Week 32 Reflective practice - key change in prof practice

I’m really grateful to be able to use Rolfe’s Reflective model to critically evaluate the professional change and learning journey I’ve experienced over the past 32 weeks. In addition to this framework I’ll be using the Cycle of Experiential Learning, by Osterman and Kottkamp to assist in scaffolding my thoughts.

Step 1 - What?

I think the biggest shift in my thinking occured way back in week 9 when the idea of management vs leadership was explored. This resonated with me because I had just recently entered into Middle Management and I felt totally under prepared for leading a large team and being part of a CoP that was making decisions for the school moving forward. This fitted in well with Criteria 3 Ministry of Education (2017)  Professional relationships - Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner. My perspective and confidence grew as we explored different leadership styles and we started to apply these to changes in our class. I particularly gained huge personal and professional insight after reading about Agile and Servant leadership. Combined with the fact we were able to embark on this learning journey and work collaboratively made it both a beneficial and rich experience.  

Step 2 - So What?

According to Osterman and Kottkamp (2015) identifying the problem is the first step and certainly for me once that became clear it opened up a pathway for change.

Identifying the problem: I wanted to see more innovation of ideas within my class and within my team, I wanted to see a move from old methodology towards a culture driven climate and that team work needed to be valued over tracking and monitoring.

Observing: In both my team and class there were learners who were very prescriptive in their approach to things. Anecdotally if a model was given or a checklist presented  it would be followed to the letter.

Abstract: Through our research into Agile in the classroom many new possibilities opened up so . It opened up the development of 21st century skills such as collaboration and problem solving using the Bransford and Stein (1993) model. Agile lent itself to creating a growth mindset environment, an opportunity to discover and evolve growth within the Key Competencies. Agile was flexible and allowed everyone to build on their successes and that  “changes in teaching practices and improvements in student learning across a range of valued outcomes are complex problems that require a process of continual experimentation, learning and refinement.” (Breakspear, n.d., pg. 68)   

Experimentation: We adapted Kanban into our curriculum and into our team so everyone could see where each team member was. We re-contextualised how we assessed by aligning to Gaming where points were given throughout activities that focused on effort and problem solving. We learned how to reflect as individuals and as a squad.  We looked at what we did well, what we could do better and what we can start improving. The interesting result was an increase in both cognitive and emotional engagement.

Step 3 (What Next):

The next step for me is to incorporate Design Thinking with the Agile classroom. I want to explore how Design Thinking as a mindset, a framework for problem solving and how it will germinate creativity and engagement within my students. I would like to explore how an Agile classroom would tackle Wicked Problems where I could examine more fully using this framework for problem solving, the framework and as a vehicle to improve creativity and engagement. I would like to explore how we could use an Agile classroom using computational thinking experiences and in reference to using the new digital curriculum. I can see the benefits of Agile in our syndicate where we can work collaboratively more effectively. I'm motivated to exploring other avenues of learning, particularly the Masters of Contemporary Education.

References

Bransford, J.D., & Stein, B.S. (1993).  The Ideal Problem Solver: a guide to improving thinking, learning and creativity (2nd ed.). New York, NY: W.H. Freeman Company.

Breakspear, S. (n.d.). Embracing Agile Leadership for Learning - how leaders can create impact despite growing complexity. Retrieved from, http://simonbreakspear.com/wp-content/uploads/2017/09/AEL-Article-Embracing-Agile-Leadership.pdf

Ministry of Education (2017). Our code, our standards. Retrieved from

https://educationcouncil.org.nz/content/our-code-our-standards

Osterman, K. F., & Kottkamp, R. B. (2015). Reflective practice for educators : professional development to improve student learning.(2nd ed.) New York: Skyhorse Publishing.

Week 31 - PRACTICE - Indigenous Knowledge and Cultural Responsiveness in my Practice  

I will be using Rolfe’s model of reflection to look at my critical understanding of indigenous knowledge and cultural responsiveness.

Step 1 - What?

My education journey was a privileged one where high expectations were both explicitly and implicitly made known to me, where opportunities were available, financial boundaries didn’t exist and a family culture of academic success was the norm.  It wasn’t until I entered tertiary education that my assumptions were challenged. When Dr Ann Milne CORE Education (2017) commented that we make assumptions of whose knowledge actually counts it resonated with my experience. I can’t change my experience but I can identify the areas I can educate myself. In Bucher’s (2008) nine megaskills for understanding one’s own cultural intelligence I identified with needing a lot of improvement. I will look at school-whānau communication (targeted surveys to see if their needs are being met) and learning activities (working with Te Aho Arataki Marau mō te Ako i Te Reo Māori - Curriculum Guidelines for Teaching and Learning Te Reo Māori)

Step 2 - So What?

I will use Milne’s presentation at ULearn17 as an evaluation framework  to reflect on our school practice in terms of the culturally responsive pedagogy. Using this a guide Id put our school between the blue and the purple, which in reflection is not where we need to be if we want, as Prof. Russell Bishops suggests in Culturally Responsive Pedagogy, (Edtalks, 2012), to create a learning context where Maori can bring themselves to the learning conversations and make sense of the world. At Orewa Primary our motto is ‘Where Everybody Is Somebody-He Tangata Ia Tangata’ and our mission - Orewa Primary School is committed to empowering students to achieve personal excellence in a learning culture which values all. But are we valuing all, and if not why not? We have a cultural group,  we work within the NZ Maori curriculum and as educators we attempt a few key phrases but increasingly we are realising we need to commit more. How do we know this? Our latest survey to Maori parents suggested that they’d like to see a Kapa Haka group established in addition to the cultural group and more connection with our local marae. We need to acknowledge and make changes on what our Maori community want. I’ve also realised that in my Learning Activities I am according to Milne’s enlightening talk from uLearn 2017 just starting on the purple.

Step 3 - Now What?

Prof. Russell Bishops (Edtalks, 2012) suggests as a school we need to gather evidence of student performance to guide our priority learners. We need to create a school wrap around environment to assist and support our teachers and PD needs to be of a high quality. We need to keep moving forward with the development of Te Kotahitanga (Ministry of Education, 2011) where the learning process is reciprocal between teacher and student, where being connected and relationship based is desired and self determination is recognised. We need to create and keep going an open dialogue where conversations help create learning context and we keep in check as Dr Ann Milne (CORE Education, 2017) suggests is our racist backdrop where we make assumptions of whose knowledge actually counts. I think if we can do these things we really can create an environment where Everybody is Somebody.

References

Bucher, R. (2008). Building cultural intelligence (CQ): Nine Megaskills. Upper Saddle River, NJ: Pearson Education Inc.

CORE Education.(2017, 17 October). Dr Ann Milne, Colouring in the white spaces: Reclaiming cultural identity in whitestream schools.[video file]. Retrieved from https://www.youtube. com/watch?v=5cTvi5qxqp4&feature=em-subs_digest

Edtalks. (2012, September 23). A culturally responsive pedagogy of relations. [video file]. Retrieved from https://vimeo.com/49992994

Rolfe, G., Freshwater, D., Jasper, M. (2001). Critical reflection in nursing and the helping professions: a user’s guide. Basingstoke: Palgrave Macmillan.

Ministry of Education (April, 2011) NZ Curriculum Update 

Retrieved from https://nzcurriculum.tki.org.nz/content/download/7379/107778/.../NZC-update-7.pdf