Activity 10: Reflective practice - Put it all together: Summarised Postgraduate Learning Journey and plan for the future

How did I do? What could I do better? ...

Reflecting on my personal 32 week learning journey, through the postgraduate programme at The Mind Lab:

I feel privileged to get the opportunity of Studying the Postgraduate Course ‘Digital and Collaborative Learning in Applied Practice’ at The Mind Lab. This learning journey of 32 weeks has been most interesting, productive and satisfying. As the learning in this course is focused on 21st Century education, teaching, learning, and technology, I feel it is the best form of professional development for ‘shifting the mind-set to 21st Century’ thinking, pedagogies and teaching approaches. Although it has been quite challenging commitment to study while teaching full time at Te Kura, I am so pleased and proud that I have completed this program, because to me, it is one of my life time achievements. The learning is enhancing and empowering my professional practice in all the areas. A tiny example of this is, now I can totally relate to the expression ‘Reflective practice is a professional development process that we believe is highly effective in achieving behavioural change’ by (Karen F. Osterman, Robert B. Kottkamp)
The learning from this PD is also improving and upgrading my digital technology skills that are crucial in Te Kura Online Teaching and Learning Environment which makes it most relevant to my professional practice.

The three criteria I have met well in my professional practice at Te Kura:

Criteria 1 Establish and maintain effective professional relationships focused on the learning and well-being of all ākonga:

Te Kura - The Correspondence School, Wellington, New Zealand is distance education providing school. Pastoral care of our akonga is a significant component of our professional practice. We contact and communicate with our students, their parents, guardians or care givers through telephone, e-mail, letter, Skype, Adobe Connect and Te Kura OTLE.
The learning experiences at The Mind Lab, are certainly helping me enhance my practice in all the areas including ‘pastoral care of our akonga’. For example I am more aware of cultural responsiveness to akonga, their parents, guardians or caregivers, whanau and to the learning community, in pastoral care and teaching and learning area of my professional practice. The learning also has improved my realisation of community informed practice. I can see this change in my contacts and conversations with the learning community.
Ideally in my conversations with them I first focus on developing friendly and pleasant professional relationship with the students and their parents, guardians or care givers. I do this by initiating discussions around students’ interests, their strength and achievements to present time. I acknowledge, value their achievements and praise them for these. Then I lead the conversation to inquiring about their personal, academic and career goals. Responding to these I work with them, developing their Individual Students Education Plans. Following these; I mentor them, supporting with their study, progress and achieving their goals, throughout their learning journey.

Criteria 4 Demonstrate commitment to ongoing professional learning and development of professional personal practice:

Ongoing professional development keeps teachers up-to-date on new research on how children learn, emerging technology tools for the classroom, new curriculum resources, and more. edutopia
During my ten and a half years of teaching at Te Kura I have hardly missed any professional development opportunity available which is relevant to my professional practice, as I believe learning is a lifelong process. I have significantly benefitted from many professional development programs, to name a few, NZ MOE initiative - three year ICTPD Program, How 2 of Web 2 Online program, Acting Senior teacher of Mathematics, Te Kura OTLE Championship and currently this Postgraduate Course ‘Digital and Collaborative Learning in Applied Practice’ at The Mind Lab. Participating in the sessions facilitated by highly skilled and inspiring facilitators and working collaboratively with like-minded professionals from primary to tertiary level, make studying this course most interesting and beneficial.
The learning and professional development focused on 21st century education, in the following areas are most relevant and applicable in contemporary teaching and learning.
• Digital and Collaborative Learning in Context
• Leadership in Digital and Collaborative Learning
• Research and Community Informed Practice
• Applied Practice in Context
The skills covered in this program are most applicable in Te Kura Online Teaching and Learning Environment and in all the areas of professional practice in general.
As covered in my previous assessments, these skills will continue enhancing my professional practice in all the four areas listed above, for many year to come.

