TheFlippedScientist

The issue of Maori and Pasifika “achievement” continues to challenge New Zealand schools. In response, the Ministry of Education's  Maori Education Strategy, Ka Hikitia , (Ministry of Education, 2008) aims to: “enable Maori students to enjoy education success as Maori.” The Minister of Education made clear that realizing Māori potential “is the core business of the whole education system. …All schools, all principals, all teachers, all communities must step up.  Lessons learned from Ka Hikitia will be relevant to Pasifika students as well, allowing them to enjoy education success as who they are – without shedding their identity at the school gates"   If the effectiveness of our education system is measured by who emerges at the end of schooling, then we are not succeeding for Maori and Pasifika learners. The reality is that as teachers, as school leaders, or as education policy makers and officials, we are all part of each learner’s educational journey. If a group

As a teacher I am constantly being asked to make objective judgments on issues by employing ethics. Yet, ethics is based primarily based on theories of morality.  Ethics   involves developing, defending, and recommending concepts of right and wrong conduct (Strike, 2003). What is right and wrong is dependent on the context and society, so it is a multifaceted and complex concept not  a single topic that can be studied in isolation. It is the foundation upon which I interact with the world. Everything I do, every decision I make, has ethics at its core, driving the choices I make.  Identifying the foundation of my ethical framework allows me to understand what drives and motivates me to respond to situations in certain ways. In terms of my profession, identifying and understanding my profession's ethics provides part of the map on my professional journey and at times prescribes exactly what I can and cannot do. However, ethical decisions are not black and white, they are

New Zealand is still provides a high quality education, however our country faces critical educational issues that need to be addressed. A report by the Education Review Office (2012) has indicated that New Zealand education system needs to pay more attention to certain areas. The boundaries of the school community are blurred in the modern connected professional context. Digital technology has changed so swiftly that teachers are increasingly connected across a variety of platforms and in a variety of settings. Teachers are now remarkably connected in a variety of settings. Modern learners are using digital devices and platforms. Their learning is moving away from passive teacher led towards active student led and extends beyond the traditional classroom and connecting globally. This inter-connectivity will lead to changes in educational paradigms. So,  how would I address these changes in my context within my professional practice. I attempted to answer severa

As a teacher, reflection allows me to understand and evaluate my practice. This in turn leads to my development as a professional. Larrivee (2000) proposes an approach to develop as a critically reflective teacher. He suggests that critical reflection is the distinguishing skill of reflective teachers. The term critical reflection is defined as the conscious consideration of the ethical implications and consequences of teaching practice, with self-reflection, deep examination of personal beliefs, and assumptions about students and learning. Usually, teacher beliefs are self-generating, and often unchallenged. Unless teachers develop the practice of critical reflection, they stay trapped in their judgments, interpretations, assumptions, and expectations. I have approached teaching through reflection via incorporation of personal beliefs and values into my professional identity which has resulted in the development of a deliberate code of conduct for myself. Furthermore,