Changes in my Practice

Well, here it is... my reflection on my reflections (Metacognition - thinking about your thinking).

I think most of us think about our actions, and sometimes we get to the thinking behind them. But this is an overlapping layer... an analysis of the thinking about our thinking. 

One of the key things I have realised along the way is summed up by Argyris and Schon (1974), cited in Osterman & Kottkamp (2009), regarding the 'single-loop learning' model. They suggest "The “fix-it” model is a form of single-loop learning: A solution is developed to correct the presenting problem, but the underlying causes of the problem are neither recognized nor addressed..."

...and I think I have been guilty of falling into this trap. I have treated reflections as a "What am I doing wrong, and how can I fix it?" scenario. I did not intend to lack depth. I am in fact quite self-reflective, but I have learned to question the purpose, nature and responses to my reflective practice.

I did at times, see it as annoying, 'for someone else's benefit, because I fix things as I go along and don't need to write them down for my benefit - it's just another thing to do.'

I am now re-evaluating this practice...but I still wish I had more time. I would rather do one reflection a week and do it with intent and in-depth, than daily for the sake of it. It all comes down to the purpose.

So, the journey...

I would describe it as a roller coaster. 

At first I was excited, I expected to be doing robotics and coding most weeks to a point that I could apply it in the classroom - I don’t know what I was thinking... my brain must have just jumped at those components and singled them out... I don't recall hearing anything about learning theories and analysing practice. It's probably just as well or I might have not signed up.

The first few weeks felt like the rattly part where you are dragged uphill... I got frustrated very quickly because I was presented with a model of education and asked to analyse it against my year level...within ten minutes I had designed a model of education that I wanted to be a part of - off task already - or was I? Mindlab, you had me thinking, and analysing what I valued in an education system. It was a sign of things to come... 

I felt frustration with some of the apps that I felt had limited value or we could not afford, moments of fascination as we delved into the global digital world, screeching and holding on fast as assignment dates came, delight as I managed to meet deadlines and the results started coming in... back to frustration as the workload weighed in. 

Sheer joy in the collaboration and meaty discussions, and then the corkscrew as my health packed it in,,, and I fell behind. Then into the tunnel, feeling lost in the dark as I tried to catch up in isolation without our regular meetings. More delight and some relief as marks came in and I caught up...

and as I come into the station, I have mixed feelings about whether I would ever take another ride like that again, and a sense of achievement that I did.

The learning was worth it but next time, I would prefer to do this on top of a part-time work schedule. Did I say next time! (I’m a little shocked!)

What I learned...

I am more reflective now, and I’ve been challenged to go past a tokenistic approach on many issues that I felt I had no time for. I have a new appreciation for everything I did assignments on - like the learner agency I thought I was doing... I'm now really trying to achieve this. And the use of gamification - who knew it had so many elements to it? Then there was community engagement and Maori perspectives... I've been challenged to really look at what we do and the gap between what we intend. 

I learned about design thinking. I've learned about leadership styles, and I've learned to think of myself as a potential leader, and change agent. I've learned to overcome my distaste for the invasiveness of social media for the sake of collaboration - it's all in the way you access and use it. 

I have learned a lot of skills that I ca bring back to the classroom, and how it feels to be a student again... which helps me meet the needs of my learner's better - this is one of the unexpected lessons that have taught me a great deal. 

One of the saddest things I've learned is that we've known this stuff a long time, and change still hasn't happened, so it's up to all of us to start eating the elephant (traditional schooling designed for traditional outcomes), one bite at a time.

And this is perhaps where it begins... together we are stronger. Through collaboration and connection, we can make changes. I will teach my students this. I will teach them to think, collaborate, connect, and create. I will help them develop capabilities, cyber-citizenship, and a life-long love for learning, because this is their world...the future is theirs and what they make of it. 

I know, it sounds cliché right? But it is not. This is a hard earned truth. 

What I will take with me:

Through criteria 1 of the Practising Teacher Criteria (PTC) in e-learning: 

Professional relationships and professional values"Establish and maintain effective professional relationships focused on the learning and well-being of all ākonga"

I will continue to connect by reading blogs, tweets, and using the VLN for examples of best practice and ways to use technology effectively. I will do this through discussions on forums, following and collaborating online with colleagues and actively seeking out examples of best practice. I have done this well face-to-face but not really online so this is a genuine shift in my practice.

and...through criteria 5,

"Show leadership that contributes to effective teaching and learning."

I will share my learning, support others, and mentor students to do the same.
I will do this through staff sharing opportunities, supporting other classes, and equipping my students to do this also, implementing changes that allow this in my classroom, and visiting teachers in other schools who lead the way. I have not always made time for this as I have had a million other things to do, but I now realise this is on the priority list for me, and something I am looking forward to. I have changed the way I view ICT use in my classroom - we will no longer be merely substituting, but modifying and augmenting and ultimately redefining its use. 

"You take the blue pill, the story ends. You wake up in your bed and believe whatever you want to believe. You take the red pill, you stay in Wonderland, and I show you how deep the rabbit hole goes." 

(Quote from 'The Matrix' retrieved from http://www.imdb.com/title/tt0133093/quotes)

I have taken the red pill... who knows where we will end up, but there is no going back!

My dream... is to be a change-maker, one who helps to bring about true interdisciplinary connection and learning for our students, through creative, collaborative and confident connections.

Anybody interested in 'Think Tank' sessions where we plan how this can take place?

