Activity #3 The broader professional context: Contemporary issues or trends.

For Father's day my class shared pictures and reasons why they loved their Dad. One that stuck out to me was " I love my Dad because he lets me play on the iPad lots" I thought of my response at age 5; 'He mows the lawns into treasure maizes... He reads me stories and sings funny songs. Should I be feeling surprised or is this the norm now? Recently I have noticed during our sharing time or in response to " how was your weekend?" I have noted that more often than not children in my class report back on having a great time in the weekend on their Mums iPad or got to play a really cool game on Dad's phone. Being a decile 10 school almost all of my students have full time working parents. It breaks my heart to know that the limited time they have with their children is often spent on a screen.  Technology is all around them but is it always a positive influence? With out wanting to feel like I was judging the hard working parents of my class,  I went searching for blogs and forums that were discussing this. My interest was sparked and I found a trend in the material I came across.

A current trend that captivates my attention is therefore is ' The rapid growth of technology and how it is changing our lives"

"Trends themselves are shaped by education and manefest within it." ( OECD, 2017) Over the last few years technology has made a huge influence in the lives of students both at home and at school. Wether we like it or not it has changed the way we communicate, work and even socialise. This is not limited to the 5 year old students I teach every day. When reading a book about sending letters I am asked if thats the same as Facetime. This is their world and what they know. It is hard not to be amazed and laugh at the same time! When communicating with parents it is over Skype because they are overseas or through email at 8pm in the evening. Socialising with others in my classroom can be seen in the collaborative approach to using our iPads or computers.

I believe this trend is relevant to my practice and the practice of all teachers as we are preparing our students for the future, an ever changing and developing future. Our students need to be prepared and teachers need to have a clear awareness around this issue. As Council (2017) discusses "Technology will continue to empower individuals, small groups, corporations, and states, as well as accelerate the pace of change and spawn new complex challenges, discontinuities, and tensions" My students at the age of 5 are using iPads to create books, recording their learning through apps such as book creator, using interactive technology to consolidate learning. They are in this world and the future is so unpredictable.

It’s hard not to open any form of media and see the articles and images that are linked to technology. View points and research form all angles are presented on many different forums. 

• http://www.dailymail.co.uk/femail/article-3420064/Why-iPad-far-bigger-threat-children-realises-Ten-years-ago-psychologist-SUE-PALMER-predicted-toxic-effects-social-media-sees-worrying-new-danger.html  

• http://www.dailytelegraph.com.au/entertainment/arts/your-childs-phone-and-tablet-could-be-harming-their-eyes-expert-warns/news-story/c91174a8dcd55d0e70f0836144a403c5

• https://www.psychologytoday.com/blog/behind-online-behavior/201604/what-screen-time-can-really-do-kids-brains

• https://www.stuff.co.nz/technology/94827862/screen-time-for-children-not-necessarily-the-evil-we-think-researchers-say

Trends Shaping Education (2016) highlighted some interesting questions to be considered by educators.

• Where and how technology can be better used in the classroom? 
• How can we as teachers  keep pace with modern society?
• How does the traditional ways of teaching, researching learning for example compete with everything being at our fingertips, answers at the push of a button?

The NZ curriculum highlights that we must prepare students to confident, connected, actively involved life long learners (NZ curriculum, 2007). I have to ask my self; How am I doing this? Upon reflection I look at what I am doing in my classroom every. I am instilling social skills such as collaboration and clear communication, sharing and turn taking. Developing values of respect and care for others. Enlightening about safety around the internet, especially Youtube. These small things will prepare my students not to be cyber bullies or be excluded from society but confident connected involved learners for life.

Reference List:

Trends Shaping Education 2016 | OECD READ edition. (2017). OECD iLibrary. Retrieved 9 October 2017, from http://www.keepeek.com/Digital-Asset-Management/oecd/education/trends-shaping-education-2016_trends_edu-2016-en#page23

Council. (2017). Global trends: The Paradox of Progress. National Intelligence Council: US. Retrieved from https://www.dni.gov/files/images/globalTrends/documents/GT-Main-Report.pdf

Ministry of Education (2007) New Zealand Curriculum 

Activity 2: Current issues in my professional context

When reflecting upon the questions we decided as a team of 4 from the same school that these questions related to all of us. Collaboratively we discusses, challenged each other's views and knowledge and reflected upon these questions.
Jacinta Simpson: https://myreflectivejournalentries.blogspot.co.nz/
Glen Sneddon: reflectingonreflecting.blogspot.com
Cilla Scott: cillasreflectivejournal@blogspot.com  

Step 1: Identify the socioeconomic status of the community, organisational culture and professional environments.

