How have I changed my practice? Activity 8

Reflect on how you have changed your practice
during your Postgraduate DCL journey (activity 8)

I felt overwhelmed during the first 16 weeks. I liked learning about the different digital
technologies but as everything was so new to me. I only just started full time teaching at
Haeata Community Campus
in May of last year.  
For the first time since I graduated with my secondary qualification in 2000,
I was teaching year 7 -10. I started teaching with a hands-on approach in term 3 then
towards the end of the term I was trying to use digital technology.
This continued through-out term 4.  

When I reviewed my personal learning goals, from July 2018 and I have achieved them:

1. To learn a new digital tool to use with year 7 -10 ākonga at kura
2. To share this learning experience with whānau and other kaiako
3. To publish this learning onto my personal google site

Whaia te iti kahurangi - aim high

I found the “Cycle of Experiential Learning” interesting.
It was in the recommended reading  by Osterman and Kottkamp (2015) on p.70).
After reading this I was inspired to write another blog post especially about reflection and
experiential learning. The Role of Reflection

I believe that this course has strengthened my knowledge about pedagogy by revisiting my prior
knowledge and expanding on it in this new context. Going through the spiral inquiry process
was helpful to me and it encouraged me to use it for my teaching as inquiry.

References:

Osterman, K. F., & Kottkamp, R. B. (2015). Reflective practice for educators :
professional development to improve student learning.(2nd ed.)
New York: Skyhorse Publishing.

How des this inquiry impact on my future practice or inquiry? Activity 7

Evaluate how your Inquiry impacts on
future Inquiry/practice (activity 7)

This is the Check phase of the inquiry process. I felt overwhelmed during the first 16 weeks.
I liked learning about the different digital technologies Whānau engagement remains critical
in terms of student engagement but it may take other forms rather that using our Student
Management System (Linc Ed). Having hui, regular contact through text or phone calls is
significant for many of our whānau. In terms of a Māori perspective kānohi ki kānohi is more
culturally appropriate than contact via emails/linc ed. I have struggled with how to manage the
group of students we have. There is over 40 students with various levels of attendance, across all
the year levels and a huge range of ability too. I would have preferred to work with a small mentor
group and right now I think it's more manageable and meaningful to work with a smaller group.
This would mean knowing them and their learning in more detail and getting to know their families.
I feel there has been a messy start to the year with a lot of students coming and going.

Babione (2014) discusses how different kinds of triangulation can be used to strengthen
inferences. When I set out to gather the data my intention was to gather a broad understanding
by encouraging feedback from different people at different times, this is data source triangulation.
Next time I could work collaboratively with other kaiako to research and this way I could ensure
there was less bias and a wider perspective on results. I used method triangulation as I used
multiple data collection methods and combined quantitative and qualitative data methods.

I found that the disadvantage of using these methods was that they were time consuming.
When I do the next stage of my teaching inquiry I will need to improve my planning and organising
as I was overly ambitious and time poor. I would also prefer to have more resources to make it
easier.

Stoll & Temperly (2015) discusses the difference between Primary and Secondary school when it
comes to doing inquiry. The Spiral process has been very complicated to implement in the
secondary school setting and I think teaching collaboratively can be time consuming.

“Adolescents may also be less comfortable opening up to adults than younger children, and
teachers may find it more difficult to ask adolescents the Spirals questions. We clearly need
better understanding of these differences” Whānau engagement can be more difficult for older
students and I believe the use of Linc Ed is working for those parents who can access it.
But for students whose whānau does not or can not access it and for students who are not
engaged or with low attendance perhaps another strategy is needed, such as inviting whānau
for a hui.

References:

Stoll, L., and Temperley, J. (2015). Narrowing the Gap with Spirals of Enquiry: Evaluation of
Whole Education’s Pilot. Whole Education, UK.

