Broader Professional Context

International Context

“The future is inherently unpredictable. Yet everyone including policy makers and school leaders in education needs to take the future into account.” OECD. (2016) This is difficult as we don’t know even short term what the future will look like. Are we preparing our learners for the future? The video from Sir Keith Robinson on Changing Education Paradigms (RSA,2010) was an easily understood account of education and the original basis for it.  Currently many countries in the world are reforming public education. The model we have now is based on an economic/intellectual model that was borne out of the industrial revolution back in the 18th century. Modern society has come a long way since then. The question is has education changed and adapted to fit the 21st century? Technology has played a major role, and educators are having to adapt. One common theme is collaboration. Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2015) state that collaborative learning approaches are key components. Students and teachers across the world can now connect to improve engagement and achievement and solve real world problems. “Collaboration is the shift of growth,” and  “great learning happens in groups”. RSA (2010)  Learning is no longer confined to four classroom walls. Learners are able to actively seek knowledge across a variety of platforms.

I think our system is trying to address these issues - but judging by the timing of these reports it is taking way too long. Do we have the time or do the policy makers need to make some major changes now, based on research and other countries successes? Clearly there needs to be a paradigm shift, with regard to education to increase achievement and adequately prepare our young people for the world in which they live.

The New Zealand Education Context

I read with interest the article titled - Evaluation at a Glance: Priority Learners in New Zealand Schools, Education Review Office (2012) about the issues facing New Zealand schools. It details that “a large amount of information has been accumulated that identifies aspects of effective and less effective teaching, school leadership, and management practices that are impacting on students’ learning.” (ERO, 2012) 

The report found that there were three areas that needed addressing to lift student achievement, especially with our priority learners.

1. Shifting focus to student centred learning.

2. Knowledgeably implementing a responsive and rich curriculum.

3. Using assessment information to know about/plan for student learning.

I believe these are all critical issues that still need addressing in 2016. It is interesting as this report was published in 2012. Has there been any noticeable improvement/changes or are schools still working towards achieving these ideals? Maybe there are many ‘works in progress’.

I will focus on number three. In my CoP there can be a resistance to collect and use data effectively. I understand we do a lot of assessment (mostly summative) and question whether some of it is truly relevant and useful, when this time could be put to better use. However some assessments have a place. I have noticed  the reluctance of some teachers to stop, think and reflect on the students prior knowledge, what they are teaching, and the impact this is having on student achievement. Questions need to be asked - is it working, am I making a difference and what are the next steps? Our professional development this year is maths teaching and this is our focus. Our inquiries are based around this and we keep in mind the initial data and how we are moving students forward.We have worked with a facilitator who inspires and constantly challenges/questions us. Part of this process involves regular reflecting - and this has ignited great professional conversations. How did the lesson go? Do I need to make changes? What was the learning? What are the next steps, to ensure the learner is succeeding? Are we extending the learning? This has made some practitioners focus on the basics and find out the gaps they need to fill, in their pedagogy, knowledge, and the student’s learning. We revisited the progressions and standards. What are the expectations, are we on track, how can we pick up the pace? Collecting some assessment data after this time of development should see results, and validate the process.

As ERO (2012) mentions schools and teachers need to develop knowledge of:

• Expected learning
• Learners achievement and progress
• Learning which students must make
• The impact curriculum has on learning

Our professional development this year is addressing these deficiencies. I look forward to the end of year data.

References:

Education Review Office. (2012). Evaluation at a Glance: Priority Learners in New Zealand Schools - Education Review Office. Retrieved 29 May 2016, from http://www.ero.govt.nz/About-Us/News-Media-Releases2/The-three-most-pressing-issues-for-N:

Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2015). NMC Horizon Report: 2015 K-12 Edition. Austin, Texas: The New Media Consortium.Retrieved 29 May 2016 from http://cdn.nmc.org/media/2015-nmc-horizon-report-k12-EN.pdf:

OECD. (2016). Trends Shaping Education 2016. OECD Publishing:Paris. DOI: Rtrieved from http://dx.doi.org/10.1787/trends_edu-2016-en

