Perception and change

Change... ah... one simple word that can cause so much pain. And teachers seem to live in fear of this word more than others.  Is this because we are in a profession where change is constant?

Digital technology and e-learning "changes" seem to be one of the most dreaded forms of change in teaching.  This makes it really hard to move forward as a whole school because everybody is at varying degrees of acceptance of this change.  Fixed mindsets also add to the mix and suddenly everything just becomes too hard and too much too soon.

But perception is everything.  I got some feedback today through a whole staff discussion around BYOD that has got me thinking.  The feedback wasn't directly aimed at me but because I lead e-learning I listen intently to what people have to say so that I can make future choices about how I support them.  A message that I heard (or perceived?) was that people just want one thing at a time to focus on and that there has been too many options of things...

This makes perfect sense! Choose one thing and get to know it well and use it in your practice.

So what is the problem then you may ask?  There hasn't been any professional development given around e-learning this term. It hasn't been prioritised. There has been nothing new. And so you can see why I find this message strange and why I want to unpack it further.

There are 2 things that I want to reflect on:

1) How can we expect teachers to embrace change if we don't prioritise support for them to do this.

2) In the big scheme of things, is there just too much change?


Embracing Change

Ok so let's start with an analogy, an analogue analogy even...

Got my cookies, got my milk, got my Viewmaster!

Yeah that's all good but have you got the reels to use in them? Are the reels relevant to what you want to view? Were you even born when these were around??

I can give you the Viewmaster but do you know what to do with it? Ok now you know how to insert reel and push the tab down to change the picture but do you know how you will use the Viewmaster to transform learning in your classroom?

We can't expect everybody to just take the device and know what to do with it. We need to prioritise time for learning/playing/thinking/changing.

Change in Schools

Teachers are busy people.  They are given things to do constantly.  My desk is an example of this.  

A fair representation (not my actual desk)

I am constantly under a sea of paper. I get handed bits of paper all the time.  The paper trail... the paper chase...

When people perceive change they are not compartmentalising that this is a report change, this is an e-learning change, this is an admin change.  Unfortunately changing what code you use on the roll is classed in the same basket as using chromebooks.

But is there a way to streamline this or do we just need to be prepared for change and new things all the time? Is there just too much pressure in general?

Personally I think that the more fixed into structures of timetables, year groups and "old school" thinking then the harder it is to be flexible enough in your day to TRY SOMETHING NEW. People perceive that time not doing maths and literacy is time wasted.  So this is more about how we view learning and what that looks like in the classroom. So it all comes backs to pedagogy.

I admit, I can be a slave to the clock - because I am a slave to the timetable. Writing needs to take 45mins, 1 hour for math, 15 mins for fitness. I have become entrenched in the structures of my school. I want to break free! And unfortunately there is only so far I can go with this because of the other structures I sit within (syndicate, school). So here lies the problem.

This is definitely something I want to explore further but I have managed to make the connection between time and change.  I'd be interested in any readings that others may have to help me with my learning.

I leave you with this thought from quite possibly one of the best books ever written (full of great quotes for education!). 

A Wrinkle in Time - Madeleine L'Engle

What makes a good school?

This blog post is a reflection of this post by my fellow WellyEd colleague Paula.  Paula asks the question "What makes a good school?". So here is my list of things I think make a good school. It is in no way finished and I will continue to add to it.

As a teacher:

• A shared vision
• Professionalism
• Transparency
• Distributed leadership
• Personalised professional development opportunities
• Opportunities for leadership
• Wellbeing supported
• Collegiality
• Celebrates the good
• Innovative practice is encouraged
• A safe, open, sharing culture

For students/family:

• They are welcome
• Teachers doors are open
• Reports reflect that the teacher knows the student (narrative)
• All cultures are celebrated
• There is a school community
• Support for students with specific learning needs
• Clear communication 

Please note that there is no mention of national standards or individual student successes.  I believe that if the school is a thriving community of learners then this will be reflected in a multitude of ways.