Retrieved from http://www.wholeeducation.org/download,634

The data I have collected so far Activity 6

Describe the data you have collected so far

and how you are analysing it  (activity 6)

The main source of data is from two Student Surveys. The parent survey did not have many
responses and my initial plan to contact whānau did not happened. In week 8 we were had
scheduled meetings but they were cancelled. I have felt that this term has been full of distractions
and other professional and personal demands have taken my attention.

The use of Linc Ed is a source of quantitative data which is easy to access but it can

be time consuming to make sense of the data as it still needs to be sorted into categories.

Specific data collection tools:

Around the 20th February (Week 4) around 30 students completed the survey and I can
compare these surveys to another student survey done in Week 9.

In week 4 and 5 the parent Survey was given out in paper form as well as emailed to those
whānau with emails.

At the end of term 1 I will use Linc Ed (our student management system to collect quantitative
data showing:

1. student use over time

2. use by teachers

3. use by parents

Other possible data I could use is samples of student’s work during term 1, this could include
things of the google classroom and/or Linc ed. During the term most student have written a
learning letter to their parent, their own learning narratives, self reflections and other survey
responses during Puna Ako. We have also covered some of the learning dispositions:
collaboration, compassion, resilience and be a designer.

I am curious I look if there any parent comments by the end of the term and I am still wondering
how can I see parent views using Linc Ed.

Update: I was going to survey the parents in Week 11 but the follow up survey has been delayed.

I have really struggled with finding the time to process the data.

According to Babione (2014) analysing qualitative data involves more critical and divergent
thinking compared to quantitative data. The surveys I used with whānau and ākonga asked for
individualised comments.  I have had to sort the data by looking at themes. Then use these as a
guide to organise the data. Analysing the data was on-going as students and whānau gave feedback
which we responded to in different ways. The approach was altered after discussing the surveys
with members my teaching team. Ākonga in our Puna Ako developing their understanding of our
dispositions and increased the amount they shared their learning with their whānau. Some of the
data from the surveys was qualitative so sorting that data into categories was simple. Based on
these categories and themes I can then make assumptions and interpretations

Riel (2014) discusses how to analyse data. I found this video was helpful in various ways.
The first part is about organising data to create a storyline. The main messages from this is be
aware of other possible ways to collect data. I thought for my own action research it would be
interesting to look at participation rates and attendance. Another source of data which  I was keen
to take advantage of was parent conferences. Riel (2014) believes that knowing what students share
with their parents is good for highlighting "things that are really effective in the classroom".
Another suggestion that I found helpful was to go back to the original research question and
review the intended outcomes.

The second part is to explore the data to find a story. In this part you look for ideas,
relationships and patterns so you can condense it so others can better understand it.
Suggestions I found helpful were to use digital tools, e.g. for data written by ākonga and
whānau, technology like Wordle can be used to identify word frequency.
Use of collaborative language e.g. we versus I. Riel (2014) also suggested to use a critical
stance and get feedback from others.  The third part is to display the data and this is like
telling a story about the research.

Action Research Survey Responses

References:

Babione, C. (2015). Practitioner Teacher Inquiry and Research. USA: John Wiley & Sons.
(e-copy available in Unitec library)

Riel, M. (2014, August 5).T8 Analyzing Data.

The context of different audiences Activity 5 (week 28)

While I am taking action, how do
I address the context of

different audiences in the

wider community and value their
perspectives?

March 2019

Our school learning design values personalised learning but the purpose of this action plan was for
both ākonga and whānau to understand the reason why we have the project based approach in our
hāpori, Tuakana (year 7 to 13). Our school community is beginning to get more information about this.
The Board of Trustees is working in collaboration with Senior Leadership Team and they beginning to
explore ways of informing new parents. In their recent Board meeting they discussed that the language
in the brochures was still too technical and the majority of parents and whānau in Aranui, and other
Eastern Suburbs of Ōtautahi/Christchurch are unlikely to want to or be able to read it. The idea was
suggested that we get existing parents to write it. When a colleague, from the junior school, Teina,
discussed it with me this idea grew. My colleague decided to make a video showing new and existing
parents what learning looks like as she thought this would be more accessible. We also discussed inviting
parents in to discuss how students are learning through play.

