Power of Reading - Reflection

Today's staff meeting was PD on the Power of Reading.

We began talking about what is going well for us with our PoR. I am really enjoying the drama that is coming through. Seeing the children creating freeze frames, and then the rich discussions from this. Also the writing that is coming through, the descriptive language that is developing is really powerful.

Where to next?
Using the planning template that Amanda has sent through. Plan and integrate ALL drama aspects. Use the key drama definitions to help with planning and teaching.

Summarising your Postgraduate Learning Journey and your planning towards the future:

Looking back on the 32 week journey (plus 2 more weeks because I’m always late getting assignments in!) I can see the changes that I have made through my practice and more importantly in my pedagogy. I began the course having taught in a 1:1 classroom for almost a year and was very excited by the opportunities this course gave me to connect with other like-minded, future focused educators. During the face to face sessions some of the most valuable time, for me, was the discussions we had with other teachers, from other schools, with different communities, yet who shared the same enthusiasm for learning and how we can make the most of opportunities for our students.

When looking back through the papers we have completed and the learning outcomes several jump out at me as ones that have struck a chord for a variety of reasons, some because they challenged me, some because it was something I was looking to find more about and others because they were aspects of the course I enjoyed.

From Leadership in Digital & Collaborative Learning

• Reflect on personal leadership attributes and styles within the context of leading innovation.
  I found the leadership paper on the whole challenging, I hadn’t considered myself as a leader (beyond leading in my classroom) and changing this ingrained mindset took some doing! And yet I know look back and see the ways in which I do lead, the leadership styles I use and the know when I am called to lead I am more aware of how different leadership styles can be more beneficial to different tasks. I will choose the best style for the task at hand and it has enabled me to better reflect on the leadership that I do have as a colleague in my school.

From Digital & Collaborative Learning in Context

• Identify a potential digital and collaborative innovation and design an implementation plan that can be applied in a learning environment.
  First of all, I loved the play element of this paper, the introduction to new ideas and ways of doing things which I could take back to school and implement immediately was hugely satisfactory to me. I was able to share things with other staff members and ignite some enthusiasm from some of the more reluctant staff members. This paper introduced me to flipped lessons and the assignments I did based around this concept (and the feedback I was given) helped me to understand how and where flipping can be successful. This has led to some flipped lessons occurring in my classroom. The kids love it! They enjoy being able to rewind their teacher, being able to go at their own pace, being able to share the learning with their families. It has been a huge success in my class.
• Evaluate collaborative educational research and investigate its application in a digital environment.
  Through evaluating collaborative research I was able to read and think about the collaborative aspect of learning in a digital environment. I know for myself that I have benefitted hugely from working collaboratively - be it assignments, note taking, or planning. Being able to work with others, not only online, but also to brainstorm and share ideas face to face produces much more. I am more motivated, I am better able to express my ideas, I achieve at a higher level through collaborating, so why wouldn't I want this for my students? Using GAFE in our classroom means we are easily able to collaborate on our learning tasks and when students collaborate the level of work they produce increases hugely.

Links to the Registered Teacher Criteria or Practising Teacher Criteria

Professional relationships and professional values

• Criteria 1: Establish and maintain effective professional relationships focused on the learning and well-being of all ākonga.
  One of my professional goals for this year and into next year is to build on my relationships with the whanau and community of my students. Through being involved in extra curricula activities this year I feel I have got to know the community better, however I now feel I need to focus on strengthening these relationships, especially ensuring they are learning focused. I would like to develop the use of my class blog as a space to update parents on the learning that is taking place in my classroom. I would also like the blog to become a two way means of communication, with whanau commenting on the blog too.
• Criteria 4: Demonstrate commitment to ongoing professional learning and development of professional personal practice.
  This course shows my commitment to ongoing professional learning and development, implementation of ideas gained through the course and through reading done as part of the course show my commitment to developing my personal practice. I look forward to continuing to grow and develop my personal practice through the connections I have made in this course, through the Facebook group, through the VLN that I joined whilst on this course and through twitter. One of my professional goals is to be more vocal in these online forums, to share more with others.