Reference:

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

Interdisciplinary Connections

As part of my MINDLAB reflections for Applied Practice in Context, I have been asked to create a mind-map of interdisciplinary connections. To achieve this, several sites and mind-mapping tools were suggested, but... I've chosen a slightly different approach to this:

This is a drawing I did a few years ago to represent the idea of a 'cosmic curriculum' based on the ideas of Maria Montessori. Montessori believed that everything was connected and that, as educators, our job was primarily to assist the child to connect... sound familiar? This is my mind-map because I think an interdisciplinary approach is like looking at the big picture, having the whole in front of you, and so much more than merely adding inquiry or project based teaching to a literacy and numeracy base. To me, it is like a tapestry, integrally woven together, seamlessly, and overlaying. It is both the child's journey, and my own, as a learner, and as a facilitator.

Here is the explanation for my picture:

Cosmic Education is a multi-layered, multi-faceted concept. I have attempted to represent this through layering images of galaxies with a fingerprint between them. This acknowledges that the child is a unique part of the universe and the universe is part of the child, and the fingerprint is also used because the hands are the tools that we manipulate materials with,

 to build our understandings... 

The fingerprint represents the individuality and 'uniqueness' of the child - that their understandings, experiences and needs will differ; that we need to 'follow the child' as they are at the centre of constructing themselves. 

In each space between the swirls of the galaxies is things from man-made (culture and constructions/cities) and natural worlds, representing mathematics which connects completely to both - structure, form, patterns, relationships, etc. These are like pathways - a part of life's journey as we seek to understand them and make sense. The paths widen to illustrate how knowledge widens and it goes off the page without a frame, to allude to the fact that we still don't know all there is to know...the possibilities are infinite (another mathematical  concept!). 

In the foreground is our world, our immediate environment, how tightly we are linked to it - we are all in this together. We need to understand it unravels if we don't connect to and care for it. The yellow spiral is both a representation of patterns and relationships like Fibonacci  (and the golden ratio), and the life we have that is dependent on the world, and the life force of the sun. There is also balance to remind us of how fragile, awesome (in the true sense of the word) and mysterious our universe is.

Link to my website for more on this: 

http://montessori-philosophy-curriculum.weebly.com/mathematics-and-cosmic-education.html

I believe a true interdisciplinary approach is like this. Things are not isolated or separate, but integral parts of the whole. Our Early Childhood curriculum Te Whariki reflects this, as does our NZ Curriculum Vision statement, which outlines the goal of confident (knowing who they are), connected (knowing where they belong), actively involved (caring), and life-long learners (engaged).  

David Wiley (2001, TEDx talk), talks about connecting new ideas in collaborative ways, and he shared how customising education in an individualise approach, can have huge gains.

Jones (2009), sums it up well... "  Students and their teachers will advance in critical thinking, communication, 

creativity, pedagogy, and essential academia with the use interdisciplinary 

techniques."

...And if Sir Paul Callaghan (from previous post) is to be believed, and we need

innovators, then surely we should not ignore an opportunity like this!

References:

Jones, C. (2009). Interdisciplinary approach - Advantages, disadvantages, and the future benefits of interdisciplinary studies. ESSAI7 (26), 76-81. Retrieved from http://dc.cod.edu/cgi/viewcontent.cgi?article=1121&context=essai

Ministry of Education (updated Feb 2016).  Retrieved from http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum

Ministry of Education (n.d.). Te Whariki. Education, Govt. NZ. Retrieved from   http://www.education.govt.nz/early-childhood/teaching-and-learning/ece-curriculum/te-whariki/principles-strands-goals/

TEDx Talks (2001, April 6). TEDxBYU - David Wiley - An Interdisciplinary Path to Innovation. [video file].Retrieved from https://www.youtube.com/watch?v=5ytjMDongp4

Using social online networks in teaching and/or professional development

Activity 6: Using social online networks in teaching and/or professional development

Reflection 1 - What social media platform do you feel best supports engagement with your professional development? Why?

I think Google+ is a good option for people like me, as it gives little snapshots and I can click on the link to expand it if it seems relevant - as it groups 'circles' it also offers a sort of filter or filing system, which helps me to feel less bombarded and more able to quickly tap into areas of interest.

Equally I find the VLN useful as I can choose the specific groups I which to participate in, and the posts are targeted to these areas without unnecessary comments - it's not that I don't like to talk... I just want to be focused - I'm a little 'time poor' and want to use my time efficiently. If I want to chat then I'll use other platforms or go and grab a coffee face-to-face. 

I'm slowly coming around to twitter (I may have been influenced by the week 30 readings here - and a few other MINDLAB blogger's recommendations), but I need to be able to set it up properly for it to support me in my professional development. Otherwise I can get side-tracked too easily. I think this is the key... setting things up to work the way you need them too. Dear GOOGLE, a 'pinterest' style filing system for my groups would be cool... 

I was particularly influenced by this one, and how it is equipping, not just the students but the whole community, and laying foundations. This is something I would really like to explore. I wonder in immersion is the only way! (Click on link below, not picture).

Social Media For Kids (2014, Aug 15) Social Media For Kids® The Social Media Education Experts.[video file]. Retrieved fromhttps://www.youtube.com/watch?v=c2rOekhi20E

Reflection 2 - How do/would you use social media to enhance your professional development? Why? 

I've always thought we should collaborate, always. When I first started training to be a teacher, I was shocked that we were competing against each other, and not encouraged to share due to plagurism issues (which I understand, but I thought the primary purpose was to give kids the best opportunity to learn - pun intended. If we had great ideas, shouldn't we share them so all kids benefitted?). Once training was over, we went into schools, and the issue was exacerbated - schools shared within themselves, but competed against other schools - end result, a lack of collaboration to ensure best practice was available to all students. I still believe that is why we are there - for the students, and if twitter notifies me of something I ca use to improve my practice, or GOOGLE+ gives me a heads up on a great learning opportunity, then not only am I being ignorant to not use them but I am not availaing myself of the kind of collaboration I believe in, or doing the best I can for my students - it's really as simple as that!  

