Activity 10: Summarising your Postgraduate Learning Journey and your planning for the future

Upon reflecting on my 32 weeks of study, I have appreciated what I have learnt, the sessions at MindLab that I attended, the variety of presenters and their wealth of knowledge and experience, and the challenge to my own way of thinking and practice.  This has been a very beneficial chapter of my professional development learning journey.  I continue to highly recommend this course to others.

Regarding the 12 Practising Teacher Criteria in relation to e-learning, I would say that the following are the ones that stand out to me in my growth and development.

1. establish and maintain effective professional relationships focused on the learning and well-being of ākonga

I strive to engage in effective professional relationships with all those involved in a student’s learning journey.  One of the tools that I rely heavily on with this is blogging.  The students created their own blogs on which they share their learning.  Our class also has a blog which shares the learning and activities within the class.  Parents often mention how much they appreciate being kept informed on the daily goings-on within the classroom.  They also appreciate how their child’s and the class blog can be shared with family overseas and within New Zealand.  It bring the community of learning together and provides starting points for conversations between students and their families.

I also am very proactive in contacting my students’ parents via email or text, as is appropriate for the situation.  I believe that an open form of communication is essential and beneficial to a student’s learning.

4. demonstrate commitment to ongoing professional learning and development of personal professional practice

Completing this course has met this criteria in a profound way.  Whilst I thoroughly enjoyed and was motivated by attending the classroom sessions at MindLab, I definitely struggled with the self-directed component of the course!  Many times over the past few months I have contemplated quitting, but with support of my spouse and colleagues, I am very grateful to have completed this course.  The professional learning and professional practice it has provided has been worth the struggle.  I seek to continuously learn and grow.  Completing this course has inspired me to think bigger about future career possibilities.

5. show leadership that contributes to effective teaching and learning and

6. conceptualise, plan and implement an appropriate learning programme

As eLearning leader in our school I have shown leadership that has contributed to effective teaching and learning.  This term alone, I have taught in all 30 classes in our school, providing eLearning support and lessons to students and teachers.  This was self-directed and planned with the permission of senior leadership, to work around the team leader release that I was assigned to.  Year 4 to 6 students received lessons in setting up their Google accounts, Chromebooks and blogs.  They also learnt how to use many Google apps.  Year 1 to 3 students received lessons in using Google Drive, Docs and Drawing at levels suitable to their age and ability.  It has been an amazing learning experience for myself and the students.

Reflecting on the 12 Practising Teacher Criteria in relation to e-learning, I would say that the following are the ones that I need to address in my future growth and development.

10. work effectively within the bicultural context of Aotearoa New Zealand

I feel that in the time I have had teaching in New Zealand I need to improve my ability to work within the bicultural context of New Zealand.  Not having come through the school system or university programmes here, being trained overseas, I have to work extra hard at learning the Maori language, customs and cultures.  By seeking information from peers, on-line, courses and other sources, I can begin to better incorporate the biculturalism of New Zealand into my teaching practise, especially as it relates to eLearning.

11. analyse and appropriately use assessment information, which has been gathered formally and informally

Understanding, analysing and appropriately using assessment information is something that I continually seek to improve upon.  I am currently learning how to effectively mark and provide feedback on student work that is completed on-line.  This is a shift in teaching that comes with the digital learning environment.  Learning for myself and then assisting other teachers with best practice techniques is a daily challenge and goal.  Using assessment information that is generated online, such as PAT test results or Maths Whizz data, is very beneficial to planning and reporting on students.  

Activity 9: Evaluations of cultural responsiveness in practice

According to the 2013 Census, 25.2 percent of people living in New Zealand were born overseas, and of those the top three countries of birth were England, China and India, respectively. (http://www.stats.govt.nz/Census/2013-census/profile-and-summary-reports/quickstats-about-national-highlights/cultural-diversity.aspx) As an immigrant myself, I am acutely aware of the life of an immigrant and the need for schools to be culturally responsive and inclusive of not only the overseas born immigrant, but also the indigenous people of New Zealand.

