed in making a difference was humbling and clearly reflected the findings of the New Zealand Government in the summary report by Eames et. al.  So, while we looked at this issue globally, to be authentic we needed to start with things that we could do in our school, home and community. My students initiated composting the food waste from the school, growing vegetables and starting an orchard.  This healthy food was shared throughout the school.  As part of the recycling aspect we found a program together where we could recycle paper and cardboard, keep track of the amount we recycled and then were eligible to receive trees to plant to replace the ones used to make the paper.   

"I know it may seem small and insignificant, but it's not about what it is, it's about what it can become."  (Dr Seuss, 1971)

References

Eames, C., Roberts, J., Cooper, G., Hipkins, R.  (2010).  Education for Sustainability in New Zealand Schools: Summary Report.  Wellington, New Zealand: Ministry of Education. Retrieved from https://www.educationcounts.govt.nz/__data/assets/pdf_file/0009/82845/947_EvalSustain_Summary_11102010.pdf

Dr Seuss.  (1971).  The Lorax.  New York, United States: Random House

Ministry of Education.  (2007).  The New Zealand Curriculum.  Wellington, New Zealand: Learning Media

National Intelligence Council.  (2012).  Global Trends 2030: Alternative Worlds.  Retrieved from  https://globaltrends2030.files.wordpress.com/2012/11/global-trends-2030-november2012.pdf

Week 26 - Current Issues in my Professional Practice

Current Issues in my Professional Practice

I found this task quite difficult as I have recently changed jobs and have been in my new school for only several weeks.  I will endeavour to delve into the culture of my new school as best I can and use it as an opportunity to understand how my contribution can influence the climate.

My school is very new and has only been open for four years.  It is located on the outskirts of Papakura.  It is zoned for a new and expanding subdivision where the median house price is over one million dollars.  It has a decile rating of 10 - one of only three schools in the area.  The Socioeconomic Deprivation Index (Parliamentary Library, 2012) indicates that my school has almost the least deprivation with a rating of 9.  QV.co.nz (2014) have gathered data relating to the ethnic make-up of this community and have stated that nearly 75% of the population are European, less than 15% are Maori, Pacific or Asian, and the other 15% are “Other”.

From the moment I walked into my school it felt warm, welcoming and well organised.  The existing staff try extremely hard to ensure that the climate of the school is one that immediately makes both staff and visitors feel welcome.  They ooze professionalism as well as passion and enthusiasm.  This climate is reflected in the students of the school who are as equally enthusiastic and welcoming.

Stoll (1998, pg.9) states that “In early years of a new school, dominant values emanate from its “founders” and the school makes its culture explicit.”  Being such a new school, the “founders” are still setting the foundations for the future and are currently setting the norms and culture of the school.  They are innovative, open-minded and collaborative.  They consistently seek feedback and input from staff as to how learning for students can be improved.  I see the culture of the school as one of “collaboration”, described by Stoll (1998), where teachers voluntarily work together, share ideas and resources, and are able to reflect on practice openly and honestly.

The issue that the school faces is the unpredictability of what tomorrow will look like.  They are unable to estimate how many students will be enrolled next year, how many staff they will have employed due to roll increase or decrease, or whether they will have enough buildings to accommodate the enrolled students.  The culture of the school has embedded that of a support network across the staff to ensure that everyone is equipped to deal with the dramatic, ever-changing situation of the school.  All staff are valued and important, and the norm that has been established is that a “bottom-up” approach to running the school.  Being such a new school they are agile and continuously looking for ways to improve student learning.  

          As I have been at the school for such a short time I’m sure that I will uncover more issues the longer I am there.  As the school ages, Stoll (1998) suggests that strengths and weaknesses will change, subcultures will begin to emerge and the most important aspects of the culture will be taken for granted.  I hope that this does not happen and the school will continue to grow and renew.

References

Parliamentary Library.  (2012).  Papakura Electorate Profile.  Wellington,

New Zealand: Author Retrieved from https://www.parliament.nz/resource/en-nz/DBHOH_Lib_EP_Papakura_TOC_1/f236e5856e0dec92b8f51cee4038df69a5c4bf47

QV. co.nz (2014).  Karaka, Papakura.  Auckland, New Zealand: Author

Retrieved from https://www.qv.co.nz/suburb/area-profile/karaka-papakura/658

Stoll (1998). School Culture.  School Improvement Network’s Bulletin 9.  Institute of Education, University of London.  Retrieved from http://www.educationalleaders.govt.nz/Culture/Understanding-school-cultures/School-Culture

Week 25 - Communities of Practice

Communities of Practice

In trying to identify the Communities of Practice (Cop) that I belong to I referred to Wegner-Traynor (2015) who state that "communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly."  I realised that I belong to several varied Cop that all have similar or common domains, however, there are two Communities of Practice that stand out for me.

My initial thoughts were of my colleagues at school.  I am, as Wenger (2000, p.227) defines, a “newcomer” or someone who wants to align my experience with their competence.  This is my immediate Cop and it is an Innovative Learning Environment (ILE) we teach in.  It is a new school and a new learning environment for me.  I have taught in a single cell classroom for the past ten years and moving into an ILE has required a shift in my thinking and challenged my practice.  In our ILE we need to work very collaboratively in our shared space and ensure that we all have the same vision, goals and high expectations for our students.  I feel privileged to be a part of this new community because of the supportive culture that had already been established prior to me arriving.  We meet each week to discuss the triumphs and successes of our students and to plan how we can further these and help those who have not yet achieved.  Along with the chocolate box, we share our knowledge, experiences, resources, strategies used with our class.  There is a mutual respect for each other and each of our unique characteristics are celebrated.  Our teaching strengths are utilised and we gain support in areas we are not so confident in, which in turn benefits our students who get the best of all their teachers. 

The other Cop is a group of former colleagues and friends that I meet with on a regular basis.  We discuss our practice, new initiatives and how we can improve our teaching and outcomes for our students.  This is an informal and a very open format meeting – sometimes enticed with food.  As we are now all in very different positions and our roles are varied the knowledge shared is invaluable.  We encourage each to persevere and offer each other new ideas or innovations to trial.  This Community of Practice is a safe place where there is no judgement.  These colleagues offer a listening ear to the never-ending juggling act that we all take on board when becoming an educator.  How do we become the best teacher we can and help all our students be successful, while making time for family, study, exercise, and extra-curricular activities?

While both these Communities of Practice are very different, the common domain or passion for both is improving student learning and success.  I am lucky to be a part of both and hope that my contributions help my colleagues as much as theirs have helped me.

References

Wenger, E.  (2000).  Communities of practice and social learning systems.  

         Organization, 7(2), 225-246.

Wenger-Traynor, E. & Wenger-Traynor, B.  (2015).  Introduction to 

        communities of practice.  A brief overview of the concept and its uses.  

        Retrieved from http://wenger-trayner.com/introduction-to-communities-of-

        practice/