I Failed Again Today

I failed again today and again it felt fantastic! Why? Because the more I seem to fail the more I seem to learn! Isn't that what we are trying to teach our students, that it is good to fail? Surely one of the best ways for students to understand and model a process or behaviour is to be around others that are role modelling it.

So what stops a person or more specifically a teacher role modelling taking risks and trying new things? What stops somebody dancing in the face failure? 

I believe it is the environment they are in for one, often people ego's make them behave meanly towards others. For whatever reason, it appears ego's come into it and another person may feel threatening when someone is trying something new and so they restrict them and make the opportunity to experiment and try new things difficult to implement or ridicule the ideas they may have. I'm guessing that we can probably all think of at least one situation we have been in were someone has done this to us. It's not nice and it is difficult to negotiate through, on the one hand you don't want the conflict but on the other hand you know that what you are doing is right for the students and you must push forward.

Reflecting upon this, I thought about the times I had the confidence to fail in public and not feel terrified by the prospect of making a fool of myself. Often, it has been at PD sessions, ones where the environment is supportive and encouraging and often I don't know that many people there. But the people there are also willing to put themselves out there somewhat and are always kind and encouraging.

This weekend I attended EduCamp in Auckland. It was Awesome! If you haven't attended one of these sessions I thoroughly recommend you put it on your 'to do' list and get to one in the very near future. I felt a bit out of my depth at the start and a little nervous about how much I didn't know and how much everyone around me seemed to know. It took me no time to realize I was in a supportive and caring environment and it was okay to not know the answer. Nobody was going to judge me, instead they were happy to have another 'tribe member' on the band wagon of pushing forward to giving students meaningful and authentic learning experiences.

On the Educamp session one of the things I failed at the most at was the "Makey" session that Michael Davidson kindly stepped out of his comfort zone to run. I failed time and time again trying to make an simple electrical circuit from sticky conductor paper, a battery and a LED. Each time I got a new bit of information from Michael and improved my makey project and eventually, I connected it correctly and the light came on. Success! From then on people were asking me how to do it and I was then able to help others to get theirs working.

Not a massive achievement maybe, but upon reflection it taught me so much more than being able to make an electrical circuit. It taught me to listen and watch carefully when someone was showing me how, It taught me how crucial it is to be in a supportive learning environment when putting yourself out there and saying 'I failed' and what can I do next. It taught me the benefit of learning how to do it myself as now I was able to pass that information on and help others.

It also made me realise that by modelling the behaviour you want your students to develop it helps others to feel it is okay to show our weakness in our skills or knowledge and to ask for help.

So turning it to my students I will now seek to create an environment and more situations where they to feel comfortable and safe to fail. I will share instances of my failures and talk in terms of it only being one step towards success. So enthuse was I by the whole session that on Monday I couldn't get to my principal's office fast enough to ask if I could start a "Makey" lunchtime club. She was supportive and encouraging and this has grown my confidence further to push forward to seek changes that I believe will lead to beneficial and meaningful learning for my students.

Have a great week everyone, and remember be kind, supportive and encouraging to both students and teachers so they may also feel brave and take risks and share and trial new ideas they may have.

Week 32 - APC - Reflective Practice - Putting it all together. Activity 8: Changes in my practice

Wow! I am totally in awe (and disbelief) that I am writing my last Mindlab blog and I have reach the end of the Mindlab experience. What a roller coaster of a ride! There has been the highs, meeting such friendly and enthusiastic people to collaborate with, laughing like 'billeo' during some of the hands-on sessions, what fun we had learning!





I have experienced so many 'penny drop' moments, successfully completing the assignments, getting to observe positive changes in students behaviour when implementing an initiative that has resulted from doing this course, gaining an amazing understanding of digital technologies and collaboration in education...the list goes on and on.

