Reflection and Evidence for PTC6 FINAL DONE

In my work, I am working in a range of schools, working with Principals, e-leaders and staff. The learning programme I plan and deliver is based on information obtained from initial conversations with the Principal, targets and goals from the annual plan/charter and also based on moving the school forward. Leading change within the school is how we will make a difference for learners.

I work with schools to co-construct the development plan, a road map for how we will work together through the year.

No one school is the same although there may be similar themes which has allowed me to plan and deliver workshops to e-leaders from different schools. In 2015, schools in Southland were in informal clusters, in 2016 the work is in individual schools but there is still the opportunity for e-leaders to share their practice. A good example is where three teachers from three different schools worked together to develop a a class blog for their Yr5/6 classes. This is the blog post from the Connected Educators Blog.

Three concepts have impacted on my thinking in planning and implementing development plans/workshops for schools I am working with.

The first is UDL or Universal design for Learning. I have talked about the impact of this concept in this blogpost. This has caused me to plan in a different way for workshops and to find out about my learners before they come to the workshops.

The Spirals of Inquiry Process adapted by Kaiser,Halbert and Timperly has also influenced how I talk about inquiry with teachers. This is a robust model and leads teachers to look at their learners and data in a deeper way. example of a workshop
The last ideas are from the OECD report - The Nature of Learning which talks about the Learner at the Centre. Again this has influenced how I think about leading change and making a difference for learners in our schools. Students in classes today are not the same as they were 20yrs ago

Teaching and Learning is changing.and learners need to have more choice, more voice and more self -direction in their classrooms. I see my job as leading, encouraging, coaching and informing
teachers to change.

Link to Tātaiako ; ako

Reflection and Evidence for PTC7

Developing and building an inclusive, supportive learning environment is vital in any classroom,whether it is  a brand new Yr9 English class, an Enable course with a group of teachers from a a variety of schools or a group of e-Leaders from the same school. The most important aspect is to build relationships and make connections. It is vital to create a feeling of whanaungatanga . I have found using technology can help with that, but taking the time to build relationships on a personal level is the most powerful.

Using pre-workshop or pre-visit survey is a successful way to make initial contact with teachers to find out

something about them - their needs/expectations/skills/teaching/interests. Using a Google Form is a very easy way and a great tool teachers can use with their own classes. These have helped me in my planning to ensure that my learners' needs/expectations are being met.
From my work last year in clusters I learnt that knowing the learner was just as important with teachers as with students. Following UDL principles, this has led me to change my practice.  This allows me to find out about my akonga before I meet them. I always start my first meeting sharing information about myself and my family to start making connections with the teachers. I also communicate via email (see below) to keep those connections building. A good example is the relationship  I have built with a teacher in Southland this year. On my most recent visit to her class we spent time working on her class blog and problem- solving to make sure her learners could use the technology to record their learning.

Using UDL principles also helps me plan my workshops so that learners differing needs are met. Sending out an outline of the workshop, any pre-reading, any videos that may be useful to watch before  the  workshop, having printed copies of important notes, sharing the presentation and resources for "re-windable" learning.
I use Twitter and my Professional Learning Blog to support and build my professional competence and also build relationships. I have been to schools where teachers have said "I follow you on Twitter" or met teachers F2F who I have communicated with via Twitter. Creating a group/school hashtag and sharing ideas/practice can also build/strengthen connections.
One way I have changed my practice is using the pre-workshop/visit survey data and the workshop evaluation data to tailor the next workshop/visit to the needs of my learners.
And a kaputī and kai are also important  ingredients for creating whanaungatanga.

Link to Tātaiako: Manaakitanga

Reflection and Evidence for PTC8 FI

As a teacher, I see myself as a life-long learner. This is reflected in my on-going

Professional Learning both Formal and Informal, personal and in a wider forum.

As I gain new knowledge I ask myself questions - is this relevant to me? Will this make a difference to learners? And because I have a Secondary Lens on much of my work - what would this look like in a Secondary classroom? What would this look like in my classroom?

My inquiry focus this year is still based in the Secondary School area - looking at how I can support Sec School Teachers moving into ILE.

A large amount of the work I do is sharing new concepts/research/information with teachers I ma working with. Leading change requires teachers to be a little uncomfortable in their spaces.

"Change is not hard, it is uncomfortable" Grant Lichtman. I have used my own new learning to share ideas/research with teachers to move them in those uncomfortable spaces.

Videos such as Sir Ken Robinson's "Do schools kill creativity?" "the three carriage train" and "The power of student driven learning" have resonated with teachers.

Other examples of new information/knowledge I have shared with teachers include the
Spirals of Inquiry, The Nature of Learning ,Story Hui and Using Student Voice and Choice.

Being involved in writing/co-constructing a Literacy Enable course and a module for an Empower course has also been a way for me to continue learning and share that knowledge with course participants. eg using information from enabling e-learning, Literacy online, TKI, VLN, CLA website and assessment online.

Using goal sheets for teachers and also getting feedback has allowed me to encourage teachers to

get into that uncomfortable space to try something new, reflect and then share with colleagues.

Reflection and Evidence for PTC 9F

Using a UDL approach and thinking about the 7 principals of learning, has helped me to put my learners at the centre. While it is important for me to deliver the content/ideas/concepts required in a workshop, it is even more important that I find out about the needs of the learners.