Professional knowledge in practice

• Criteria 7: Promote a collaborative, inclusive, and supportive learning environment.
  As part of our literacy programme blogging, and blog commenting at taught. Students regularly post new learning on their blog, and then other students have the opportunity to comment on this learning.  Students also work collaboratively in a range of curriculum areas. Through writing, reading, maths and our concept learning students have opportunities to collaborate on their learning. I would like to develop this further with students collaborating with others from beyond our classroom, with other classes and perhaps eventually with students from other school.s
• Criteria 8: Demonstrate in practice their knowledge and understanding of how ākonga learn. My students have a strong sense of agency over their learning. They understand where their learning needs come from, and work alongside me to develop goals for themselves. Students take control of their own learning, and through the use of flipped lessons, and kahn academy students are able to learn at their own pace and seek support  where they need it. One of my goals is to continue to develop this student ownership and student agency in my classroom.

My main goal going on from this certificate is to continue to learn, grow and implement new ideas into my professional practice. To continue to build on the knowledge I have gained, and the skills I have learned. In the future I would like to take on a leadership role, helping school to develop their pedagogy, providing students with opportunities to become future focused learners.

Evaluations of the cultural responsiveness in practice

Create a blog post where you evaluate how you or your school addresses cultural responsiveness in practice in at least 3 of the following areas:

Communication Methods

In our school the key methods used to communicate with whanau and the community are newsletters and blogs. These methods often have very little evidence of Te Reo Māori. A greeting usually beings the newsletter but that is often all. I feel that we are not very culturally responsive in our communication with our community.

Learning Activities

In the last 18 months we have had some PD in Te Reo and tikanga Maori through a specialist teacher who comes in once a fortnight and works with the students and teachers. This has resulted in an increase in Te Reo being used in the classrooms, students and teachers are more aware of tikanga. This is normalising the language as  identifed by the National Library of New Zealand.

Resources

We are currently in the process of opening our school library to parents 2 mornings a week so that families can visit the library together, it is a time when they can use the space to read together, to choose books or to just come in out of the cold winter mornings! We are trying to make our library a more welcoming space for all our students and their families. This provides an opportunity to promote relationships between staff and families - whānaungatanga.

References

Support indigenous knowledge in New Zealand school libraries | Services to Schools. (n.d.). Retrieved from http://schools.natlib.govt.nz/blogs/libraries-and-learning/15-02/support-indigenous-knowledge-new-zealand-school-libraries

Indigenous knowledge and culturally responsive pedagogy

Create a blog post where you share your own views on your indigenous knowledge and culturally responsive pedagogy you have implemented appropriate to your student community.

I found the video of Mike Hogan, the principal of Prebbleton School (Culturally responsive practice in a mainstream school) very thought provoking. I could easily relate to the tokenism of including some Te Reo Māori in the classroom, including some cultural awareness and of not doing enough to support the Māori learners in my classroom.

I like the idea of gathering some baseline data, as a school, identifying where you currently are at and what you are currently doing. And where you want to go to. Generating a starting point for a plan to better cater for our Māori students.

Another point that struck a chord with me was when consulting with the whanau and community the importance of doing that in a way that is culturally responsive - how do they want to be involved in this consultation? Is it through open meetings and discussion, or surveys or small focus group consultations? The school should not be the ones to decide this - this needs to come from the community.

I feel that in our school this is a need for us. Especially as our senior leader is from the UK and identifies her how lack of knowledge of Te Reo is an area for her to develop. I also think that it is important for our community to be consulted and involved in the improvement of cultural awareness not only in relation to Māori culture but also to the other cultural groups that make up our school community.

References
Bishop, R. (n.d.). A culturally responsive pedagogy of relations | EDtalks. Retrieved from http://www.edtalks.org/video/culturally-responsive-pedagogy-relations

Code of Ethics

Create a blog post where you investigate the code of ethics’ principles that relate to your teaching profession. Think about how these principles govern your practice.

The Education Council Code of Ethics for Certficated Teachers governs all who teach in New Zealand. The four sections - Commitment to learners, Commitment to Parents/Guardians and Family/Whanau, Commitment to Society and Commitment to the Profession contain the professional obligations of the job of a teacher.

“The primary professional obligation of registered teachers is to those they teach. Teachers nurture the capacities of all learners to think and act with developing independence, and strive to encourage an informed appreciation of the fundamental values of a democratic society.”

Code of Ethics for Certificated Teachers | Education Council, n.d.

This is our key obligation as teachers, our students are our first priority and they need to come first. At times this becomes difficult with pressures that are placed on us in the classroom, but we must remember that this is the first key principle of our Code of Ethics and in my mind the most important point.