 

As an immigrant I definitely see how New Zealand works to accept and promote the indigenous people of New Zealand, the Maori.  This is very obvious to me coming from Canada where there is a large population of indigenous people, the First Nations people group, who are largely ignored, their culture and language downplayed.  By doing this Canada has missed out on learning about the rich history of these people and showing them that they are valued.  New Zealand definitely does a better job of that, even though some people may not think so.

Our school has a very low Maori/Pasifika population, with most of our students and staff being New Zealand pakeha, other European, and Chinese, so I will be speaking towards that cultural mix more directly than to Maori/Pasifika.

Our school has done very well at welcoming and integrating students and staff from other countries and cultures.  Staff greet students in a variety of languages, numerous maps in classrooms identify students’ country of birth and flags hang in classrooms to symbolise where people come from.  We have also intentionally hired a multi-lingual teacher aide to assist with speaking to and translating documents for our large Asian population.  Gadgets have been added to class and student blogs, as well as our school website, so that parents can read our on-line communications in the language with which they are most comfortable.  

In relation to the Maori language our principal is a fluent Maori speaker and frequently greets the children in Maori or begins assemblies with Maori.  Our school has a very large, active Kapa Haka group, as well, our Music teacher continuously teaches children Maori songs.  Teachers introduce many basic Maori words in the classroom and have displays in Maori around their rooms as well.  Last year one of our theme units was Maori and all the students visited a local marae and enjoyed their inquiry into Maori culture and traditions.

An area that our school could improve on is engaging in school-wide cultural activities in a more intentional way.  I would like to see Chinese New Year, Diwali, and other cultural celebrations taught and celebrated in some way around the school, whether it be individual classes studying and promoting them, or a school wide initiative for each celebration.  Understanding and accepting cultural uniqueness is so very important in this day.  It would be so great to see our school plan for these celebrations and recognise the diversity within our school in a more tangible way.

Activity 8: Legal contexts and digital identities

A situation that has occurred, and that we continuously work to prevent recurring, is the publication of students’ surnames online, in keeping with our school’s Policy on Publication of Student Images and Work. (Available for viewing HERE)

Parents sign consent in agreement with the following statement from our Policy:

“We will share, if given permission, no more than a student’s first name, surname initial and/or

photograph via the newsletter, or the wider community via school publications including our website,

class blogs and Facebook page (children will not be tagged by the school on Facebook).  However

students will have their first name and full surname published in the School Yearbook, which is

produced at the end of each school year, if permission is given.”  CBS Consent Form for Publication of Student Images and Work.

As our school’s online presence has increasingly grown over the past few years, there have been incidents wherein a child’s full name is accidentally shared online, usually on a piece of artwork that has been photographed and uploaded to a class blog or facebook page.  As soon as this is (and was) discovered, the teachers quickly work to rectify the situation.

As a school we have put steps in place to ensure best practice when sharing students’ work online.  We encourage the teachers to only use the child’s first name and first initial of surname on any artwork, so that no one has to be concerned that a photo will inadvertently be published. We are also diligent to ensure that no surnames are listed in newsletter announcements or prize-giving recognitions online.

For parents who are hesitant to agree to having their child’s image or work shared online, this reassurance seems to alleviate their concerns.

“Children and their learning is the focus of Cockle Bay School”  As a school we work hard to keep our students safe online as well as in the classroom and playground.  Protecting our students’ identity is paramount as the world becomes a smaller place through digital technologies.

Activity 7: Social media in teaching and professional development

I am a strong proponent for social media in education, both for teachers and students. I strongly agree with Matt Renwick: “teaching students how to appropriately use social media becomes not just a good idea; it becomes a school’s responsibility.”   As educators in the 21st century, with students and families who are constantly connected on social media through their digital devices, we need to take our heads out of the sand and stop thinking we can stay in the past.  We need to bring social media into the classrooms and teach students how to use it, and more importantly, how to become safe, digital citizens.  “The key is having a teacher as a guide, helping students create a safe and positive digital footprint, while enabling an authentic, purposeful and immersive learning experience for the world to see.” Matt Renwick, (6 March, 2013).