The Establishment Board are highly educated Ministry appointed people who also have a strong
connection with the area. A few parent board members have been co-opted. Eventually Haeata
Community Campus will have an election for more parent representatives on a new Board of Trustees.
The Ministry of Education is also involved in meeting with Senior Leaders at Haeata Community Campus
as our school is in a low decile area and there is historically low achievement and attendance at school.
From the Ministry's perspective they want our younger students to be working towards the appropriate
level of the NZ Curriculum  and our oldest students to be achieving success with NCEA. However there
is a clash of beliefs. Literacy and Numeracy are the main areas that the Ministry of Education are
focussing on for our junior school. Dispositional learning continues to be the driving force for our school
learning design but for the beginning of the year we are focussing on developing our Communication
Fluency.

My main thought for the week is SUCCESS. It was discussed last Monday and today I read an article
about Māori achieving success as Māori. Having a personalised program is related to the issues of equity,
diversity and inclusivity. What is defined as success is going to be different for a year 7 Pākehā student
with autism compared to a year 13 Māori student with their own business. However having the
dispositions for learning (like the key competencies) means that learning how to learn, learning
knowledge by creating and problem solving are future proof capabilities. The key message to my
audience: learning is a journey. Students who are actively engaged in their learning learn deeper
and it is more meaningful for them. Personalised and authentic learning is our learning design at
Haeata Community Campus and we are working on ways to share this learning with the wider
community.

This action plan was about using technology to increase parent and student engagement with our
Student Management System. The initial survey has had low responses from whānau, I will send it out
again but I will try a different approach. Now that I know the students better and some of the whānau
I believe there will be a different response, "Additionally, technology can be leveraged to reach out to
parents and students more effectively." (OECD, 2018, P.9).

My next topic to research may be around student's use of technology. OECD (2018) states that pedagogy is the most important aspect but students have to develop self control to manage themselves with devices. Using devices is about grasping opportunities and resisting the distraction, "It is the pedagogy of technology application rather than technology itself that makes a difference." (OECD, 2018, P.8).

At Haeata Community Campus my purpose was to connect with whānau and engage with them
about their perspective of how we plan and provide our learn design. By doing this I had hoped that
they would feel valued for their perspective.  

Trends shaping education spotlight (OECD, 2018)

Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S. & R Hipkins, R. New Zealand Council for
Educational Research. 2012. Supporting future-oriented learning & teaching — a New Zealand
perspective. Wellington: Ministry of Education

http://www.oecd.org/education/ceri/Spotlight-15-A-Brave-New-World-Technology-and-Education.pdf

supporting-future-oriented-learning-and-teaching-a-new-zealand-perspective.pdf

Mindlab Activity 2 Reflective Model (week 26)

Applying a reflective model

Apply a reflective model to discuss something that has happened during your Inquiry so far and how it impacts on taking action. In terms of reflecting on the progress I have made so far there are two models that I could use. Gibb's model is useful to use when wondering how effective something was.

1. What happened: I received information from the student survey but some students did not attempt the questions

2. Thinking and Feeling: I felt frustrated that they could not be bothered to do a simple task. I was thought perhaps if I printed the task they would be more likely to do it. Some of the students may just not have been in class that day or arrived late.

3. Evaluate: 25 students did fill out the survey without needing too much encouragement. I did notice that a lot more students needed support to do it than I initially realised.

4. Analysis: I can tell that the students who did eventually fill out something on the paper forms were students who struggled the most with written tasks, had a history of disengagement and were distracted by using their cellphones.

5. Conclude: I have decided these students are part of my priority group. I have been building my relationships with them as well as keeping in contact with their whānau.

6: Next time: I will support these students early on so they can do it online like the rest of the class (or offer paper straight away if they prefer). 