To do this I surveyed participants survey workshop beforehand and also send them an outline of the day as some people like to see the overall picture and pre-read material. I also use Te Reo in introductions as well as the karakia and whakatoki we might use for that day

A UDL approach is used by having digtal and print information. I continue to build my knowledge of the UDL approach via workshops with Lynne Silcock and Chrissie Butler. By increasing my knowledge, I can model this approach for my eleaders .

Example of workshop to e-leaders on UDL   Participants have multiple ways of
accessing the presentation - shortened url, link/outline emailed to them or QR code.

Tangata Whenuatanga

Reflection and Evidence for PTC10F

Reflection and Evidence

I have been involved in supporting Maori students in a variety of ways. I have use Te Reo in my classroom with greetings and other phrases where appropriate. I have been to many Powhiri for new Year 9 students and new staff. At Burnside I had a long involvement in a small steering group focused on the Maori students at our school. This group morphed into the  He Kakano group, where I was also a member. While at Burnside High I also took an after school class in Te Reo. My successful delivery of my pepeha is recorded in this blog post.

The cabbage trees at Burnside High are a significant group of trees. They also became significant for my Yr 9 English class in 2013. Our class blog was called Ti Kouka -Directions for Learning . We took photos for our class wall at the cabbage trees. Our final class task was to join history, culture and technology together by creating a QR Code that linked to a video about the cabbage trees.

I have continued to work on my knowledge of Tikanga and Reo. Some examples are:

Preparation and use of my pepeha when first meeting with school leaders etc.

Joining in karakia and waiata at CORE and LwDT South team hui.

Taking opportunity to leading Karakia in team meetings.

Use of karakaia and Whakatoki in presentations.

Consulting with colleagues about appropriate Māori language/concepts, l  eg questions at lunchtime meetings and informal conversations

Attendance at CORE Te Reo lunchtime learning desire to learn Te Reo and keep learning

To sum up this reflection is an extract from my blog

"As a staff we have also been involved in using Te Reo in our classrooms. One way is by using Whakatauki or proverbs. I enjoy using the words of people I believe to have something worthwhile to convey. Here is my pick for this week – It conveys the idea of the importance of language. The language of Te Reo and also my subject, English.

Ko te reo te tuakiri

Ko te reo tōku ahurei

Ko te reo te ora.

Language is my identity.

Language is my uniqueness.

Language is life."

Link to Tātaiako -Tangata Whenuatanga

Reflection and Evidence for PTC11F

In my work in schools I have been involved in working with Principals to gather data about the e-learning capabilities of their school through the use of the elpf - elearning planning framework tool. The information is collected from staff via an online survey. The results are available online and are displayed in graphic form. I have led staff through this process in several schools this year, with a short presentation before they have completed the survey.

After recording and analysing the results, I have worked with Principals to look at priorities for the Professional Development.

A more informal way of gathering information about teacher views/elearning needs is by using feedback tools eg google forms to gather opinions/feedback . I have found this a very useful activity, I have found out about my learners before I meet them and then using a feedback form after a workshop, I am able to make changes to the next workshop based on that feedback.

While we are not directly involved in gathering student data, teachers involved in the Spirals of Inquiry (Halbert, Kaiser and Timperly) are encouraged to gather data about target students from several sources and take a wide view of learning.

 Learner Maps

Link to Tātaiako:  Wänanga

Reflection and Evidence for PTC12F

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Reflective Question –How does my practice reflect that I engage in critical inquiry, gathering, analysing and using evidence to inform my learning and actions.

As part of my job as an LwDT facilitator, I have the opportunity for a wide range of professional learning. This has enabled me to critically engage with evidence and professional literature.As referenced in my evidence I have had the opportunity to be involved in a wide variety of Professional Development opportunities. I have attended Conferences and workshops, as well as many internal opportunities for upskiling in my work as a facilitator, both at CORE education and at Christ's College.I have also been involved in the Education Community attending Educamps, being active on Twitter, as well as my involvement with the Connected Educators Group. For the past two years we have also contributed to the Connected Educator month in conjunction with CORE Education. My time as a CORE e-Fellow in 2013 also enabled me to engage in critical thinking and also exposed me to a variety of new ideas and literature. I have been a presenter at ULearn 13 and ULearn15. These are my ED Talks. I have also read various books written by Educationalists, read blogs by well-respected educational thinkers eg Derek's blog (Derek Wenmoth) Learning with ees (Steve Wheeler) as well as blogs by Steve Mouldey and Claire Amos. I also read other blogs by a variety of NZ ,Australian, American and UK Educators. I particularly like Steve's blog about shadowing a Yr 10 student.This made me think about the Year 10 students I have taught, the 20% of Year 10 students who are disengaged sitting in our classes. I f I was to go back teaching, I know I would look at those year students in a different, empathetic way.Carol Dweck and John Hattie are two educationalists who have influential vies on learning. This is a blog post I wrote on their views.My blog post about Hattie and Dweck - Teachers as change agentsI have also been thinking about the move to ILE and changes teachers will need to make. However, I do think that we need to make changes to allow students to develop skills they need in 21st C. This blog post from my Professional Learning Blog expands those views and also references other Educationalists commenting on the changes we need to make. 

Link to Tātaiako : Wänanga, Ako, 

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