___________________________________________

Use the following questions to guide your thoughts:

Is there any statistical data that indicates the socioeconomic status of your school’s community? What does it tell you about the characteristics of the community?

According to the American Psychological Association (APA), the socioeconomic status of a family is “a combination of education, income and occupation” (APA, 2016). At Hataitai school we are rated as a Decile 10. Decile 10 schools are of schools with the lowest proportion of students from low socio-economic backgrounds.

• The average house is $841500
• 49% have a bachelor degree or higher compared to 40% in Wellington as a whole
• Most common occupation is professional; white collar, non manual, executive
• Median income is $45,600 and 45% of that have an annual income of over $50 grand
• In Hataitai North, 55.4 percent of households in occupied private dwellings owned the dwelling or held it in a family trust.
• For Wellington City as a whole, 59.1 percent of households in occupied private dwellings owned the dwelling or held it in a family trust.
• For households in Hataitai North who rented the dwelling that they lived in, the median weekly rent paid was $390. This compared with $370 for Wellington City

What is the culture that the school is striving for? How is it manifested

Stoll (1998) defines school culture along three dimensions, the relationship among its members; the organisational structure including the physical environment and management system; and the learning nature. The relationships between staff at Hataitai School are strong. Staff members communicate effectively, collaborate daily and support each other in all areas of school and outside the school as well. Relationships between students is respect driven. The “Hataitai Way” drives our values and behaviour standards. The culture of the school is family based. We strive for confident, independent highly achieving students who love learning.

How would you describe the professional environment in your school?

The professional environment is inclusive, supportive, respectful and forward thinking. There is a culture of fun and energy and any arising issues can be addressed openly and without personal bias. There is a deep professional and personal respect for each other within our school. Our management team spend long hours making careful decisions around appointments, ensuring each staff member adds to the rich tapestry of skills and interests. Food is highly valued, celebrated and shared with gusto! It brings us together on several occasions - during professional development, team meetings and opportunities when care and celebration are required. Whanaungatanga is highly evident in our school team.

Each teacher is highly responsive to the needs of their students and are attuned to the individual student achievement. As a team we take responsibility for all of our whanau no matter which year level or need. We work to support each other when challenges arise, sharing resources, ideas and wisdom.

Step 2: Analyse the issues around the socioeconomic status of the community, the school culture and professional environments.

_________________________________________

Use these following questions to guide your thoughts:

What issues arose from the socio-economic status of your school’s community?

How is it similar or different from those of similar socio-economic status? How have the issues been addressed?

The socio-economic status has brung up a few issues from Hataitai school. One issue is

“There are a lot of parents here who expect a private school education at a public school price. “ from board parent to a teacher Glen after successful job application.

Another issue that has arisen is that of the amount of time away from school due to extended holidays and trips away. Due to the amount of high socio economic backgrounds, many students are away for weeks if not months at a time traveling the world.

Students have a carefree attitude with resources. Often they have access to amazing technology at home, and aren’t too phased with school ones and they treat them poorly. Often students have experienced a lot already, as they have the opportunity to see and go place, it is hard to “astound” them without looking backwards to older tech.

What issues arose from the professional environments in your school? How these issues impact on your practice? How have the issues been addressed?

Issues that have risen from the professional environments are few and small. However,

changes in leadership(5 years ago) people not conducive to change looked to rock the boat. The new leadership worked had to build mana within the team and successfully allowed the boat to sail to great destinations.

HIgh expectations from parents can put pressure on individual teachers. These stresses can sometimes be overwhelming. “Helicopter’ parents who are over involved  in their children’s education also impact the professional environment. However

What role does your school’s culture play in addressing the discussed issues?

