Leadership in Practice
8203.b Consolidating Your Learning ePortfolio Critical Evaluation and Reflection
Tim Van Zyl
8201- Contemporary Teaching
Sprint 3
The Gogies
How does Gogies enhance effective collaborative practice?
Pedagogy is teacher-led learning and andragogy is self-directed learning, heutagogy takes an approach that’s different from both. In pedagogical environments, teachers determine what students will learn and how they will learn it. Students rely on their teacher and learn topics in the order in which they are presented. In contrast, students in Andragogical environments use the teacher as a mentor or guide but aim to find their own solutions to the tasks the teacher sets. Meanwhile, the Heutagogical approach encourages students to find their own problems and questions to answer. Instead of simply completing the tasks teachers assign, these students seek out areas of uncertainty and complexity in the subjects they study. Teachers help by providing context to students' learning and creating opportunities for them to explore subjects fully.
What do you need to consider leading Gogies effectively in your context?
Adult learners have moved away from being dependent on others and are more self-driven and come along with a vast amount of experiences they become resources for the learning these experiences allows them to understand things in more detail adult learners also have the desire to learn and they are able to control what they are learning and how they learn. learning is meaningful to them and relates to the learner well the adult is in control or self-directed they can feel less intimidated, and learning is suited to their current life situation. Andragogy is founded on four principles firstly why specific things are being taught secondly that tasks are orientated and provide a context for their learning thirdly they consider the wide range of different backgrounds of the learners and forth they promote self-direction and provide guidance for the students to learn.
How does Gogies meet the needs of learners including diverse learners?
Having a child centered approach places the student at the center of learning, where a student can be in control of what they are learning how they gain the new learning and even where they are learning. This is based on Piaget's constructivist theory.
A child focus style is where the teacher facilitates learning by posing questions for the students to discover the new knowledge. He had the teacher may help with resources books or technology so that students can discover their new learning.
This is commonly called inquiry learning project-based learning or problem-based learning the teacher's role is to teach the students the thinking skills they need and to sift through the information to find out what is relevant and reliable information. And in our context, this is what we call reading to learn. Where students are moving towards self-directed learning and the teacher’s role is question the students thinking, prompt them in the direction in teach them the higher order thinking skills that they need.
What learning environments and or pedagogy need to be in place or implemented for Gogies to be effective?
Pedagogy is important because it combines knowledge of learning and the knowledge how people learn best. What is pedagogy well to me it's the art of teaching. At our school we often have beginning teachers starting the teaching careers and we also have several student teachers completing their practices at our school. the first thing I say to them is there teaching is a skill a skill that is practiced and honed every day. it's not something you know how to do after coming straight out of university and into the classroom. Teaching Simply put is how we deliver content of the curriculum to our classrooms but in reality, it goes a lot further. Firstly you need to develop a teaching style and yes your style will different will differ in each classroom each year group and in fact it can be different at each school.
How does Gogies provide culturally responsive solutions that address authentic problems in your context?
Heutagogy is student centered and the development of student autonomy capacity and capability in other words it's about teaching students to become lifelong learners. Heutagogy encourages the student to find their own problems and questions to answer. The purpose of heutagogy is to establish an environment where students create their own goals learning pathways processes and products the learner is at the center of the process. Heutagogy is a powerful learning strategy which gives students the tools to learn and grow throughout life. In today's world the skills required to be an effective learner has changed, it is important that students move away from being passive recipients and move towards being analysts and synthesizers.
References:
Blaschke, L. & Hase, S. (2016). Heutagogy: A holistic framework for creating twenty-first -
century self-determined learners. In The future of ubiquitous learning (pp. 25-40).
Canning, N. (2010). Playing with heutagogy: Exploring strategies to empower mature learners in higher education. Journal of further and Higher Education, 34(1), 59-71.
Sprint 4
Examining CRP
Introduction to CRP
At the forefront of the New Zealand education system, there is a need for all stakeholders work cooperatively to raise not only the educational standards for our young people but also the social outcomes. We know now that learners come from a range of cultural backgrounds that include diversity in ethnicity, language, socio-economic, religious, and sexual orientation. The question for all school leaders, teachers, and government is how we respond to the similarities and differences that we face within education. One method is for school to endorse the use of culturally responsive pedagogy that recognises that teachers need to incorporate students’ cultural values, beliefs, and experiences in teaching to make learning encounters more relevant and effective for them (Gay,2000; Ladson-Billings, 1995; Villegas & Lucas, 2002). Slee (2010) notes culturally responsive is a set of practices and methods that support students’ learning identity through connections among curriculum, community, and culture. Where students have a voice and can see their culture in the curriculum and instruction while being encouraged to maintain it.
