Activity 10: A long and winding road that leads to…

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http://The Long & Winding Road – Beatles – YouTube https://www.youtube.com/watch?v=fUO7N-zSMYc

Ok, this is me being just a bit silly.. it has indeed been a long, winding, bumpy road.There were more than a few times when I debated whether I could complete this course. I was too old..too busy…too much of a Luddite… and don’t even get me started on A.P.A referencing. But with my newly polished growth mindset, I am there.

Wait.. where is “there?” Is there a “there?”

If I am to fulfil  Criteria 4  and “demonstrate commitment to ongoing professional learning and development of professional personal practice,” then this reflection is a rest-stop rather than a destination. What this 32 week road-trip has taught me is that I am still curious and ready to try out new ideas in my practice.It just takes energy and critical thinking to decide what is worth spending valuable time on.

For me, research about growth mindsets has probably had the most impact on my practice.I learnt such a lot from planning and implementing an inquiry into the effects of ability grouping on mindsets.I believe I fulfilled the criteria of critically inquiring, responding to feedback  and problem-solving effectively through the very detailed process needed to fulfil the requirements of Research and Community Informed Practice. (Criteria 12) I intend to continue to implement this learning in my teaching and also to “show leadership that contributes to effective teaching and learning” by leading professional development in this area. http://Criteria 5

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Collaborative Communities: The Support System.

Criteria 1: I was very fortunate in this journey because I had a ready-made collaborative community- my colleagues who were also undertaking this study, commonly known as “The Mindlabbers.”We had both formal and informal opportunities to “establish and maintain effective professional relationships focused on the learning and well-being of all ākonga.” We planned and implemented our Lean Canvas in order to provide a more meaningful context to learning in Religious Education.Throughout the 32 weeks we have continued to meet, discuss and support each other in our learning. The talk in particular has been invaluable, reinforcing and clarifying personal reflection.

Finally, the opportunity to reflect on varying aspects of professional issues  in this last part of the journey- Applied Practice in Context- has been so worthwhile. I have to confess i didn’t come into blogging with a growth mindset. I thought it would be an exercise in navel- gazing and patting myself on the back (my perception of blogs). I have found the reflective aspect- and maybe having to condense my thoughts into a word-count-a really useful exercise in deciding what it is that is important to me as an educator AND as a learner.

Where to next?

  • My next goal is to “analyse and appropriately use assessment and information” in order to evaluate the value for my learners of undertaking the inquiry into the effects of ability groups on mindsets. This would also enable me to fulfil Criteria 11.
  • Then, I plan to look at some professional development in te reo.I have heard good things about http://www.twoa.ac.nz/Nga-Akoranga-Our-Programmes/Te-Reo-Maori-Maori-Language/Te-Ara-Reo-Maori-Cetificate-in-Te-Ara-Reo-Maori. I aim to make a commitment to developing my language proficiency beyond what we use in the Religious education programme and those everyday phrases we can all use. In part, this would meet Criteria 3, but  I do also feel in would be achievable, practical and hopefully a learning challenge!

 Actually, I lie. My first goal is to have a weekend off!!

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Lastly,Osterman & Kottkamp really reflect the purpose of this latter part of the MIndlab learning journey when they tell us that it is this type of reflection, put into action, that makes the most valuable change in behaviours.(as cited in Mindlab, 2015)

Thanks, Mindlab, for pulling, pushing, prompting and praising me along the way.

References:

Ministry of Education (n.d). Practising Teacher Criteria and e-learningRetrieved from http://elearning.tki.org.nz/Professional-learning/Practising-Teacher-Criteria-and-e-learning

Mindlab.(2015). APC CISC8100  Reflective practice: putting it all together. [Class notes Week 32]. Retrieved from https://app.themindlab.com/course/release/164-week-32-apc-reflective-practice-putting-it-all-together

Activity 8: Legal contexts and digital identities:The Hypothetical Scenario…  several years ago.. in a school far far away… a group of Year 6 boys were commenting on Facebook on a photo of a girl from their class. This photo was taken from someone else’s page. The girl was very upset, and the situation came to the notice of the teachers. 

The class teacher discussed the situation with the Senior Management Team.

First consideration: The Education Act of 1989 states that “educators can take action when they have reasonable grounds to believe that a student has digital information stored on their digital device or other digital technology that is endangering the emotional or physical safety of other students or detrimentally affecting the learning environment.” (Ministry of Education, 2015, p. 9).

Additionally, the Code of Ethics states that the first responsibility of a teacher is to ensure ” the physical, emotional, social, intellectual and spiritual wellbeing of learners.” ( Code of ethics for certified teachers, 2015 ).

