Activity 5: Professional connection map

               

                 

"Middle and senior leaders are largely responsible for creating the systems and conditions in which staff and students can function effectively and in which learning can occur." 

(Lee, Kwan, and Walker, 2009).

Our Senior Leadership Team are of primary importance within our school at the moment as we await a new principal next term. 

One of our key foci is to encourage leading from the middle. Giving wider opportunities to staff to develop their leadership skills and to have the forum to suggest and, if appropriate, implement new systems and programs to grow both our staff and our learners. With this goal in mind, units have been allocated to one person within each year group team of three to be responsible for the group, to be the next step for parent contact and to put forward ideas which their team feels would add to the school climate of learning.

Our Leadership Team brings a wide variety of skills and experience to the table. We all have different passions and this makes for focussed and deep conversations. The constant start point is 'So What' for the children. Our diversity is a strength because you are challenged to rationalise your opinions and motivations. In my experience this is not always the case, as personalities can get in the way of progress. We may not always agree but the entire group can set aside themselves to have the hard conversations in a climate of mutual respect. 

We support one another through difficult situations and there is always someone to go to for advice. I personally have developed in confidence in my practice from the conversations and respect with which my opinion is received. My teaching has gained from the opportunities the SLT creates for classroom visits and PD amongst the staff. We are a professional community who are constantly looking to the future, innovative and 'daring' in trying new ways of delivering the curriculum. We constantly reflect on practice and problem solve initiatives either through to success, or are bold enough to say "that didn't work."

                 
                                               (Leading From the Middle pp. 12)

The ELM diagram shows that: 
• professional relationships based on trust are at the core of educational leadership; 
• leadership always operates within the constraints of a specific school context; 
• middle and senior leaders are actively involved in change management and problem solving.
(Leading From the Middle pp. 22)

The MindLab course has become my key learning environment over the past seven months. The tutors are supportive and challenging. However it is the conversations between our own group which has been of greatest inspiration to me. 

The MindLab July Intake Saturday Morning group has developed into a tight professional community. We are from a wide variety of schools and all in different positions. We are open in our sharing and honest in our consideration of the learning we are experiencing. We collaboratively share ideas about tasks and the implications our research have for us as educators. We are able to debate openly, as we then travel to different workplaces and we are also able to say what has been trialled and worked in those spaces.

This has made me re-evaluate my practice and to realise that in some areas I had become stagnant. They have challenged me to experiment and reflect on whether the changes were the best child centered decisions to make. We have supported each other and jointly worked out how to make the technology work for us and for our children in purposeful activities. It has prompted me to start to think innovatively, as described by Frances Valintine, as what is needed for and of the next generation. 

“At the moment, we have great pockets of genius, and 

individuals who’ve actually made a difference, but I think we need a generation of a lot more people thinking innovatively, and willing to be more pioneering." Frances Valintine

References

Lee, J., Kwan, P., & Walker, A. (2009). Vice-principalship: Their responsibility roles and

    career aspirations. International Journal of Leadership in Education, 12(2), pp.187–207. 

New Zealand Ministry of education. (2012) Leading from the Middle: educational leadership for 
    middle and senior leaders. Learning Media, pp.12-22

MindLab (2013) Interview with Frances Valintine. Retrieved from: 
     http://themindlab.com/andrew-patterson-talks-to-frances-valintine-about-a-tech-ed-initiative-for-pre-teens-set-to-launch-in-auckland/
         

Activity 4 : My professional community

Etienne Wenger tells us that a Community of Practice is an age old phenomenon which has gained a title in recent years. It is a purposeful community with a common intent to initiate a change in practice rather than a club where people simply share a common interest for pleasure or company. Two historical examples of this are the Bauhaus Movement - (1919-1933) and the Pre-Raphaelite Brotherhood founded in 1848. The 'Communities of Practice' were those involved in either designing, (Bauhaus) or in painting, (Pre-Raphaelites). The 'Network' that surrounded the communities may have been involved in purchasing or sponsoring, or simply as interested parties. 