How does CRP enhance effective collaborative practice?
In classrooms where cultural diversity is acknowledged and celebrated, teachers are aware of students’ different cultural identities. Students’ cultural contexts are integrated into teaching and learning programs and into the classroom environment. All teachers provide practical opportunities for all their students to be proud and share the language and culture through cultural groups, special events and school festivals. CRT teachers are able to adapt classroom instruction in order to overcomes potential barriers, research shows that teachers can help students overcome obstacles and succeed.
What do you need to consider leading CRP effectively in your context?
Culturally responsive leaders exhibit an ethic of care and develop cultural awareness in their school and their community, they demonstrate, and model inclusive practices and they are not afraid to challenge deficit thinking and biasness. As a leader it's my responsibility to instill in staff members and students that they can lead cultural responsiveness, we are all leaders.
How does CRP meet the needs of learners including diverse learners?
In schools and classrooms where cultural diversity is recognized and celebrated, teachers are aware of student’s diverse cultural identities and students cultural background are integrated into teaching and learning programs and into the classroom environment. All students experience learning context from multiple cultures and there are clear expectations in the school charter for celebration of diversity, stating the right for all children to feel culturally safe.
What learning environments and or pedagogy need to be in place or implemented for CRP to be effective?
Teachers who are most successful in supporting strength based and positive behavior for indigenous and minority learners are aware of their perceptions of self and of others. They clearly structure positive social relationships and ensure that their learners fund of knowledge are immersed in activity.
These teachers identify positively with their learners and community and work actively to develop a learning community within their classroom. They focus on the whole child's interests, and it's not solely limited to their cognitive development, they take personal responsibility and agency where teachers hold the belief that they can influence positive outcomes for all learners despite their challenges.
How does CRP provide culturally responsive solutions that address authentic problems in your context?
Educators understand the implicitly the cultural experiences and practices of learners. The environment does not exaggerate marginalized cultures deficits but embraces the culture of positive change. Local languages and cultural experiences in the classrooms are the norm with learners leading these as experts. Educators leave implicit bias out of learning and champion equity and the inherent capability and cultural blessings of each other.
References:
Gay, G. (2000). Culturally responsive leadership. New York, NY: Teachers College Press.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491. Retrieved from http://aer.sagepub.com
Slee, J. (2010). A Systemic Approach to Culturally Responsive Assessment Practices and Evaluation. Higher Education Quarterly, 64(3), 246-260. doi: 10.1111/j.1468-2273.2010.00464.x
Villegas, A.M., & Lucas, T. (2002). Educating culturally responsive teachers. Albany, NY: State University of New York.
Sprint 9
Broadening your Horizons
Of course, personalised learning is not new. If we go back to the beginning of educational theory and look at thinkers like John Dewey – who is generally held responsible for popularising relevance as a major aspect of education – we can see the roots of personalised learning.
During the 20th Century we went through a move to a mass education system. While the system became more inclusive, it's approach tended to be one-size fits all. Learning focused on knowledge recall, with ‘Chalk and Talk’ teaching strategies. Most of the learning was confined to the classroom with few attempts to make learning relevant to life outside of the classroom. Personalised learning is about building the learning around the individual learner. In the 21st Century, personalised learning is about re-designing our schooling system around our learners needs rather than our learners trying to fit into our school system.
How does personalising learning enhance effective collaborative practice?
We know that within 21st century nobody ever learns in isolation. in a personalized learning environment, the teacher's role is to help students as to what roles they can assume successfully when collaborating look with others. It is important for teachers to understand that collaboration is not students working together in small groups. Collaboration is where there is direct interaction between individuals towards an end product. (Kozar, 2010).
What do you need to consider leading personalising learning effectively in your context?
