Having undertaken this 32 week journey (in
truth it’s been a little longer as I needed an extension to complete the course),
I absolutely agree with Osterman and Kottkamp (1993)’s assertion that reflective
practice can lead to change in behaviours via self-awareness. The professional
learning and development I have experienced through evaluating my practices has
been tremendous. I’ve been engaged and inspired, frustrated and challenged, and
I have gained a deeper understanding of the influences on my practice than I
could have imagined. I feel I’m more ‘programmed’ to constantly ask – what am I
doing, why am I doing it, how shall I do it?
Osterman and Kottkamp (1993) make an important
point about the nature of reflection. I concur that rather than a solitary
process, reflection should be collaborative. To me it seems if you only reflect
alone, then you’re simply reflecting within the confines of the boundaries you
have established for yourself; whereas a more collaborative approach allows you
to break out of the confines of the box and gain greater awareness and insight.
Thinking about reflective practice got me
thinking about the many models through which I could evaluate my practices. One
that really resonated with me was by Linda Lawrence-Wilkes, author of 'The
Reflective Practitioner in Professional Education'. She focuses on how important
it is to be a reflective practitioner in
education today - "When I overcome my (many) barriers to learning and take
on board new knowledge, I recognise new connections leading to new insights. A
liberating process that empowers me to make the changes needed to be more
successful in life and relationships. Today, I would see myself as a follower
of critical theory and devotee of building critical skills to underpin
emancipated thinking for intellectual liberation." (Business Balls, n.d.)
In the New Zealand education context, the Ministry
of Education (n.d.) also provides a framework within which to reflect on our educational
practices, such as the 12 Practising Teacher Criteria (PTC) in e-learning,
which establish guidelines for our professional relationships and values.
- Criteria 1: Establish and maintain effective professional relationships focused on the learning and well-being of all ākonga.
- Criteria 2: Demonstrate commitment to promoting the well-being of ākonga.
- Criteria 3: Demonstrate commitment to bicultural partnership in Aotearoa / New Zealand.
- Criteria 4: Demonstrate commitment to ongoing professional learning and development of professional personal practice.
- Criteria 5: Show leadership that contributes to effective teaching and learning. Professional knowledge in practice.
- Criteria 6: Conceptualise, plan, and implement an appropriate learning programme.
- Criteria 7: Promote a collaborative, inclusive, and supportive learning environment.
- Criteria 8: Demonstrate in practice their knowledge and understanding of how ākonga learn.
- Criteria 9: Respond effectively to the diverse and cultural experiences and the varied strengths, interests, and needs of individuals and groups of ākonga.
- Criteria 10: Work effectively within the bicultural context of Aotearoa NZ.
- Criteria 11: Analyse and appropriately use assessment and information, which has been gathered formally and informally.
- Criteria 12: Use critical inquiry and problem-solving effectively in their professional practice.
Many key changes in my practice have taken place in
relation to the Practising Teacher Criteria (PTC) in e-learning. Two areas I have
looked at in particular are Criteria 3 and 5.
Criterion
3: Demonstrate commitment to bicultural
partnership in Aotearoa / New Zealand.
I have for as long as I
have been teaching had a commitment to improving my knowledge, skills and
understanding of Te Reo, Tikanga and Ahuatanga and incorporating these into my
classroom. However, I now have a greater awareness
of the key role of Kaupapa Maori in not just the delievery of my instructions
but in the planning of my programmes.
So where to next for my culturally-responsive journey?
My goal is to improve my focus on Maori
Achieving Success as Maori (MASAM) by engaging more with Maori education
strategies such as Te
Kotahitanga, Ka Hikitia and Tataiako Cultural Competencies for Teachers of Maori Learners. What will be especially helpful is the MASAM
self-review framework I came across. (Tawhiwhirangi & Bond, n.d.).
Consequently, I hope to personalise
learning for, and with, Māori learners, and to ensure they enjoy educational
success as Māori.
Criteria 5: Show leadership that contributes
to effective teaching and learning.
The Mind Lab journey has helped give me a
valuable insight into my leadership. The Leadership 1 assessment was an eye-opener
into how I approach the leadership of my department in particular. In a team of
3, with my two colleagues being PCTs, I wasn’t quite prepared for how crucial
it was for me to evaluate my leadership style and practices, in particular my
skills as an HOD and an appraiser, which left me with quite a ‘next steps’
list.
So where to next for my leadership journey?
I’ve requested HOD and Appraiser training as
a professional development focus in 2018. I want to especially focus on:
- Supporting the development of others effectively
- Achieving a balance between providing support and encouraging independence and promoting self-efficacy
- Managing personnel and team dynamics
- Building a positive and professional learning culture in the department
- Providing difficult feedback while maintaining positive relationships
- Building within the department a commitment to teacher inquiry, with department members seeing it as a vital part of professional growth to transform teaching and learning practices
Finally, a thank you – to my colleague, Mind
Lab buddy and friend Miriam Comeskey for the support, insight and endless
pedagogical discussions. Your open, forward-thinking approach to teaching and
learning has been enriching.
Nga mihi nui to all who have played a role in my Mind Lab journey.
It really is all about: Haere Whakamua
Hoki Whakamuri ~ Going Forward Thinking Back
Reference List:
Business Balls. Reflective Practice (n.d.). retrieved from https://www.businessballs.com/self-awareness/reflective-practice-1824/
Learning with Digital Technologies for Māori and Pasifika Learners
(n.d.) What exactly does 'Māori achieving
success as Māori' look like?. Retrieved from https://vln.school.nz/discussion/view/867736
Ministry of Education (nd). Practising teacher Criteria and e-learning
. Retrieved from http://www.elearning.tki.org.nz/Professional-learning/Practising-Teacher-Criteria-and-e-learning
Osterman, K. & Kottkamp, R.(1993). Reflective Practice for Educators. Retrieved
from http://www.itslifejimbutnotasweknowit.org.uk/files
Tawhiwhirangi, K. & Bond, T. (n.d.) MASAM School-derived self review framework.
Retrieved from
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