Week 32...Where to Next?

It is hard to believe that my Mindlab journey is coming to an end. The time seems to have flown by and the 32 weeks has included many ‘aha’ and ‘argh’ moments, as well as the moments where everything just seemed to connect. Commencing the course way back in March, I was unsure what to expect but I was also glad to have two of my work colleagues beside me, as we embarked on a journey of discovery and reinforcement that what we have been doing is on the right track for both ourselves and our students.

Within my own practice, I can identify so many changes. One change in particular is that I now feel that I have far greater confidence in my ability to ‘Show leadership that contributes to effective teaching and learning’ as per Criteria 5 from the Practicing Teacher Criteria. I feel like I have been able to help lead change within my school, and have been able to back the reasons why change needs to occur with research based evidence. Having this evidence base has enabled me to implement changes within the department I lead, with many positive spin offs. While change also produces challenges, with my two colleagues alongside me, we have been able to build momentum for change and lead from the front. We have been able to share our learning with our Senior Leadership team and also our College Change Team, and then extending this out in to our wider school community. As a result, much of what we have learnt is being put in to practice on a department or school wide front, instead of in isolation within just our own classrooms.

Alongside these school wide changes, I have been evaluating the way in which my own classroom operates. I have been trying to incorporate a number of aspects from my Mindlab studies in to my own classroom programme. My approach to teaching has become far more inquiry learning based, which relates closely to our assignments from our research paper. After all, why plan something but not actually implement it? It also relates closely to Criteria 9 of the PTC, which requires teachers to “respond effectively to the diverse and cultural experiences and the varied strengths, interests, and needs of individuals and groups of ākonga.” With an inquiry based approach to learning, I have been able to develop my student’s individual strengths and interests, resulting in far higher levels of student engagement in their learning. I have observed many of my students taking more ownership for what they are doing and they have loved exploring some of the new ideas I have introduced within our classroom space. I am also hoping to introduce layers of Design Thinking in to my programme in the future. What I have also loved about this is that I have been able to implement aspects of this type of learning throughout my department. The clincher for me was at the end of Term 3 and the end of a department wide inquiry project that had allowed students to have choice about what they learnt. This was a first for some teachers,  but at the end a somewhat reluctant teacher made the following comment “I have really enjoyed our learning this term. We need to do more of this type of learning with our students”. At that point, I knew that we had crossed a line in the right direction and that momentum is growing for the change that needs to occur.

So, where to now? To be honest, I am not sure. Some crazy part of me is thinking about the Masters programme, while the more sane part of me is telling me to focus on what I am doing and embed the changes before doing more study. I think for me, this makes sense. I know what I want to achieve within my own practice and what I want to see happening within my school. I also want to see some of the changes spread within the other schools in my community, so that the students come to us already equipped with an understanding of some of what we want them to achieve. However, that does not mean doing nothing PD wise. I believe I have made lifelong connections with so many other amazing educators who share the same passions and desire for our tamariki to achieve and succeed in this rapidly changing world. As a result, the learning will continue as we share our endeavours to provide every child we encounter with the best possible opportunities for success, no matter what that might look like.

References

Ministry of Education (nd). Practising teacher Criteria and e-learning . Retrieved from http://elearning.tki.org.nz/Professional-learning/

Interdisciplinary Connections

As a teacher within a Year 7 to 13 school, there are numerous opportunities and networks that allow for interdisciplinary connections to be formed. From the connections enabled through outside providers, to those that can be enabled from within and across different subject areas, the opportunities are vast and varied.

When mapping or noting these connections and how they can be utilised within our recent move to a Middle School (Years 7 to 9) concept, one that stands out for me is a recently formed connection developed through the provision of funding through the Curious Minds programme. Curious Minds is a government project that aims to “encourage and enable better engagement with Science and Technology across all sectors of New Zealand” NZ Govt (2016). As a result of this project, the College has been given funding to work with local providers such as the Ōtaki Clean Tech Centre. While this initially commenced within the Senior Science area and has become embedded, it has now filtered down to include Years 7 to 9 students and teachers. One aim is to develop a curriculum based on cross-curricular links, with a focus on the environment and sustainability. While the programme in Year 10 and beyond focuses on the global perspective, in Years 7 to 9, we want to focus on local and national issues.

One benefit of such a connection with outside providers, is that it helps develop closer links and ties to our local community and what it has to offer. This connection would involve local facilitators as well as staff from within our school, in particular our Science subject specialist teachers, our Year 7 & 8 Homeroom teachers and our Year 9 Integrated Studies (English and Social Studies) and Science teachers. There is also the potential for other subject area involvement such as the Technology department.