He Kaimahi

Blog post #5 unpacking Tū Rangitira

I really like the concept of "leading through doing".  It would be fair to say that sometimes when you feel powerless as a leader (through existing hierarchies and bureaucracy) that you can still achieve leadership in this way.

In my mind I see worker bees...

Heads down, tails up!

...they do what needs to be done. They don't ask to be thanked and they don't need to be the Queen Bee.  Something important to note though is that worker bees need each other.  They need to work with each other to achieve.  The most important reflection here being "I cannot do this by myself".

In the classroom it is about joining in with the learning. Being a student in your own class. In this way you are modelling what it is to be a good learner while at the same time being a good teacher. My students are doing the 40 book challenge and so am I. They read, I read.

Appreciating how much work/time has gone into something - well there is an area that I think gets forgotten.  All it needs is a thank you or an acknowledgement. Or even a cup of tea made for you as you rush in from doing your thing...

He Kaiako

Blog post #4 for Te Wiki o Te Reo Māori

The key word in Kaiako is ako.  I love this term because it shows that teaching and learning are interchangeable. You cannot be a teacher without being a learner.

I was telling a reliever today about how for my "final" year of Uni I went down to Otago... then I rephrased that because that wasn't my final year and I'm not quite sure I have had my final year yet! (I've been to Uni 4 times now - I either love learning or am quite mad!!!)

I have a thirst for learning, whether formal or informal. I want to know about the new stuff, the "dangerous" stuff that nobody quite knows enough about yet. I also love being a generalist rather than a specialist - I have too many curiosities!

I believe that this is important for my learners to know and see me as a learner too. I get them to teach me things. My current challenge is to learn how to play Lord of the Dance on the recorder.  I have an enthusiastic 7 year old helping me with this challenge.

I have put the challenge out to my students this week to be leaders in te reo Māori.  I told them that I couldn't do it all by myself and I also told them that the drive shouldn't just come from me either. "Yeah that makes sense Miss" they said.  I may know more te reo than them but they have just as much responsibility to keep the language alive.

This kaiako is also off to Educamp Palmy this Saturday, in her own free time to do some more learning.  I will also be sharing some knowledge too.  It is fantastic professional development that really fuels my passion for teaching and will permeate my classroom come Monday morning.

He Kanohi Matara

Blog post #3 as part of Te Wiki o Te Reo Māori

I don't think I ever set out to be innovative in my practice. Yes, I latch on to new ideas and am an early adopter but I thought that down to me being more excitable than anything. I got labelled as an "innovative tweeter" by Innovate my School which I was a bit embarrassed about, however maybe I need to brace my visionary side?

With the learner at the centre of what I do, I really do hope that I inspire my students to take risks and try new things. I model that by trying new things with them. Sometimes I fail. Modelling failure, I feel, is important.  If we want children to have certain learning dispositions then we need to have those learning dispositions too.  Maybe risk= innovation?

My aspirations for my students come from a place of manaaki and aroha. I really want them to shine at what they do. I acknowledge their strengths and their interests and aim to nurture them. I also want this to filter out to students that are not in my class. I have done several things this year that allow other students to also experience opportunities that develop dispositions.  I have started a code club at school and I use whānau days (year 0-8 groups) to set up activities that are new experiences for most.

One of my biggest achievements in this area of being "visionary" is that I have grown our kapa haka roopu. Originally this was open to year 5-8 students. We now have from year 0-8. Our newest member started school and kapa haka in the same week.  That was pretty special.  The aim of kapa haka for me is to practice whakawhānaungatanga.  I have watched the relationships grow within the school.  Tuakana-teina is evident.  Students have a sense of belonging (mana whenua)  Even today I saw a Year 5 boy playing with Year 2 girls at lunchtime.  They all know each other from kapa haka.  They have shared experiences together including a noho marae.  They are family. They are whānau.