My Professional Community

Our school is a small country school and has pupils from year 0-8. It serves families of the local village (which was once a thriving mill town) and surrounding rural area. In the past it has been known for it’s small friendly feel, it’s rural flavour and the children’s resilience. Everyone knows everyone and it is one of the central parts of the local community. As Stoll (1998) says “A school’s culture is shaped by its history, context and the people in it”. In the past 12 years there have been eight principals. Our school attracts principals who are looking to get some experience before they head to another position. This has had an impact on the school community as they make changes and ‘put their stamp on things’. The school values are built around the acronym ‘Together” as explained in my last blogpost. The longer serving staff have seen many initiatives implemented. We are in a rebuilding phase at present.

What are the current issues in your community of practice?

One of the current issues at our school involves personnel. We have two new teachers, including a beginning teacher and myself.  We also have a new principal who has had a year in his current role. His initial changes engaged the community with the school, and were  based on the school environment.This happened quite rapidly. He is at the stage of evaluating and is now looking toward pedagogical change. The principal is the educational leader who leads and manages the charge on both the climate and culture front. One of those changes was to move a teacher to a different level, and employ me in the vacated position. I also took on a team leader position. There has been some resistance to the changes and these are issues that are being worked through. One of the remarks I have heard on more than one occasion is “that’s the way we have always done it”. As  Wilson (2013) mentions we are in the process of coming together, and defining what is it we wish to be, and why.

How would your community of practice address them?

It has been a period of adjustment for our community of practice. The expectations and processes have changed and this has taken some time to adapt to. There have been meetings and forums where people can discuss and reflect on events. There has been a period of re-building in teams so everyone has input and is on the same page. It’s the people that build and create the culture and climate of a school. Therefore is important to value and build relationships.

What are the challenges that you face in your community of practice?

There are numerous challenges that I face in my community of practice. I am a recent arrival and am ‘therefore learning the ropes’. I am considered to be  a change merchant. I bring outside ideas and experience and am constantly questioning and having things clarified. I have the confidence to ask the ‘why’ and ‘how’ questions, which is surprising, (as I have never been in this position before!) In my team leader role my thinking and beliefs have been challenged and tested. I have had to have professional conversations with my team, about their practice. They have differing amounts of knowledge and experience. Stoll (1998) talks about the four teaching cultures. Ideally we are heading toward collaboration “where teachers choose either spontaneously and voluntarily to work together, without an external control agenda. Forms include sharing ideas and materials, mutual observation and focused reflective inquiry.” I have had to step up as a leader, to guide and assist the team.

How would your community of practice address them?

There has been support measures put in place. Teachers who need advice and guidance have received it. There have been planning meetings, mutual observations and reflections. This has been part of the collegial relations that Stoll, (1998) details. We have engaged in ‘joint work’. This is said to be the most beneficial as it “creates greater interdependence, collective commitment, shared responsibility and participation in reviews and critiques.” (Stoll, 1998)  Personally I have had to seek support and clarification from seasoned colleagues who can draw on years of experiences. Their reassurance and counsel has been valued.

References

Academy for SELinSchools ( 2015, Apr 28) What is school culture and climate? Retrieved from https://www.youtube.com/watch?v=Z-_NvhlcusQ

Stoll (1998). School Culture. School Improvement Network’s Bulletin 9. Institute of Education, University of London. Retrieved fromhttp://www.educationalleaders.govt.nz/Culture/Understanding-school-cultures/School-Culture

TEdEd(2013, Jun 21). Building a culture of success - Mark Wilson. Retrieved from https://www.youtube.com/watch?v=n_8Bjz-OCD8

My Community of Practice

I trained as a teacher after I had a family, and graduated in 2003. Prior to this I had worked in retail followed by enjoying time as a ‘stay at home Mum’. I have taught predominantly in years 1-4, in several different schools in Rotorua. This year I have taken a huge leap and started at a new school. This has provided a challenge and I have had to move out of my comfort zone. I have gone from a large urban school to a small rural school. I have taken on the role of team leader, and other responsibilities. As Wenger (2000) notes, I am a newcomer and an apprentice. I am wanting to learn. My MindLab experience helped me to decide and take the ‘plunge’.

