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