Criteria 5 Show leadership that contributes to effective teaching and learning

The skills learned and professional development gained through the learning journey at The Mind Lab, will also continue enhancing my leadership role and practice of Te Kura OTLE Champion, in Te Kura Online Teaching and Learning Environment. Continued focus on developing current - new, relevant and interesting teaching, learning and assessment resources using a variety of digital technology lead to improved student engagement, school work completion, learning and achievement. Applying the learning covered and skills learned from various leadership theories and styles, in my leadership role/practice of Te Kura OTLE Champion, are helping me improve my colleagues’ confidence and capability in using Te Kura OTLE and other digital applications like GAFE and Adobe connect, which in turn lead to improved and more effective teaching and learning. For example, recently Te Kura has begun school wide implementation of Google Drive Application; the skills I learned from regular use of Google Drive, throughout this course enabled me to help my colleagues with creating their Te Kura Google account, setting up Google Drive Application and facilitating its use in Te Kura practice. Similarly the skills learned from regularly using Google Plus community throughout this course are useful in helping my colleagues with Te OTLE discussion forum in their subject areas.
My learning experiences in ‘Research and Community Informed Practice’ and ‘Reflective Practice’ are also helping me in developing teaching, learning and assessment resource, in my subject area – Mathematics and Statistics. When developing these resources I am more aware of the importance of gaining input from learning community and teacher colleagues, and also reflecting on the process of resource development, in order to evaluate and improve it, leading to more effective teaching and learning.

Two main goals for my future Professional Development:

I am passionate about applying my learning experiences and skills with digital tools and internet technologies in the following:
• Online education in general (teaching, learning and assessment) at Te Kura
For example; strengthening my skills and gaining expertise with effective use of:
• Te Kura OTLE system – Online Teaching and Learning Environment
• GAFE – Google Applications For Education suit
• Applications of Adobe Connect package
• Mathematics and Statistics teaching, learning and assessment
For example:
• Further learning and using Mathematics and Statistics online programmes ‘Mathletics’ and ‘Maths Buddy’ which are supplementary online teaching and learning resources that are useful to enrich students learning and achievement.
• Strengthening my skills and gaining expertise with effective use of
Statistical Software iNZight and Graphing Software NZGrapher
• Learning and gaining expertise in using Algebraic Software Geogebra
Thus my goals for the remaining of this year are to focus on applying my learning experiences and skills to enhance my professional practice at Te Kura, in all the areas – including leadership, pastoral care, teaching, learning and assessment.
After achieving the goals above I will be keen to take up the opportunity of suitable position of responsibility at Te Kura, as I already have the experience.
I would like to end this post with one of the quotes that I believe in “Intellectual growth should commence at birth and cease only at death.”- Albert Einstein

References:

Practising Teacher Criteria and e-learning
http://elearning.tki.org.nz/Professional-learning/Practising-Teacher-Criteria-and-e-learning
Reflective Practicefor Educators (Improving Schooling Through Professional Development - Karen F. Osterman, Robert B. Kottkamp)
https://app.themindlab.com/media/12847/view
Edutopia
http://www.edutopia.org/teacher-development-introduction
Free photo from Freeimages http://www.freeimages.com/photo/gorillas-at-apenhaul-1382596

Activity 9: Indigenous knowledge & cultural responsiveness (Evaluations of cultural responsiveness in practice)

My culture and ways of living

Indigenous knowledge and culturally responsive pedagogy:

In Aotearoa - New Zealand, Maori communities have an invaluable fund of indigenous knowledge about living amongst nature, ecology and sustaining the environment. They possess a wealth of experiences in all the aspects of life and environment. Therefor indigenous knowledge systems, their world views, values, and ways of relating to nature are of a great significance to current modern living.
Culturally responsive pedagogies and pathways for authentic learning must incorporate children’s and communities’ fund of knowledge into the curriculum. Culturally responsive pedagogies and teaching approaches in classrooms support diverse ways for children to develop, express (orally and in written form) and share deeper learning and their understanding of concepts. Teaching and learning in all the areas of curriculum will be enriched if teaching pedagogies and approaches create opportunities to incorporate children’s and communities’ lived experiences into the curriculum. Teaching approaches should create an inclusive classroom culture and learning environment that welcomes indigenous knowledge systems, their world views, values, and ways of relating to nature. When these pedagogies invite children’s and their whanau’s to share their lived experiences in to the classroom, the learning outcomes are culturally rich, authentic and meaningful, which in turn increases children engagement, motivation and improves attainment. Culturally responsive pedagogy is effective when it is ensured that students have multiple and diverse opportunities to learn, and receive feedback on their learning. Children learn and gain life experiences form their parents, grand-parents and the legends in the community, this learning should also be promoted in the classroom by creating opportunities where older students help and support younger ones. There also need to be culturally inclusive diverse ways for children to gain feedback on their growing knowledge, leading to further learning. The newer teaching approaches and initiatives like Project Based Learning, Authentic Learning, Big Picture Project, create  many opportunities for students, their parents, families and communities to be involved in children's education, this draws authenticity, cultural values, life experiences, and history in to learning, resulting in higher level of children's interest, motivation, engagement, learning and achievement. At high school level a projects on Maori Carving, Pacific Music are good examples of Project Based Learning.
The inclusion of mātauranga Māori enables all children to understand the significance of Māori as tangata whenua through the use of te reo Māori; Māori symbols; learning experiences that focus on the environment (taiao) through the lens of atua Māori (guardians of the forest, sky, earth, wind, rain, storms earthquakes and volcanoes); pūtaiao (science); and hangarau (technology). Mātauranga Māori communicates something fundamental about the Māori world, something distinctive and valuable. It encompasses both ancient and modern forms of knowing and enlightenment. The inclusion of Mātauranga Māori across the curriculum enhances the mana and wairua of Māori children. This validates their ways of knowing, being and doing. At the same time it provides all children with knowledge and information that extends their learning and understanding of the world they live in.(Education Review Office)