As a leader I am bound by my own purpose and values system. I am a role model in school and out of school and teachers, students and whanau are watching. I must be able to model high expectations and set an example because I know my actions have a direct influence of those around me. I need to be informed at all times, know my school’s data, school trends, absentee rates and whanau opinions of the school. Just like collaboration in the classroom, collaboration applies to my leadership. Dispersed leadership is a powerful model whereby a collective capacity is built across the school than a hierarchical one. As part of a dispersed leadership model, I need to allow time, and in fact I need to make time for teachers to share their own knowledge with each other. These types of opportunities often lead to direct change in the classroom and shifts in teacher practice.
How does personalising learning meet the needs of learners including diverse learners?
With the growing diversity within our classrooms there's a greater need for teachers to shift to a learner centered approach. Personalized learning connects students to their own development, background, interests and experiences. Personalized learning offers an effective approach to support the growing diversity that teachers face in their classrooms today.
What learning environments and or pedagogy need to be in place or implemented for personalising learning to be effective?
New Zealand Ministry of Education challenged schools to move away from single cell classrooms to open space innovative learning environments that enabled collaborative teaching and personalized learning. The traditional model of teacher centered pedagogy does not allow for collaboration all personalized learning in a modern learning environment. for some teachers this means that they're out of their comfort zones as they view personalized learning as giving away control rather than seeing it as a shared responsibility to learning. This is whereas the school leader it is important that not only do I have clear understanding of how to lead change but also a deep knowledge of the pedagogy.
How does personalising learning provide culturally responsive solutions that address authentic problems in your context?
Culturally responsive practice informs learning to better meet the needs of all learners. There is an opportunity for teachers to use real life examples and connect to the cultural interests of their students allowing students to feel connected and engaged at school. Having real personal connections leads not only to better learning but can also be the key to reduce implicit biases and improve relationships with students and whanau. As a school leader my challenge is to be culturally competent, committed to Te Ao Māori, to lead and manage reform to not only see improved success for Māori but for all the diverse learners in Aotearoa New Zealand.
Reference:
Kozor,A. (2010).Towards Better Group Work: Seeing the difference between cooperation and collaboration. English Teaching Forum. No2. 2010. Retrieved from: htpps://www.americanenglish.state.gov
Sprint 10
Maker education and Makerspace
A makerspace is a collaborative workspace inside a school with students can come together alongside teachers or other experts and work collaboratively to make, learn, explore and share ideas. makerspaces or learning environments that facilitates hands on learning by providing students with access to a variety of tools and technologies in order to promote creativity, resilience and innovation. These spaces are for hands on learning and help develop students critical thinking and at times even help boost self-confidence to attempt using new technologies and developing a can-do attitude. Makerspaces typically have STEAM (science, technology, engineering, and maths) focus, but can be tailored to apply to learning across all subject areas. makerspaces encourage students to work collaboratively using high tech low tech and sometimes even no tech.
How does Makerspace enhance effective collaborative practice?
Collaborative learning is not new in education. Makerspace encourages students to further their learning in a collaborative setting. In order for this to happen a makerspace needs to be well designed and be a place where students can come together with similar interests, to learn together and where groups of learners participate in complex learning that leads to creativity and innovation.
What do you need to consider leading Makerspace effectively in your context?
Ineffective makerspace it's not just a space that's full of robotics and 3D printers. as all students learning needs differ, so do makerspaces. The makerspace class needs to cater for the different needs of learners e.g. a construction zone, recycled area and a non electronic areas. Students need to be left alone to become agents of their own learning where there is minimal input from a teacher
How does Makerspace meet the needs of learners including diverse learners?
Anchor space encourages students to be open minded and empowers the learner. Davis learners often thrive in a makerspace class as they are encouraged to follow their own creativity and take control of their learning. Maker spaces allow teachers to leverage the strengths and interests of their learners.
What learning environments and or pedagogy need to be in place or implemented for Makerspace to be effective?
Makerspace has strong connections to cross curriculum, problem solving and higher order thinking and embraces not only constructivism, personalized learning, community learning and mentorship. Makerspace allow students to be creative, innovative and independent and technologically literate, all necessary in the 21st century. Education is grounded in inquiry problem solving, understanding of oneself and the world around them.
How does Makerspace provide culturally responsive solutions that address authentic problems in your context?