The low's, feeling totally overwhelmed from the workload of studying and working full-time as a teacher....the workload, the workload, the workload....did I mention the workload? The family and social time that must have been sacrificed by all those who have completed this course. It was enormous but to come out the other end just feels utterly amazingly. I did it! We did it!

Completing the Mindlab course has been an amazing experience. At the start of the 32 weeks I didn't even know how to use an I-Pad and now I been introduced to and had experience of using so many new and different digital tools and technologies. I have trialed a few this year and I am excited to now have time to go back and revisit others with the intent on improving my learning programs further for the benefit of my school and students.

Doing the Mindlab course has also given me the confidence to try new things and not to worry if they don't work and to critical reflect on why and what I could do to change things around. I have loved having a safe haven on google plus to ask questions and share ideas and I do hope we are able to continue to collaborate and communicate on this platform. I have also had the confidence to share ideas and things I have learnt during the course with others at my school, with both staff and students, and look for more opportunities to collaborate and offer students more suitable learning environments.

I have learnt about stakeholders and how to consider them when planning and who's doing what with regards to leadership style and theories....and what not to do! I have reflected on what type of leader I want to be, (I love the idea of being a servant/distributive leader) and what kind of peer-learning environment I want to promote and be a part of. I have become professionally aware!

I have learnt the difference between Inquiry learning and Teaching as Inquiry and I understand the true meaning of 'Applied Practice' and my students, my colleagues and I have benefited from this style of study.

There have been many changes in my own practice over the duration of the course but the two that I have chosen to critically reflect on are Practising Teacher Criteria (PTC) in e-learning 1 and 9. 

PTC1. Professional relationships - How do I/can I embrace e-learning to establish and develop working relationships with my ākonga, their whānau, and my colleagues to support the learning of those I teach?

My first DCL assignment was based on using a student run class blog to try to develop students communication skill. I was hoping that I would be able to encourage whanau engagement by having the students show what they had been doing in class and recording their progress. The students enjoyed keeping and writing the blog and it was a great way to keep evidence of their learning. However, I didn't quite manage to get the audience participation that I was hoping to achieve. I think with my next class I will try to make a connection with the parents of the students on the course. Maybe by sending out individual letters to try to connect to the families beforehand and encouraging them to comment on the blog more regularly.


PTC9. Response to cultural diversity -How does e-learning support me to respond effectively to the experiences, strengths, interests, and needs of individuals and groups of ākonga/learners?

Being from the UK I have always lacked the understanding and knowledge with regards to how to respond effectively to the diverse language and cultural diversity in New Zealand. Although I can observe that I am still lacking in this area of expertise during the course I was able to delve a little into this area and this has led me to having a little more understanding and awareness on why and how I can 'tailor' my learning programs that is more culturally diverse. At the start of the year, my year 13 class was just set up as a Unit Standard all learn say topic program. It became evident early on that this was not going to suit all learners. During discussions with the students we came to the discussion that the students would choose from a selection of individual unit standard and achievement standard modules, depending upon their strengths and interests. This had led to an amazing transformation where each lesson I spend individual time with students, discussing their progress and seeing how I could be of help to them. I am no longer a classroom teacher who teaches the same content to all class members but instead the tutor who checks in and helps each individual learner on their individual chosen pathway to success. It took a while to adjust and at the start it was rather manic, but the relationships that are forming and I know that students are developing the skills to manage themselves much quicker that when I teach as a whole group and they all had to learn the same thing at the same time. Being able to offer this type of learning environment would not of been possible without the use of digital technologies such as IPAD's and programs such as 365 and Google.


Where to from here?

I have applied for a TeachNZ study grant and I am hoping (and dreaming) that I will be able to complete a Masters Degree next year. I will find out in August if I have been successful. I am hoping to center my study around authentic learning programs and breaking down subject silos. I am looking forward to continuing my professional learning journey. I plan to continue building professional relationships with others, hopefully getting out and visiting other teachers and schools and getting more involved in other professional learning platforms. I also want to spend time reading and developing new ideas and tools that will benefit my students engagement, motivation and learning.