There are numerous ways in which the joint planning, decision making and goal setting can take place. In fact, this process has already commenced with all of the key stakeholders mentioned above, as well as members of the Senior Leadership Team. This ensures that the initiative is supported from the top down, whilst being led by those most closely involved. From the intial meeting, off site planning sessions have been set in order for deeper drilling down and planning in the key focus areas of how to incorporate Science and Technology in a deeper manner in to our middle school programmes. These plans will then be taken back to the curriculum areas involved for further development. From these planning meetings, the curriculum plans will be put in to action in Term 1, 2017. As noted by Kuban and Mcloud Mulligan (2015) in their post on ACRLog, workplace conditions such as organised meetings and administrative support, common goals and shared positive attitudes towards collaboration are vital in order for interdisciplinary collaboration to be successful. I believe that within our project, all three of these factors are in place and as a result, it is far more likely to succeed. Of particular importance, I believe the shared attitudes and qualities hold the most value as it allows for a safe environment in which people are comfortable in sharing their ideas.

Whilst there are many benefits to this and other connections, there are also some challenges. One is ensuring that all those involved have an understanding of the way in which a school operates and that things are not always as flexible as we would like. Constraints around time and the constant balancing games that occur are also obstacles that will need to be overcome. For myself, I have seen this happening as I have trialled some aspects of what we wish to do in Term 3 of this year. I have had an outside specialist coming in to my classroom on a weekly basis and while this has been incredibly supportive and well received by students and myself, it has also presented issues around time, and how to fit everything in to the programme. In this case, I think the ‘do less, but do it better’ fits well. Ensuring all involved are open and willing to the sharing of ideas and expertise is also important, as is recognising the importance of individual subject domains within the collaboration. I am looking forward to developing this project further in the coming months, with a focus on increasing student engagement in Science and Technology.

References

Kuban,A J.,  Mcloud Mulligan, L (2015). A Conceptual Model for Interdisciplinary Collaboration. Retrieved from http://acrlog.org/2015/05/14/a-conceptual-model-for-interdisciplinary-collaboration.

New Zealand Government (2016) Curious Minds. Retrieved from http://www.curiousminds.nz/

Mindmap developed in conjunction with Marion Lumley in order to be able to use this as part of our upcoming Change Team discussions

Using Social Media and Networking in Teaching and Professional Development

In recent years, the use of social media and online social networking for both teaching and professional development has grown at a rapid rate. It no longer seems to be a question of whether or not we should use social media and social networking within our teaching, instead the focus is on the how and why we should be using it.

As a teacher of Year 7 & 8 students, the ability to use a number of social media tools is somewhat determined by schoolwide policies and procedures and internet filtering services. Sites such as Facebook and Twitter are locked down for students in this age bracket, and as such are not accessible to these students unless via a teacher account. This does not limit my students in any way. Instead we make regular use of online tools such as Edmodo which is like an educational version of Facebook, but with greater controls such as teacher created classroom spaces with invite codes and around who can access and share materials through levels of administration rights. Through using this learning platform, my students have been able to connect with other students and educators from around the world and within New Zealand in order to share our learning about a particular topic or book. As an avid participant in events such as the NZ Readaloud and the Global Readaloud, my students are learning to connect on a digital platform that is safe, as well as assisting them to develop digital citizenship skills in a real world context. This does not mean that there have not been issues. Students within my classes, and those with whom we connect have had to develop and continue to develop a clear understanding of why we are connecting and that it is about forming learning relationships as opposed to ‘social’ ones. This in turn influences the way in which we respond to people and how to manage our differences of opinion in a digital way. It helps them develop alternative communication methods, that are different to those that are face to face. My students also use the full suite of google apps for education to collaborate and connect with others. Whether writing or researching togther, the collaborative aspects of GAFE, have again allowed the world outside the four walls of my classroom to come in and broaden uderstandings through connecting with those from other cultures.

Through connecting my students with others using social media tools, I believe that as noted by Kathy Casssidy in the following video, my students are not only developing a greater sense of connection to others and the importance of this but also a deeper level of empathy for those in challenging situations.

On a professional development level, I engage in a variety of online opportunities. The use of google plus for professional networking has expanded my engagement in online learning and online communities of learning. Groups such as the Mindlab community, have enabled me to have genuine discussions on topics of interest and gauge the opinions of others. I have been able to join, connect and communicate with others on a range of professional development topics, as well as participate in project such as edbooknz, which has enabled me to form connections with like minded educators that still continue. The NZ and Global Readalouds have also allowed this to occur, as I am in regular contact with a number of teachers, both here and overseas to discuss ways in which we can continue to develop the connections between our classes. An aspect of online Social Networking and use of Social Media that I love is that it has given educators the ability to connect with others around the world. Time differences are no longer a hinderance as the connection can occur at any time. It can also be in realtime through webinars or the use of google hangouts. As noted by Melhuish (2013, p24) “ effective adult learning hinges upon the extent to which learners have agency over the process”. Online Social Media and Networking allows me to take control of what I am learning and when.