Teaching is not about the tools teachers use or the amazing lesson plans. Rather it's about the environment that students are learning in, it's about the relationships formed between the students and their teachers, it's about the community and what's important to that student. Makerspace encourages students to have a growth mindset where a student's ability is not fixed. Makerspace encourages students to be determined, use prior knowledge and cultural knowledge. Makerspace teachers not only to the strengths of the students but also through the student’s strengths
References:
Bishop, R., & Lepou, S. (2018). How can a makerspace in the school setting support increased motivation, engagement, and achievement for pasifika and māori learners? Set: Research Information for Teachers (Wellington), (1), 19-24
Sverko,C., Therien,J., & Roffey,T. (2016). The making of a makerspace: Pedagogical and
physical transformations of teaching and Learning. Curriculum Guide, 1-41. Retrieved
fromhttp://www.makerspaceforeducation.com/uploads/4/1/6/4/41640463/makerspace_for_education_curriculum_guide.pdf
Sprint 12
Place-Based Education
Place-based education is not an overfamiliar concept in the New Zealand educational context, but it is quickly developing a profile. at the practical level place-based education sets out to answer two key questions, “what is this place?” and “what is our relationship with it?” It is supposed that the New Zealand education system is seriously negligent in not providing adequate structure opportunities for all New Zealand to have a consistent and long-term existential identification.
How does Place-Based Education enhance effective collaborative practice?
PBE refers to a student or small group of students working overtime on a project that integrates core disciplinary knowledge, ideally in an applied and real-world way. Collaboration is essential to developing engaging and learning-rich courses that are globally linked and prepare students for fields where collaboration is an essential component. Research shows that collaborative learning can help students to confront misconceptions, develop communication skills, and negotiate knowledge in a social way among diverse perspectives.
What do you need to consider leading Place-Based Education effectively in your context?
PBE does not simply mean getting our students out of the school and on having field trips. In order for PBE to be meaningful in our school’s context, students will be able to gain meaningful and engaging learning based around our school, with a focus on Ahuriri. After all the fundamental learning is in the title PLACE- BASED-“what is this place and what is our relationship to this place” (Penetito, 2013) Through the development of our outdoor play spaces that specifically link back to our local histories we will be developing our own culturally responsive pedagogy. From a Te Ao Māori perspectives both place and social relationships are central to experiences and learning (Brown & Heaton 2015).
How does Place-Based Education meet the needs of learners including diverse learners?
Place-Based education enable students to access learning locally, regionally and ultimately globally with multiple opportunities to interact with others and gain skills through multiple lenses. Students or able to access learning from anyway and schools are beginning to understand the possibilities of implementing and scaling problem based learning with the deliberate intention to boost equity, access and actions for all students.
What learning environments and or pedagogy need to be in place or implemented for Place-Based Education to be effective?
Place-Based education from a Te Ao Māori perspective ensures that students have the opportunity to gain knowledge from their local rohe. In other words, place-based education must consider the local tikanga and connect students with local knowledge, history and most importantly affirm Māori learns as Māori, providing learning in an authentic context, where language, identity and the culture of the learners and whanau is affirmed.
How does Place-Based Education provide culturally responsive solutions that address authentic problems in your context?
By relating our school stories and local histories, we can install a deeper sense of belonging to our school. Though we demonstrate links between local, national and the world's history, we will also be able to acknowledge the different experiences of Māori and allow students to explore local tikanga and the events that have shaped our community. Implementing place based education at our school, students will be able to learn about, examine and challenge the Pakeha history that has shaped their own world.
References:
Brown, M., & Heaton, S. (2015). Ko ahau te awa ko te awa ko ahau: I am the river, and the river is me. In M. Robertson, R. Lawrence, & G. Heath (Eds.), Experiencing the Outdoors: Enhancing Strategies for Wellbeing (Vol. 2, pp. 49-60). Rotterdam, The Netherlands: Sense Publishers. doi:10.1007/978-94-6209-944-9_5
Penetito, W. (2013). Place-Based Education: Catering for Curriculum, Culture and Community. The New Zealand Annual Review of Education. 10.26686/nzaroe.v0i18.1544.
8202- Digital Fluency
Sprint 4
Technology Integration Models
Technology integration models are frameworks that one can use to guide thinking around the use of emerging technologies in education and as such provide a way to examine the myriad ways stakeholders make decisions pertaining to technology use, adoption, and integration. As theoretical constructs, technology integration models empower researchers and practitioners to ask certain questions and to understand technology integration in key ways. Much like the lens of a telescope, these models have great practical value for improving perceptions and guiding inquiry, and it is for this reason that various technology integration models have been posited in recent years as means for understanding technology integration phenomena. Some prominent examples include the Technological Pedagogical and Content Knowledge (TPACK) model, Substitution Augmentation Modification Redefinition (SAMR) model, Replacement Amplification Transformation (RAT) model, Technology Integration Matrix (TIM), Technology Acceptance Model (TAM), and Technology Integration Planning (TIP) model. Each provides different opportunities for understanding and interpreting technology integration efforts.