Influence of Law and Ethics on professional practice:

I admit it, at the risk of cyber-ostricisation… (yes, I think I just coined a new term, and it could go viral…), I do not like Facebook, and I avoid twitter like the plague.

It’s true. I have in the past used Facebook to keep in touch with one of my daughters while she was overseas, and friends in the South Island, but I have become increasingly disillusioned with their changing privacy settings and insatiable need to connect me to everybody that anybody has ever heard of. On top of that do I really need to know what x’s friend’s cousin y, is having for dinner on Tuesday?

Seriously, the level of invasiveness goes beyond connectedness. Call me a private person, or even archaic, but I find Facebook quite unnecessarily aggressive and disturbingly voyeuristic. On top of that, one of my friends got hacked and the hacker sent out invites which innocents accepted and well…I rest my case. A complete and utter stranger now has information and images that were intended for friends. Add to this, the way that comments can be misinterpreted and taken out of context and result in a barrage of insults by people who hide behind digital devices and have opinions they feel required to share…also sometimes complete strangers. It doesn’t pay to make any kind of statement on Facebook, unless it is a popular one.  

Sadly, many students lack this understanding of the nature of social media and only see the fun aspects. Even with cyber safety being taught explicitly now, students are vulnerable to those with ill intent or who hide behind a digital signature that may not be authentic. I guess that is why there are restrictions on the age of users.

Another reason I prefer to avoid Facebook, is the position I am put in if I get friend requests from students under 13 years of age,,, if this is illegal, then am I endorsing illegal activity by simply knowing they have an account? Am I required to report it to parents in case they don’t realise? This is a minefield, and I’m busy enough as it is. Schools however, do have to traverse this minefield… they have an ethical obligation to set policies and procedures in place, as social media is all but unavoidable as students share their knowledge with those less experienced and perhaps unaware of the potential for error. Knowledge forces decision-making…

Colleste (2012) states, “We engage in ethics when we start to reflect on our moral judgements and actions” and we make decisions based on our moral judgements, then, “when we reflect on this type of decision making, we engage in applied ethics. Hence, applied ethics is concerned with crucial aspects of human life and social development.”

So…? So, I am required to make moral judgements about the use of social media by my students, merely because I end up in a position of knowledge about it. Where do I draw the line? Why does it come down to me policing something largely outside of my control? Apparently, I am required to do this… Henderson, M., Auld, G., & Johnson, N. F. (2014), outline four ethical dilemmas that come into play around consent, confidentiality and traceability, boundaries, and recognising and responding to illicit activity. Couple this with the Education Council of New Zealand’s ‘Code of Ethics,’ a set of fundamental principles, which determine the basis for appropriate professional interactions of teachers. These four principles are intended to guide ethical decisions while “recognising questions of ethics may not always have straightforward answers.” (New Zealand Teachers Council, n.d.).

These principles are:

“Autonomy to treat people with rights that are to be honoured and defended

Justice to share power and prevent the abuse of power

Responsible care to do good and minimise harm to others

Truth to be honest with others and self.

Application of the Code of Ethics shall take account of the requirements of the law as well as the obligation of teachers to honour the Treaty of Waitangi by paying particular attention to the rights and aspirations of Māori as tangata whenua.”

Like it or not, I have responsibilities and this is not an easy fix. As we are moving to more online use through Google Classrooms, I will have more discussions with my students, and maybe they will avoid ‘friending’ me so I am not put in an awkward position, and again maybe not and I will have to apply the code of ethics to sort out what to do, or at the very least, locate and attempt to adhere to the latest policy on social media and my responsibilities – at least that might make the decision for me! Yes, like it or not, it is an issue that I have to face, and one that is likely to snowball.

And twitter? Well, let’s just say I am bombarded with enough interruptions that I find it hard enough to filter, without constant tweets in the mix. I know Twitter can keep you up to date in an instant, but to my already very active brain, it is information overload.

References:

Collste, G. (2012). Applied and professional ethics. Kemanusiaan, 19(1), 17–33.

Henderson, M., Auld, G., & Johnson, N. F. (2014). Ethics of Teaching with Social Media. Paper presented at the Australian Computers in Education Conference 2014, Adelaide, SA. Retrieved from http://acec2014.acce.edu.au/sites/2014/files/attachments/HendersonAuldJohnson_EthicalDilemmas_ACEC_2014_0.pdf:

New Zealand Teachers Council, (n.d.). The New Zealand Teachers Council Code of Ethics for Certificated Teachers. Retrieved from: https://educationcouncil.org.nz/content/code-of-ethics-certificated-teachers-0

Indigenous Knowledge and Cultural Responsiveness in my practice:

My view…
Indigenous Knowledge is the knowledge handed down over centuries, the practices, values, feelings, perspectives, worldviews, language, and beliefs. (Gay, 2002).
This is important to know as ‘the social and cultural makeup of our societies is changing as people have become more mobile. There are huge populations of people who have relocated or become dislocated from their social groups as a result of war, employment, natural or environmental disasters. As a consequence, societies are becoming more and more culturally diverse” (Mindlab course notes, week 28). Arguably this is accompanied by a loss of indigenous knowledge and as such, it is more important than ever that we strive to redress this or, where possible, to minimise the effects of this.