In this case, the girl’s emotional safety both in and out of school was certainly affected by the boys’ actions.The teacher, by acknowledging that these actions were affecting the girl’s well-being, was taking action to fulfil (at least in part) these guidelines. 

 Action: The parents of the children involved were contacted by senior management.

  1. The girl’s parents were understandably upset. The girl herself was not on Facebook,but her friend who shared the photo was.
  2. The friend’s parents were not aware of her Facebook page but did not believe their daughter had any responsibility for the use of the photo.
  3. The reactions of the boys’ parents:
  • This was a modern-day equivalent of passing a note.The comments were not derogatory, therefore no harm was done.
  •  It wasn’t any of the school’s business.
  • One parent was surprised that his son had a Facebook account, disappointed in his son’s behaviour and dealt with it by discussing it with him, ensuring that he shut down his account and apologised to the girl.

Second Consideration: The Code of Ethics states that teachers should “respect lawful parental authority, although professional decisions must always be weighted towards what is judged to be the best interests of learners.”

By contacting the parents, the school demonstrated a commitment to the best interests of the children involved, whilst acknowledging the primary responsibility of the parents.

Bear in mind that this was several years ago and the debate about cyber-bullying/ appropriate behaviour on social media is now more publicised than at that time.  Having the same generally unhelpful parent attitude now would certainly be difficult to deal with.

 Action : The school should provide some cyber-safety education.

Third consideration: The Code of Ethics encourages teachers to “teach and model those positive values which are widely accepted in society and encourage learners to apply them and critically appreciate their significance.”

There is a plethora of material for schools to refer to when developing policies for digital citizenship. Pre-empting the event would obviously be the preferred course of action. http://www.netsafe.org.nz/the-kit/digital-citizenship

Parent education would also fit with the school’s responsibility. Again, there is a huge range of available material:

 http://www.kidsafefoundation.org/reasons-young-children-should-not-use-facebook/     http://allanahk.edublogs.org/category/home-school-partnership/  

Action: The school should remind parents of Facebook policies.

Facebook has strongly stated age limits which could be discussed with the parents.Reporting the users would be another consideration. “In general, a school’s responsibility to maintain a safe educational environment justifies a measure of authority over off-premises and student after hours conduct.”p. 10 https://www.netsafe.org.nz/wp-content/uploads/2015/09/DigitalTechnologySafeAndResponsibleUseInSchs.pdf

Facebook guidelines for reporting a user under the age of 13 suggest,” If you are not the parent of this child, then we strongly recommend that you encourage a parent to contact us personally, using this form.”  https://www.facebook.com/help/contact/209046679279097

Final Consideration: To repeat, the Code of Ethics states that the first responsibility of a teacher is to his/her students, in order to ensure ” the physical, emotional, social, intellectual and spiritual wellbeing of learners.”

The priority for the school is the wellbeing of the children involved. By taking positive rather than punitive action, the school acknowledges the effects of the behaviour, the shared responsibilities of parents, children and teachers and the wider picture of digital know-how as a necessary facet of education.

References:

Education Council of Aotearoa New Zealand. (2015, AugustThe Education Council Code of Ethics for Certificated Teachers  http://www.educationcouncil.org.nz/content/code-of-ethics-certificated-teachers-0

Ministry of Education. (2015). Digital technology: Safe and responsible use in schools. Wellington, New Zealand: Author. Retrieved from https://www.netsafe.org.nz/wp-content/uploads/2015/09/DigitalTechnologySafeAndResponsibleUseInSch

Activity 9: Evaluations of the cultural responsiveness in practice: E kore au e ngaro, he kākano i ruia mai i Rangiātea. I will never be lost, for I am a seed sown in Rangiātea.

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Image retrieved from https://www.pinterest.com/pin/259027416043118061/ Original source unable to be located.

Just this year, our school has changed the names of our teams to teina, waenga and tuakana. This acknowledges what we see as the growth of our learners and was a result of consultation with our community.The proverb I have included summarises much of what I believe is important in teaching practice and to me, summarises that same growth. I believe in the concept of the promise of that hidden seed. For all of us, the mutual respect of knowing where we come from and knowing where others come from too gives us that strong root to cling to.

Te Kotahitanga Effective Teaching Profile  gives a very clear profile of what effective cultural responsiveness looks like and is a really useful document to refer to when reflecting on our school’s journey. Its five guiding concepts as to cultural concepts are referred to throughout this post.