How does Technology Integration Models enhance effective collaborative practice?
Some models are created with practitioners in mind and seek to be easily applied, while others threaten to disrupt or alter practice or have no clear bearing on the day-to-day work of educators. This means that models exhibiting high compatibility will likely be welcomed by practitioners for their directedness and ease of implementation, while models with low compatibility would be rejected due to burden of implementation and lack of connection to existing goals and practices (Kimmons & Hall, p.54).
What do you need to consider leading Technology Integration Models effectively in your context?
Technology integration is a highly complex process that needs to include multiple considerations in order to be successful. Technology integration models are very diverse and should be applied in a manner that is contextually appropriate and that properly meshes the model with intended goals. Technology integration models should serve to guide and simplify, rather than confuse and obfuscate, the process of technology integration.
How does Technology Integration Models meet the needs of learners including diverse learners?
Technology plays different roles in different models. Some models view technology as a means for achieving socially valuable ends or for improving students learning. Yet not every technology integration model includes the incorporation of student outcomes or expectations that integration will produce visible impacts for diverse learners.
What learning environments and or pedagogy need to be in place or implemented for Technology Integration Models to be effective?
Technology integration models vary in their clarity, in terms of both their formulation and their ongoing refinement. Clear models are simple and easy to understand conceptually and in practice, while unclear models are confusing and may be misinterpreted. Reasons for variations in clarity may vary, but some models are clearer because they are simply stated and have limited scope. Others are unclear because much has been written to refine and extend them. In general, clear models benefit from being easier to explain and utilize, while fuzzier or more confusing models are difficult to explain, or introduce uncertainty.
How does Technology Integration Models provide culturally responsive solutions that address authentic problems in your context?
Some models are developed to interrogate fundamental problems of teaching, learning, and educational practice, dealing with the “why” of integration and a global scope, while others take a more technocratic approach, dealing with the “how” of integration and a local scope. Models that exhibit a more global scope may seek to catalyze social reform through effective integration, while those that exhibit a more local scope may focus on improving a single lesson plan. Schools leaders need to insure that the model they choose is suited the cultural make to their school to ensure success for all.
References:
Kimmons, R., & Hall, C. (2016). Emerging technology integration models. In G. Veletsianos (Ed.), Emergence and innovation in digital learning: Foundations and applications (pp. 51-64). Edmonton, AB: Athabasca University Press.
SPRINT 10
Introduction to AI
Artificial Intelligence presents some major opportunities and challenges to our education. Although, to some AI is exciting many people are wary. Artificial Intelligences is very hard to define, spanning a wide range of references points. The AI Forum New Zealand defines AI as “advanced digital technologies that enable machines to reproduce or surpass abilities that would require intelligence if humans were to perform them.” It can improve the efficiency of Government services, tackle large social issues like poverty, inequality, the environment and potentially increase citizens’ standard of living. For Ai to take a foothold in New Zealand, education providers are not yet providing the skills and training required to develop AI excellence.
How does AI enhance effective collaborative practice?
AI offers opportunities for teachers group students into well organized groups according to their abilities or what each student offers to complete a project effectively. AI could also use data to analyse students work habits and evaluate their contribution to their group. In higher education Ai could be used to question students understanding of a topic or act as moderators analyzing student work.
What do you need to consider leading AI effectively in your context?
Unlike other technology that follows one pathway, Ai promises to learn and improve over time. Many educators in the classroom fear that Robots will take over and their roles will become obsolete. As technology in the past has promised to make changes to education, (smartboards, computers, iPads) my role as a leader will be in the implementation of the tool, after all a tool is as only as good as the operator.
How does AI meet the needs of learners including diverse learners?
Transformative technology to which Artificial Intelligence falls under is readily available in schools and is being used to assist a range of diverse learners within our education system. Ai will allow students to experience differentiated learning that targets to their needs, whether it is learning needs, language or experiencing virtual learning. Ai will be able to consider everyone different capabilities, consider their knowledge gaps and provide recommendations to cater for specific student needs.