In your opinion are ethical codes of conduct reflective of societal norms or essential principles of humanity?
I believe, based on my professional beliefs and the Code of Ethics developed by the Education Counci, that ethical codes of conduct are reflective of societal norms. Our Code of Ethics relates to the commitment of us as teachers to our learners, their families, society and the profession. There is also alignment between the Code of Ethics and basic principles of humanity such as, respecting the privacy of others and promoting the well being of our learners. These are governed by the four principles of Autonomy, Justice, Responsible Care and Truth.

Education Council (n.d).

What are the advantages and disadvantages of having a Code of Ethics?
One of the main advantages of having a Code of Ethics is that it educators with clear guidelines to align our practice too. It also provides protection for us as professionals. The guidelines are especially important for those starting out in their career as they give a frame work for maintaining professional practices. The Code of Ethics also provides a framework to work through when ethical issues arise.  


Some of the disadvantages could possibly include the fact that they Code of Ethics are open to some interpretation. In some cases they could not be specific enough to support those making ethical decisions. Grey areas between the guidelines could provide opportunities for justice to not be up held. 


In your own field to what degree are ethics concerned to protect individual rights and to what degree do they exist to minimise organisational risk? How is the balance between the two distributed?

The key in where ethics are concerned is to ensure that all parties are taken into consideration when making ethical decisions. It is important to ensure individual rights, (of students, staff, families) are protected. The Code of Ethics also exists to protect the school, in its organisational role, from the risks associated. It also provides a foundation for leaders and management to use when making ethical decisions.

Education Council, (n.d.)

References

Code of Ethics for Certificated Teachers | Education Council. (n.d.). Retrieved from http://www.teacherscouncil.govt.nz/content/code-of-ethics-certificated-teachers-0

Applied and Professional Ethics

Create a blog post where you highlight key points from the article on Applied and Professional Ethics by Collste (2012) and discuss what you find relevant or applicable to your profession.

Key points & how they are relevant or applicable to my profession:

• Applied ethics is the art or science of reflecting on moral dilemmas and moral problems in different social contexts. (p.18) In education we are often faced with moral dilemmas and it is important that we are aware of the ethics involved when we make decisions, especially in leadership roles as we may need to justify our decisions.  

• Beauchamp and Childress proposed the following four principles as a basis for moral decision making in medicine: the principle of non-maleficience, the principle of beneficence, the principle of respect for autonomy and the principle of justice (p.20) These four principles can be used in making educational decisions too.

• Ethical inquiry is a way to increase our knowledge of, or at least our insights into, ethical issues. (p.23) In education where we are called to make ethical decisions it is important to have knowledge of, and increase our insight into ethical issues. This is more important the greater your leadership role.

• Reflective equilibrium (RE) - the point is to identify and relate different relevant aspects of a case (p.24) It is important when making ethical decisions to reach reflective equilibrium, a point where you are able to identify the different aspects of the decision that is being made. 

• Professional ethics is based on the practice of a profession, while applied ethics is primarily an academic endeavour. (p.27) Therefore, in our everyday situations is it professional ethics we will be using when making decisions.

• Professional virtues are those virtues that are necessary to realising the standards and goods of a profession. The good or virtuous professional is the one who has the capacity and the desire to live up to the standards to make the right decision in problematic moral situations. This capacity is acquired through reflective practice.(p.31) A great leader needs to have professional virtues, this better enables them to lead from an ethical stand point. Ensuring decisions are made for the best of all involved.

References

Collste, G. (2012). Applied and professional ethics. KEMANUSIAAN, 19(1), 17-33. Retrieved from http://web.usm.my/kajh/vol19_1_2012/KAJH19_1_2012_2.pdf

Ethical dilemma

Create a blog post where you identify an ethical dilemma in your own practice links to digital or online access or activity. Explain the dilemma and how you would address the potential issue would it occur in your own practice or (if relevant) detail an actual situation and how it was resolved.

An ethical dilemma is defined by the Education Council as 

"A situation an individual encounters in the workplace for which there is more than one possible solution, each carrying a strong moral justification. A dilemma requires a person to choose between two alternatives, each of which has some benefits but also some costs (Feeney and Freeman, 1999, p.24)"

Early in 2014, an ethical dilemma developed at our school. 

As a 1:1 Chromebook class with students each having their own Google accounts (created and owned by the school for legal purposes as our students are under 13) in 2014 we had students who after trying to use Google+ from their school accounts and having them shut down by Google once they put in their date of birth. We then had students create their own Google account, often under a pseudonym, and join Google+. 