The image above related to the word Culture is licensed by it's creator

 under a Creative Commons Attribution-ShareAlike license which permits 

the free use of the image for any purpose  including culture use 

and also permits the image to be modified.

I have personal experience of this… I am (in part) a child of Parihaka, a product of the disenfranchised… and a part of my life has at times been defined by this. I lacked indigenous knowledge, and all that comes with it. For years I didn’t even know that I was part Maori and that I had lost something so special. I don’t speak Te Reo naturally, or even feel like I belong in a society that is mine by birth right; I didn’t recognise my tribal carvings until someone from another tribe told me what to look for, I did not know what my marae was called until a year ago, and have yet to find and visit it. I’ve been piecing our family history mosaic together for some time (it’s hard to do without access to knowledge that is handed down). Even worse, I was ashamed by the representation of Maori depicted in negative statistics, yet oblivious that this was caused by historical events and condemned through ignorance. I was unaware of the rich heritage that was mine, of the skilful way that Maori adapted, navigated, farmed, built, and fought. I did not know that there were things to celebrate and cherish, and that my ancestors paid dearly for a peaceful protest in an attempt to retain the land that was theirs. When soldiers decimated Parihaka and committed atrocities, they robbed my heritage, my whanau’s ability to provide for themselves and for future generations. While settlements have been made to my ‘tribe,’ they have no benefit to me and the poverty of my childhood (physical, cultural, and emotional) cannot be redressed so easily. I live with the ‘disconnect’ this created, and the saddening knowledge that my grandmother had to suppress the best part of who she was just to survive (she was punished for speaking Te Reo at school).

This is the result of policies of assimilation; policies that don’t value indigenous knowledge but devalue and disregard it, something our schools often still do today, despite the precepts of the Treaty of Waitangi. “In Aotearoa New Zealand, the Treaty of Waitangi provided a platform for authentic engagement with Māori as the indigenous people of New Zealand. This has had a significant impact on how diverse groups of people are catered for in the health and education sectors through the provision of culturally appropriate services.” (Class notes week 28 - Mindlab APC). I believe that the first part of this statement is true, and the second part is becoming true, but it was not so as little as twenty or thirty years ago. This too is something to be ashamed of… so I choose to be ashamed of neither, nor resentful, but I try to understand, and to bite my tongue when others speak out of ignorance with unfounded opinions. Even today, the deficit thinking around Maori is the dominant conversation, rather than dwelling on the richness and knowledge that our ancestors had. The colonial mentality that decreed they were superior, and Maori uncivilised is, I believe still entrenched in our society and our education system (perhaps the second explains the first), and it means that taonga such as indigenous knowledge is still undervalued, and the impact of this is unrecognised or misunderstood. According to the analysis of the ‘Te Kohitanga’ model by Anita Gutschlag (2007), a lack of understanding of the importance of historical events and their implications causes ‘the provision of a false ‘choice’ and the conclusions drawn from this.’

So where to from here?
First we need to be aware, then we need to understand. 

Whaowhia te kete mātauranga… 

Fill the basket of knowledge   (a Maori whakatauki/proverb).

Culturally responsive pedagogy is defined as, “using the cultural characteristics, experiences and perspectives as conduits for effective teaching,” and according to Geneva Gay (2002), includes these elements:

Knowledge about cultural diversity
I believe that the key to being effective in anything begins with first awareness, then understanding, but these need to be built on - otherwise we merely see things through our own lens, and end up with a tokenistic view. So knowledge about cultural diversity is essential.
Erickson (2010) discusses the visible and invisible response to culture and how this impacts students. It can cause huge disadvantages for students who are not culturally part of the dominant schema, and ensure huge advantages to those who are part of it.

Culturally integrated content in the curriculum
To my way of thinking, natural integration is by far the best way to approach this: Let children experience it (like staying at marae and experiencing marae tikanga and pedagogies), and let them learn about others’ perspectives and cultures too – it helps us understand our differences. I think education should be more focused on the individual anyway, which would allow them to engage through their cultural lens and feel valued and successful as they play to their strengths. Again, a tokenistic approach should be avoided at all costs as it continues to marginalise and undermine. 

Culturally responsive delivery of instruction
Bishop, Berryman, Cavanagh and Teddy (2009) draw attention to the student-teacher relationship in the context of culturally responsive teaching. They deem it to be extremely important and suggest that cultural backgrounds need due consideration and integration into learning activities.
I agree…In my view, a blanket approach negates the individual and makes it all about the process for the sake of it, as opposed to an individual approach which values each one, validates experiences, and their heritage. Equally, an approach which believes there is a disparity or deficit between cultures undermines any attempt to value cultural diversity.

Anita Gutschlag (2007), states,
“What it calls for is an awareness of the overall context of Maori student achievement – and a theoretical approach which takes into account, rather than rules out, the historical links between culture, ethnicity, class and the education system. In the end, an ‘agentic’ position will have little real effect on achievement if the significance of these links is not understood.”

So how does my school address cultural responsiveness in practice school-wide?
To start with, we have rumaki so parents can make the choice to immerse their students in Maori language and pedagogies. We also have kapa haka which is open to all students and a second group has recently been set up to cater for the less competitive. A ‘kia maia’ programme is also in place to build knowledge and confidence in tikanga Maori. We have karakia each day and powhiri to welcome visitors. We have had professional Development relating to teaching Te Reo, and our middle team have overnight marae stay every two years so each child (except those who enrol into the senior school), has the opportunity to experience this. We have a whanau breakfast once a term where the whole community is welcome, and we have a whanau hui which is held during our school disco time so that parents can come and have their say in relation to te kaupapa Maori. This also gives parents and caregivers the opportunity to be involved in decision-making around the policies, procedures and implementation in the rumaki classes. Over the last few years, the whole school community was invited to submit their ideas and preferences on the school concept curriculum and the base concepts that were chosen, reflect their input – Turangawaewae/whanaungatanga, and kaitiakitangi are two of our main inquiries.
In relation to other cultures, we have a high Maori demographic and low student population in other ethnicity groups, so the other ethnicity groups do not has a visible profile and are way less supported. This is an area of concern that needs review.


