Week 32 – Reflective Practice

Activity 8: Key Change in Professional Practice.

I will use Rolfe et al’s (2001) reflective model to discuss how my teaching practice has changed over the 32 weeks on the MindLab journey. Osterman et al (1993) define reflective practice as, the way “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.”

The standard that I will focus on from Our Code, Our Standards is:

“Professional learning – Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all leavers”. (Ministry of Education, 2017).

Step 1: What?

The most significant change over the past 32 weeks of doing MindLab has been the new learning and having the confidence to implement 21^st Century Skills while developing a blended learning classroom environment. Linking this Standard teaching is “Teach in ways that enable learners to learn from one another, to collaborate, to self-regulate and to develop agency over their learning.” Our Code, Our Standards (2017). As the year has progressed I have tried new, exciting and innovative ways to engage my learners and allow them to have a say in their education through student voice surveys. This has created a positive, safe learning environment which has established a ‘learning-focussed culture’ as the Ministry of Education, (2017) defines it as to “Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.” (MOE, 2017, p.20) 

Step 2: So What?

To evaluate this change initiative in my reflective practice I will be using Osterman and Kottkamp (2015) “Cycle of Experiential Learning.”

Problem Identification:

Throughout my MindLab journey I realised that my students were not given enough opportunities to devise, collaborate and develop 21^st Century Skills needed for this modern technological world.

Observation and Analysis:

Throughout my observations I noticed that student collaboration was one of you copy my work or they can do the task because that student is good at it. The opportunities were not seized upon by students. Students were happy to share but come to the realisation why and what are we actually doing? At this point I needed feedback from students where to go to next.

Abstract re-conceptualisation:

As a class we needed to unpack the what how and why. We needed a step by step progression, so students knew what was expected from them and how they were going to reach their end goal. We felt that a rubric was of assistance, so students could achieve success at a higher level by providing more opportunities for this to happen.

Active Experimentation:

I found that teacher/student relationships had improved. Collaboration and student agency was a focus for myself and the class. We have more meaningful conversations about learning and how can we progress to the next level together by supporting each other through the good and not so good times. 

Absolum (2006) quotes this very important statement in his book Clarity in the Classroom….

“For students truly to be able to take responsibility for their learning, both teacher and students need to be very clear about what is being learnt, and how they should go about it. When learning and the path towards it are clear, research shows that there are a number of important shifts for students. Their motivation improves, they stay on-task, their behaviours improves, and they are able to take more responsibility for their learning”

Step 3: Now What?

Share you next plan(s) regarding your future professional development of your further practice.

·       Keep reading and researching to keep up with the latest literature and trends.

·       Keep learning to learn.

·       Stay connected through online forums by actively participating.

·       Develop inquiry-based learning to be more effective.

·       Drilling down when questioning students’ knowledge and expertise.

·       Continue developing cultural responsiveness.

·       Utilise digital technology in the classroom more.

·       Critique blended learning to develop into a flipped classroom.

·       Enhancing 21^st Century Sills better.

·       Create more opportunities for student driven tasks.

·       Become an effective critical practitioner.

·       Dream big, inspire others and be great!

References:

Absolum, M. (2011. Clarity in the classroom: Using formative assessment for building learning-focussed relationships. Portage & Main Press.

Osterman, K. F., & Kottkamp, R. B. (2015). Reflective practice for educators: professional development to improve student learning. (2^nd ed.) New York: Skyhorse Publishing.

Ministry of Education (2017. Our code, our standards. Retrieved from https://educationcouncil.org.nz/content/our-code-our-standards

Education Review Office. (2018). Excerpt retrieved from https://www.ero.govt.nz/review-reports/western-heights-high-school-20-06-2014/

Week 31 – Indigenous Knowledge and Cultural Responsiveness

Activity 7: What is culturally responsive pedagogy?

I will use Rolfe et al’s (2001) reflective model to reflect and show my understanding of indigenous knowledge and cultural responsiveness in relation to.

Step 1: What?

