My Case for Change

Today I was fortunate to attend one of AITSL’s Learning Frontiers Design Principles workshops facilitated by Summer Howarth (AITSL) and David Price (Innovation Unit – UK). The focus of the Learning Frontiers initiative is to bring schools, educators and other stake holders together to look at ways to increase student engagement.

It is disappointing to  hear statistics of high student disengagement and un-engagement. Australian research has found:

More of the statistics shared can be found via the online version of the design principles workshop here: 

Learning Frontiers Design Principles Workshop

Schools need to provide and education that prepares students to be problem solvers, responsible global citizens and effective communicators while cultivating a love of learning. (This list is by no means exhaustive – just a few things I was thinking about today.) If students are disengaged at school, research has shown that they are limiting their future success.

Solving the problem of disengagement is a daunting task; however as my group discussed today, we don’t have to know where the journey will end before we set off. In working together to improve the situation educators, as well as students, will be learning. As educators deeply engage in the learning journey new possibilities will be created and this is something I am excited about.

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Why I’m now loving Twitter

I joined Twitter pretty early on; however soon decided it wasn’t for me. I didn’t like being limited to 140 characters! I have had a change of heart thanks to Selena Woodward

and George Couros (Does Twitter Improve Education). I am now using Twitter everyday and professionally I’m getting A LOT out of it.

Through following groups, like CEGSA, and joining Sue Waters Australian Educators list, both on Twitter, I have been able to make professional connections quickly. In turn, this has resulted my twitter feed receiving numerous links to online articles and blog posts about current practice in education. I’ve included the links to a few of them below.

I’m looking forward to connecting and learning more through Twitter. If you haven’t signed up yet I’d highly recommend it. Hope to see you in the Twitterverse.

The Eight Personas of a Teacher – Dr Kevin Knight

Earlier this year I was privileged to head up to the Gold Coast to attend a conference titled ‘The Personal Teacher’. It was facilitated by the Compass organisation. There were speakers from the Compass group and also Dr Kevin Knight, on of the founding directors of the New Zealand Graduate School of Education. While all sessions were excellent, it was Kevin Knight who impacted me the most. He has since visited our school and worked with more of our staff who were equally challenged and inspired by his simple, yet unique way of breaking down the job of a teacher. I am excited that he will be returning to work with more of our staff in 2013.

Kevin divides the job of a teacher into 8 personas which form 4 antagonistic pairs:

  • The teacher as captain yet also relationship builder

This pair establishes the learning environment in the classroom. It is imperative for a teacher to quickly build positive relationships with the students they are teaching; however they must also be in charge. If teachers are not competent in this area then it will be very difficult to ensure learning is happening in the classrom.

Kevin had some very detailed forms that can be used to gauge how teachers are going in this area.

  • The teacher as scholar yet also analyst

This pair recognises the importance of knowing what you’re teaching – but it goes further than that. The teacher as analyst will know what their students need to learn and they will be able to clearly articulate the skills students have learnt.This information will be gleaned from pre-testing and assessment, both formative and summative.

  • The teacher as coach yet also as empowerer

There will always be times where the teacher needs to direct the learning (teacher as coach); however I was inspired to try and ignite passionate curiosity in my students so they enjoy their learning and take personal responsibility for it. Empowering students to direct their own learning is certainly one of my goals for the 2013 school year.

  • The teacher as an individual and also a colleague

This pair is fairly self-explanatory. Historically teachers have been excellent at working individually in their isolated classrooms; however this pattern is beginning to change. I know here at Temple Christian College our faculties regularly work collaboratively to develop units of work and create resources.

One of the reasons we are taking on Kevin’s model as a school is so colleagues can effectively mentor colleagues in all the personas to improve the teaching and learning that takes place here. Eventually, all our staff will be trained in Kevin’s model and be paired up to work with each other. This will involve visiting classes, and giving and receiving feedback to and from collegues. The feedback will then serve as a tool to self-reflect on current practice.

Personally, I found going through the model with Kevin to be some of the most valuable professional learning I have undertaken as a teacher. It certainly led me to reflect on what I’m doing in the classroom to ensure meaningful learning for all of my students.

Blog as Professional Portfolio

I am currently in a workshop with George Couros setting up a blog to use as my e-portfolio. This e-portfolio will address each of the NPST

1. Know students

2. Know the content

3. Plan teaching and learning

4. Supportive and Safe Learning Environments

5. Assess, Feedback and Report

6. Professional Learning

7. Engage Professionally

As well as keeping a record of how I’m tracking against each of the standards, this blog will provide me with an opportunity to reflect on my learning and connect with other educators.