References

Melhuish, K.(2013). Online social networking and its impact on New Zealand educators’ professional learning. Master Thesis. The University of Waikato. Retrived on 05 May, 2015 from http://researchcommons.waikato.ac.nz/bitstream/han.

Tvoparents. (2013, May 21). Using Social Media in the Classroom.[video file]. Retrieved from https://www.youtube.com/watch?v=riZStaz8Rno

The Influence of Law and ethics - Communicating with Students and their Whanau

The New Zealand Code of Ethics for Certified Teachers requires teachers to demonstrate a high level of social and ethical awareness in all professional conduct.  Not only does our daily teaching practice reflect within this, but also our private lives and the way in which we conduct ourselves outside of school. Four fundamental principles - autonomy, justice, responsible care and truth guide these ethical principles by which we, as professionals must abide.

One ethical issue that as a teacher, Curriculum Leader and Dean in charge of Pastoral Care for Year 9 & 10 students I face on an almost daily basis is the way in which I communicate with students and their whanau in relation to their learning or other needs. In a previous lifetime, this would occur via letter or the good old landline or face to face meeting. However, in this day and age of technological advancement and time pressure, emails, texting, instant messaging and other forms of communication occur and with this, a whole new range of potential problems can arise. Communications can quickly escalate, especially in digital form as the message can often be misunderstood or misread. I can think of many times that I have received a personal and sometimes professional text or email and have misread the tone of this, which has led to tension and misunderstanding. It is crucial that we do not have these misunderstandings when communicating with students and their families as we aim to build, not break relationships.

So how can communicating with students and their families be an ethical issue, when it is at the forefront of our job? One reason it can become an issue is that it is quite easy for the lines to become blurred between professional and personal. Too often, we are seeing in the media (Example 1, Example 2) cases where the lines have become blurred for the individuals involved, and teachers have lost sight of their ethical responsibilities and values. Often this poor conduct has involved inappropriate use of social media, texting and emailing to communicate with students and the relationship is no longer that of a teacher/student. As a result, the consequences can be wide ranging. Not only can a person’s individual reputation be destroyed with legal consequences (being censured, struck off the teaching register or fired to name a few), but the reputation of the school can also come in to question. The long term impacts on the students and their families can be life long and in some cases, students have taken their lives as a result. If as teachers, we choose to ignore the potential risks that come with using technology to communicate with students and their families then we have to be prepared for the potential fallout for all involved.

The Code of Ethics highlights that as teachers, we must demonstrate a commitment to learners, their parents/guardians and family/whanau. For myself, this is highlighted when they state that teachers will strive to:

• develop and maintain professional relationships with learners based upon the best interests of those learners
• establish open, honest and respectful relationships with caregivers and whanau and;
• teach and model those positive values which are widely accepted in society and encourage learners to apply them and critically appreciate their significance.

From this, I believe the following aspects should  be considered when communicating with students and family/whanau in order to ensure that our communications are appropriate:

• Why does the communication need to occur? The purpose for any communication should be clear and open
• Who has initiated the communication?
• What is the best method of communication, in order to convey the required information?
• When should this communication happen? With the ability to connect 24/7, it is important that teachers set boundaries around when they will engage with students and parents online or via text messaging.

I also take care to ensure that any email communication with parents and students is done via my school email and that I store any communication should my conduct ever be questioned. While I do use my personal mobile phone to make calls and send texts to parents, I also ensure that I keep a record of these communications and document them on our student manangement system. I also use our SMS to send bulk emails or text messages to students and parents, so that it is all chanelled via the school. By doing this, I am removing the potential for personal communication tools to be misconstrued.

As with anything, there is not always a right or wrong answer. We can be guided by those around us to do what is best and can support others to do the same. Using tools such as the questions posed by Hall (2001) and the Connecticut Teacher Education and Mentoring Program (2012) can help us to critically analyse a scenario we may find ourselves in and work through the steps to best manage these.

References

Connecticut’s Teacher Education and Mentoring Program. (2012). Ethical and Professional Dilemmas for Educators: Facilitator’s Guide. Retrieved from http://www.ctteam.org/df/resources/Module5_Manual.pdf

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

Hall, A. (2001). What ought I to do, all things considered? An approach to the exploration of ethical problems by teachers. Paper presented at the IIPE Conference, Brisbane. Retrieved from http://www.educationalleaders.govt.nz/Culture/Developing-leaders/What-Ought-I-to-Do-All-Things-Considered-An-Approach-to-the-Exploration-of-Ethical-Problems-by-Teachers