My understanding of Indigenous knowledge and cultural responsiveness is to accept the values, beliefs, traditions, culture and pedagogy of another person. We are extremely fortunate of the multi-cultural society that we live in. Here in Rotorua I teach at the largest high school with 1400 students and 120 staff. Over 60% of students and staff are Māori. We cater for a diverse background of students. From a full immersion Māori unit to offering different languages for options. Our School Wide initiative Kia Eke Panaku supports our education programmes in assisting teachers and giving them the tools to close the gaps between Māori and non-Māori achievement. We have a strong vision and core values that we try to instill in our students. We come from a long line of Heights traditions and customs. As Gay (2002), explained that cultural responsiveness is “using the cultural characteristics, experiences and perspectives as conduits for effective teaching.” Our community of learning groups consists of different curriculum areas supporting one another to achieve a common goal which is for student’s authenticity.     

Step 2: So What?

“Teachers can create culturally responsive pathways…. by incorporating children’s and communities’ funds of knowledge into the curriculum.” This ongoing inclusive process requires teachers to be aware of their environment always acknowledging the past, present and future. Relationships need to develop while building the foundations for student achievement and success. Whānau play a crucial role in the developmental of the child. Where the child is paramount to the learning as a whole. This is an important process to adhere to and open communication is the key. Making positive connections and as an educator working alongside your learner, believing in their ability. Ensuring student agency and ownership is present in the classroom environment. I encourage autonomy and acceptance of the others by owning their own cultural backgrounds. Russell Bishop’s view on being culturally responsive in the classroom context allows for Māori learners to bring their learning, experiences, and culture traditions into a setting that is accepted, acknowledged and valued.     

Step 3: Now What?

The school has embraced Kia Eke Panaku and from here Poutama Pounamu as guiding principles when being a culturally responsive teacher. Milne (2017) makes a valid point about that schools should know what success looks like for our Māori and Pasifika students. That a student’s cultural identity is an integral part of who they are and where they come from. Using Ann Milne’s (2017) ‘Action continuum – eliminating white space’ to reflect and evaluate where we are as a school. Our school is so vast and expansive in terms of where we actually sit. We have such a diverse group of leaders and teachers that on Milne’s continuum we merge and cross over from one to another. At the end of the day as classroom teachers and professionals you have to critically reflect as how you have been culturally responsive. The latest ERO report sums up our school:

·       The culture and identity of Māori students is strongly celebrated.

·       All stakeholders have a sense of belonging and pride.

·       Manaakitanga, whanaungatanga and a focus on excellence underpin aspects of school life and culture.

·       Māori cultural identity is at the heart of the school. The school is highly successful in celebrating the identity, culture and language of its Māori students. Māori students have a key role in providing leadership for students throughout the school.

·       Te Arawa protocols are an integral part of school practices and are strongly evident in karakia, pōwhiri and waiata. Kaumātua are highly valued and are active participants within the school.

·       Te Akoranga provides an opportunity for students to learn through the medium of te reo Māori. Students enjoy high levels of success and achievement in te reo. There is an option for all students to learn te reo Māori at each level of the school.

·       A significant proportion of the staff is Māori. They are represented at all levels of leadership in the school and are positive role models for students.

·       Māori students are actively engaged in their learning, enjoy high levels of success both academically and in all school activities, and have a strong sense of belonging in the school.

For a school of this capacity to be culturally responsive in the future all stakeholders must be on board for this initiative to thrive. I am humble and proud to be a part of it.

References:

Bishop,R., Berryman, M et al.(2004. Effective Teaching Profile / The Development of Te Kotahitanga Retrieved from http://tekotahitanga.tki.org.nz/About/The-Development-of-Te-Kotahitanga/Effective-Teaching-Profile 

CORE Education. (2017, 17 October). Dr Ann Milne, Colouring in the white spaces: Reclaiming cultural identity in whitestream schools. [video file]. Retrieved from https://www.youtube.com/watch?v=5cTvi5qxqp4&feature=em-subs_digest    

Cowie, B., Otrel-Cass, K., Glynn, T., & Kara, H., et al. (2011). Culturally responsive pedagogy and assessment in primary science classrooms: Whakamana tamariki. Wellington: Teachers Learning Research Initiative. Retrieved from http://www.tlri.org.nz/sites/default/files/projects/9268_cowie-summaryreport.pdf

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

Gay, G. (2002). Preparing for culturally responsive teaching. Journal of teacher education, 53(2), 106-116  

Week 30 – The Broader Professional Context

Activity 6: Contemporary trends in New Zealand or Internationally.