We are a Catholic school, with a Religious Education curriculum to follow. This curriculum has for many years had a strong component acknowledging Maori kaupapa.This stems from leadership of the Catholic Community as a whole. The Catholic Bishops of New Zealand acknowledge the importance of cultural responsiveness when they state,“In the Treaty of Waitangi, we find the moral basis for our presence in Aotearoa New Zealand and a vision that sets this country apart.” (“Treaty of Waitangi,” n.d.)

The Religious Education curriculum itself states that, “Maori children in Catholic schools have a right, supported by Church teaching to have the faith explained to them in a culturally relevant way, using those traditional Maori concepts, beliefs and values which are still part of the life of Maori today.” (“Maori spirituaiity in the curriculum” p.7)

 So, for us, kaupapa is woven into everyday practice. The children are well used to tikanga such as karakia. This, I think, goes quite some way towards the concepts of manakitanga ( respect and integrity) and tangata whenuatangata (cultural locatedness) as it  affirms concepts in meaningful contexts. There is nothing ‘token’ about this aspect, as it is central to the programme.

What resonates with me is that, because we are a relatively small community, with a wealth of actively involved parents, our interactions evolve with ease, whereas whanaungatanga  requires me to elicit, rather than respond to, these communications. Perhaps sometimes we feel a little condescending asking our Maori parents for that particular perspective?Should we be more proactive in this?

The concept of deficit theorising also has implications, not just for Maori students, but for other groups- refugees, learners for whom English is not a first language,boys.It really is essential that we back ourselves to make a difference.For us as learners, our ako needs to be pushing ourselves to know more.It fits so well with the growth mindset I am working to achieve this term. Bishop and Berrymann (2009) tell us “despite our having the best intentions in the world, if the students with whom we are interacting as teachers are led to believe that we think they are deficient, they will respond to this negatively.” P 28 .

Cultural responsiveness is more than rejecting the deficit theories, it is absolutely accepting the tapu of the whole person.I hope I do this in all my interactions, in school and beyond.

References:

Bishop,R.,& Berrymann, M.(2009) The Te Kotahitanga Effective Teaching Profile.Set 2.27-33. Retrieved from  http://www.nzcer.org.nz/system/files/set2009_2_027.pdf

The Catholic Church in Aotearoa New Zealand.(n.d) Treaty of Waitangi http://www.catholic.org.nz/our-story/dsp-default.cfm?loadref=42

Maori spirituality in the curriculum.(n.d). Retrieved from http://www.faithalive.org.nz/assets/Uploads/Year-5-Strand-prep2.pdf.

NZ Teachers’ Council. ( 2011). Tātaiako – Cultural Competencies for Teachers of Māori Learners: A resource for use with the Graduating Teacher Standards and Registered Teacher Criteria. Wellington, New Zealand: Retrieved from http://www.educationcouncil.org.nz/required/Tataiako_RTCandGTS.pdf

Activity 7: Social media in learning and teaching and professional development: Reflections of an ‘experienced teacher.’

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I must admit that as a digital learner I am far from native…the name of my blog really does mean something!

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mrs-not-so-young!

However, I cannot imagine how I ever managed without the easy access of social media as a tool for professional development and a guide for teaching and learning.In this post I will discuss professional social media within the context of how it can help me to meet the criteria required of an “experienced teacher.”http://www.nzei.org.nz/documents/email/PTCA-Schedule-3-Prof-Standards.pdf)

As an experienced teacher I am called on to support and provide effective assistance to colleagues in improving teaching and learning. 

 I contribute most frequently to a closed Facebook group,NZ Teachers (Primary) and see this as an extension of the mentoring role I might undertake within a physical community.I have to admit I tend towards the passive user. I read widely and put much of what I read into practice, but I have found the process of contributing quite daunting. 

Experienced teachers continually evaluate and reflect on their teaching and act on areas where it can be improved:

The blog posts of fellow educators have proven to be an amazing pãtaka of treasures. By reading them I can stay in touch not just with modern pedagogy, but with reflections on use in practice. I find those of fellow Kiwis particularly relevant as we tackle similar issues within our particular community.They speak ” kiwish” in terms of experiences. They also respond in a timely and reflective way to current issues, such as the response to a recent news item found herehttp://learningonpurpose.blogspot.co.nz/2015/10/itsnotaboutthebuildings.html?m=1  Such posts inspire readers to consider their own responses to media reports.

Another key feature of social networking is the ability to communicate with educators from other sectors of the wider educational community. I have learnt much which is relevant to my own practice through  https://stevemouldey.wordpress.com/2015/10/16/agency-and-ownership/  In days gone by, there was little opportunity to find common ground between sectors of the teaching community, indeed we viewed each other with some suspicion.