On a personal note, I want to show my family how much I appreciate the support they have given me whilst I have completed this course and lastly...I want to ride my horse!

Thank you to all those that have supported me at one time or another...and I would love to continue the friendships I have made from completing this Mindlab course so stay in touch :). Remember you are awesome and it is awesome to fail!






(Source: https://nz.pinterest.com/pin/555772410237479315/)


References


Osterman, K. & Kottkamp, R.(1993). Reflective Practice for Educators.California.Cornwin Press, Inc. Retrieved on 7th May, 2015 fromhttp://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf


Ministry of Education (nd). Practising teacher Criteria and e-learning . Retrieved from http://elearning.tki.org.nz/Professional-learning/Registered-Teacher-Criteria-and-e-learning

Week 28 APC Activities 4 : Indigenous knowledge and cultural responsiveness in my practice

When I first arrived in New Zealand I don't think I really considered the implications of not being a 'native' of the land. In my naivety and ignorance I thought, New Zealanders speak English, so it will be pretty similar, in comparison to maybe moving to Spain or Sweden to teach, both of which were on my 'crazy idea' list of things to do. I had been living in Wales for a few years beforehand and had become aware of some of the cultural issues and native knowledge barriers of living in a country that you had not been born in or were not fluent in the native tongue. 

                                                    Source: https://tackk.com/9made4

I have always been keen to learn and develop my understanding of New Zealand and the people within it, I have often struggled with my lack of knowledge and understanding of Maori protocols, Te Reo and the significance of the Treaty of Waitangi. Even now, 11 years later I still lack knowledge, understanding and answers to some basic questions that I feel I should know. My pronunciation of Te Reo is weak and however much I desire, practice and try, I often fail at getting the correct sounds out  of my mouth to pronounce the words correctly. This presents a big stumbling block, especially with regards to my desire to pronounce all students names correctly. This frustrates me as I feel like I am letting the student down by not being able to correct pronounce their name consistently and with ease.

I often wonder if more support should be available to enable a firmer understanding of the indigenous knowledge in New Zealand, would this have enabled me to have a better grasp of how to provide learning opportunities and programs that better embraces my individual students culture?  And would this help to decrease the achievement gap between Maaori and Non-Maari students? I suppose it depends upon what school you go into, I have suggested a few times that the students could offer lessons to the non-Maaori teachers who would like to learn more.

                                     Source:http://interculturalism.blogspot.co.nz

Gay (2000) defines culturally responsive teaching as "using the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively. It is based on the assumption that when academic knowledge and skills are situated within the lived experiences and frames of reference of students, they are more personally meaningful, have higher interest appeal, and are learned more easily and thoroughly. As a result, the academic achievement of ethnically diverse students will improve when they are taught through their own cultural and experiential filters".

In my classroom, I spend time trying to get to know each student and creating a learning environment that is caring and tries to embraces all students individual learning styles and the individual cultures they may have or be a part of. Culture includes ethnicity, beliefs, age, gender and sexual orientation. As with many countries, New Zealand is culturally diverse and I think it is important that we celebrate and support all students in an equal and non-bias way. During lesson time, we often talk about our different cultures and often try to celebrate and  learn something from other students in the class. Often the board is full of strange words from a whole host of different countries and we can be seen to be trying to learn the new words individual students have written up. I think it is important to try to make learning relevant to a student own culture. By getting to know the student I can use this information to make my learning programs more relevant to the individual student. When the students are given time to discuss things like what country someone is from, family history or traditions they may have in their own cultures this also allows other students to learn each other and also build positive relationships with each other. When program building, I reflect on ways that I can develop and involve the learner within the community, to further enhance their learning about culture diversity and embrace their own ways of learning and succeeding at school. For example, inquiry learning project of Matariki and students planting in the school garden.