The respectful culture the school helped addresses these issues. By improving communication to parents through blogs, email updates and frequent newsletters. Hosting information evenings for parents to keep them updated and involved in decisions of the school has also helped this issue.

REFERENCES:

APA. (2016). Education and Socioeconomic Status. Retrieved from http://www.apa.org/pi/ses/resources/publications/education.aspx

Stoll. (1998). School Culture. School Improvement Network’s Bulletin 9. Institute of Education, University of London. Retrieved from http://www.educationalleaders.govt.nz/Culture/Understanding-school-cultures/School-Culture

QV.co.nz retrieved from  https://www.qv.co.nz/suburb/hataitai-wellington-2570/sold

Census retrieved from http://www.stats.govt.nz/Census/2013-census/profile-and-summary-reports/quickstats-about-a-place.aspx?request_value=14503&parent_id=14438&tabname=&p=y&printall=true

Houses website: http://www.stats.govt.nz/Census/2013-census/profile-and-summary-reports/quickstats-about-a-place.aspx?request_value=14503&parent_id=14438&tabname=&p=y&printall=true

Activity 1: My practice within the community

Step 1: Identify your community of practice. 

My community of practice is identified as my Hataitai School Paptaunuku Learning team. This consists of 6 year one and two teachers. I know that this is a community of practice and not just a community, as it fits the three components of a community of practice. We meet once a week to discuss our experiences and come up with solutions for any problems we may be facing. We are always connected through emails, collaborating and team teaching through the week and we share planning. We have a strong trust relationship which is seen in the way we all communicate and ask for help when needed. I have been working with these colleagues for over a year now.

Step 2: Explain the three elements of your community of practice using the the following questions to guide your thoughts:

• What is the joint-enterprise or the shared domain of interest that you identify with your community of practice? The shared domain is the age and stage of the children we teach. (5 - 7 Year olds) We aim to collaboratively teach and plan to give these students of this age and stage the best teaching and learning to help them reach their goals. This may be social, academic, physical etc. As a team we share this knowledge to support each other.  Hargreaves and Fullen (2012) indicate that shared knowledge contributes to the development of cultural capital and specifically social capital which is shared by team members.
• What are some examples of the activities or events that the members in your community of practice engage? How often do the activities or events take place? We meet once a week for a team meeting. During this time we take notes on children who may need pastoral care, feedback and reflect on planning or activities. Every Thursday we meet to celebrate our students learning. This is a fun time full of singing and promoting student success.
• What kind of shared repertoire does your community of practice produce?  this community helps to build a shared set of skills to support students. It opens other up to new ideas and supports others to align their teaching and planning to the changing curriculum. 

Step 3: Define your practice within the community of practice using the the following questions to guide your thoughts:

• What sense of connectedness or belonging do you have within your community of practice? As the only member in my Papatuanuku Learning team who is on the Mindlab course, I have taken it upon myself to share what I m learning in a leadership capacity. A year a go I was welcomed into this team when I started at Hataitai school. the enthusiasm and drive these team members have has resonated with me and empowered me to try new things and improve my practise. Attending Ulearn 2016 as a team over a week gave us a shared experience and a new level of bonding. 
• How would you describe your role within the community of practice? For example, a leader? A facilitator? An active member? A newcomer? I am an active member, who takes on leadership roles where I can. As on of the younger members who has a passion and strength in ICT I take on a leadership role in this area. I plan ICT experiences for both the teachers and students learning purposes. I guide and support them through this. I show that I am an active member by actively, taking team notes, participating in conversations and discussions. I share my knowledge and expertise gained from previous schools and professional learning.  

References: 

Wenger, E.(2000). Communities of practice and social learning systems. Organization,7(2), 225-246. 

Jurasaite-Harbison, E., & Rex, L. (2010). School Cultures as Contexts for Informal Teacher Learning. Teaching and Teacher Education, 26(2), 267-277.

Welcome

Hi,

My name is Sarah Moorhouse and I am a Year 1 teacher at Hataitai School in Wellington.

This is my reflective journal for the last 8 weeks of Mindlab (March 2017 intake). Here I will be reflecting on reflection. Leave a comment, challenge my thoughts!