As students are introduced to social media in the classroom through Twitter, Blogging, Skype and other age appropriate tools, it “can provide two things that are critical for student engagement in a literate environment: audience and purpose.”  Matt Renwick, (6 March, 2013).  These two facets, audience and purpose, inspire students to be creative and take pride in their work.  Understanding that they have a bigger audience than just the teacher can motivate them to put forth more effort into their learning.  Receiving feedback from people outside of the classroom can have a great impact on a child’s learning and confidence.  Being able to take part in collaborative learning through social media is also a benefit as students can engage in on-line projects with other children in their classroom or across the world.

The obvious potential challenges that teachers face are cybersafety issues, age appropriate websites, parent buy-in and understanding, student distraction on-line and a lack of knowledge and understanding on the part of the teacher.  Taking the walls off the classroom exposes the students and teachers to many influences that may not have been as easily accessible in the days before the internet.  However, if done correctly, the benefits will far outweigh the risks.  

Social media for teachers can be extremely beneficial.  Sites such as Google+, Blogger, Facebook groups, Pinterest, The Pond, Twitter, Instagram, YouTube and others, all provide endless amounts of support, encouragement, ideas, professional development and collaborative opportunities. Being able to view on-line professional development sessions without attending in person, is excellent.  Being able to share ideas on a Facebook group, or share journal articles on Twitter, find art projects on Pinterest, are all valuable ways that social media can benefit a teacher.

Social media is also an excellent way for parents to stay connected to their child’s learning.  This provides parents and children a way to discuss the day’s learning and activities at school. Through Facebook pictures of school events, to classroom or individual student blogs, parents can get a peek into the daily lives of their children at school.

Matt Renwick, 6 March, 2013, http://www.edtechmagazine.com/k12/article/2013/03/how-should-social-media-be-taught-schools

Activity 6: Contemporary issues or trends in New Zealand or internationally

Issue 1:  Bring your own device for 1:1 classrooms

There is an on-going debate in New Zealand schools and homes about the practicality of 1:1 devices in the classroom.  The desire for every child to have a device for their sole use during the school day becomes a debate as to who will purchase the device, maintain the device and have ultimate ownership of the device.  There are pros and cons to both sides of the debate.  

For those who believe the schools should purchase and own the devices, the benefits are seen to be sole control of how the devices are maintained and distributed.  It is also beneficial in that every child will have access to a device regardless of their family’s ability to purchase one.  For the classroom teacher, there is an ease of use as every child is looking at the same device with the same operating system.  The downside to schools purchasing and owning the devices is that the students are unable to take them home to use for homework.  The schools must also have a large budget with which they can purchase and maintain enough up-to-date devices.

The supporters of bring your own device would say that the children would have access to their devices after school for homework, and personal use.  Students would also have the option to purchase a device that suited them and their family.  The greatest negative to BYOD would definitely be the cost to families as they are expected to provide current, accessible devices for their children.  The negative to the school is that every child has a different device, which has different operating systems, accessibility and quality.

In our learning context we have chosen to have school-provided devices.  I would highly recommend this to any school looking at going one-to-one.  It provides a uniformity and continuity that enables teachers to quickly and efficiently get the children working on-line, without fussing about whose device is working, not charged, off the school network, etc.  If I were to ever be in a new position whereby I would have influence in this decision, I would highly recommend school purchased devices, whether they be off-sold to the parents or owned by the school.

Issue 2:  On-line work vs paper & pen

There is an on-going discussion regarding the pros and cons of implementing devices into classrooms and how this will affect students’ ability with paper and pencil skills.  As schools become more digital, so do the classrooms.  Students begin to complete more and more of their daily learning tasks on the computer.  Students are engaged, motivated, supported with spelling and auto-correct tools as well as able to access numerous other learning tools.  