What learning environments and or pedagogy need to be in place or implemented for AI to be effective?
There will always be the need to have a human teacher in front of the classroom, however the role of the teacher is changing. As AI is able to take over some task like, marking, adapting learning and information retrieval for students, teachers will move towards becoming facilitators. Teachers will need to have pedagogical understanding of emotional learning and human interaction for students to learn better (Molenaar & Knoop-Van Campen, 2009)
How does AI provide culturally responsive solutions that address authentic problems in your context?
AI will allow teachers to culturally access learning in an authentic manner. AI could be used to meet the demand for authentic narratives and remove biased western-centric viewpoints. Cultural story narrations are not straightforward like stories related to weather and sports. Every different culture or ethnicity not only has its own style of storytelling, but each has different histories, experiences, and traditions that must be incorporated. This would require multiple story narration templates for a particular culture and in turn could motivate students by exposing them learning and give them experiences and ways in which they make sense of their knowledge Rhodes & Schmidt, 2018).
Reference:
Molenaar, I., & Knoop-Van Campen, C. (2019). How teachers make dashboard information actionable. IEEE Trans. Learn. Technol. 12, 347–355. doi: 10.1109/TLT.2018.2851585
Rhodes, C. M., & Schmidt, S. W. (2018). Culturally responsive teaching in the online classroom. eLearn, 2018(11).
8203- Leadership in Practice
Sprint 5
Complexity in Education
How does Complexity in Education enhance effective collaborative practice?
Bringing all stakeholders together is important when dealing with a complex problem within a school setting. Collaboration is essential if you want stakeholders to understand a new system, a design solution or goals to be set or achieved. Bringing all stakeholders together allows them to be heard and have a sense of input. What is important is for all the stakeholders to change their mindset and look at the whole problem rather than their own individual part, this is common in my setting as school principal with staff. Rather than seeing the problem they tend to look at their individual role and decide if they need to change or if they have no involvement in the process at all. Systematic thinking should not be confused with process thinking. There is no root cause to the problem and the template approach does not work.
What do you need to consider leading Complexity in Education effectively in your context?
A key role of a leader in a complex system is to embrace uncertainty, rather than being overwhelmed by it. This requires a mindset shift from understanding complexity as a detractor of success, to a contributor. Leaders need to grow into being excited by their possibilities and creativity complex problems can promote, and then share this others. Research has found that effective leaders in complex systems better limit the anxiety associated with an issue that may not have predictable answers. Complexity leaders can proactively use their leverage to help members in the team lean into complex problems.
How does Complexity in Education meet the needs of learners including diverse learners?
Diversity is one of the essential components of complex thinking (Morin, 2008). From a social point of view students trying to understand the world around them and certainly themselves is multifaceted and complex. In other words, complexity is inherent both in the reality of diversity and in the observer of realities of diversity itself.
What learning environments and or pedagogy need to be in place or implemented for Complexity in Education to be effective?
If schools are considered a complex network, when neither part of the system has any meaning in isolation from the rest of the system, we must consider the structure of the whole environments as well as systems when designing and implementing new pedagogies, inquiries and projects. Educational theories by Piaget, Freud and Vygotsky are re-examined within the new paradigm of complexity theory
How does Complexity in Education provide culturally responsive solutions that address authentic problems in your context?
Complexity theory suggests that there are no universal truths, rather we must make sense of the world through frames of references and evolving and every expanding conversation (Davis & Sumara, 2006). Pedagogy is embedded in the relationship of teaching and learning. It is important that if we want to raise student achievement, especially for our Māori and Pacifica students’ difficult conversations need to be held to identify teachers who are either biased or have deficit thinking in order that all teachers within the school have high expectations for all their students. Trans-level learning-or all on the waka paddling together in the same direction.
References:
Davis, B., & Sumara, D. (2006). Complexity and Education: Inquiries Into Learning, Teaching, and Research (1st ed.). Routledge. https://doi.org/10.4324/9780203764015
Morin, E. (2008). On complexity. Cresskill, NJ: Hampton Press
Sprint 17
What is relational trust?
It is timely with so much change happening in New Zealand schools that we revisit the notion of relational trust.
With the rise in expectation around collaborative pedagogy associated with innovative learning environments, issues of trust and risk-taking become paramount.
It is unlikely that much can be achieved without a particular leadership focus on trust.