Savage et al (2011) states that there is agreement that teaching practices should be responsive to the cultural identities of their students. However, the report also highlights effective strategies for implementation is less defined. A point Bishop et al (2012) also focuses upon and the fact he states that change will be limited if only relying upon individual teacher actions, instead reform initiatives need to be school-wide and involve all stakeholder for maximum effect to occur. 

Source: https://www.tes.com/lessons/ktVzK03Wq9c8GA/culturally-responsive-teaching

We have recently had a change of leadership at our school and I have notice some changes in some of the initiative that are taking places with regards to culturally responsive practices. School-wide culturally responsive practices have started to increase, we have increase the amount of Te Reo Maaori that is spoken during our assembly and there are plans to increase the signage around the school to include more Te Reo Maaori. We have also appointed a Dean that is responsible for students who are in the Te Puawai group and also students who may need further support in school. This has also provided a more central point for parent contact and enables further support for both Whanau and students. In our morning notices, we now have a weekly Kiwaha. During PD sessions we also incorporate a Whakatauki that relates to the Kapapa. Communication has begun to improve between our community, teachers, students and college, we have a selection of presentation evening where students perform and sing and we shared a meal and relationships are beginning to improve. I think further time and effort are needed to make sure we embrace all cultures and provide responsive practices for all students. Improvement could also be made with regards planning and assessment. Little focus is spent on the students culture when a student is 'below' an expected level. Maybe by focusing on this and trying to provide opportunities and resources to classroom teachers, we may be able to encourage learning programs that take into consideration students culture, and this may improve student achievement levels. I think that often it is not linked during PD sessions how the way we are assessing is difficult or at odds with a specific students culture. Thus making it hard for some students to succeed. 

References

Bishop, (2012). A culturally responsive pedagogy of relations.

http://www.edtalks.org/video/culturally-responsive-pedagogy-relations

Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2),106-116.

Gutschlag, A.(2007). Some implications of the Te Kotahitanga. New Zealand Journal of Teachers’ Work, 4(1), 3-10.

Savage,C, Hindleb, R., Meyerc,L., Hyndsa,A., Penetitob, W. & Sleeterd, C.(2011) Culturally responsive pedagogies in the classroom: indigenous student experiences across the curriculum .Asia-Pacific Journal of Teacher Education, 39(3), 183–198

Week 28 APC Activities 4 : Indigenous knowledge and cultural responsiveness in my practice

When I first arrived in New Zealand I don't think I really considered the implications of not being a 'native' of the land. In my naivety and ignorance I thought, New Zealanders speak English, so it will be pretty similar, in comparison to maybe moving to Spain or Sweden to teach, both of which were on my 'crazy idea' list of things to do. I had been living in Wales for a few years beforehand and had become aware of some of the cultural issues and native knowledge barriers of living in a country that you had not been born in or were not fluent in the native tongue. 

                                                    Source: https://tackk.com/9made4

I have always been keen to learn and develop my understanding of New Zealand and the people within it, I have often struggled with my lack of knowledge and understanding of Maori protocols, Te Reo and the significance of the Treaty of Waitangi. Even now, 11 years later I still lack knowledge, understanding and answers to some basic questions that I feel I should know. My pronunciation of Te Reo is weak and however much I desire, practice and try, I often fail at getting the correct sounds out  of my mouth to pronounce the words correctly. This presents a big stumbling block, especially with regards to my desire to pronounce all students names correctly. This frustrates me as I feel like I am letting the student down by not being able to correct pronounce their name consistently and with ease.

I often wonder if more support should be available to enable a firmer understanding of the indigenous knowledge in New Zealand, would this have enabled me to have a better grasp of how to provide learning opportunities and programs that better embraces my individual students culture?  And would this help to decrease the achievement gap between Maaori and Non-Maari students? I suppose it depends upon what school you go into, I have suggested a few times that the students could offer lessons to the non-Maaori teachers who would like to learn more.