Three elements are needed, according to Wenger and Trayner-Wenger (2015), to create a Community:

* The Domain - competence and commitment to the shared community

* The Community - do not necessarily practice together but join to discuss and share ideas and learn

* The Practice - members share experiences, resources and ways of solving recurring problems.

Membership of a community is not necessarily conscious, significant conversations may be casual, but always useful towards a common goal.

"It is the combination of these three elements that constitutes a community of practice. And it is by developing these three elements in parallel that one cultivates such a community." 

(Wenger & Trayner-Wenger, 2015)

The three significant Communities of Practice, to which I belong professionally, are in the first instance a three pronged process towards one common goal - the creating of quality learning for the children at Fendalton Open-air School:

* The Teaching and Support Staff of Fendalton Open-air School, but wider than that that the wider school community who share the common goal of upholding the school's purpose of 'Creating Lifelong Learners'.

* The Senior Leadership Team of the school - which strives to create a stable, yet innovative atmosphere to support and encourage professional development. By having curriculum teams and giving them joint responsibility for delivery and coverage, we seek to create Communities of Practice within the school setting.

* The MindLab community, but most especially the July Intake Saturday Morning group are my most significant community. We have chosen to give our own time to advance our knowledge of our profession. We share learning, ideas and solutions to issues through our common experience and support one another in our common goal. It's greatest benefit is in it's intimacy. We are a small group which has made connections and we are able to give feedback and reflect on our learning in a supportive and trusting atmosphere.

What are the current issues in your community? How would you or your community of practice address them?

The greatest significant change to our school culture and consequently affecting my community of practice can directly be tied to the Christchurch earthquakes. On the day before the 'big' one, we had 36 international students, the next day we had 1! This changed our culture instantly, we lost the depth and variety that they brought to the school. We also lost a significant part of our roll, and, being a decile 10 school, a significant part of our 'extra' budget. The ramification of the latter being ultimately and most significantly, a reduction in Support Staff hours.

This would seem logical with a reduction in ESOL students, however now that time has passed we have a huge increase in overseas, (none international students,) so that approximately 36% of our roll is ESOL, without the benefits of international fees to cover support staff. 

Our community is faced with having to adapt and develop new systems, programs and ways of presenting learning so that all of our students are able to access it and be extended and challenged. We are moving into a year of close reflection on this situation, professional development and sharing of ideas and resources. This started from day one this year during our Teacher Only Days.

What is your specialist area of practice? How does your specialist area of practice relate to the broader professional context?

I have a particular interest in Social Sciences and how the subject can be used to extend the interest and knowledge of our gifted learners. It's study is an essential part of our GATEs program and is a valuable part of classroom inquiry. In 2016 I am responsible for consistent curriculum coverage across the school. I hope to develop a solid Community of Practice with teachers opting to be part of the team to ensure that Social Sciences and one other subject, (to be decided by the team,) are closely monitored and delivered with support and sharing of knowledge and resources.

What changes are occurring in the context of your profession? How do you think you or your community of practice should address them?

Two of the largest changes in practice for many years being faced by New Zealand teachers are the use of I.L.Es, (independent learning environments,) and the use of technology. It is important that any change is considered and subsequently used appropriately. 

                           

(New Zealand Curriculum)

No matter how impressive the purpose built school is or how up to date the technology, without an underlying shared understanding of the pedagogy behind usage there will be no benefit to the learner. Our school is still a mix of single cell classrooms and adapted areas. Similarly some of our technology needs upgrading and some is the very latest. Our Community's challenge is to best use our available resources to prepare children for their future through reflection on our practice and data, to work collaboratively to create purposeful and engaging learning environments. It is the responsibility of the Senior Leadership Team, of which I am part, to support and encourage teachers to be bold, reflective and experimental in their practice. To have the hard conversations which challenge, but create new learning for the educator and subsequently for the learner.

"...the success of both new and old members depends on the eventual replacement of oldtimers by newcomers-become-oldtimers themselves. The tensions this introduces into processes of learning are fundamental." 

(Lave J. 1991)

References

Wenger, E., & Trayner-Wenger, B. (2015). 'Introduction to communities of practice. A brief overview    of the concept and its use. Retrieved from: 
   http://wenger-trayner.com/introduction-to-communities-of-practice/

Ministry of Education, 'New Zealand Curriculum Online.' Retrieved from:   

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

Lave, J. (1991). Situating learning in communities of practice. Perspectives on socially shared   
   cognition. Retrieved from:
   http://www.ecologyofdesigninhumansystems.com/wp-content/uploads/2012/12/Lave-Situating-learning-in-communities-of-practice.pdf

Activity 3: ​​Responses to Finlay, L. Reflecting on reflective practice. (2008) article

I have always found the act of reflection difficult. It's value is often tarnished depending upon the moment - a bad day and I am overly judgmental of my performance, a good day and I lose my perspective and miss 'clues'. Although I have always thought of myself as being a reflective practitioner, it is something that I invariably am reluctant to share and am aware that, like many others, I am uncomfortable about the peer feedback I may receive.

In this article Finlay (page 16) suggests four guiding principles for effective reflection in educators:

* present reflective practice(s) with care 

* provide adequate support, time, resources, opportunities and methods for reflection 

* develop skills of critical analysis 

* take proper account of the context of reflection.

The second of these is often the most problematic in a school setting. As the teacher load gets heavier with each passing year reflection is something which often gets set aside as an added extra! Resources are also stretched at schools, so the support is reliant often on people who are feeling their own way with reflection.

Boud and Walker (1998) also identify that not all educational establishments are as supportive as they should be of reflection as a powerful tool. They suggest that educators need to work harder to create ground rules so that negative influences do not creep in. The introduction of the new criteria for judging teacher competence, appraisal and attestation leans heavily on the teacher's ability to reflect and present evidence of their own practice.

“Unless teachers develop the practice of critical reflection, they stay trapped in unexamined judgments, interpretations, assumptions, and expectations. Approaching teaching as a reflective practitioner involves fusing personal beliefs and values into a professional identity” (Larrivee, 2000, p.293)

So it is imperative to develop the skills in depth to become a more skilled practitioner.

Schon (1983) Identifies that the new practitioner has to take time to reflect on lessons, usually at the end of the day and that it is a 'nuts and bolts' process of surface features which have or haven't worked and need adaptation. Whereas the experienced practitioner with a higher level of metacognition is able to adapt their practice whilst in motion. Certainly as a Beginning Teacher I spent time each day recording my thoughts, whilst now I find myself adapting in the moment - being better able to read the signs of interest or lack of.

The model which I personally find the most effective for it's brevity, effectiveness and perceptiveness is most closely allied to (Quinn, 2000, p.82)

• retrospection: i.e. thinking back about a situation or experience; 

• self-evaluation, i.e. critically analysing and evaluating the actions and feelings associated with the experience, using theoretical perspectives;  

• reorientation, i.e. using the results of self-evaluation to influence future approaches to similar situations or experiences. 
(Quinn, 2000, p.82). 

This in turn ties in with the simpler and concise:

                   
                       (Outward Bound) from Burton in 'Reach, Teach and Touch'.

The advantage of using this is that it can be modelled easily for the level that I teach at. We expect our children to reflect on their learning so it is important that we can scaffold methods of them doing so. By asking for their feedback for your teaching based on the same model you are using, the similarities/ discrepancies in perceptions become blindingly obvious.

My greatest area of reflection, prompted by the course, has been in my Leadership style. Having applied this model to my reflections I have been able to see a clear way forward to help advance teacher development and communication. I aim to use the Servant Leader model more astutely, only when required for support and to start to ask the harder questions when asking teachers for reflection on their own practice. 

References:

Boud, D. and Walker, D. (1998) Promoting reflection in professionals courses: the challenge of    
   context. Studies in Higher Education, 23(2), 191-206. 

Larrivee, B. (2000) Transforming teaching practice: becoming the critically reflective teacher,   

    Reflective Practice, 1(3), 293-307.

Quinn, F.M. (1988/2000) Reflection and reflective practice. In C.Davies, L.Finlay and A. Bullman   

     (eds.) Changing practice in health and social care. London: Sage. (Original work published in   
     1988 and reproduced in 2000). 

Schon, D.A. (1983) The reflective practitioner. New York: Basic Books.

   Uploaded by MindLab (2015) Reflection Models. Retrieved from: 
   https://www.youtube.com/watch?v=Vt0-2nucCMI  

Activity 2:​​ Metacognitive reflection on my learning and practice.

MindLab crept up on me! At a morning meeting one of my young teachers said that our principal had suggested she might be interested in a new course. She said she didn't want to do it alone and would I like to do it too? After looking at the paperwork I was excited. Six years ago I barely knew how to use a word document! I loved to write in longhand... back then I had just started to 'branch out' and try to use Google and Face Book. So any opportunity to learn new skills or ways to apply technology purposefully in the classroom are a source of excitement.

We both turned up for the information evening and enjoyed the activity, but there were resonant groans when people were given the assessments to look at. (I was completely innocent and had no idea what it was all about - I always start with the presumption that 'I can't!') 

The next day my young friend confided that she had withdrawn! So there I was on my own with a new challenge. However MindLab is a place for conversation with peers and most especially those with similar interests and goals for their teaching practice.

I have found it a challenge from day 1! Not just an intellectual challenge, but to my beliefs and habits that I had become content and comfortable with.

“A highly connected, interdependent education system that equips students with skills for the future, fosters students’ identity, language and culture, and prepares students to participate as successful citizens in the 21st century.”

(NZ Ministry of Education)

The immediate challenge was to apply the learning at a pace and level suitable to my class. They found the ideas of James Nottingham's 'Learning Pit' fascinating and immediately were able to apply it to their own learning. 

The children were soon voicing how far they were either in or out of the 'pit' and became happier to take risks creating for themselves a 'Growth Mindset,' as described by Carol Dweck (2006).

                            

                                             

Author's own image.

Senior school had started to use Google Docs for the children to share their writing with their teacher and comment on each other's work. With my new learning I felt confident to not only introduce the use of Docs down to Year 3/4 level but also to have the children commenting on their peers' work - which I had previously not thought children as young as 7 would be capable of.

                    
                                               Author's own images.  

              

Code Club was introduced to Middle Team and conducted by teachers during the lunch hour. However it was about this time that I realised it was time to call a halt to new ventures. There are only so many things you can be part of initiating or participating in over a year until you hit overload, for both yourself and your children. Being enthusiastic is one thing - doing things well is quite another, but I felt satisfied that both the learning of my class and that of my own had increased and was in a position to move forward in the coming year.

Fendalton Open-air School has it's own version of the Key Competencies so I will think in terms of those to assess my own progress.

                          
                                  

• • Thinker - Can put things into practice.

  • Dream Maker - Self motivated, self responsible and understanding of their strengths and areas for development.

  • Communicator - Flexible and can get their message across.

  • Team Player - Contributes and participates, collaborates and cooperates, respects others and values and celebrates diversity.

  • Sparkle - The vibrancy and excitement you bring to learning.

My greatest progress this year has been in analysing my Leadership style and seeing that I had a bad habit of falling back onto 'looking after' people rather than effectively leading and challenging. This has led me to re-evaluate how I want to move forward in 2016 with a new team. I believe I have also improved my 'Communicator' skills, as it has become one of my goals for the coming year to clarify both my team's and my own message before making decisions or commenting. I have previously been too flexible with the team's goals to cater to the teachers needs rather than having the hard conversations necessary to make progress towards our children's needs.

However I am encouraged by the progress I have made to becoming a better 'Thinker,' able to action plans to use both technology and new ideas and learning, which I would previously have found challenging. This is largely due to the course's presentation of innovative ideas and the support of both the tutors and my peer group. A good lesson for a teacher to see how important it is to both challenge children and to stand back to give the children the opportunity for leadership amongst their peers. There is nothing like personal experience to teach!

References:

Ministry of Education, TE TAHUHU O TE MATAURANGA (April 2015) New Zealand    Education in 2025: Lifelong Learners In A Connected World. Discussion     
   Document. Learning Media

Nottingham, J. The Learning Challenge with James Nottingham. Retrieved from: 
   https://vimeo.com/128462566   
   Dweck, C.S. (2006). Mindset: The new psychology of success. New York: 
   Random House.

Fendalton Open-air School, Key Competencies. Retrieved from: 
   http://www.fendalton.school.nz/ 

          Applied Practice 1 - Welcome to my Reflective Journal.

                                 
                                          

A classroom at Fendalton Open-air School, Clyde Road, Christchurch (1928) And in 2016

I am Deborah Davids, a Year 3 teacher at Fendalton Open-air School. I have a fantastic team of passionate teachers who work with our children, who come from all four corners of the globe! I am also a Team Leader and responsible for Curriculum Consistency across the school. 

I came to teaching via a series of practical decisions. I completed my own education in London, at the Italia Conti Stage School and spent the first thirty years of my life as a professional actor and dancer. It was an excellent experience to teach me that sometimes the subjects considered as 'extras', rather than the '3Rs', can be more important to students future careers. 

Teaching started as the best fit and most practical thing I could do to be there for my three children. I headed off to the Christchurch College of Education to learn what I needed to 'teach' children and how to plan a full program to cater to the needs of a class. College started me on the journey, but it was my children's school experiences that showed me how to be a teacher. 

I have two girls and one boy. It was the extra curricula subjects which inspired their future passions. One is in the travel industry after she became passionate about travelling after touring with school sports and subsequently becoming a national rep. My eldest is an elected member in local government who learned about social issues from high school involvement in social issue groups. The third, after falling in love with classical music at school through choirs and orchestra, took up ballet and now works in a ballet company in St Petersburg, Russia. 

                 
                                    

Author's own images.

It was their experience that made me fall in love with the profession and change it from my practical choice to one of passion. I saw them develop as people through relationships with teachers who challenged them, supported them and encouraged them to follow their own paths.

So What?

My observations of the most effective teachers for my children have moulded my attitude to the two most important things in my practice - relationships and creating confidence in the learner. We are all diverse thinkers and learners, with different talents, attitudes and backgrounds. It is finding out what makes our children 'tick' and encouraging them to take risks that is my key focus. 

Now What?

We are privileged to be part of developing the future global citizens of the world. It is important that they develop an understanding of issues from around the world. 

When I was at school we were reliant on newspapers or TV reports, often days old and heavily biased towards the current beliefs of the country involved. It was a leap of faith signing up to MindLab but it has given me a new challenge and ways to present learning to 21st century children. 

The opportunities that technology and media have to let children study in depth what they are interested in, to create their own opinions and then propose a solution, can self perpetuate a feeling of confidence. The challenge for me is twofold, to show the children how to access information responsibly and selectively, and to create meaningful learning experiences from the new knowledge they have gained. 

My own career has taken me from a tiny sole charge remote school, where a telephone was our most modern technology, through an Area School where I taught all ages from New Entrants to Year 10 and took my first steps in using two stand alone computers, with very slow internet speed, to help with my reading program... To my current school where everything is online. 

This is the journey I am currently on, it is by turns exciting, exhausting, terrifying and rewarding! BUT always full of surprises and laughter.

                   

  Author's own image.

References:

Web image retrieved from Christchurch City Libraries:  http://christchurchcitylibraries.com/Heritage/Photos/Disc7/img0025.asp

This is a personal weblog. The opinions expressed here represent my own and not those of my employer.