Trust is relational when it is developed around agreed norms of safety, risk-taking, and a growth orientation (Cranston, 2011). Nurturing a culture of relational trust and mutual respect is important when implementing change and promoting growth in your school (Edwards-Groves, Grootenboer & Ronnerman, 2016). Relational Trust is premised on the belief that the behaviour of another person or a group will be altruistic and personally and professionally beneficial.
Relational trust has been described as the 'ground zero' for schooling improvement and it is a critical element for fostering the type of school culture necessary for effective teacher collaboration and successful schools (Vostal, Horner & LaVenia, 2019).
How does Building Relational trust enhance effective collaborative practice?
It’s so essential to have those relationships and to build that trust to engage people so that we can develop a shared vision and everyone paddling the waka in the same direction. Bryk’s and Schneider’s 10-year study of more than 400 Chicago primary schools demonstrates that trust in schools isn’t something that is merely “nice to have”. Principals with the ability to build trust among teachers, parents, school leaders (and students) foster improvements in the day-to-day school-working environment and can impact on student achievement. Their research went on to show that where there was a clear link between relationships and student achievement. School environments where there is high in relational trust tend higher engagement in collaboration amongst staff even when collaboration is not a formalised process in the school (Berry, Johnson & Montgomery, 2005).
What do you need to consider leading Building Relational trust effectively in your context?
It’s important that I develop an action plan for it, meeting with all our staff one-on-one (even though I have been here as the principal for 13 years), asking them about what they see as the successes in our school; what were the values that we needed to carry on; what were the aspirations; and suggestions for improvement or how they wanted to see their career developing. So, it’s about having that conversation (and that was all staff) cleaners, admin staff, teachers. The process is also repeated with the students, Board of Trustees and whanau.
How does Building Relational trust meet the needs of learners including diverse learners?
We know that students strive when there is a strong organisational capacity built with in a school setting, and relational trust allows schools to build these patterns. Strong relational trust between students and teachers reduces the sense of risk when schools are undergoing change or students are being challenged within their learning. When teachers work in a high trust environment, they are more comfortable opening up their classroom practice to others and professional critiquing of the practice, therefore improving classroom practice. This means that open conversations can be held that allows both students, whanau and teachers to talk honestly about what is working and what is not working for students. This model also helps all staff, students and whanau feel they are on broad the waka paddling towards excellence.
What learning environments and or pedagogy need to be in place or implemented for Relational trust to be effective?
Effective school environments have a belief that all people are valued and trusted. And when a staff member or students feels valued and trusted they are prepared to extend themselves and go that extra mile whether it be in performance or taking risks in their learning. As a school leader it is my job to provide supportive conditions to allow teachers to be effective in the classroom. Part of this is whanau need to believe that the school has their child’s best interest at the forefront. Whanau rely on the fact that teachers are always skilled practitioners and act in a Professional manner. As a leader I need to ensure that not only am I able to manage the day-to-day affairs of the school but that I can effectively communicate with students and whanau. It is important as the leader that my own pedagogical knowledge is current and that I understand teaching and learning and ways that these can be improved within my school, keeping the students needs at the forefront. Effective professional development is crucial in a school like ours, not only do we need teachers that are able to build strong relationships with students, but they need to be effective in the classroom too. As I say to my teachers, ‘these kids deserve the very best, and if you aren’t the best then this isn’t the school for you, the most effective classroom teacher and you have to love these kids as if they were one of your won children.’
How does Building Relational trust provide culturally responsive solutions that address authentic problems in your context?
As per above, Russell Bishops (2019) research shows that we have a lot of great teachers who can form strong relationships with students but are not highly skilled in their teaching and we need teachers who have high relationships skills while also being highly skilled in the classroom. That is the most common problem I face, teachers that truly care about students in a low decile school and believe they have a “calling” or are trying to give back, but as classroom teachers their pedagogical knowledge is lacking. This is where my role as the instructional coach comes in to support those teachers
References:
Berry, B., Johnson, D., & Montgomery, D. (2005). The power of teacher leadership. Educational Leadership, 62(5), 56–60.
Bishop, R. (2019). Teaching to the North-East; Relationship-based learning in practice. NZCER Press
Bryk, A., Schneider, A. (2003). Educational Leadership, Volume 60, Number 6, pp 40-45
Cranston, J. (2011). Relational trust: The glue that binds a professional learning community. Alberta Journal of Educational Research, 57(1), 59-72.