For many schools this becomes an issue of debate as to which work will be done on-line and which work will be done in a notebook.  As students complete work on-line, methods of marking become the next necessary step to be addressed and agreed upon.  Working through best practices for students and teachers becomes a collaborative effort.  Agreeing on which work is done on-line and which is done in notebooks is also important.

Some people are concerned that basic handwriting skills will suffer as children work less and less with paper and pencil.  Other people claim that this generation will seldom have need for paper and pencil, as so much is becoming digital.

In our school we worked collaboratively to create a shared understanding and expectations for work and marking.  This has been added to our Curriculum Delivery Plan and is being implemented and utilised by teachers.  There has also been communication with parents regarding these changes and expectations.

Activity 5: Professional Connection Map

Choose two professional connections you have in your map. Evaluate their impact on your practice and professional community.

1.  Classroom teachers:  Currently I support the teachers with the eLearning in their classrooms.  I do this via in-class support, emails, a Professional Development blog, learning conversations in the staffroom and attending their team meetings.  The support I provide for the classroom teachers enables them to gain confidence in their own abilities and to learn and to try new methods of teaching using ICT.  

The teachers impact my practice in that I desire to provide best practice tools for them to use in their classrooms, which causes me to seek continuous improvement.  Their frequent questions and need for support keeps my practice sharp and current.  I am learning new, more efficient ways to perform certain tasks, as well as to present material.  

Going into such a variety of classrooms is also enhancing my practice as I am privileged to see how other teachers manage their students and set up their classrooms.  I am also getting to know many more students in our school.

This connection impacts the professional community in that it creates a common goal of seeking knowledge and improving practice.  Teachers engage in learning conversations with each other around the implementation of ICT into their classrooms.  They share ideas, lessons and best practice methods.

2.  Senior Leadership team:  Currently I work with our three senior leaders - the principal, deputy principal and assistant principal.  I am mainly accountable to the deputy principal for my timetable, as to which classes I will be working in each day and what I will be teaching them.  I am mainly accountable to the principal for our eLearning Strategic Plan as well as my ICT budget.  

I have learnt so much from my senior leadership team regarding strategic planning, budgeting, leading and attending Professional Development, team leadership and overall goal setting and follow through.  I have also appreciated the support and dialogue we engage in around learning and the implementation of technology.  

The impact from my senior leadership team has been significant as I have been encouraged and empowered in my role as eLearning leader and support person in our school.  They allow me freedom to engage with teachers and students in a way that is moving our school forward in digital technologies.  They support the purchase and maintenance of equipment that encourages this advancement.

This connection impacts the professional community of our school in that the teachers feel and know the support from senior leadership in our forward thinking of eLearning.  Teachers receive Professional Development, along with the equipment and support they need to be successful and provide the best learning opportunities for their students.

Activity 4: Your professional community

"Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly."  (Wenger-Traynor.com)

My community of practice is the staff at Cockle Bay School as a whole, as we interact regularly about the incorporation of ICT into our school and how we can learn to maximise the benefits of it.  Specifically within this community, I have a team of 5 people who share the eLearning responsibilities with me.  Also within this community I work closely with the Leadership Team, Principal, Deputy Principal and Assistant Principal, to discuss future plans and goals.

What is the purpose and function of your practice?  In what ways do you cater for the community of your practice?
The purpose and function of our practice is the education of students, and more specifically, the incorporation of ICT into our school in an intentional manner.  Our school motto is "Children and their learning is the focus of Cockle Bay School".  Every decision and action taken within our community is based on this underlying principle.  I cater for the community of practice by being an active, participating member, sharing ideas, feedback and resources for the betterment of our students.

