Week 18 Reflecting on Future Oriented Practice

It is undeniable that the 21^st Century Learning Skills cited in (Zhao, Y., Pugh, K., Sheldon, S. & Byers, J. (2002) is going to have a major impact on the success of our future learners.

Theme 5: A culture of continuous learning for teachers and educational leaders.

1.     DESCRIPTION:  We considered this when leading our change in the way we lead Curriculum Planning sessions. This is the way we want to lead our learners (Staff), when engaging with Professional Development.  We want to shift the current status from pockets of effective practice to a system that makes this reflective practice the norm.  We realised that the old method of leaders writing the term plan, was not working. Most Unit Plans were not presented with the energy, that the leader had assumed. We reflected on learning from Mindlab, and how we wanted ‘Student Agency’ around learning, and applied this to teachers and their role in planning.  Alongside this, teachers inquired into their practice, using the ‘Spiral of Inquiry’ (Timperley, Kaser & Halbert, 2014) to analyse the effectiveness of their teaching.

2.      FEELINGS: I must admit that change has never been easy. This frustration at ‘not knowing’ and feeling ‘vulnerable’ was very uncomfortable, and I think that was reflected in my ‘written reflections’. The only time when I felt at ease doing this, was with trusted colleagues. I know that this Leadership Inquiry gives me a realistic sense of my knowledge, which is ever changing. In the past, I took comfort in believing that, ‘THERE’ was a place, where I would be ‘all knowing’ and would have mastered the ‘manual’.

3.     EVALUATION: My colleagues have a range of different strengths, and also believe in the benefits of inquiring into their practice. We have worked in this way over the last couple years through ‘Spiral of Inquiry’ (Timperley et. al., 2014), and have strong ‘norms’ to keep the environment conducive to reflection, and disagreements. There are times when we do struggle, but through learning focused conversation, and relationships, built on trust, we manage to find resolution and keep our mana intact.

4.      ANALYSIS: I believe the Mindlab supplemented this change, especially with how this linked with New Zealand Key Competencies Model (Ministry of Education, 2005). This was further supported by Rogers’ (2003) ideas on how the ‘Early Adopters’ can create a platform for change. These key leadership readings, and the theories they espoused, help redefine my leadership, and how I support our learners to lead as well. This journey also allowed me to reflect on the part that my educational experience, has played in shaping my leadership style.

5.     CONCLUSION: I would not have changed a thing. I believe that this change is happening at the right time, and for the right reasons. Our school has worked collaboratively and been very strategic and selective in ensuring that we sought Professional Development that shared our key values around learning, and learners, and our community.

6.     ACTION PLAN: I will not be so scared, in future, and waste time worrying about things that are beyond my control. I have learnt that as long as the leadership, has listened to its community, with a strong emphasis on student agency, has a clear understanding of what it is seeking to achieve, while providing reflective opportunities for stakeholders to be innovative, with ‘check in’ points, the outcomes will be positive. I believe that we will have to remember a key aspect of the theory of Connectivism (Siemens, 2004), that knowledge is everchanging, and that what is true today, might be a myth tomorrow.

We would really like some feedback on how we are implementing this change regarding ongoing learning for leaders and learners. How are you doing this at your place? Maybe we could lern something from you. Look forward to your GEMS. :)


   REFERENCE LIST:

  Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning and teaching — a New Zealand perspective. Report prepared for the Ministry of Education. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306

 Finlay, L. (2009). Reflecting on reflective practice. PBPL. Retrieved from http://www.open. ac.uk/opencetl/sites/www.open.ac.uk.opencetl/files/files/ecms/web-content/Finlay-(2008)-Reflecting-on-reflective-practice-PBPL-paper-52.pdf

  Ministry of Education. (2005, March). Key competencies: The New Zealand Curriculum/Marautanga Project (Issue 2) (PDF, 248 KB) .

    Rogers, E. M. (2002). Diffusion of preventive innovations. Addictive behaviors, 27(6), 989-993.

    Siemens, G. (2014). Connectivism: A learning theory for the digital age.

   Timperley, H., Kaser, L., & Halbert, J. (2014). A framework for transforming learning in schools: Innovation and the spiral of inquiry (Vol. 234). Melbourne: Centre for Strategic Education.

Zhao, Y., Pugh, K., Sheldon, S. & Byers, J. (2002). Conditions for classroom technology innovations. Teachers College Record, 104(3), 482-515. Retrieved from https://www.rtsd.org/cms/lib/PA01000218/Centricity/Domain/96/Conditions%20for%20Classroom%20Tech.pdf