Our staff then had notifications that these students were following us on Google+. We met as a staff and discussed the issues at hand, and how we would deal with them. 

These students were bought in to management, with their families. The legalities were explained to the parents. The students were then required to delete these accounts. It was explained to the students and parents that as they are under 13 they cannot legally have their own Google account. Opportunities were provided to the parents to up-skill themselves in how to keep their children safe online, through workshops held in school and online material that was suitable to them. 


References
Education Council. (n.d.). Teachers & Social Media | Frequently Asked Questions. Retrieved from http://www.teachersandsocialmedia.co.nz/resources/frequently-asked-questions

Legal contexts and digital identities

Create a blog post where you examine the application of guidelines on social media policies within your organisation.

Our school does not currently have any specific guidelines in place for staff, however it is expected that as professionals we will follow the guidelines set out by the Teachers Council in their Teachers and Social Media guidelines. 

We have received professional development on the use of social media in a professional context, the importance of keeping private information private and the perils of making connections with families of students online. 

We have been encouraged to keep our social media profiles private, and be very careful what information we share on the public platform. We have also been advised to routinely check privacy settings as these can and do change. 

As the Teachers Council highlight there are key things we need to take into account before we share online. They are as follows: 

Maintain appropriate boundaries

Be respectful and take into account

• the views and opinions of your colleagues, learners, and parents/guardians
• the privacy of those involved in your groups and the things you share

Be clear about

• the purpose of your interactions via social media
• the purpose and lifespan of online spaces you set up for teaching and learning purposes
• situations where you need to seek agreement from learners, colleagues and parents/guardians

Be open to learning by

• taking advantage of the knowledge and expertise of your colleagues
• seeking guidance from a professional leader as soon as you have a concern

Be aware of how persistent and shareable your posts are

Be responsible and role model for your learners and colleagues by

• being transparent and upfront about your online identity
• owning the content you create
• keeping your own privacy settings up to date and appropriate

Attend to copyright issues

If we were to develop our own social media guidelines I believe we would follow the outline from the Education Council, with more specific policies relating to the use of social media accounts in digital classrooms. Highlighting the need for personal and professional accounts to be separate. I believe the development of further policies will enable teachers to best reap the rewards social media has to offer. 

References  

Education Council. (n.d.). Teachers & Social Media. Retrieved from http://www.teachersandsocialmedia.co.nz/guidelines/before-you-share

Create or extend your professional social media networks

• What are some key features of social media that you have identified as beneficial for teaching and learning?

This infographic from the Education Council highlights the possible uses for social media in teaching and learning. The key features for me personally are: 

 - the ability to network, for both my self in terms of professional development, and for my students to share thier learning. 

- collaboration, again for both myself and students. I have seen through this course, and in my professional practice in the last 18 mths how much I have grown through the ability to collaborate with others. I also see when my students collaborate how they learn from each other and develop much deeper content knowledge than they would have developed working alone. 

- blogging, for my students having an authentic audience for their learning provides them with more meaningful ways to share what they are learning and how they are learning.  

Education Council (n.d).

• What are potential challenges that teachers need to be aware of when integrating social networking platforms into teaching activities?

As highlighted by the Education Council there are several key areas which need to be considered when using social media in an educational setting. 

Education Council (n.d).

We, as educators need to remember that we are governed by our Code of Ethics which still applies when using social media and we need to be respectful and consider the views and opinions of others, we need to be aware of the privacy of our learners and of the things we share. When using social media in an educational setting we need to be clear about the purpose of the our interactions via social media and we also need to be aware of the life span of thing we place online. Being a responsible role model for our learners can be established by being upfront about your online identify, keeping privacy settings update and appropriate. (Education Council, n.d.)

• How do/would you use social media to enhance your professional development?

I love the way that Twitter enables me to keep and search for ideas that have been discussed at other PD I have attended such as the GAFE Summit. I also enjoy being able to very easily share the ideas that resonate with me. I find Twitter to be a great source for information, inspiration and new ideas. The main draw back I find is having the time to find and implement these new ideas.

References 

Education Council. (n.d.). Teachers & Social Media | What is Social Media. Retrieved from http://www.teachersandsocialmedia.co.nz/what-social-media

Education Council. (n.d.). Teachers & Social Media | Before You Share.  Retrieved from http://www.teachersandsocialmedia.co.nz/node/131/you-share