REFERENCES:


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

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

Gutschlag, A. (2007). Some implications of the Te Kotahitanga model of teacher positioning. New Zealand Journal of Teachers’ Work, 4(1), 3-10. Retrieved from http://www.teacherswork.ac.nz/journal/volume4_issue1/gutschlag.pdf.

Savagea, C., Hindleb, R., Meyer, L., Hyndsa, A., Penetitob, W., & Sleeterd, C. (2011). Culturally responsive pedagogies in the classroom: indigenous student experiences across the curriculum. Asia-Pacific Journal of Teacher Education, 39(3), 183–198.

Teaching Tolerance (2010, Jun 17). Introduction to Culturally Relevant Pedagogy.[video file]. Retrieved from https://www.youtube.com/watch?v=nGTVjJuRaZ8

Contemporary issues or trends in New Zealand or internationally

I think that this 'analysis' is brilliant and raises really pertinent points, such as "how do we educate our children to take their place in the economies of the 21st Century..." when we don't know the future, and that we constantly seem to try to do this by "doing what they did in the past..." even though "the current system was designed and conceived for a different age" and "we need to go in the opposite direction."

Link to video

Sir Ken also advocates the need to value divergent thinking, creativity and collaboration. The sad thing about this is how old this infographic is and how little has changed. We have some of the greatest thinkers and educators saying the same things , several years ago, and yet so little is done to change what we are doing. It is like we are burying our heads in the sand instead of getting creative in the sandbox. I believe that the future of education must be driven by student's needs not the fiscal challenges.
Sir Paul Callaghan (2011), a leading new Zealand Scientist and Economist also promotes the need for innovation and suggests that we make New Zealand "a place where talent wants to live."
I would like to believe that with the right focus and design of our education system, we can be a place where talent grows; a place where capabilities are developed and creativity is nurtured so that we can prepare students for the unknown and to be global citizens who make a difference to this world.

Link to video

Images from infographic:

Pearson. (2013, April 26). Global trends: The world is changing faster than at any time in human history. Retrieved from https://www.youtube.com/watch?v=SdZiTQy3g1g

The two images to the right show how the world is  changing at an incredible pace and as such the

 needs and the response need investment now. 

 To deal with the impact of this change, our 

education system needs to be "accessible, 

affordable, effective, personal and scalable." 

As educators, we need to be seriously planning

 for these features.

The KPMG graphic below shows a strategy to deal with the ;megatrends' we are facing. 

It starts with understanding the issues and how and why they are changing; measuring the impact of changes and the extent of the problem helps us to identify and assess possible solutions; the next step is to prioritise to minimise damage and make the best decisions about what needs to be done; then we need to take action - many of these concerns and ideas are not new - it is time to start dealing with them; monitoring the changes and our responses enables us to be effective and proactive, and once again understand what we need to do next to constantly meet the changing needs of our global community.

KPMG Australia. (2014, May 22).
 Future State 2030 - Global Megatrends.
Retrieved from https://www.youtube.com/watch?v=im5SwtapHl8

Some disturbing global trends include:
90% of digital data has been created in the last two years; Cyber attacks already account for 300 billion – 1 Trillion in loses
We are more dependent on each other as we're more economically interconnected than ever before; there is a 40% estimated gap between water supply and requirements in 2030.

Source = KPMG Australia. (2014, May 22). Future State 2030 - Global Megatrends. Retrieved from https://www.youtube.com/watch?v=im5SwtapHl8

"The experts agreed on two long-term trends:rethinking how schools work in order to bolster student engagement and drive more innovation, as well as shifting to deeper learning approaches, such as project-and challenge-based learning. These are just two of the 18 topics analyzed in the NMC Horizon Report: 2015 K-12 Edition, indicating the key trends, significant challenges,and important technological developments that are very likely to impact changes in K-12 education across the world over the next five years.' NMC Horizon report (2015).

Russel Bishop (2012), has been researching a 'deficit' in relation to learning outcomes for Maori learners. One of the key factors leading to successfully closing the gap is determined to be the teachers and their relationships with these students, the type of relationships that enable Maori students to 'bring themselves to the learning conversation,' including their 'experiences, cultural understandings and the way they make sense' of the world around them. Teachers who value Maori knowledge as legitimate, and who are supported by the school, and in turn, the overall system have the greatest impact on change in this area of concern, according to Bishop's research.
I think this is true of all learners but is so significant to Maori as they have been marginalised in the past - through colonial policies of assimilation. I can't help but wonder though if redesigning curriculum that is rich in ancient knowledge and methodologies as well as globally connected, will help Maori to have better outcomes. It seems to me that many are still disconnected and an education system that allows collaboration and discussions with hands-on exploration may improve outcomes even further.

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

ERO (2012), argues that "innovation, creativity and responsiveness should be the norm in all schools and for all students."​ This report also looks at some compelling issues that reiterate the previous and subsequent literature on these issues:
"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 center of learning and teaching. Students have simply been forgotten amongst the daily business of “delivering” education, including meeting the requirements of NCEA. In some schools, there is a perception that the curriculum is crowded, and that only literacy and mathematics matter..."