Figure 1: Gibbs’ Reflective Cycle (1988) This reflective model is simple to use for the action research but there is criticism that it doesn't
go in-depth enough to be considered a critical reflective model and it was used to reflect after
the situation rather than during the situation.
Jay and Johnson (2002) developed a reflective model using descriptive, comparative and critical reflection. In the critical reflection stage, it is good to seek alternative perspectives as we can become unintentionally biased. Findlay (2008) discusses the various reflection models and states that models that recognising different levels of reflection have "proved useful when applied to different levels of learner needs", (p. 9). 

Finlay, L. (2008). Reflecting on reflective practice. Practice Based Professional Learning Centre (PBPL) Retrieved from http://www.open.ac.uk/opencetl/files/opencetl/file/ecms/web-content/Finlay-%282008%29-Reflecting-on-reflective-practice-PBPL-paper-52.pdf

Gibbs’

Reflective Cycle (1988)

Mindlab activity 3 Te Ao Māori & Cultural Responsiveness (week 27)

Te Ao Māori & Cultural Responsiveness

Examine how indigenous knowledge and cultural responsiveness are informing the way you are taking action.

When I created my action plan, Whanaungatanga and Rangatiratanga were 2 important te ao Māori concepts. Rangatiratanga is addressed in this inquiry process as ākonga and their whānau are able to share their voice. Ākonga especially should feel empowered as they are able to build their autonomy over their learning. The survey was targeted at them identifying themselves as an individual but also beginning to see how what they say and do can make a difference to what others think.

Ako is the reciprocality of learning between kaiako and students. In my action plan students are also sharing their learning directly with their whānau.
When I first wrote my Action Plan I decided to deliberately analyse the group of students (in detail) aaccording to a few factors, one of these ethnicity, but because the ākonga kept changing in the first 3 week it was difficult to get a grip on the identity of all of the students in our group. During this Edtalks (2012) video Professor Russell Bishop talks about culturally responsive pedagogy and he mentions that being culturally responsive means that your teaching strategies are relationships based and value the prior experiences of the learner and their whānau. These ideas of culturally responsive practice is also reinforced in the required reading by Cowie, B., Otrel-Cass, K., Glynn, T., & Kara, H., et al. (2011).

In the early stages of the inquiry, I identified 2 potential issues of equity; ethnicity and whānau access to their students learning via their emails. Over the past 5 weeks we been able to add more whānau emails to our systems so more parents should be able to access their child's learning.  The impact of this has not been evaluated yet.

Whānau engagement is an important part of acknowledging the culture of students. As Māori students shouldn't be seen as separate from their whānau. Ways that I would like to strengthen my action plan is be more responsive to students answers, this will be my next step.  

Cowie, B., Otrel-Cass, K., Glynn, T., & Kara, H., et al. (2011). Culturally responsive pedagogy and assessment in primary science classrooms: Whakamana tamariki. Wellington: Teaching Learning Research Initiative. 
Retrieved from http://www.tlri.org.nz/sites/default/files/projects/9268_cowie-summaryreport.pdf

Mindlab Activity 1 Reflective Writing (week 25)

Reflective Writing

What I have done so far to take action?

In week 3 our ākonga group has become more settled. My co-teachers and I are beginning to work together to plan and implement strategies and activities to support ākonga learning in Tuakana 8 (one of the year 7 -13 tutor groups)

So far I have shared the ākonga and whānau survey with a head teacher and we are planning to use both of these next week, starting Monday 18th March. Together we have introduced ourselves and contacted all whānau of ākonga in various ways, email, text, phone calls and in person.

It felt good to be able to provide the ākonga survey as an activity and I will be using the writing a letter to whānau to increase communication fluency of ākonga as well as to encourage sharing knowledge of our learning design with whānau and building ākonga knowledge. 

My style of teaching is conflicting with another teacher. I have a relationship focussed philosophy but sometimes I can be too "soft" on students. Several students have begun to monopolise my time and this situation isn't ideal for both of us.

I plan to print and email the whānau survey on Monday 18th February.  I have already had an in-depth discussion with a parent (via phone) about expectations for her daughter, as this student may be leaving the school.