Experienced teachers demonstrate a commitment to their own on-going learning:

Professional blogs, such as  http://community.mindsetworks.com/newsletterhave been invaluable to me as I have moved through my Mindlab journey.They have allowed me to gain professional knowledge from educators physically distant from little old N.Z. Professional communities such as http://www.vln.school.nz/ provide what may be described as ” a participatory system that enables educators to engage in an informal kind of professional learning.” (Melhuish Spencer, 2014)

Experienced teachers successfully organise aspects of programmes within the school to promote teaching and learning.

Within my own  community, our connections through Google+ are probably the most used. We plan collaboratively and feed back/forwards as we work.This allows us to contribute more efficiently than we sometimes are able to face-to-face. Older (slower?) brains such as mine value the reflective and adaptive quality of this form of communication.

Experienced teachers effectively manage challenging learning environments:

My next challenge is to extend the use of social networks into my own community of learners.Thus far, this has been limited to the use of Blendspace (https://www.tes.com/lessons/index ) as an interactive community. This is a bit of a ‘cowardly custard’ response to integrating social media… quite controlled. I need to follow the lead of  colleagues who have now started class blogs. I also intend  to look at the use of Google Docs for collaborative learning. I can see particular relevance in shared writing and in forming questions for inquiry learning. It really is a way to provide an equitable platform for all learners, regardless of confidence in oral discussions, to contribute successfully. Melhuish Spencer provides a good reminder of inclusive practice- what she describes as asking,”Who’s not in the room?” when managing social networks.This pertains to other educators as much as to students.(Melhuish Spencer, 2014)

Experienced teachers demonstrate highly effective communication skills when interacting with students, colleagues and families/whanau: 

 What I need to do is to look into issues such as digital citizenship and internet protocol whilst beginning conversations with the wider community, particularly parents, in order to facilitate this. I like what Karen Melhuish Spencer  reminds us about the power we have and the power we give- I need to think about the balance I am willing to offer to my learners. I have a responsibility for helping them not to navigate the technicalities of the tool, but to think about how, when and why they use it and how this impacts on others. (Melhuish Spencer, 2015) 

Finally, experienced teachers demonstrate a high level of commitment to student welfare.

“Students need to learn how to be a part of our society. And increasingly, that society is technologically mediated. As a result, excluding technology from the classroom makes little sense; it produces an unnecessary disconnect between school and contemporary life.” (Boyd,2015 )

References:

Boyd, D. (2015, May 7). Are we training our students to be robots? Retrieved from http://www.zephoria.org/thoughts/

Melhuish Spencer, K. (2014, May 30). Can social network sites support effective professional learning? Retrieved from http://karenmelhuishspencer.com/2014/05/30/can-social-network-sites-support-effective-professional-learning/

Melhuish Spencer, K. (2014, October 30). 7 characteristics of a true connected educator. Retrieved from  http://blog.core-ed.org/blog/2014/10/7-characteristics-of-a-true-connected-educator.html

Melhuish Spencer, K. (2015, June 7). Voice and choice:growing great citizens for a connected world. Retrieved from  http://karenmelhuishspencer.com/2015/06/07/voice-and-choice-growing-great-citizens-for-a-connected-world/

Activity 6: Contemporary issues or trends in New Zealand or internationally

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 Issue 1 : National Standards- a contemporary issue?!

 One of the three key areas in which New Zealand schools need to improve is that of assessment ” to know about, and plan for, students’ learning.” (Education Review Office, 2012)

To what extent does assessing my learners against National Standards achieve this?

Positives:

  • Moderation among and across teaching communities in order to create objective, consistent ‘Overall Teacher Judgements’
  • Knowing how the curriculum pertains to levels of learning has been deepened by a focus on documents such as the Literacy Learning Progressions.
  • Forming O.T.Js based on a range of material is more relevant than one based solely on a levelled running record.
  • The implementation of National Standards has heightened the intensity with which we gather and use such data in order to know about our learners.

My views reflect those found in Wylie and Berg, that for most teachers the biggest gain has come from moderation and collegial discussions. (Wylie & Berg, 2013, p.9)

But then again...

  • If the vision is ” confident, connected, actively involved, and lifelong learners” (Ministry of Education, 2007) how does consistently reporting to a child and parents that this child is ‘below’ or ‘well below’ standard (or even the sugar-coated ‘working towards’) contribute to that vision?
  • Linda Stuart, principal of May Rd school, says, “success looks different according to where you’re working from. Many of our kids are on the back foot to start with.” She continues by describing the research showing that ESOL children can take up to seven years to gain academic language proficiency. (Gracewood, 2015)
  • Where do we fit ‘art for art’s sake? Has the curriculum narrowed?This is described in the RAINS report (2013) as ” almost guilty pleasures for teachers.”
  • Is there now a two-tier curriculum across richer and poorer schools by giving permission to, and incentivising, an even tighter concentration on numeracy and literacy.” (Thrupp & White, 2013)
  • Teaching time is what gives when assessments are needed.