"For students whose strengths and passions lie in science, social studies, health and physical education or the arts, there can be long periods of time when these learning areas are not part of their curriculum. Too many of our most vulnerable students, especially in secondary schools, are the unlucky recipients of a curriculum that is fragmented and bears no relationship to their cultural backgrounds or to contexts that have relevance and meaning for them."

Education Review Office Report. (2012). Evaluation at a Glance: Priority Learners in New Zealand Schools. Education Review Office.

Here is a model about the ten biggest trends in NZ education this year: This diagram is the result of CORE Education’s combined expertise in research, education, and digital technology experts. Through seeking to understand and critique the evidence around the influence and impact of digital technologies in education, CORE compile a list of ten 'trends' across five areas, that are likely to affect New Zealand education in 2016. On their website (see button link above), CORE break down these elements further. I think that this information is both useful to use now and provides a focus for future planning. Understanding what is happening helps us predict what is needed. I also value that it is across a range of disciplines as education is not an isolated concept.

CORE Education. (2016). CORE Education's Ten Trends 2016. Core-ed.org. Retrieved from http://www.core-ed.org

REFERENCES:

CORE Education. (2016). CORE Education's Ten Trends 2016. Core-ed.org. Retrieved from http://www.core-ed.org  

  

Education Review Office Report.  (2012). Evaluation at a Glance: Priority Learners in New Zealand Schools.  Education Review Office.

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

KPMG Australia. (2014, May 22). Future State 2030 - Global Megatrends. Retrieved from https://www.youtube.com/watch?v=im5SwtapHl8

Sir Paul Callaghan. (2011). StrategyNZ: Mapping our Future: Sustainable Economic Growth for New Zealand – An optimistic myth-busting approach. March, 2011. Retrieved from https://www.youtube.com/watch?v=OhCAyIllnXY

Current issues in my professional context

In the organisational culture within which I operate socially and professionally, we share the following values and beliefs:

• We are a Cornerstone Values school (accredited since 2003)… These values are Respect, Responsibility, Consideration, Kindness, Honesty, Truthfulness, Obedience Compassion, and Duty - In our daily classroom programme, we discuss, explore, and apply these values.
• We also value the environment, and as such are an ENVIROSCHOOL and have been involved in cleaning up our local stream (Utuhina Warriors Project).
• Our school mission statement is…“We strive to do our personal best and help to make a happy, caring school,” and our motto is “We always shine.”
• We have a schoolwide manners programme and practice Positive Behaviour for Learning (PB4L). This includes using Restorative Practice.
• We Achieve, Behave and Care (our ABC’s) and run a ‘Skills for Life’. Key Competencies programme.
• We provide many opportunities for students to use and develop leadership skills including Ambassadors, Receptionists, Librarians. 
• We value our community and believe that parents, extended families, and caregivers are of fundamental importance to children's learning.
• We are also a diverse community school that offers mainstream, rumaki, bilingual, and Montessori classes from Year 1-6 age groups, and host a special school satellite unit at our school.

We aim to build on children's prior knowledge and skills to enable students to develop into independent, life-long learners.

We do not assume that all students come to school prepared to learn, and we are aware that many have obstacles to overcome in order to learn. We respond to this through a ‘breakfast club’ programme that provides breakfast free, three times a week. We have are partnered with ‘Kids Can’ and we as such, fruit is provided daily, kids in need receive jackets and shoes, and there are snacks available to assist lunches (the staff meet together roughly once a term and make sandwiches for those who arrive without lunch.


​Personally, I try to make a positive difference to every child entrusted to me. I try to model what I expect, apologise if I make mistakes, ‘have a go’ and encourage my students and colleagues. I believe it is important to ensure students feel safe and have a voice. I believe that preparing for the future is about developing capabilities such as thinking skills (critical, creative and caring), resilience, flexibility, collaboration, and innovation. I am interested in “what can this child do?” as opposed to “can the child do this? Check.” In our school culture it is possible to explore these ideas and discuss them, and to effect change, although this takes time as, in keeping with accountability, there needs to be some safeguards to ensure developments in education and implementation are evolving, rather than merely experimental.


QUESTION 1 – Part B:
How can I contribute to fostering a positive professional environment in my community of practice?

I strive to meet the requirements of my various roles and to help others achieve this. I also try to maintain professional ethics. I share my professional development and experience with others and appreciate it when they do the same. I acknowledge others for the effort they put in to their responsibilities and celebrate their successes with them. I continue to develop ideas around planning and developing a future focus. I try hard to be consistent in relation to the programmes we have in place and I will continue to do all of these things to the best of my ability. These programmes are reflective of our school ‘culture.’

Stoll (1998) offers a definition of school culture through three dimensions including the interactions and relationships between members, the organisational structure (both physical environments and management systems are included in this dimension), and ‘learning nature’ which is the way in which the community of practice collectively learns/engages in developing new knowledge and skills. The organisational culture is more than just the framework, it includes the way it operates - its tikanga, which is affected by the relationships and interactions of those involved. In this way the dimensions are intertwined. This is supported by Hongboontri and Keawkhong (2014) who demonstrated a reciprocal relationship (much like tuakana-teina) between the school culture and teachers’ beliefs and pedagogies, and cite Hargreaves (1994) who suggests that ‘balkanised cultures,’ cliques within organisations, can undermine the organisational culture through isolation or insulation.

