- 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.
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”
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”
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”
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”
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.
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.
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