     One-on-one assessment x 30 learners= less time for teaching and learning

The Obama administration in the U.S has called upon no more than two percent of class time to be spent on assessments. http://www.nytimes.com/2015/10/25/us/obama-administration-calls-for-limits-on-testing-in-schools.html?_r=0

     What exactly does assessing against the Standards achieve for individual learners?

  • Very little, if not accompanied by consistent, targeted learning.
  • A focus on identification and an emphasis on the need for the current teacher to get these children ‘up’ to standard as quickly as possible but little practical help in how exactly to do this.
  • Targets work best when there is a shared responsibility for developing strategies to accelerate progress and worst when practical support gives way to an emphasis on merely measuring progress.
  • Best achieved by collaborative teaching with an emphasis on whole-school responsibility, much like that seen in Finland.In this team meeting, those involved talk from their knowledge of the child, rather than relying on justification from tests. There are no huge folders in sight! https://www.youtube.com/watch?v=HsdFi8zMrYI.
  • Implications: choosing carefully the language with which I discuss standards with both children and parents. I need to give hope- education is a long journey, and certainly not finished by the end of Year 6. Hope is rationalised by knowing my learner, their needs and what the team, ‘we’ not ‘I’, can do to move them further on this journey.

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Issue 2: : Student Voice, Student Choice: Choose your own pathway.

“New Zealand prides itself on its child-centred approach to learning, yet ERO’s national evaluations would suggest that practice is not matching the rhetoric. ERO has found that some schools are not positioning students at the centre of learning and teaching.” (Education Review Office, 2012)

  • Heutagogy, the study of self-determined learning, puts the power of what is learnt firmly in the hands of the learner.
  • Learners take control of what and why they need to learn. This is particularly well suited to a world in “which connectivity, creativity and reflexivity are foundational to global citizenship and collaboration.” (Herie, M.)

    All learning, to some extent, is self-determined- we can lead that horse to water, but as for the drinking…

Doing + prior knowledge+ emotional response= making sense of our world.

  • As the world evolves around us, it is important that we learn to quickly but reflectively respond to this change.
  • The NZC ‘s key competencies  develop the capabilities needed to adapt to our environment.
    • Releasing control is tricky because we generally like a path, and we are often hidebound by the limitations of prescribed school-wide plans, not to mention required assessments. If we are truly seeking ownership, then we must let some of this go.
    • For me, the first step is Inquiry Learning. There may be an overall theme but the focus can be determined by the group or by individuals. Is this true agency? No, in truth it is student-directed rather than student-determined. Student voice is something I am working hard to use earlier in the learning process.
    • Steve Mouldey says, “I don’t see students as just being flexible to adapt to whatever happens in the future – I want them to create the future they want to have. And I don’t mean creating it in the future, they are capable of it now.” https://stevemouldey.wordpress.com/2015/10/16/agency-and-ownership/

    Tino Rangitiratanga- self determined learning-control over our own pathways- helps us, wherever we are on the journey, to feel confident as we create that future.

References:

Education Review Office (2012).The three most pressing issues for New Zealand’s education system, revealed in latest ERO report – Education Review Office. Retrieved  from http://www.ero.govt.nz/About-Us/News-Media-Release…

Gracewood,J. (2015, March 12). What’s Wrong with National Standards? Metro. Retrieved 21 October from http://www.metromag.co.nz/metro-archive/whats-wrong-national-standards/

Herie, M. (2014, January 5 ). Paragogy and Heutagogy. Retrieved from http://educateria.com/2014/01/05/paragogy-and-heutagogy/

Ministry of Education (2007) The New Zealand Curriculum online: Vision. Retrieved from http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Vision

Thrupp, M. & White, M. (2013). Research, Analysis and Insight into National Standards (RAINS) Project Final Report: National Standards and the Damage Done. Waikato, New Zealand: Wilf Malcolm Institute of Educational Research.  Retrieved fromhttp://www.waikato.ac.nz/__data/assets/pdf_file/0010/179407/RAINS-Final-report_2013-11-22.pdf

Wylie, C & Berg, M. (2013, November) National Standards: What difference are they making? Paper presented at the NZARE Annual Conference, Dunedin,New Zealand. Retrieved from  http://www.nzpf.ac.nz/sites/default/files/National%20Standards-What_difference_are_they_making.pdf