The trend in education that I have chosen to discuss using Rolfe’s reflective model is the Impact of Digital Learning.

Step 1: What?

Upon this week’s tasks I found that Daggett’s (2014) reading had the most profound impact. After deeply investigating different trends I came to realise that one I really needed and wanted to focus on was the impact of digital learning. Mainly because teaching and incorporating the 21^st Century Skills into the classroom has had a profound effect on my leaners this year along with the incorporation of a blended learning classroom. As Daggett (2014) clearly points out that today’s learners are digital natives in a rapidly evolving digital technological environment. “Students come to school and power down their devices. As educators, we need to embrace the power of technology to make learning relevant for all students and adults.” Within my classroom environment how do you find a balance between a tradition approach and one that embraces digital technology promoting the right skills needed for your 21^st century learners? Daggett 2014 also suggests that schools that find that balance while incorporating digital technologies into the classroom will be successful. As students will have the best of both worlds strengthening.  

Step 2: So What?

“Using technology effectively in everyday learning can help students to strengthen their learning experiences and build their intuitive technology skills”. (Daggett, 2014, p.4) Globalisation trends are forever changing and so too are the students that we teach. With the impact of digital technology and learning being at the forefront of education the 21^st century teacher needs to be better equipped for this challenge. The New Zealand curriculum states that “Teachers to understand the need for change and adapt to their practices.” The opportunities for digital education and learning are endless in terms of job opportunities and entering into the workforce. “Both high education and the contempory workforce call for digital savants who can seamlessly work with difference media and new technologies” (Adams Becker, Cummins, Davis, Freeman, Hall Giesinger & Ananthanarayanan, 2018, P9).   

Step 3: Now What?

The Ministry of Education has communicated that by 2020 schools must include and deliver a digital curriculum. The barriers and implications schools now face is the upskilling of teachers and for them to come on board with this initiative. Teachers will need to adapt and change their teaching practice/pedagogy going forward. Adapting and creating a new 21^st century leaning environment “making the shift from the classroom of yesterday to the classroom of tomorrow.” https://cyberinnovationcenter.org/education/ The New Zealand Curriculum states that “Our education system is changing how we prepare our children and young people to participate, create and thrive in the fast-evolving digital world.” There needs to be a definite paradigm shift in education to cater for new trends and developments. New Zealand educators must be prepared and embrace change, or you may be left behind.   

References:

Adam Becker, S., Cummins, M., Davis, A., Freeman, A., Hall Giesinger, C., & Ananthanarayanan, V. (2017. NMC Horizon Report; 2017 Higher Education Edition. Austin, Texas: The New Media Consortium.

Daggett, B. (2014). Addressing Current and Future Challenges in Education. Retrieved from http://www.leadered.com/pdf/2014MSC_AddressingCurrentandFutureChallenges.pdf

Education Counts. (2012). Supporting future-oriented learning and teaching: A New Zealand perspective. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/supporting-future-oriented-learning-and-teaching-a-new-zealand-perspective

http://nzcurriculum.tki.org.nz/Reviewing-your-curriculum/Setting-the-direction/Leading-change

National Intelligence Council. (2017). Global trends: The Paradox of Progress, National Intelligence Council: US. Retrieved from https://www.dni.gov/files/images/globalTrends/documents/GT-Main-Report.pdf

Week 29 – Professional Online Social Networks

Activity 5: Using social online networks in professional development.

I will use Jay and Johnsons reflective model to critically discuss the use of social media online networks and how these relate to my professional development in teaching.