                                     Source:http://interculturalism.blogspot.co.nz

Gay (2000) defines culturally responsive teaching as "using the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively. It is based on the assumption that when academic knowledge and skills are situated within the lived experiences and frames of reference of students, they are more personally meaningful, have higher interest appeal, and are learned more easily and thoroughly. As a result, the academic achievement of ethnically diverse students will improve when they are taught through their own cultural and experiential filters".

In my classroom, I spend time trying to get to know each student and creating a learning environment that is caring and tries to embraces all students individual learning styles and the individual cultures they may have or be a part of. Culture includes ethnicity, beliefs, age, gender and sexual orientation. As with many countries, New Zealand is culturally diverse and I think it is important that we celebrate and support all students in an equal and non-bias way. During lesson time, we often talk about our different cultures and often try to celebrate and  learn something from other students in the class. Often the board is full of strange words from a whole host of different countries and we can be seen to be trying to learn the new words individual students have written up. I think it is important to try to make learning relevant to a student own culture. By getting to know the student I can use this information to make my learning programs more relevant to the individual student. When the students are given time to discuss things like what country someone is from, family history or traditions they may have in their own cultures this also allows other students to learn each other and also build positive relationships with each other. When program building, I reflect on ways that I can develop and involve the learner within the community, to further enhance their learning about culture diversity and embrace their own ways of learning and succeeding at school. For example, inquiry learning project of Matariki and students planting in the school garden.

Savage et al (2011) states that there is agreement that teaching practices should be responsive to the cultural identities of their students. However, the report also highlights effective strategies for implementation is less defined. A point Bishop et al (2012) also focuses upon and the fact he states that change will be limited if only relying upon individual teacher actions, instead reform initiatives need to be school-wide and involve all stakeholder for maximum effect to occur. 

Source: https://www.tes.com/lessons/ktVzK03Wq9c8GA/culturally-responsive-teaching

We have recently had a change of leadership at our school and I have notice some changes in some of the initiative that are taking places with regards to culturally responsive practices. School-wide culturally responsive practices have started to increase, we have increase the amount of Te Reo Maaori that is spoken during our assembly and there are plans to increase the signage around the school to include more Te Reo Maaori. We have also appointed a Dean that is responsible for students who are in the Te Puawai group and also students who may need further support in school. This has also provided a more central point for parent contact and enables further support for both Whanau and students. In our morning notices, we now have a weekly Kiwaha. During PD sessions we also incorporate a Whakatauki that relates to the Kapapa. Communication has begun to improve between our community, teachers, students and college, we have a selection of presentation evening where students perform and sing and we shared a meal and relationships are beginning to improve. I think further time and effort are needed to make sure we embrace all cultures and provide responsive practices for all students. Improvement could also be made with regards planning and assessment. Little focus is spent on the students culture when a student is 'below' an expected level. Maybe by focusing on this and trying to provide opportunities and resources to classroom teachers, we may be able to encourage learning programs that take into consideration students culture, and this may improve student achievement levels. I think that often it is not linked during PD sessions how the way we are assessing is difficult or at odds with a specific students culture. Thus making it hard for some students to succeed. 

References

Bishop, (2012). A culturally responsive pedagogy of relations.

http://www.edtalks.org/video/culturally-responsive-pedagogy-relations

Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2),106-116.

Gutschlag, A.(2007). Some implications of the Te Kotahitanga. New Zealand Journal of Teachers’ Work, 4(1), 3-10.

Savage,C, Hindleb, R., Meyerc,L., Hyndsa,A., Penetitob, W. & Sleeterd, C.(2011) Culturally responsive pedagogies in the classroom: indigenous student experiences across the curriculum .Asia-Pacific Journal of Teacher Education, 39(3), 183–198

Week 28 APC Activities 4 : Indigenous knowledge and cultural responsiveness in my practice

When I first arrived in New Zealand I don't think I really considered the implications of not being a 'native' of the land. In my naivety and ignorance I thought, New Zealanders speak English, so it will be pretty similar, in comparison to maybe moving to Spain or Sweden to teach, both of which were on my 'crazy idea' list of things to do. I had been living in Wales for a few years beforehand and had become aware of some of the cultural issues and native knowledge barriers of living in a country that you had not been born in or were not fluent in the native tongue. 

                                                    Source: https://tackk.com/9made4

I have always been keen to learn and develop my understanding of New Zealand and the people within it, I have often struggled with my lack of knowledge and understanding of Maori protocols, Te Reo and the significance of the Treaty of Waitangi. Even now, 11 years later I still lack knowledge, understanding and answers to some basic questions that I feel I should know. My pronunciation of Te Reo is weak and however much I desire, practice and try, I often fail at getting the correct sounds out  of my mouth to pronounce the words correctly. This presents a big stumbling block, especially with regards to my desire to pronounce all students names correctly. This frustrates me as I feel like I am letting the student down by not being able to correct pronounce their name consistently and with ease.

I often wonder if more support should be available to enable a firmer understanding of the indigenous knowledge in New Zealand, would this have enabled me to have a better grasp of how to provide learning opportunities and programs that better embraces my individual students culture?  And would this help to decrease the achievement gap between Maaori and Non-Maari students? I suppose it depends upon what school you go into, I have suggested a few times that the students could offer lessons to the non-Maaori teachers who would like to learn more.

                                     Source:http://interculturalism.blogspot.co.nz

Gay (2000) defines culturally responsive teaching as "using the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively. It is based on the assumption that when academic knowledge and skills are situated within the lived experiences and frames of reference of students, they are more personally meaningful, have higher interest appeal, and are learned more easily and thoroughly. As a result, the academic achievement of ethnically diverse students will improve when they are taught through their own cultural and experiential filters".

In my classroom, I spend time trying to get to know each student and creating a learning environment that is caring and tries to embraces all students individual learning styles and the individual cultures they may have or be a part of. Culture includes ethnicity, beliefs, age, gender and sexual orientation. As with many countries, New Zealand is culturally diverse and I think it is important that we celebrate and support all students in an equal and non-bias way. During lesson time, we often talk about our different cultures and often try to celebrate and  learn something from other students in the class. Often the board is full of strange words from a whole host of different countries and we can be seen to be trying to learn the new words individual students have written up. I think it is important to try to make learning relevant to a student own culture. By getting to know the student I can use this information to make my learning programs more relevant to the individual student. When the students are given time to discuss things like what country someone is from, family history or traditions they may have in their own cultures this also allows other students to learn each other and also build positive relationships with each other. When program building, I reflect on ways that I can develop and involve the learner within the community, to further enhance their learning about culture diversity and embrace their own ways of learning and succeeding at school. For example, inquiry learning project of Matariki and students planting in the school garden.

Savage et al (2011) states that there is agreement that teaching practices should be responsive to the cultural identities of their students. However, the report also highlights effective strategies for implementation is less defined. A point Bishop et al (2012) also focuses upon and the fact he states that change will be limited if only relying upon individual teacher actions, instead reform initiatives need to be school-wide and involve all stakeholder for maximum effect to occur. 

Source: https://www.tes.com/lessons/ktVzK03Wq9c8GA/culturally-responsive-teaching

We have recently had a change of leadership at our school and I have notice some changes in some of the initiative that are taking places with regards to culturally responsive practices. School-wide culturally responsive practices have started to increase, we have increase the amount of Te Reo Maaori that is spoken during our assembly and there are plans to increase the signage around the school to include more Te Reo Maaori. We have also appointed a Dean that is responsible for students who are in the Te Puawai group and also students who may need further support in school. This has also provided a more central point for parent contact and enables further support for both Whanau and students. In our morning notices, we now have a weekly Kiwaha. During PD sessions we also incorporate a Whakatauki that relates to the Kapapa. Communication has begun to improve between our community, teachers, students and college, we have a selection of presentation evening where students perform and sing and we shared a meal and relationships are beginning to improve. I think further time and effort are needed to make sure we embrace all cultures and provide responsive practices for all students. Improvement could also be made with regards planning and assessment. Little focus is spent on the students culture when a student is 'below' an expected level. Maybe by focusing on this and trying to provide opportunities and resources to classroom teachers, we may be able to encourage learning programs that take into consideration students culture, and this may improve student achievement levels. I think that often it is not linked during PD sessions how the way we are assessing is difficult or at odds with a specific students culture. Thus making it hard for some students to succeed. 

References

Bishop, (2012). A culturally responsive pedagogy of relations.

http://www.edtalks.org/video/culturally-responsive-pedagogy-relations

Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2),106-116.

Gutschlag, A.(2007). Some implications of the Te Kotahitanga. New Zealand Journal of Teachers’ Work, 4(1), 3-10.

Savage,C, Hindleb, R., Meyerc,L., Hyndsa,A., Penetitob, W. & Sleeterd, C.(2011) Culturally responsive pedagogies in the classroom: indigenous student experiences across the curriculum .Asia-Pacific Journal of Teacher Education, 39(3), 183–198

Week 26 - APC - Current issues in my professional context:

The Ego has Landed

What is the organisational culture (collective values/principles) that underpins your practice?

Up until last year the staffing retention and staff changes at the school has been relatively stable for quite some time. We have a wide range of teacher ages, some nearing retiring, others that are new to teaching and some in the middle of their teaching career. The environment seemed a positive and close-knit one. Teachers I worked with were supportive of each other and work together for the benefit of the students. In the Science department it was always a 'open house' to sharing ideas and visiting others classroom and in general a very positive environment to be in. This nurturing and supportive environment allowed my own teaching practice to grow by allowing me to have the confidence to share my ideas, take on constructive criticism and feedback from others and also being encourage to try out a vast array of different learning ideas and pedagogy styles within my own classrooms. It always felt safe to fail and to take things back to the drawing board and revisit an idea from a different and/or more informed angle. Our values at the school focused around 'Teamwork, Respect and Integrity'. This was talked about in assembly and staff meetings and from where I sat I always felt secure, safe and even encouraged to try new ideas within my practice and gained confidence from the support and feedback I received from my peers and superiors.  

As a whole school we would focus on improving student achievement by initiative such as 'Amber student'. During this time staff would collaborate to support students who were border line for passing their NCEA Level 1 and discuss strategies that we had found useful and ideas that would maybe benefit others. We also attended morning PD to collaborate and learn skills that would enable us to improve literacy school-wide by incorporating the ideas learnt into our individual subject programs. The environment was often jovial and again it was easy to reach out and gain support from colleague or also to collaborate with others and share ideas within the group. 

Last year, it often felt we had stopped moving forward as much and I became aware that our school as a whole appeared to be behind the times a little with regards to other schools and the changes that were taking place to better suit the needs of the 21st Century student. Last year saw the retirement of some significant staff members, the Science HOD, DP and Principal and we now have a new Principal and a relatively new Senior Leadership Team. 

Source: https://twitter.com/manitoulinarts/status/697464841158656003

What are the current issues in your community of practice? How would your community of practice address them? 

At present, I am not finding the goals, values and direction of the way we are wanting to move the school forward very clear. I suppose it is because it is quite early in the year and the leaders are finding their way also in their new role. It often feels that during PD sessions we are just being given lots of information but little time to reflect, collaborate and discuss ideas and learn from our each other. I think its also because everything is being just set up new and new goals and values are being compiled. One of the ways I have tried to support other that are feeling the same are by sharing key articles or literature on ideas such as inquiry learning and goal setting via email.