I did expect that contacting whānau would time consuming but it felt rewarding. Something I wonder about is if I could have tried to do this earlier.  However I feel that the first 3 weeks of school have been extremely busy and we are only now getting settled.

What works as expected and what doesn’t? And why?

Over all the student survey was received well by the students. The majority of them filled it in and it gave an insight to how they think. Students who didn't fill the form (via online) or not at are students who were absent and probably the most disengaged. I feel like this should be my target group for further intervention. The whānau survey only had 5 responses (via online) and 3 (via paper)In the  scan phase I chose the issue of whānau engagement because of ākonga disengagement. 

What should be done differently? How would you justify this?

During the focus part of the inquiry I found research with two other kaiako we reviewed 

the literature and found issues around equity especially with to access digital technology and support for whānau to learn how to become digital citizens.  I used our hunch to make a plan for my Puna Ako group. I found it difficult to lead others as I am not as experienced as the Pou leader in my Puna Ako. I feel I demonstrated democratic leadership as I shared the survey with other this was effective as team work is essential to complete this action plan. Transformative leadership means that I change my leadership style based on what is needed. I have been unsettled and not focussed on this. Whanaungatanga is important to me but there have been a few issues that I did not expect. Such as having to focus on developing and maintaining professional relationships with a new teaching team.

 

Mindlab Activity 4 Acting in my Professional Environment (Week 28)

Acting in My Professional Environment

As I implemented my Action Plan I came across an issue involving a few whānau members of my community. This tension impacted the professional environment of my tutor group. 

I analysed the issue and found that there was a clash between what our professional values and responsibilities are and what whānau want for their children or how they view their child's learning at Haeata. When my teaching team discussed the whānau responses (5 digital and 2 on paper) during an after school meeting, (about 2 weeks after the survey was shared) I personally struggled with how to respond to the criticism and negative language used by two of the whānau responses. Especially as one parent was very negative towards their own child.

I had been aware of the possibility of negative comments but because a lot of the students and their whānau were new to me I could not accurately predict the responses I received.  Ehrich, Kimber, Millwater, & Cranston (2011) state that "whatever decisions each of the key players makes, those decisions are likely to create repercussions for them personally, for their colleagues, for the students and parents, and for the school more broadly" (p. 182). As a team we discussed the responses but I personally was unsure of to how to respond. I knew that I needed to be careful with my response. When experiencing an ethical dilemma it was helpful to use a framework such as Figure 1, which shows a model of ethical decision making, (Ehrich et al, 2011, p. 178).

 I could have ignored the responses but instead I decided to share the results as a team and together we were able to share our opinions and learn from each other.  One of our school dispositions is being Collaborative and this relates to the Professional Standards under the heading of Professional Relationships, "Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem solving and learning focused collegial discussions" (Education Council, 2017, p. 18). The evidence I collect about my professional learning is based on these dispositions as well as the school essential agreements. The image below is an example of a heading from the site I use to track my own professional learning. 

Ehrich et al (2011) is also state that on-going professional learning is helpful for teachers to work through ethical issues and being in a collaborative team teaching environment is definitely an advantage for this.

I felt the best decision was to wait until the students had been involved in more learning activities or had the opportunity for more support.  One of the strategies discussed by Ehrich et al (2011) is to ask for another colleagues perspective. My teaching team has clarified our vision for our learning design and senior management has dictated the way we are going to share this with whānau. I have decided to send out the questionnaire again as a follow up. We need to contact whānau via phone over this next week and we are meeting them in person in week 8. So I will have an opportunity to ask the questions in these ways as well. My final decision for solving this was to wait and see if the interventions have made a difference extremely negative responses, and the neutral responses as well.

References:

Education Council (2017) Our Code, Our Standards. New Zealand: Wellington

Ehrich, L., Kimber, M., Millwater, J. & Cranston, N. 2011. Ethical dilemmas: a model to understand teacher practice. Teachers and Teaching: theory and practice. 17 (2), 173-185

practice, 17:2, 173-185