Step 1: Descriptive:

This year I have felt personally challenged and really pushed out of my comfort zone, however have grown the most in terms of using social media in my teaching practice. Currently I do not use the main social media sites educationally for personal beliefs and a real fear of ethical issues or dilemmas arising. However, I do use a lot of professional networks and communities of practice to enhance my teaching pedagogy. I have developed in growth mind set since joining MindLab and they have given me the tools and confidence to give new things a go. I certainly feel more connected sharing and having input with the different forums. This has inspired me to want to achieve and do more. The quote from Whitaker, Zoul & Casas, 2015 really resonated how relatable it is for me this year.

“Educators around the globe are transforming their classrooms and schools by stepping outside their comfort zones, finding value in their connectivity, and utilizing free tools accessible to them via their computer, iPad, and smartphones which allow them to connect like-minded colleagues on a daily basis. They are forming “connected communities,” which, in turn, is elevating them to greater heights and ultimately benefiting their school communities and students in positive ways.” 

Step 2: Comparative:

The use of social media networks for enhancing your teaching practice is becoming more popular with an increase in communication and collaboration in the education sector. This has certainly been noted through the online survey taken by MindLab March 2018 participants with a staggering 87.5% use Facebook as an online tool. As Elana Leoni in Connected Educators states, “The most important thing you can do in your career as an educator is to be connected”. With the development of professional learning networks in your own community of learning groups allows for personal development and growth to take place. Which further creates a wealth of information and knowledge to discover.   

Magette (2014) suggests that there are a multitude of benefits for teachers using social media to connect, they say that it is an interactive worldwide stage that teachers can share multiple resources and have meaningful conversations while interacting with one another. Thus, creating a positive inspirational learning environment for your students. As Kathy Cassidy’s video (Twoparents. (2013, May 21), she makes the point that it is vitally important to use digital tools in the classroom because “this is how the children of today have grown up”. Although this is referenced to the primary sector it is still very relevant at secondary level.  

Step 3: Critical Reflection:

As Whitaker et. al (2015) states “Everything is moving to the web. When we teach our students how to write, are we teaching our students how to do so in hyperlinked, networked, interconnected online spaces for authentic, relevant worldwide audiences?”

Although using social media in my teaching can and will have implications this has certainly been out weighed with the positives. For me personally I will have a multitude of challenges to overcome but in the long run it will be my students that benefit. Magette, 2014 states “Using social media tools for students learning activities brings an engaging real-world relevance for students of all ages.” Being able to be a proactive professional teacher that will enhance and inspire students to become competent, confident digital citizens for the 21^st century is truly remarkable. MindLab thank you!

References:

Jay, J.K and Johnson, K.L. (2002). Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18, 73-85.

Leoni E, Connected Educators https://themindlab.com/media/23195/view

Magette, K. (2014). Embracing social media: a practical guide to manage risk and leverage opportunity. Rowman & Littlefeild Publishers. (Available in Unitec library).

Twoparents. (2013, May21). Using Social Media in the Classroom. (video file). Retrieved from https://www.youtube.com/watch?v=riZStaz8Rno

Whitaker, T., Zoul, J., & Casas, J. (2015. What connected educators do differently. New York, NY: Routledge.

Week 28 – Practice – Influence of Law & Ethics in Practice

Activity 4: Legal and Ethical contexts in my digital practice.

Using Rolfe et al’s (2001) Reflective Model I will address an ethical and digital dilemma that I have witnessed and been a part of.

With the ever-evolving increase of digital technology in the 21^st century classroom brings new legal and ethical challenges for teachers. As professional educators we are required and expected to make crucial decisions instantaneously. Which often leads to ethical, legal and moral obligations being adhered to. Not to mention doing what you think is right at the time to support, care and protect our akonga. As stated in Our Code of Standards “showing integrity by acting in ways that are fair, ethical and just” (Ministry of Education, 2015). This however requires at times negotiating sensible, careful and precise steps to follow. As we not only deal with here and now, our actions too have impacts.

Step 1: What?