What is your specialist area of practice?  How does your specialist area of practice relate to the broader professional context?
My specialist area of practice is my role as the eLearning leader of our school.  I am responsible to purchase all ICT required for our school of 750+, as well as make decisions around storage units, 1:1 classrooms, and Professional Development for the staff.  In 2015 I was given one block each week to focus on this task.  This year I have been give more time as we now have 3 year levels, approximately 360 students, using 1:1 devices provided by the school.  My area of specialisation encourages and supports staff and students to confidently use ICT in their classrooms and seek ways to fully integrate its use into many areas of the curriculum.

What are the challenges that you face in your practice? How would you or your community of practice address them?
A current challenge that we are facing in our school is my resignation effective the end of Term One, as my husband and I move back to Canada.  I am working diligently to upskill new staff, ensure all students are confident users of GAFE, and train my successor.  Staff value my contribution and support and I desire to leave them feeling confident in their own abilities and skills.  Communication is key in making a smooth transition over the next few weeks.

Activity 3: Responses to Finlay's (2008) article

"Reflecting on reflective practice"  by Lynda Finlay (2008)

What is/are the points in the article that you can relate to your reflective practice?

The main point of the article that I relate to my reflective practice was the discussion around 'reflection for action', 'reflection in action' and 'reflective on action' as I agree there are various ways and times in which we reflect on our teaching.  These can occur frequently or very seldom; they can occur privately or in discussion with others; there may be some ways that are more natural to ourselves and some methods that take us out of our comfort zone.

Further to this were the five different levels at which reflection can take place during our teaching as explained by Zeichner and Liston (1996):
1.  Rapid reflection which occurs as an instant, immediate, ongoing action while teaching
2.  Repair reflection in which a teacher changes what is happening in the lesson in response to students' cues
3.  Review reflection wherein a teacher thinks about, discusses or writes about an aspect of their teaching
4.  Research reflection is when a teacher takes more time to reflect and think about a situation, often gathering data or reading up on it
5.  Retheorizing and reformulating reflections whereby a teacher reflects on their practice in light of academic theories.


Are you using any model of reflection? If yes, evaluate the model you are using, is it effective?  Is there any room for improvement?

I would say that I use the five levels as explained above in my teaching.  I rapidly reflect during a lesson and repair the situation as it warrants.  I write comments on my lesson plan to change, alter, prepare for future lessons in response to how a lesson went or the needs of the students.  I often reflect on situations by sharing with others to seek their feedback and discover different ways to handle something.  I have found these steps of reflection to be very beneficial, even though I didn't know they were formally steps to reflect.

The one area that I would see as room for improvement would be the retheorizing and reformulating reflections wherein I would explore professional readings to gain insight into situations.  With the busyness of teaching, this is the area that I tend to put to the bottom of my priorities.  Becoming aware of this is a step in the right direction, a benefit of reflecting through this reading and blog post.

Activity 2 - Metacognitive reflection on learning and practice

Development of Personal Key Competencies

Managing self:

Prior to beginning this course, I would have said that I was strong in the key competency of 'Managing Self', however, as the weeks and months have passed and I have been challenged to complete assessments to a deadline whilst teaching full-time, I have realised that this is, in fact, an area that I have struggled with.  Whilst I thoroughly enjoyed attending the sessions at MindLab, engaging in discussion and listening to thought provoking lectures, when the time came to be self-motivated and complete the second half of the course independently I realised, that in this area, managing self needed improvement.  This has been a good personal challenge for me, and the feeling of accomplishment as each assessment is submitted, is very rewarding.

Thinking:

I would say that my thinking around eLearning and digital applied practice has definite changed, grown and continues to be challenged.  Intellectual curiosity is the desire to learn, to expand one's knowledge, and ultimately to share that knowledge with others.  I love to learn and I love to have my thinking challenged.  I especially value this when what I am learning is extremely practical and can be readily applied in my own life and work.  Using the skills and knowledge that I have obtained over the past weeks and months of this course, has contributed to my ability to problem solve the eLearning challenges our school encounters, providing PD and support to teachers and students.

