My Postgraduate Learning Journey and my Plan for the Future
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, being a life long learner is essential in enabling me, as a professional to adapt to change. Therefore, reflective practice should be established as a habit to inform and improve my practice.
Most professions has a professional body that regulates the professional development of their members. It is critical that as a teacher I meet an expected level of professional standards and is able to provide examples as evidence.
In the New Zealand educational context, the Ministry of Education has set criteria for Practising teacher in e-learning area:
Professional relationships and professional 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.” (p.1)
So what are the significant learning outcomes from the certificate of digital and collaborative learning and what are my future goals related to the Registered Teacher Criteria and e-learning.
Professional relationships and professional values
- Criteria 1: Establish and maintain effective professional relationships focused on the learning and well-being of all ākonga.
One of the advantages of the course is the ability to meet and connect with other teaching professionals from a plethora of schools and experiences. Over the time of the course, I have built strong collegial and collaborative relationships with a variety of educators that has focused on improving learning. Although the connections involved educators from different backgrounds and levels, we all have the same idea as our core belief – to give our students the best education we possibly can. It helped to know that no matter the area, or the decile, or the resources – we are all together and fully committed to our students.
- Criteria 5: Show leadership that contributes to effective teaching and learning.
I was one of only two teachers on a staff of 90 that offered who has undertaken this course at my school so far. Colleagues are aware of our efforts and look to someone like myself to help them with developing their only pedagogy around incorporation of digital devices. I have discussed with senior leadership and my classes what the course entails and discussed and demonstrated to school senior leaders about how we could incorporate my new knowledge into the schools pedagogical framework. I am continuing to develop my leadership both in the classroom and initiating change daily, but being focused on enhancing learning through digital technologies certainly helps in the eyes of my peers and students.
Professional knowledge in practice
Professional knowledge in practice
- Criteria 7: Promote a collaborative, inclusive, and supportive learning environment.
This is evident with my development of a few things. I joined the #scichatnz twitter group page which is busy every day with posts, questions, comments and supportive feedback from peers across science education. I also began my own class one note pages before I started the course, but have developed further with individual student digital portfolios. My students email, Skype each other, use one note actively and always ask about collaborating on things because I have emphasized this with them regularly. Students know I want them to work positively together – they see staff doing this all the time so know it isn’t just a student thing, it’s a life skill. I hope to continue the collaborative spirit and spread it more throughout the staff so we are all one giant, interconnected collaborative team.
- Criteria 11: Analyse and appropriately use assessment and information, which has been gathered formally and informally.
During the Digital & Collaborative Learning in Context paper,
I critically investigated my teaching practice and using student feedback
analysed reasons why the students were not engaged in my classroom. I used
the formally and informally gathered information to create a more student-led
classroom environment incorporating student voice. From diagnostic and
formative assessment, this change in environment increased student achievement
and class involvement.
Two main goals for my future development are to replace my present teaching model at senior level with a flipped classroom model. This will prove difficult at present as the seniors are not required to bring devices to school. Ash (2012) has outlined how educators have used the model to enhance learning.
"At present, one student goes home to educated parents who can help him with his homework, while another student goes home and gets no help. In the flipped model, both of those kids come back to the classroom after receiving the content, and now all of the help with the homework is given by the expert in the field." (pg. 8)This brings me to my second main goal which is to try and bring about change at senior level at my school with bring your own device (BYOD) and decrease the digital divide between students of different socioeconomic backgrounds. However many factors need to be considered when deciding how to implement the change and are highlighted below:
For example, devices need to be selected that are suitable for the learning tasks they will be used for and the environment they will be used in.
In this regard, there are three main approaches for implementing 1:1 digital devices:
At present, the school has 1:1 ipads for junior classes, I am looking to lead a change to a choose your own device (with specifications decided by the school) for the senior school. Why? Well using digital technologies:
All of these factors add up to more students being present to learn in the classroom and beyond – engaged, enjoying learning, and achieving better results. The students choosing which device to bring means that different subjects which have different digital device requirements can be catered for and increases student options.
References
Ash, K. (2012). Educators evaluate flipped classrooms. Education Week,32(2), s6-s8.
Larrivee, B. (2000). Transforming teaching practice: Becoming the critically reflective teacher. Reflective practice, 1(3), 293-307.
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
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