My ethical dilemma consists of two parts. The first being a fight breaking out and other students filming it, then putting it on social media for others to view and comment. Being a serious incident, the Heads of Houses and DP’s were dealing with the situation and had tried to contact home. This student came to class after lunch and after speaking with him to make sure he was all right I sent him to the nurse to be checked as a precaution and councillor for support. When I phoned home later that day to see how the student was mum was furious and wanted to know why I the classroom teacher had not contacted home sooner straight after the incident. I told her that I did not have all the details or actually saw the fight and her son told me he was ok, so I sent him to the professionals who could ascertain this properly. I also knew that management had a better idea of what actually happened and could explain it along with the consequences and actions taken by the school. Which I thought after hearing from a deputy principal mum would be reassured that the school did everything we possibly could at the time. Well that was further from the truth as I come to my second part of my dilemma. The parent whom I spoke to started putting inappropriate comments on social media how teachers did not do enough by not informing her straight away. How we as a school accept this behaviour and support the bullies and so on…. Other parents, students and the community were able to comment and form opinions without knowing the exact process that had been followed. This certainly hurt me as the classroom teacher as well as seeing negative comments written knowing there was nothing I could do further. “We understand that families and whanau and the wider community trust us to guide their children and young people on their learning journey and to keep them safe. By acting with integrity and professionalism in all that we do, we maintain this trust and confidence” (Ministry of Education, 2017).    

Step 2: So What?

Enrich (2011) provides a clear analytical model to follow and help solve issues. The following forces are at play….

Professional Ethics:

Registered teachers are governed by the Professional Responsibility and Standard for the Teaching profession – (Our Code, Our Standards. NZ Educational Council).

The Code of Ethics document formulated by the Ministry of Education (2017), states we are helping to “prepare them for their future p.6.”

Organisational Culture:

As a large high school it is vitally important to maintain a high standard and deal with issues immediately as they arise. Our school wide programme PB4L (Positive Behaviour for Learning) supports students to become positive, responsible citizens. As a BYOD school students are encouraged to use technology appropriately to enhance their learning and not abuse that right digitally.  

Legal Issues and Policies:

The school has guidelines and policies regarding fighting and the use of electronical devices. Students sign an agreement and are explained prior to enrolling at our school about appropriate behaviour and the use of devices along with legal ramifications. These policies and procedures are very important for safety and the wellbeing of students and need to be updated and revised regularly.    

Step 3: Now What?

Going forward the key principals here are consistency, communication, commitment and consequences. Students and teachers need to understand expectations that have a clear and precise set of guidelines to follow and adhere to. All parties involved need to reflect moving forward and learn from their mistakes.

As Ehrich et Al’s pp82-183 points to consider with special focus and emphasis on school structure to reduce harm to others and how individual teachers articulate their personal and or professional ethics provide good clear guidelines to reduce further problems.  

·       Classroom routines are set up and established from the start with clear rules and guidelines.

·       Develop a positive use of using Social Media in the classroom through student voice.

·       Build relationships with whānau by sharing and working collaboratively together.

·       Encourage informal and formal meetings with all to support the well-being of the child.

·       Continue to value each other’s culture, beliefs, heritage and

·       Maintain open communications with whanau.    

References:

Education Council. (2017). Our Code Our Standards. Retrieved from

https://educationcouncil.org.nz/sites/default/files/Our%20Code%20Our%20Standards%20web%20booklet%20FINAL.pdf

Ehrich, L. C., Kiimber, M., MIIIwater, J. & Cranston, N (2011) Ethical Dilemnas:a model to understand teacher practice, Teachers and Teaching: theory and practice 17:2, 173-185, DOI: 10.1080/13540602.2011.539794

Ministry of Education. (2015). DIGITAL TECHNOLOGY Safe and responsible use in schools. Wellington: New Zealand: Author. Retrieved from https://education.govt.nz/assets/Documents/School/Managing-and-supporting-students/DigitalTechnologySafeAndResponsibleUseInSchs.pdf

Rolfe’s model of reflection image (2001). Retrieved from

https://www.google.co.nz/search?q=role+et+al+s+reflective+framework+2001&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjViM3dvPHeAhUIEnIKHQDCDr4Q_AUIDigB&biw=1366&bih=651#imgrc=UsLUvWDY3rg5HM: