Activity 8: Changes in my practice

Critically reflecting on my learning journey

I can do it, as a more mature person I have often thought it was beyond my capabilities therefore I can not let the students do it as I can't, BUT yes, to both.  Having that growth mind set, letting go of the reigns.  Letting the students take ownership and together we can guide the learning.  Often when it doesn't work, then I can step in to find out why, what we have to change within our networking etc to make it happen.

I feel as well, that although students are "digital natives" or confident with technology they are not always much further ahead than myself.  At times they still need direction.  

Criteria 4: Demonstrate commitment to ongoing professional learning and development of personal progressional practice.   The discussions we have had the colleagues that have also been on this journey have been mind blowing, the support, ideas and practice changes have been a motivation for ourselves and others within our staff.  ii) taking a more active role in the learning opportunities, being prepared to give evidence, ideas of what has and hasn't worked.  Ask others how they are changing or improving on certain areas.  I had a person in my department tell others that he was afraid to open my emails now because it would probably include some new or different technological idea for him to have a go at.  To me it has been more than that.  Some parts I found I still didn't have the skills to work towards eg the robots or coding.  (Could not relate to my classes, as yet.)  But small steps, the idea of engaging the students, keeps coming up, changing things around eg instead of homework sheet for classifying, I now use either kahoots or last 8 minutes pack the class up early and pen to paper quiz, hand in as you leave.

Criteria 5: Show leadership that contirubtes to effective teaching and learning.  Actively contribute to the professional learning community.  Undertake areas of responsibility effectively.  Both of these I have continued to approach with a positive, lead by example and don't be afraid it not quite right, with critical reflections after we are able to change or reshape what we are doing going forward.  Using student voice as well to see what has worked with pedagogical developments and better ways to present both our curriculum and the key compenancies.  To the stage of increasing the overall usage of chrome book and ipads within the department that we are now requesting more.  And the good news is they are not just being used for research but collaboration, effective display, connections outside the school, breaking down the silos one step at a time.

Future Professional Development

Taking my literary Review Topic and going further, being able to make, present gamification that is engaging, exciting and educational.  Where I would start with this I am not sure.  I think I will needed more in the line of coding/computer wizz support.

Letting the students lead, giving them tasters so that it draws them in and seeing how they take this further eg presentation apps, 

Solo Taxomony and the way forward, being able to work the students at their own pace with incorporated flipped lessons, talks, exercises and having progressions to show what they know and where to next.

Gamification build on it,
have the students engaged in learning,
have the students confident to move between classroom and the world regularly

Activity 7: My interdisciplinary connection map

From my studies, we trialled in 2016 commerce a unit that crossed over boundaries.  We started breaking down silos,  having students work in different class groups, environments, and develop new skills.  It was successful with the students in peer support, students starting to transfer the skills. This year our principal is looking to us to extend this, the students planning a real life trip to Wellington and then we go. (Teaching was just commerce.) The School runs a year 10 interdisciplinary technology programme over three days with many voluntary staff.  Commerce crosses boundaries with Economics, Accounting, Business Studies, Financial Literacy environments and sustainability.  The Flatting Assignment covers Mathematics, Social studies, Economics and financial literacy.

The coggle above is a start point for interdisciplinary connections (dream), to include  transferable skills.   To start communicate my idea with other like minded on the staff, gauge interest.  Bring together an action group to plan (my coggle starting point only).

One potential connection could be the Maori department, local iwi and support.  Being culturally responsive is a school wide goal.  The benefits: local knowledge, local beliefs, Maori culture, leading to 'koha' food preparations.  Consequences: giving up content time. 

Step 2:

We need to work within the timetable confines to start.  Planning stage would include communication and development of outcomes. Find like minded teachers prepared to give it a go. (An example all options run at the same time so could use those classes to move around learning relevant skills then in groups and present the project.  Learning criteria and Success Criteria 'nutted' out, with a real life goal.  After development, regular short (standing meetings) to answer questions. Have  plan presented at HOD meeting to gain senior management and technology support.  Environment: classrooms in some parts, opening up A2, A3, big space, Whanaui, art space, foods room. All spaces would be available if students.  

Start with my plan - those interested could use PLG inquiry for 2017, it is building on our school goals, covers required areas and gives real purpose.  Term 1 (and 2) meetings devoted to decision-making, goal-setting and planning.  Term 3 the time block and actually giving it a go.  Year 10s are good at trying new ideas and concepts.  To complete cycle, Term 4 should be critical reflection. What worked, what didn't, changes for 2018, other involvements. Moving towards the concepts shown in the video "Ross Spiral Curriculum: An Interdisciplinary Approach to Science".  All learning integrated, engaging, real life - what a dream?

A conceptual model for Interdisciplinary Collaboration May 2015

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

A connected Educator - why?

I would have said I don't use Social Media within my teaching practice, however after reading this definition I have to change my stance.  And with the course I am continuing to grow in this field.
Social media are computer-mediated technologies that allow the creating and sharing of information, ideas, career interests and other forms of expression via virtual communities and networks. The variety of stand-alone and built-in social media services currently available introduces challenges of definition. (Wikipedia)

Real Time:
Today I had set up a blog for my year 13s, do research and respond/comment on the blog.  One of my students said to me, hey miss how come you where up so late on 26 July 2007, I said what - he had gone in and had a look around all my blogs, profile etc.  Wow talk about bring it home to me. (Safety, permissions)

Class use:
Helped with the Schools focus on Learning experiences and crossing the boundaries, moving outside the silo, using Google+ communities, had to go through the technology guys to get unblocked for the students as they saw this as a form of social media. Google.classroom, google.docs are others I am using more and more.

I don't have confidence in using Twitter, Snapchat, Instagram.  Personally I use facebook as a personal social media and a great way to catch up with friends and messenger.   Interaction for student work, asking questions, clarifications, I have always been happy to have email access and google.docs but some challenges with students deleting work.  I have now used google.classrooms and practiced having students commenting on work or ideas in blogs.  So far I have played with many and becoming a master of a couple.

With the Mindlab course I have started to use Google+ communities both in my learning and within my classroom.  Twitter, when it was introduced within our learning, I couldn't follow the reasoning behind it, why do we need it, what is the value, so I have since cancelled by login (I think).  Many years ago I tried a blog but could not make it relevant to my teaching and/or learning so let it drop - have started again and  I know some subject areas have great success.  With Video 2, and the successful outcome of her students being able to contact around the world to Brisbane and have now time learning - geography, weather patterns is huge.  How can I bring this in with Accounting - where does it fit.  I know with my second subject Business Studies there are huge ways to include it.

Concerns: 
As a recent Pearson survey (Seaman & Tinti-Kane, 2013) revealed 56% of respondents believed social media to be more distracting than helpful to students.  Keeping students on task depending on the structure of the class can be challenging.  

"Content creation by teenagers continues to grow, with 64% of online teenagers ages 12 to 17 engaging in at least one type of content creation, up from 57% of online teens in 2004.  (Lenhart 2007)

"Nearly half (47%) of online teens have posted photos where others can see them, and 89% of those teens who post photos say that people comment on the images at least "some of the time."  (Lenhart 2007)  We are definitely in the phase now were it is not can they use it but skills need to be taught about making our students safe, from the bullying and the predators.

My Professional Development:
I feel I am broadening my own use of social media and within my classroom as I learn more and more.  Basically I have a moved into a growth mindset over the use of technology and social media within my teaching.  The idea of students working collaboratively, sharing ideas, sharing their work and assisting each other is encouraging.  However I need to make sure it is a safe working environment for them?!

Activity 5: Legal and ethical contexts in my digital practice

Legal and ethical contexts in my digital practice

Identifying an ethical dilemma

Ethical dilemma:  Collaborative work within the classroom environment, using apps as appropriate and sharing ideas etc to make up meme, videos, research, then appropriate display of the information collected.  I stumbled into this (this year will be more on the ball).

With in the school I have asked for more and more of our system to be unlocked an example is google+ communities - seen at school as social media had to show worth for class use.

- Research had students wanting to use online photos/pictures for their own destination display

- Video music - most wanted to use this instead of their own voices or available "free" again quite an issue

-use of their phones and devices during class and off task

-sending their information to a shared area - like google.doc  

School has a policy both internet and use of ipads/computers that should be taken home and read/signed http://cdn2.mmc.school.nz/2015-information-booklet.pdf

Making sure that the parents know that the students will be putting up their work and maybe their own images in promotion video and/or poster.  (As per required for evidence with our studies), making the students also aware that the work they are doing is going to be uploaded to a website and the privacy issues.

Copyright or illegal down loading or copying of data - basic regulations given out and explained.  Suggestion by me to all - make and use your own photos, recordings.  Then not breaking any copyright laws.

• When all done, if the student is way behind and can finish quickly by using downloaded information, do I let them
• If excellent piece of work, amazing covering all the criteria but some downloaded and permissions not sort do I down grade the mark
• Can they find a way to cover the use of other works by referencing it, within their presentations.

Addressing a potential ethical dilemma in practice

I did not think of a lot about the ethical dilemma of copyright to begin with and it wasn't until I had received some student work that I realised I had missed a very important step (must admit I thought the students would already know a lot of this).

To date no negative feedback from parents/whanau, we are trying to use social networking that offers a higher degree of privacy and control.  Students found creative ways of presenting data without using themselves if uncomfortable.

Students learn from teachers/parents/community when looking to make 'moral choices'.  We need to be comfortable within our own choices for the students to see this. Understand the ethical questions and act appropriately. Recognise and respond to illicit activity quickly and efficiently. Follow both rules of school as well as the Code Of Ethics for Certified Teachers (and will be replace by the new code by 1 July 2017)

Issues are safety of students work/images when uploaded to web.  Parents concern for this, and violation of copyright laws.

Ethics are learned behaviours shaped by a range of influences.  Levinas (1979) frame for ethical practice - all people depend on more than just themselves for life, sustenance, education and we are continuously in an ethical relationship with the 'other'.  Making sure information is shared with family/whanau will result in a more positive outcome and being proactive, giving explanations of where information is going to be uploaded.  Careful explanation to all students about use of others images - what is acceptable and what not.  We have a duty of care to our main stakeholders, that of our students first, family and school second.  Social networking has blurred the boundaries between professional/school and personal lives. (pg 2 Henderson). 

Activity 4 : Indigenous knowledge and cultural responsiveness in my practice

 I feel very passionate around this issue and have grown - this is a huge focus at our school.
Employment of a researcher who ran interviews, surveys, community huis, discussion groups, reflection times, this collected data had changes put in place, an example:  how Head Students where selected, as it was deemed unfair and disadvantaging to Maori and other minor cultures.

Understanding indigenous knowledge and cultural responsiveness
Russell Bishop's video explains how we need to address the education disparity of achievement between Maori and non-Maori, We need Relationship centred education which makes learning relationship paramount.  Using effective feedback/feedforward and co-construction.  Using effective strategies for learning and evidence of performance to guide the teacher and the students with knowledge of outcomes.  MMC is definitely moving in this direction - nothing happens over night and I will mention later the travel towards this goal
vision, mission, and core values  Heritage http://www.mmc.school.nz/our-school/heritage
Vision:  Te Kitenga - together as learners, we are inspired to grow. 
Strategic Focus - Te Rautake Arotahi As a community of learners MMC will:
Values - Nga Uara - MANA - Manaaki, Respect:  Aroha, Love: Ngakau Tapatahi, Integrity: Ako, connected and shared learning for all.
Front Gate has been changed to include a Maori carving, which the students were then given the legends and reasoning behind it from the local carver and iwi.
Huge steps have been made by MMC in TE AO MAORI - working in alignment with Te Pae Tukutuku Ahurea o Ngai Te Rangi, Te Mahere Rautaki Matauranga or Ngai Ke Rangi and He Waka Eke Noa.  These are illustrated in our Strategic Plan 2016-2020  http://mmc.ibcdn.nz/media/2016_08_08_mmc-strategic-plan-final.pdf
 Responsive and Relational Pedagogy programme
Part of our focus from the vision, mission and core values is having school wide goal of Maori Male achievement - bringing focus back to this area

school-wide activities 
school wide training on Te Kotahitanga starting with 2/3 day Hui
Evolving from this was the School Song -  Waitia
Interhouse Haka Competition
Year 9 Maori Student induction programme
Waiariki Wananga Series
Te Kura Tuarua o Mauao Kapa Haka
Kaupapa Maori Student Council
Pohiri bringing in the new students and teachers, welcoming within our Mara
Staff given PD on Maori pronunctions, protocals 
Staff walked around local area and given the Maori legends and pronunctions
Year 9s introduced to the same area and told about the heritage and getting knowledge of 'Our Place'
Using Russell Bishops Culturally Responsive Pedigogy tools to help focus

Mauri Model

• vision, mission, and core values
• school-wide activities,

Using the Mauri Model for both our School and myself in reflection both parties were at the Mauri MOE first and/or second level.  I listened but did not take it in
Playing lip service, ducking for cover, not going to the PD, not taking part.

The journey has been long and very informative for myself.  Bought up in Gisborne in a rural, Maori community I didn't need this (or so I thought)

There have been objectors but we are on the same page, becoming more Mauri Oho, proactive, using the culturally responsive tools and gaining the educational relationships.  We will become Maui Ora, actively engaged.   Our observations tool is Kia Eke Panuku  - for myself it is using the tool both as an observer and on myself.  I have attached parts of this Tool.

Community people are involved in the school wide activities.  There is a more collaborative approach.  The barriers are being broken down.  Past students and again the community will come and help as guides for the year 9 activities, leaders for the Kapa Haka.

Activity 3: Contemporary issue or trend in New Zealand or internationally

ISSUE:  Using assessment information to know about, and planfor, students’ learning

Why am I captivated by this:  

• Each student in my class is an individual 
• Personally if given a "maze/map" - where I am and where I want to end up "out/come" then I will give the process more of a go. I can see the 'streets' or ways I have to go and the 'road blocks' along the way.  
• Not everyone learns at the same pace and with the same stimulations
• Tick box processes up to now - given heaps of data, told of goals and then at end of year why didn't you achieve them, excuses instead of finding alternatives
• School focus shifting therefore more help in place to try knew ideas 
• Mention in the ERO report about Maori and Pacifica Students being priority learners and of course we are becoming more multicultural, how can I learn what is needed from these cultures to help the student be successful
• Long time lip service attitude, need deeper meaning

Analyse the issue 

• Other cultures often the priority learners and
• family backgrounds
• Research, Foundations for Curriculum (2012), noted many teachers don't use valuable information about students when planning programmes
• ERO (p 22) argues that innovation, creativity and responsiveness should be the norm in all schools and for all students.
• why do we do PATs, entry testing, if not using it
• (Bishop) emphasises the important of Maori Students culture being the centre of interactions in the classroom and building on their own prior cultural experiences 
• The next step is to use all this data to build 21st century units of learning to cater for all

Critique and evaluate practice
By using data and having a base to build,  all students should progress.  By using technologies, their prior knowledge we can provide a more inviting environment, engaging them.
My own knowledge is, if I use my own experiences  I am better able to explain a situation, logically the same would be for the student.  By building the relationships within the classroom ALL students are prepared to use their own life examples they to have more clarification on what we are learning.

Education is at a cross roads, the industrial pattern all people in the same egg cartoon (age group) (Sir Ken Robinson's Illustrated talk) is outdated.  With the world now at our finger tips, literally, students can problem solve, work in groups (collaboratively), on their own within their comfort zones to progress.

For the teacher, we have to be prepared, more work (to start with),  research, join groups, blogs, try new ideas, critically reflect outcomes, collaborate with peers, research to find cultural differences, build the relationships. know their interests and strengths.  Amazingly not all boys are interested in the All Blacks.

The objectives can only be met when teachers at every year level have a clear understanding of:

• developmental expectations,
• prior learning and achievement by the students
• the gaps between expectations and prior learning/achievement
• impact of the curriculum on the students' learning

and

• knowledge of student's cultural backgrounds
• With all of this then the teacher is well placed to plan a curriculum that links to and builds on students' interests, strengths, and learning needs. (ERO p17)

Looking at what is happening within the next 15 years, moves in poverty reduction, growth in middle class, greater education attainment  (Global Trends 2030 p iii) our students.  New communications and manufacturing technologies.  Social networking, and well as work.  We need to make sure our students leave school ready, with a kete of tools and skills for success.  The adage that the world is shrinking is very important.

Activity two: Current Issues in my professional Context

Current Issues in my professional Context

 Identify the socioeconomic status of the community, organisational culture and professional environments. 

Statistical data indicates we are a Decile 6N school for socioeconomic status (MOE data).  This has improved by one since the last change.  MOE uses census to calculate this and takes in households below 20% national income, work at lower skill levels, sizes of households, no educational qualifications and income support households.  MMC is average across the country.  This tells us we have students from a very wide mix of backgrounds including all the above information.

As a school the culture is being driven by the top down, looking at results, academic success.  Sporting, drama, culture, and being the best you can be.  Building relationships and collaboration have been major pushes.   We have topped the results in the BOP in our decile group and coed.  Huge successes in drama, dance.  Rebuilding our kapa haka.  Many sporting achievements across a real diverse range.  All sports welcomed, supported and accommodated.  The physical side of the school is also being address.  Huge effort is being put into making the place welcoming, environmentally friendly and a place to have pride in.

The professional environment of the school - this has improved:  

15 years ago we were loosing 15+ teachers up to one year we had over 20 leave  As the culture has changed, staff valued this has changed.  

Breakdown 2016:

4 retired, 1 promotion, 1 a little disenchanted and shorter travel

We are encouraged to grow academically and professionally

Analyse the issues around the socioeconomic status of the community, the school culture and professional environments. 

• As with many schools in this decile rating, the span of abilities, engagement is quite huge.  As a school we have addressed many of the socio-economic issues set out in Stoll's (1998) article - 10 influencing cultural norms of school improvement, the school has definitely come some way to embed these in our environment.  
• The goals are shared and referred to regularly.  
• Success is on our wall.  
• Collegiality often meeting in groups.  
• Life long learners has become a catch phrase.  
• Risk taking, all ideas are welcomed and you are given the support to implement and respect for this.  
• Discussions (in smaller groupings) are often open and the reflection fulfilling.  People will share the good and bad.
• Result the professional environment in becoming more harmonious, discussions in staffroom more open and directive, sharing of ideas.  New initiatives are being actioned. 
• The culture within the school has really improved with the direction from above, we all know what is expected, academically, in making relationships, valuing our students, giving everyone a chance.  

Looking at Principal's sabbatical report by Gargiulo (2014) - 
We have a 'Kai Ora' programme for all (food)
PB4L - has continued to grow
Trades Academy in the last three years
Student Achievement conferences - (getting there) - still developing - sooner rather than bottom of the hill stuff
Literacy Programmes - Principal working hard to embed and improve the cohort intake results - moving students up to the required level for NCEA within the first year of college.
Overall culture has improved and testament to this is the numbers of students punching above MOE expected, at over 1500 this year.

Activity One: My Community of Practice

Critically defining my community of practice


My Community of Practice

I belong to many Communities of Practice.  One is this course of study which has encouraged much critical reflection since we started. The second one that overlaps is within my Commerce Department, year 10 commerce course.  Many discussions, ideas have been bounced around in both groups but I am going to work with the Year 10 Commerce Teacher group for this exercise.

Three elements of my community of practice

The shared domain within this community of practice, instigated by me is to make the course more collaborative and more digital and engaging.  It is a shared domain for the three of us within the school teaching this subject.  As it is at junior level we have more scope, no NCEA requirements.

Last year we introduced a few new units to the course.  When looking at it from 'Gibbs model for reflection' (Finlay page 8), I came up with an Action Plan, I wrote a small knew unit introducing some collaborative skills and letting the students design with technology.   Description we gave the students the unit, stepped back, became facilitators (in an advisory role), at the end of each lesson we discussed our Feelings  on how the lesson had gone, the difficulties we were facing in this type of classroom lesson. Frustrations when resources don't fit the purpose. Suggestions on changes to unit were made and followed. 'Time wasting' to us but huge learning for the students Evaluation for us, it was the good, the bad, and the ugly.  Not having total control all the time, the letting go was difficult.  However the outcomes were pleasing and the student learning - in some cases for real world activities was great.  Analysis As a unit for 2017, it was a go, we hope to introduce this sort of work earlier, the students as mentors themselves, once one group learned an applications, they shared and the cross group interactions were fantastic.  As a 21st century learning tool, this unit was a good introduction Conclusion we are going to continue with including this type of unit.  Using students involvement on setting the tasks.  Increase the level of digital use.  Using us as facilitators and letting the students explore.

We have shared units, the writing, reviewing, ideas, the good, the bad and the ugly.  By doing this we are opening our lessons to being more interesting.  Inter subject related and focusing on real life skills and trying to include a higher interest factor for the students.  During this we have also shared the technology, trying new approaches, shared the classes, moved the goal posts to give the students a voice, joint teaching and facilitating.  Department 'buy-in'

My practice within the community of practice

A real sense of connectedness applies - why? Open discussion, even playing field for all
The make up of the group, a first year teacher, a HOD (and now) an experienced teacher. 
All ideas discussed,  positive feelings shared.

My role in the community of practice? I started it, but happy to let all have input.  Like the results and interaction from my colleagues.  

I still have a lead at this stage - coming up with new ideas or asking for suggestions on how we can change the teaching of a skill or topic.  I see myself as the instigator and then standing back and seeing where it goes.