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

With the rapid advance of digital technologies, and global access like never before, one of the biggest changes relates to future focused learning and how we adapt/respond to this. Ideas such as “sustainability, enterprise, globalisation and citizenship” and “wicked problems” are the new challenges of 21st century learning (Bolstad, 2011).
A future focused, personalised approach in the classroom allows akonga/students to take control of their own learning. Each akonga is unique and learns in different ways (Bolstad, R & Gilbert J, et al., 2012). One of the ways we are preparing to do this is through the use of Google Classrooms and 1-1 devices. We have already begun implementation of Google Apps for Education (GAFE) in our senior school. We have a strong focus on professional development through involvement in Mindlab and Nga Pumanawa E Waru. At a staff meeting – my colleague shared our assignment on effective practice around the use of gamification (I was at other PD), and we are planning an information session for our school community around 21st Century capabilities and technologies. Our community of practice explores new ideas, researches them, seeks examples of best practice if they are available, and plans for implementation. It allows for ‘sandbox’ thinking where new ideas can be constructed, tested and evaluated in a supportive environment, if there is evidence of merit to support our ultimate goal of improved outcomes for all learners.

REFERENCES:
Bolstad, R. (May, 2011). Taking a “future focus” in education—what does it mean? NZCER working paper from the Future-Focussed Issues in Education (FFI) project.

Bolstad, R & Gilbert J, et al., (2012).Supporting future-oriented learning and teaching – a New Zealand perspective. Tki - Retrieved from http://elearning.tki.org.nz/Teaching/Innovative-learning-environments/Future-focused-learning

Hongboontri, C. & Keawkhong, N. (2014). School Culture: Teachers' Beliefs, Behaviors, and Instructional Practices. Australian Journal of Teacher Education Volume 39 | Issue 5 Article 5.

APPENDIX - Reflections on our school Culture:

The following 10 ‘norms’ related to improvement in school contexts were identified by Stoll and Fink (cited in Stoll, 1998):
“1. Shared goals - “we know where we’re going”
2. Responsibility for success - “we must succeed”
3. Collegiality - “we’re working on this together”
4. Continuous improvement - “we can get better”
5. Lifelong learning - “learning is for everyone”
6. Risk taking - “we learn by trying something new”
7. Support - “there’s always someone there to help”
8. Mutual respect - “everyone has something to offer”
9. Openness - “we can discuss our differences”
10. Celebration and humour - “we feel good about ourselves”” (p.10)

So how do we stack up?

Reflections on my community of practice:
“1. Shared goals - “we know where we’re going” 

Our mission statement is clear and the programmes that are in place are constantly being reviewed in order to try and ensure accountability and consistency. Our primary goal is meeting the needs of the child (each and every one). In an ideal world we would achieve this, but as it is, we continue to work towards this with integrity. As idealistic as it sounds, our common goal is the well-being and quality education of the students in our care. It is realistic that staff well-being and remuneration are factors in play but for the most part I believe the majority of staff do care about our common goal and working effectively toward it. Perhaps the hardest part of this is in the ‘where we are going’ in terms of future-focused education and the how – here there may be less buy-in as the management needs to comply with government requirements relating to knowledge-based National Standards, and I believe most teaching staff would like to see less paperwork and more individualised, capabilities based learning.
2. Responsibility for success - “we must succeed” 

 Accountability is a huge dynamic at our school and again, I think we do many things to succeed, and ensure students succeed but I would like to be able to define success by children reaching their potential, not just a set of one-size-fits-all benchmarks. To me, that is success, one that every child can experience. I think we have a way to go on this one but it is impacted by the entire system which seems to focus on data as proof that students are receiving a quality education - based on a knowledge economy which I believe has been superseded by a collaborative, global economy that needs entirely different skills.
3. Collegiality - “we’re working on this together” 

I think this is true but wonder if sometimes it is because we have to (we take our responsibilities pretty seriously – and let’s face it, we have to – our jobs depend on it, but it would be great if teachers were all on the same page and management too. In stating this, I am lucky to be in a school where we can be heard and have a voice if we speak up). I also feel privileged to be part of a staff that generally goes the extra mile. At times some may feel like they just want to do their jobs and get out of there but this is due to overload, a feeling of managing rather teaching, and disenchantment with government policies that have generated a negative view of the teaching profession, and seem money driven.
4. Continuous improvement - “we can get better” 

 We are constantly involved in new initiatives and professional development with this goal in mind. Sometimes it seems a little overwhelming but generally we model being life-long learners.
5. Lifelong learning - “learning is for everyone” 

 See above! I think we can add to this - Learning is ubiquitous! It takes place in many different places and in many different ways.
6. Risk taking - “we learn by trying something new”
We have been quite innovative and even the Education Review Office was interested in, and impressed with new developments regarding our Ruia appraisals. We are usually part of the ‘early buy-in’ group, and our principal is very open to new ideas and initiatives that may benefit our students. Obviously, there are checks and balances in place to ensure we are not just following whimsical initiatives.
7. Support - “there’s always someone there to help”
Generally this is true. While (realistically) there are some interactions and relationships that require effort, most staff are willing to support others and offer help both professionally and personally. Perhaps there is a variance in the level of support or the manner of it but this also reflects different value systems in play.
8. Mutual respect - “everyone has something to offer”
This has been evident at many staff meetings as we collaborate and reflect together. This also extends (in many cases) to the students and I for one learn from them too. The manner in which various staff choose to participate or contribute is perhaps less clear. Sometimes there may be discrepancies in the valuing of this but leadership are generally approachable and also actively seek input. So the opportunity is there but not all take it for various reasons.
9. Openness - “we can discuss our differences”
Generally this is true within professional constraints. We tend to be reflective and have many 'strong personalities' so we have learnt how to 'agree to disagree' at times.
10. Celebration and humour - “we feel good about ourselves”
We have a low rate of staff changes ad many who have been here for years. We cultivate a welcoming attitude and are collectively proud of our achievements. Like a big whanau, positives are celebrated by all. Humour is also a quality that we share. In general. I think this is evident.

