Reflective Practice

My Learning Journey and the Future

The past 32 week journey has been one of both positive and negative experiences, which has provided amazing learning opportunities, time for thoughtful reflection, however, at times intense pressure! By taking part in this learning I have demonstrated commitment to my ongoing professional learning and development of professional practice (RTC 4). 

When reflecting on the experience there are a number of key learning points that stand out as having influenced my daily teaching practice and my role in leadership. 

The Register Teachers Criteria details the standards required to ensure quality teaching and learning. When reflecting on the statements there are a number that link closely to the past 32 week experience. As I reflect on my experiences I will make links to the RTC statements that fit best with the practice.

Modern Learning Environments and Collaborative Learning

The main change in my teaching has linked closely to Modern Learning Environments and collaborative learning. Although I do not have a classroom that is specifically designed to suit the MLE approach I have been able to adapt my teaching philosophy to incorporate the pedagogy of the MLE approach. The MLE approach allows for increased student agency, where the environment provides students with greater flexibility to work with a wider range of peers in a collaborative manner, in a range of areas and on a range of topics. The approach is more personalised to the student and allows for flexibility across the day. As a result of my study into the MLE approach, I now run a classroom where the children take greater ownership and control over their learning. The children have a strong awareness of their learning goals and next steps across the core-curriculum areas and have the control over their learning to make decisions over when and where they will focus on their goals. Due to the age of my children (6-7yrs) I began the change by implementing a 'must do' 'can do' approach to support those children who found it difficult to lead their learning. As I made changes to my practice I continually asked the children to provide feedback on the teaching strategies implemented and was able to use their voice to refine what worked well and what didn't. Student voice showed the children enjoyed working in a collaborative manner and preferred learning opportunities where they were able to work with peers from different learning groups. As a result it was evident I needed to support the children on how to effectively work collaboratively, together we made SOLO rubrics giving clear success criteria on what an effective collaborative learner does. This strategy provided students the opportunity to self assess their skills and develop their own personal goals. Currently I ensure that a range of learning opportunities are provided which allow for a range of independent and collaborative learning, allowing students to choose their preferred style of learning. By running 'workshops' students are able to select which teacher lead learning they take part in based on the students having a clear understanding of what they need to learn next to achieve their goals. This approach has seen students communication skills develop, they have a clear understanding of their learning and regularly challenge themselves to jump into 'the learning pit' (Nottingham, 2010) and student voice shows they feel they can control their learning. Through this approach students display a 'growth' mindset and recognise that through challenges they learn more and that skills and intelligence are not fixed. They no longer talk about the 'cleverest' children being the best but recognise that with effort and hard work they can improve skills and learn new knowledge. They now enjoy a challenge! (RTC 2 & 7).

Blended Learning and The SAMR Model

In conjunction with a change to a more MLE pedagogical approach I have also included more blended learning opportunities that are authentic and have purpose. Before beginning the course I would use digital technologies to support learning but in a more consuming manner. When reflecting on the SAMR model, I would have been working at a 'substitution' or 'argumentation' level. Having explored the SAMR model in greater detail and by taking the time to make specific links to my teaching I have adapted my approach to ensure digital devices are used in a more constructive manner. My initial focus was to teach the children the basic skills of how to effectively use devices and apps prior to developing their learning to 'create' and share their knowledge and understanding through the use of appropriate apps and programmes. I now endeavor to provide opportunities for 'modification' and re-definition' where the students share their learning through the school website and class blog. As a teacher I use a range of technology to present information that is stimulating and engaging. As my study suggested students are now more engaged in learning and I am able to ensure that learning is specific to the needs of individual students.  (RTC 2, 4 & 7).

Leadership

As a leader the course has allowed me to focus on the many leadership styles displayed in the workplace. During the papers linked to leadership I reflected deeply on my previous leadership styles and how I now lead my team. While reflecting on my past laissez-faire and democratic approaches, I took on the challenge to lead with a more transformational 
approach. With my role changing to Assistant Principal and Literacy Leader, I was to be responsible for developing boys engagement in writing as evidence from National Standard data showed boys were underachieving in writing in comparison with girls. Rather than collecting the relevant readings and strategies and presenting it to the team to implement, I began by working with the team to understand the data and recognise where there was a need for development and why there was a need. This created a shared vision and understanding of why a shift in pedagogy would be required. With a team approach and shared understanding the team began by exploring their own data and discussing current practices. Together we researched and explored strategies best suited to engage boys and writing, teachers worked in teams and individually to investigate different pedagogies. All teachers felt part of the journey and took on responsibility for trialing different approaches. I was accountable for my actions and acted as a role model for trialing new approaches with a growth mind set and openly sharing both positive and negative experiences. Through this approach teachers could see I was part of the journey and together we would explore effective strategies to support boys and writing. The journey is not yet complete, however I feel teachers are fully engaged with the pedagogical shift. Through the use of Appraisal Connector I have received feedback from those in the team, and am confident from the feedback received that team members feel part of the journey, understand the vision, see me as approachable and part of the journey. They feel inspired to explore different approaches as they feel supported and clearly understand the purpose for the shift in teaching. (RTC 5)

The Future

As I move forward in my career I wish to further refine my teaching approach and to continue to implement an MLE, which encourages collaborative purposeful learning opportunities in conjunction with effective blend learning.  I aspire to my classroom being a highly motivating and engaging environment where students feel safe to take 'risks' with their learning and are confident to be in the learning pit. I wish for all students to have a growth mindset and recognise that with effort anyone can learn new skills and knowledge. I would like my classroom to be highly reflective, with student voice being an integral part of daily teaching and learning. My ultimate goal is for students to be inspired to become life long, engaged learners. 

RTC 2: Demonstrate commitment to providing the well-being of all akonga.
RTC 4: Demonstrate commitment to ongoing professional learning and development of personal professional practice.
RTC 5: Show leadership that contributes to effective teaching and learning.
RTC 7: Promote a collaborative and supportive learning environment which incorporates successful strategies to engage and motivate akonga.



Online: http://www.educationcouncil.org.nz/Rtc