That was my vision... and I'm glad I achieved that.

He Kaiwhakarite

Post #2 of my unpacking of the 7 principles of Tū Rangitira (Leadership) as part of Te Wiki o Te Reo Māori

My current "Kaiwhakarite" (Manager) job at school is managing digital technology and library resources.

This year I have rolled out 36 ipads to the Junior School and 40 chromebooks to the Senior school.  It was almost a year in the making so I did a lot of work behind the scenes to get them ready.  I have also helped implement GAFE (Google Apps for Education) and provide professional development and ongoing support to both staff and students.

The learner is always at the centre of what I do.  I wanted to implement change around digital technology and e-learning practice to benefit my learners.

Tū Rangitira states that:

The key word here is transform.  Transformational leadership is about inspiring others and "walking the talk".  I like to think that I have put in the mahi (work) required to make digital technology successful for everyone and without the need for praise.  I see myself as a role model for e-learning by demonstrating it my classroom practice and I always give my time to help support others.

With the library I have one clear goal for myself and that is to share my love of reading with others.  I manage the library with another teacher and we have split the role up so that my focus is mainly around books (the best part!!). We manage the library in the sense that we facilitate things like purchasing books however the ownership of the library we have put back on to the students.

The library since our takeover this year has become a community hub.  We have craft clubs, book clubs and a code club running out of it.  At one stage some students even started up an "Ocean Life" club for a term.  These clubs are run by students for students.  The aim for them to claim ownership of how they use the library and show leadership at the same time.  Our student librarians have been asked to take ownership over different sections of their library and think about how they want to display books and take care of their area.  I find myself attracted to just hanging out in this space because now there is a (quiet) buzz.  I usually end up engaged with a student about books I have read/they have read and talking about books.  I buy books with specific students in mind.  The library is a place for everyone to come to and for everyone to be part of.  So I guess with the library my management style is more distributive leadership with a student focus.

He Kaitiaki

It is Te Wiki o Te Reo Māori, Māori Language week and I have been given the wero (challenge) to reflect on Tū Rangitira - a document for leadership in Māori medium teaching.

Now I am not a teacher in a kura kaupapa but I do have a profound commitment to the use of te reo Māori in both primary and early childhood settings.  This is an opportunity to see if I can extend my leadership in this area in a mainstream context.  I also view leadership as something that doesn't have to be assigned to a management unit or a Principal.  Anybody can be a leader... you just have to lead!

Ko ngā tīpuna kaitiaki  o Rangitāne

He Kaitiaki.  I love the word kaitiaki. There is a lot of strength and mana associated with being the guardian of something.  It is empowering.

Being the kaitiaki within a school means that you care for the people in it. Students, staff, and whānau.  Schools are people places and for learners to have all of their needs met they need happy, well supported teachers.  Leaders also need to look after themselves!

It is important that we keep an eye out for each other - that we recognise and respond to each others hauora (health and wellbeing).  It could be as simple as covering somebodies duty so they can catch up on some work, or catching up over a coffee in the staffroom to relax.

We need to take the time to korero with our students so that we know what is going on for them. Again recognising and responding to their needs. Knowing how they are feeling.

We can all be kaitiaki of the language and culture too. I spoke to my students today about te reo Māori being a "living language" and then asked how do we stop it from dying?  If an 8 year old can infer that we need to speak it more then surely we can see, as adults, how important it is to include it as part of classroom culture?  Our curriculum is bicultural but I don't think we value that part of it. Certainly not as much as we did in early childhood education.  We need more professional development for teachers in this area and more emphasis on this for our student teachers.

And lastly I want to acknowledge that we are kaitiaki of Papatūānuku too. This isn't explicitly mentioned in Tū Rangatira but I believe that we need to lead by example in how we look after our natural resources. Our tamariki deserve that from us and they too need to see themselves as kaitiaki too.