Communities of Practice:

Definition: The concept behind “Communities of Practice” was first introduced by Lave and Wenger in 1991,

in their studies around ‘situational learning.’ Etienne Wegner later applied the label ‘communities

of practice,’ which he describes as learning communities who form around shared cultural practices

and are… “groups of people who share a concern or a passion or about a topic, and who deepen their knowledge

and expertise in this area by interaction on an ongoing basis” (Wenger, McDermott, & Synder, 2002) Communities of Practice are based on shared cultural practices and reflect collective learning.

They can be both formal (deliberate and organised) and informal (occurring naturally through our

interactions). "Communities of practice are everywhere. We all belong to a number of them—at work, at school,

at home, in our hobbies. Some have a name, some don't. We are core members of some and we belong

to others more peripherally. (Wenger, E., 1998) Application: Purpose: The value of the communities of practice lies in its ability to connect personal development

and the professional identity of practitioners to the strategy of the organisation. (Wenger, 2002) A Community of Practice has the development of common goals as its driving function. Interactions

in a Community of Practice can include conversations, collective problem-solving, and sharing ideas

and examples of best practice. Learning takes place together. It defies geographical borders. There

are three distinct elements: ‘the domain, the practice and the community' (Wenger, et al., 2002). The domain is the common interest, the practice is the way this is addressed and the community is

those who participate. My professional community of practice: The domain in which my community of practice exists is education, and it incorporates many

sub-domains such as e-learning, gifted education, the Virtual Learning Network (VLN), mindlab,

my school community (and groups within that such as the senior team and my Professional Learning

Groups), the Montessori community, the Nga Pu Manawa E Waru initiative, and the Sir Paul

Callaghan alumni, to name a few. Reflection: As an educator who is passionate about teaching, I am involved in many interactions that build

knowledge and skills (practice) on a weekly basis. I sometimes feel ‘stretched’ by the sheer volume

of these interactions, but at least it is a journey we take together, as lifetime learners (with a growth

mindset). In a growth mindset, people believe that their most basic abilities can be developed through dedication

and hard work—brains and talent are just the starting point. This view creates a love of learning and a

resilience that is essential for great accomplishment. (Dweck, 2006.) ​ The opportunity to ‘bounce’ ideas and share perspectives, be challenged and improve is invaluable. In

a Community of Practice, we share ideas and resources, we work for common goals and mentor each

other, using our strengths and those of others. Reflection is an inherent part of this process, both

collectively (in a community of practice) and individually. While I believe I am naturally reflective and

often adapt my practice based on my interpretations and experience, it is still important to sometimes

take a more analytical and deliberate approach. I also think that reflection is an ongoing process and

sometimes revisiting a reflection can offer a deeper opportunity than merely responding in a series of

one-off thoughts on each area… such as looking back at a reflection and questioning why I responded

in a certain why and do I still feel that way (perhaps this reflects my constructivist approach to teaching

and learning). I am not suggesting that we always do this – that becomes a prescriptive task that build

resentment and tokenism, but I am suggesting that we can build on experiences more profoundly when

we look at a situation or action and our response to it a few weeks down the track. Finlay (2009),

suggests that,,,

“There are questions about how, when, where and why reflection should take place. For busy

professionals short on time, reflective practice is all too easily applied in bland, mechanical, unthinking

ways” …which I think makes a valid and important point; reflection belongs to the individual and forcing it

will not lead to true reflection and true growth. Perhaps that is where the passionate part comes in – in

you are passionate about something, you are always seeking to improve and therefore reflection is a

useful tool to that end, and therefore something we make time for and see as having value. My contribution: At school I am a contributing member of the senior team, I help develop curriculum planning, I am the

leader of the Science Professional Learning Group (PLG), a member of the Arts PLG, a participant in

the Te Toi Tipu Science cluster, and I am also on the Mindlab journey with several of my colleagues.

Many of the aspects of the learning associated with both Mindlab and my science professional

development have been shared with colleagues in both formal (staff meetings) and informal settings

(conversations/private communications). Online, my profile is not as prolific in terms of collaboration but it is growing and is likely to grow

larger over time as my extra study commitments and Science Professional Development ends and new

opportunities arise. My current online Community of Practice involvement is mainly through Mindlab

and Google Plus, Google Classroom, the VLN (including my participation in the Science Cluster), and

through sharing my professional development here... on my website. ​ References:

Finlay, L. (2009) Reflecting on reflective practice. PBPL. Retrieved from http://www.open.ac.uk/opencetl/sites/www.open.ac.uk.opencetl/files/files/ecms/web-content/ Finlay-(2008)-Reflecting-on-reflective-practice-PBPL-paper-52.pdf

Dweck, C., (2006-2010). MINDSET. Blog post retrieved from http://mindsetonline.com/whatisit/about/

Lave, J., & Wenger, E., (1991). Situated Learning. Legitimate peripheral participation. Cambridge:

University of Cambridge Press Wenger, E. (2000). Communities of practice and social learning systems. Organization, Volume 7(2),

225-246. SAGE. Retrieved from http://stjamesschoolbermondsey.com/wp-content/uploads/2013/03/2. -Wenger-E-2000-Social-theory-of-learning.pdf

​ Wenger, E., McDermott, R., Synder, W., (2002). Cultivating Communities of Practice. Harvard

Business School Press, Boston.