Reflective Practice

This is my reflective journalling of ‘Applied Practice in Context’ online. I have always been encouraged to reflect and actively encourage others to do so. As Findlay, (2009) mentions “done well and effectively, reflective practice can be an enormously powerful tool to examine and transform practice”. There are different models that serve as useful reminders. From Rolfe’s minimalist cycle of ‘What? So What? Now What?’ (as cited in Dawson, 2012) to the New Zealand Curriculum's ‘Teaching as Inquiry.’ (MOE, 2009) 

Communities of Practice

Wenger explains “communities of practice” as “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 & Snyder, 2002, p.4). My over-arching community of practice is teaching. However there are other sub communities. Wenger (2000) describes “Participating in communities of practice is essential to our learning.” (p.229)

What is the purpose and function of your practice?
What ways do you contribute to your community of practice?

The purpose and function of my practice is varied across my communities of practice. As is how I contribute to them. Wenger talks about what is ‘doable’ and that communities should follow the “elements: events, leadership, connectivity, membership, projects, and artifacts”. (Wenger, 2000 p.230) Some of the communities I belong to and have described, have these elements woven through them.

Teacher of New Entrants

Primarily in my daily setting it is to teach five year olds and develop attributes of lifelong learning. The skills required include academic, social and emotional. I have to develop relationships with learners in my care and their whanau. I build a foundation for learning as this is the start of their school journey. I liaise with early childhood educators in our supporting centres. I run a transition programme readying children for school. 

Junior Team Leader

I lead the team on issues relating to our 21st century learners. We discuss programmes, events, policies, and best practice. I question and share ideas I have seen/learnt during my experience. I encourage reflection and purpose.

Member of Management Team

I am a proactive member and question and suggest ideas that will benefit the learners of our school based on my experience. I am the voice of my team and convey/discuss their suggestions. I lead a curriculum area, and analyse data, resources and programmes pertaining to this.

Member of The MindLab November 2015 Rotorua Co-hort

I attend classes and complete assignments. I participate in on-line forums. I collaborate with a study group and have robust discussions. I ask and receive mentoring and guidance from my wonderful study buddies about my role as a team leader.

What are the core values that underpin my profession?

Evaluate your practice with regard to these values.

The core values that underpin my teaching come from our school philosophy ‘Together'. When used as an acronym it translates to our values of Team, Organised, Growth, Environment, Thinking, Hauora, Excellence, and Respect. I like to model these aspects both inside and outside the classroom. I value being an active team member in different settings. I like some organisation and structure in my life, the classroom, the team and school. I believe in best practice and keeping up to date with current pedagogy and thinking which assists growth. It is important to nurture physical and emotional environments so stability is maintained. Everyone has the ability to think - sometimes it requires modelling and time. Hauora is vital, and finding a balance in the educational world is a necessary juggle. Striving for excellence rings true and needs to be a focus in our fast paced and often disposable world. The notion of respect is sometimes overlooked. Everyone deserves it, however it has to be earned and reciprocated. 

Karen

References:

Dawson,P. (2012) Reflective Practice. Retrieved from https://app.themindlab.com/media/23104/view


Finlay, L. (2009) Reflecting on reflective practice. PBPL. Retrieved from http://www.open.ac.uk/opencetl/files/opencetl/file/ecms/web-content/Finlay-%282008%29-Reflecting-on-reflective-practice-PBPL-paper-52.pdffer-52.pdf


Ministry of Education (2009) Teaching as Inquiry. Retrieved from http://nzcurriculum.tki.org.nz/Curriculum-stories/Case-studies/Teachers-as-learners-Inquiry/Teaching-as-inquiry

Wenger, E.(2000).Communities of practice and social learning systems.Organization,7(2), 225-246

Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating Communities of Practice: A Guide to Managing Knowledge. Cambridge, MA: Harvard Business School Press