A suggestion of having smaller PLG's has been made and I think this would be really beneficial and would really like to be a part of this. Having time to meet with others and share and discuss ideas in a supportive and trusted group could be beneficial not only to building the school climate and culture but also for improving the quality of programs being offered and learning that is taking place in the classroom. 

I sometimes have informal short 'chats' with others who are trialing new things or who are interesting in things I have been doing in my classroom. I would like to get out there and move forward more in this direction but I get the feeling it is not the right time? I suppose it doesn't feel like an environment where it is safe for me to do so at this moment in time. I have had my 'wings clipped' by a few situations when I have given feedback or shared innovative ideas and this has made me less incline to speak out and discuss the issue. 

I also get the feeling that there are lots of ego's at play at present. I also sense that some teachers are feeling uncomfortable with having to collaborate and share their teaching practice with others, and even their subject area, as we move forward rather silently towards a more future orientated learning environment. At present, I think I can just try to build relationships with others within my school and continue to collaborate with the teachers that are interested in sharing ideas and reflecting on their practices. Engaging in the Mindlab CoP also allows a way to reflect, listen to others, share ideas and learn new ways to improve classroom practices, work better with others and improve my students learning experience.

From taking part in the Mindlab course I have been trialing new innovative ideas and initiatives that are more in-line with 21st century teaching and learning practices. Within the old environment, these ideas would of been actively highlighted and encouraged and feedback would of been received on them, but it doesn't actually feel like this happening at the moment and if anything I seem to getting some negative feedback, especially with regards to the digital technology initiatives. It appears, as a Ag/Hort teacher, I am treating on the toes of other subject area teachers. It appears ego's have a large chunk to play when trying to create a professional collaborative environment and appears to be one of the current issues in our community of practice.

This situation has allowed me see and highlight the fact that people ego's are sensitive to this change and in some situations some teachers are not keen to share or collaborate. This obviously makes it difficult to move forwards into a new era of education when not all are willing to work in a collaborative manner, or are resist to change or sharing. 

I teach in a subject area where often it is not the teachers first subject and they come in with little resources or knowledge of the subject. I am Science trained but moved into Ag/Hort later on in my teaching career. It has been reassuring to be part of a professional learning group outside of the school and interesting to see how well it works. When I first started teaching Ag/Hort I knew little but I attended 'moderation days' each year and during these days, more experience teachers would kindly share resources and ideas freely, to us 'frantic', new teachers of Ag/Hort. Obviously those frantic teachers, showed their appreciation with a gift of a bottle of wine or two. ha. As the years progress, I find myself now in the situation of sharing my resources to new (and frantic) teachers on the moderation days. I am still waiting for my bottle of wine, ha. I think this collaboration and willingness to share ideas and resources is one of the many benefits of working with others in a collaborative environment and one that benefits our students, school and reduces the stress of the already overworked teacher.

Source: http://shifting-vibration.com/2015/09/is-ego-good-or-bad/

My questions if you are reading this blog

How do you encourage and enable collaborative practices within your school?

How do you enable the reluctant teacher to feel that it is safe for them take down their protective barriers and let go of their ego's and embrace being part of a collaborative group?

What do you do if a teacher totally refuses to become involved and participate within a group?

What advice would you give to me on how to build collaborative relationships with others and breakdown those silos between subject areas without getting the backs up of the individual subject teachers involved?

References:

Hongboontri, C., & Keawkhong, N. (2014). School Culture: Teachers' Beliefs, Behaviors, and Instructional Practices. Australian Journal of Teacher Education, 39(5), 66-88. Retrieved from http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2332&context=ajte

Stoll (1998). School Culture. School Improvement Network’s Bulletin 9. Institute of Education, University of London. Retrieved from http://www.educationalleaders.govt.nz/Culture/Understanding-school-cultures/School-Culture: 

Wilson, M. Building a culture of Success. https://www.youtube.com/watch?v=n_8Bjz-OCD8