Cultural responsiveness in practice at Te Kura:

Te Kura vision, mission and core values (Te Kura vision and core values)

Our vision is ‘students achieve their educational and personal goals, enabling them to participate effectively as members of their communities’.

At Te Kura we demonstrate by our actions that we:

Put the success of our students at the forefront of everything we do

Respect each other, students, their whanau and our partner organisations

See strength in diversity

Celebrate innovation and success

Communicate openly and honestly.

The Bi-Cultural responsiveness in practice at Te Kura is quite strong. The leadership focus and pedagogies as well as pastoral care approaches are very much culturally responsive. Te Kura environment is rich with Maori staff, culture, language and regular activities like weekly waiata, cultural celebrations like Maori language week, matariki, and many other ongoing initiatives! Te Kura pedagogies and teaching approaches support focusing on motivation, engagement and raising achievement levels of Maori students.

At early childhood and primary level, teaching learning programs incorporate cultural responsiveness very well. Te teachers work with children, their parents, guardians or caregivers and whanu, to develop students’ individual learning programs based on the expectations of family, whanau and community environment; hence these programs are well engaging, and motivating. Students’ whanau and community interest are well woven in to the curriculum; this creates authentic and culturally rich learning experiences. 

However at secondary level teaching and learning programs, and the nature of assessment activities are mainly driven by academic expectations and New Zealand Qualification Authority’s policies and procedure, I feel this limits the opportunities of cultural responsiveness. NZQA Assessment specifications at NCEA Level 1, 2 and 3 seem to guide the learning, and assessment, leaving minimal space for authentic learning, creativity and entrepreneurism. A good example of this could be; a student, who is passionate about fishing and is highly skilled, has a wealth of cultural knowledge about all the aspects of fishing from whanau, and community legend; struggled to gain his Numeracy and Literacy at NCEA Level 1.

References

Understanding Indigenous worldviews, by Vicki Tauli-Corpuzy from Tebtebba, Phillipines https://app.themindlab.com/media/12843/view
A culturally responsive pedagogy of relations by Russell Bishop https://app.themindlab.com/media/12844/view
Mike Hogan Culturally responsive practice in mainstream school https://app.themindlab.com/media/12845/view
Culturally Responsive Pedagogy and assessment Whakamana tamariki http://www.tlri.org.nz/sites/default/files/projects/9268_cowie-summaryreport.pdf
Support indigenous knowledge in New Zealand school libraries http://schools.natlib.govt.nz/blogs/libraries-and-learning/15-02/support-indigenous-knowledge-new-zealand-school-libraries
Te Kura Charter and Annual Plan 2016 http://www.tekura.school.nz/assets/Publications-non-curriculum/Te-Aho-o-Te-Kura-Pounamu-Charter-and-Annual-Plan-2016.pdf
Te Kura vision and values http://www.tekura.school.nz/about-us/vision-and-values/
Free photo from Freeimages http://www.freeimages.com/search/culture

Activity 8: Law & Ethics influence on professional practice (Legal contexts and digital identities)

Legal Context - Global Digital Citizenship

Responsible use of digital technology:

I teach at Te Kura - The Correspondence School, Wellington, New Zealand. Te Kura is distance education providing school which is implementing online learning delivery project. From the beginning of 2018 school year, Te Kura will deliver all the learning online (from junior level to NCEA Level 3) through Te Kura Online Teaching and Learning Environment (OTLE).
At present OTLE consists of discussion forum for interactions between students and teachers. Students submit their completed school work through OTLE Dropbox function and teachers provide feedback on their work through the same Dropbox. It also consists of other functions like e-mail and pager for student teacher interactions.
To manage its online learning delivery and potential challenges Te Kura has developed policies and procedures for its teaching and learning communities - Responsible use of ICT at Te Kura as well as Te Kura Cyber Safety Incident Handling Procedures. This information along with Te Kura Cyber Safety Incident Form are published on Te Kura Intranet, for staff. And the information for learning community is published on Te Kura Website Te Kura enrolment Terms and conditions along with the information about Learn Cyber safety which also includes links to NetSafe as well as Hectorsworld. Guide lines are also included in terms and conditions in Te Kura enrolment form. Te Kura OTLE information HUB also has a complete unit on responsible use of digital technology, cyber citizenship and cyber Safety, available for learning community. (Some of the information and documents can’t be linked to this post as they are stored in secured space – intranet and OTLE). These approaches are underpinned by the idea that cyber citizenship is a shared responsibility of the school, educators, students, families and whanau as well as wider learning community.
However the risk of an incident occurring exists, there for it is important that the school has developed and implemented an incident response plan.
Teachers certificated to practice in New Zealand are committed to the attainment of the highest standards of professional service in the promotion of learning by those they teach, mindful of the learner's ability, cultural background, gender, age or stage of development.
This complex professional task is undertaken in collaboration with colleagues, learners, parents/guardians and family/whānau, as well as with members of the wider community.
(Code of Ethics for NZ Certificated Teachers)

Potential ethical dilemma in my practice linked to digital or online access or activity

How the potential issue would be addressed if it occurred in my practice:
Te Kura Online Teaching and Learning Environment (OTLE) carries a risk of potential misconduct or an incident through its interactive functions: Discussion Forum, e-mail, Pager and Dropbox. Te Kura students submit their completed school work by uploading it onto OTLE Dropbox. A student can upload an inappropriate image onto Dropbox. If or when this incident occurs, the teacher involved, has to follow Te Kura cyber safety incident response plan. The focus is to respond in such a way so that:
• the situation is not escalated or made worse
• student and teacher safety is maintained
• student distress is minimised
Staff involved and dealing with the incident should focus more on the misconduct of the student and less on the digital tools and technology involved. It is also important that the integrity of the OTLE Dropbox function and the image file should be maintained for gathering the evidence.
The incident must be reported to relevant team leader, curriculum leader, OTLE manager and Te Kura Information Resource Group (IRG) manager, followed by completing and submitting Te Kura cyber safety incident form. The teacher involved must discuss the incident with the group of Te Kura staff listed above and depending on the nature and seriousness of the incidence, the group will follow Te Kura cyber safety incident handling policies and procedures to decide on the outcome and further actions. As Te Kura is a distance education provider, the regional manager involved will contact and deal with the student involved and their whanau. If necessary the incident will be reported to Police.

References:

Code of Ethics for Certificated Teachers:
http://www.educationcouncil.org.nz/content/code-of-ethics-certificated-teachers-0
Guidelines on Ethical Use of Social Media
http://www.teachersandsocialmedia.co.nz/guidelines-ethical-use-social-media
Digital technology: Safe and responsible use in schools:
http://www.education.govt.nz/assets/Documents/School/Managing-and-supporting-students/DigitalTechnologySafeAndResponsibleUseInSchs.pdf
NetSafe: https://www.netsafe.org.nz/the-netsafe-kit-for-schools/
Applied and Professional Ethics, GÖRAN COLLSTE, Linköping University, Linköping, Sweden: http://web.usm.my/kajh/vol19_1_2012/KAJH19_1_2012_2.pdf
Teacher Ethics Videos:
https://app.themindlab.com/media/7318/view
Ethical and Professional Dilemmas for Educators:
https://app.themindlab.com/media/12731/view
Teacher commitment to Parents/Guardians and Family/Whānau
https://app.themindlab.com/media/12729/view
Te Kura Responsible ICT Use – Procedures for staff
Te Kura Cyber Safety Incident Form (both are stored in Te Kura internal secured space)
Free photo from Freeimages http://www.freeimages.com/search/law