Key Changes in My Practice

1.  Lesson Planning using SAMR Model - In 2015 I decided to use the study of the SAMR Model as my professional inquiry within our school.  It was also the topic for my assessments in the RCIP course module.  Through the research and study of the SAMR model I began to understand the various stages of implementing eLearning in the levels of Substitution, Augmentation, Modification and Redefinition.  I kept these concepts in mind as I created lessons for my students, seeking ways to rise above merely substituting their exercise books with a Chromebook, but challenging them to learn new, innovative ways to extend their learning digitally.  I desire to continue with this mindset as I plan lessons and support teachers new to digital learning.

2.  Continued Growth Mindset - I want to constantly be open to new and innovative ideas and ways of teaching and learning.  I valued the exposure we were given to a wide range of possibilities with this course.  I think it is important to be constantly receptive to being willing to try new ways of engaging students.  It is vital that we keep up with current trends and methods, so as to provide the students with the best education possible.  The world is rapidly changing and we as teachers need to embrace it and keep up the pace.  We need to be the early adopters, the trend setters, the ones who guide young people into the  future.  We need to enable them to take technology and use it to learn and be successful.  We need to prepare them and educate them.  We need a continued growth mindset to learn alongside our students.  I desire to maintain this trait and practice in my life and career.

Activity 1: Create reflective journal

Welcome to my reflective practice blog that is the platform for my Applied Practice in Context Assessments 1 and 2.

A bit about me:

I am a 52 year old Canadian living and working in New Zealand for the past 9+ years.  I have been married for 28 years to a wonderful man, Kevin.  We have three daughters, twins who are 25 and our youngest who is 23.   One of our daughters is a spatial designer married to a motion graphic designer.  They are on their way to live in Amsterdam.  Our other daughter is a Year Seven teacher at Somerville Intermediate, whose husband is also a teacher, teaching Health, PE and Socials at Mission Heights Junior College.  Our youngest daughter attends Auckland Uni completing a conjoint degree in Anthropology, Geology and Biology.

It has been a unique opportunity for me as my daughter has been able to bring her intermediate students to my classroom to share learning together.

Teaching my students about Canada has been enjoyable as they expand their knowledge learning about a new country and culture.

I enjoy working alongside a great staff at CBS and truly believe that great teaching and learning begins with collaboration.

I have been teaching at Cockle Bay School for 5 years.  I taught Year 1 for 4 years and Year 5 for 1 year.   I have been the eLearning leader at our school for the past 2 years during which time our school has transitioned to using GAFE, Google Apps for Education, as well as providing and incorporating 1:1 Chromebooks for all Year Four through Six students.  It has been a very exciting time for our school.

Currently my husband and I are in transition to move back to Canada, so for this term I am doing Team Leader release as well as eLearning support in our school prior to our departure in April. I am assisting the Year Four teachers in the introduction and incorporation of 1:1 Chromebooks into their classrooms, as well as supporting new teachers to our school.

My teaching style is one in which I give the students ownership for the learning as much as is practical and possible.  I establish my classroom to be student centred, a bright, active place of learning and interaction.  I love colour and vibrancy, as well as bringing nature indoors, filling my classroom with plants and nature.  I've tried pets - unfortunately they die - however the tadpoles we have had which turned into frogs, were a great delight to the students, both in Year One and Year Five.

I also have effective communication with parents and have been commended by parents and senior management regarding this.  I believe in keeping open lines of communication with parents, staff and administration, as this has such a positive effect on everyone concerned.  I faithfully keep parents updated via our classroom blog and/or regular emails.  Parents are always welcome in the classroom to see their child's learning and to touch base with me.

Google Open Morning in my classroom.

I believe that my strengths in teaching are art, digital learning, writing and social skills.  I love when children love coming to school - they feel safe, valued and heard.  To me, that is the bottom line, the basis for learning.