Groves, C., Grootenboer, P., & Ronnerman, K. (2016). Facilitating a culture of relational trust in school-based action research: recognising the role of middle leaders. Educational Action Research, 24(3), 369-386.
Vostal, M., Horner, C. G., & LaVenia, K. N. (2019). Considering the mentoring dyad through the lens of relational trust. Action in Teacher Education, 1-17.
Sprint 24
Definition Coaching and Mentoring
A coach has the potential to help people see what they could be rather than what they are. Coaching is a form of collaborative professional development and can thus be a strong dimension of teachers’ professional learning with-in the school.
Gorham 2008: Leadership coaching is a highly customised learning process that focuses on empowering a school leader to achieve exceptional results aligning their purpose, choices, and actions. By increasing the leaders focus, broadening perspectives, improving relationships, and augmenting one’s ability to make effective choices and changes, coaching supports a leader being powerfully aligned with themselves and the people around them.
How does coaching and mentoring enhance effective collaborative practice?
Coaching and mentoring that involves the principal (in my context) involves the leader working collaboratively with the staff to look at classroom approaches, inter-personal relationships, or structural/Organisational areas for improvement with the aim to improve students’ outcomes. Mentoring by the principal is intended to support the development of the teacher rather than evaluating or judging the teacher. Both the teacher and the principal work together to achieve improvements in classroom practices through conversations and observations.
What do you need to consider leading coaching and mentoring effectively in your context?
As the principal it is important to be clear about the nature of the improvements that are being sought and to clearly document to ensure that there is clear understanding between myself and the teacher/ staff member. Clearly plan out the process that stipulates dates of meetings and what is expected before each meeting. If part of the mentoring and coaching involves observations, it is important to allow time for feedback and debriefing both in verbal and written form. This process needs to be repeated throughout the year to ensure a full picture is gained and that both value the process.
How does coaching and mentoring meet the needs of learners including diverse learners? Research from New Zealand and around the world has found that mentoring can have positive impacts on teaching and therefore on children’s learning. Teachers gained new perspectives, confidence in their own teaching and a re-invigoration of their teaching and professional identity. We know that student achievement will not improve without making effective change to our in teachers’ classroom practice. Teacher coaching and mentoring can be the distinct lever in improving teachers’ classroom practice and therefore raising student achievement for all students.
What learning environments and or pedagogy need to be in place or implemented for coaching and mentoring to be effective?
Working with adults is different than working with children. Andragogy, also known as adult learning theory. Because adults are at a mature developmental stage, they have a more secure self-concept than children. This allows them to take part in directing their own learning. If it is clear to teachers that the activities/ learning in which they are engaged directly contribute to achieving their personal learning objectives, they are more likely to be inspired and motivated to engage in projects and successfully complete them. Practical application of relevant learning also provides teachers with opportunities to make connections between theory and practice. Adult learners often thrive in collaborative relationships with their coach / other teachers. Teachers appreciate the opportunity to reflect and engage in dialogue. Coaches can support teachers in their reflective practice by using a teaching as inquiry process. It is by examining and challenging their current practice that they will make paradigm shifts in their thinking and potentially improve student outcomes.
How does coaching and mentoring provide culturally responsive solutions that address authentic problems in your context?
Valuing what each learner brings with them. A strengths-based inclusive approach ensuring that all learners feel they belong in the school. As the school leader I take responsibility for growing their own and others’ confidence in culturally responsive practice. Therefore, it is imperative that the following is applied:
· Ensuring my coachee/ team is confident in supporting all their learners to understand their cultural heritage.
· Ensuring my own understanding of what culturally responsive practice based on Te Tiriti Waitangi means in practice, and why.
· By gathering student voice about their tamariki’s sense of belonging and engagement in learning and identifying how learning in their room (within their team and at their school) is responsive to their identity.
· Ensuring that my team develop and sustain a shared understanding of culturally responsive practice based on Te Tiriti o Waitangi that we use this knowledge in shaping a strengths-based curriculum and pedagogy, work with whānau and iwi, and continue to inquiry into effectiveness for learners.
Reference:
Gorham, M., Finn-Stevenson, M., Lapin, B. (2008). Enriching school leadership development through coaching." Research and Practice Issue Brief. Yale University