For me the journey of Mindlab has been up and down. It has happened over a transition time for me when I was moving from teaching in a regular classroom to being out and around various schools as an RTLB (Resource Teacher for Learning and Behaviour) Some of the things we have learnt in Mindlab are definitely aimed more at the regular classroom, but many can also be transferred to my teaching scenario of recent times.
The things I have learnt most from this journey are probably not so much from the content but more from the people I have had the privilege of meeting and working with. I have come to realise how invaluable networking within the NZ education circle is, and even more so, how critical collaborative learning and working is. I have historically been a bit more of a loner - preferring to get things done when I was ready to, but I now see that this has prevented me from gaining the collective wisdom that achieves so much more than the lone individual is capable of. I have also gained from my cohort the awareness that there is so much more out there if we only ask the right questions and are willing to push the envelop and give things a go.
I have LOVED working with colleagues from different areas of the educational arena - secondary, pre-school, tertiary and those working in managerial positions , people I may not have rubbed shoulders with previously. It has shown to me that all of the pieces need to function at a high level for the next generation to succeed.
Lots of the apps I tried in all honesty I won't be using again - BUT I tried them. LOTS of the stuff I tried I will be using again - especially with regards to tools for helping children who have different learning needs.
Two changes I see happening for me are
1 This course has helped me to more readily grasp what is required with inquiry learning and the need for on-going individual inquiry in my own personal learning sojourn. I have also found communities of on-line learning which will help me towards this end - where like-minded individuals who are grappling with the same issues can freely express opinions and ideas and can ask questions. My plan for the future is to maintain contact with these learning circles of VLN and Google-plus and maybe even venture into Twitter as well
2 It has helped me to rekindle the original passion I had for teaching our young people and to see afresh what a difference a good teacher can make. To see what is possible for the 21st century learner has been in of itself inspiring and to be with other professionals who are doing their best to make it happen has had huge motivational aspects for me.
My next dream regarding my future professional development
I hope within the next year to become a permanent member of the RTLB team and then undertake the mandatory training involved in that. Until that stage I will be taking up as many opportunites as possible for my own development as an RTLB as the one day curses I have done last term on Foetal Alcohol Syndrome, One Note and how it can help dyslexic children, Oral Language, and Speech Language Therapy for our Globally Delayed learners. At some stage I would like to compete my Masters in Education but there are a few other things on the horizon before I undertake any more tertiary work that is not specifically designated by my employer.
FROM THE CLASS NOTES
Reflective practice can assist practitioners to understand and be able to evaluate their practice. This in turn leads to professional development.
Osterman & Kottkamp(1993) has contrasted traditional approach of professional development by outside experts delivering workshops for schools versus reflective practice model. They suggest that traditional approach results in knowledge acquisition while reflective practice can lead to change in behaviors via self-awareness.
Continuing learning is fundamental to keep one in a profession to be able to adapt to any change be it the new pedagogy, or new regulations or even a new environment. In this aspect, reflective practice should be established as learning habits and be used frequently to inform and improve practice.
Most professions have a professional body that regulates the career lifelong learning of its members especially in sectors that require working with people such as nursing, social work and teaching. It is important that a practitioner meets an expected level of professional standards and is able to provide examples as evidence.
In New Zealand education context, Ministry of Education (nd.) has set criteria for Practising Teacher Criteria (PTC) in e-learning.
Professional relationships and professional values
- Criteria 1: Establish and maintain effective professional relationships focused on the learning and well-being of all ākonga.
- Criteria 2: Demonstrate commitment to promoting the well-being of ākonga.
- Criteria 3: Demonstrate commitment to bicultural partnership in Aotearoa / New Zealand.
- Criteria 4: Demonstrate commitment to ongoing professional learning and development of professional personal practice.
- Criteria 5: Show leadership that contributes to effective teaching and learning.
Professional knowledge in practice
- Criteria 6: Conceptualise, plan, and implement an appropriate learning programme.
- Criteria 7: Promote a collaborative, inclusive, and supportive learning environment.
- Criteria 8: Demonstrate in practice their knowledge and understanding of how ākonga learn.
- Criteria 9: Respond effectively to the diverse and cultural experiences and the varied strengths, interests, and needs of individuals and groups of ākonga.
- Criteria 10: Work effectively within the bicultural context of Aotearoa NZ.
- Criteria 11: Analyse and appropriately use assessment and information, which has been gathered formally and informally.
- Criteria 12: Use critical inquiry and problem-solving effectively in their professional practice.” (p.1)
During the last 7 weeks, several topics have been introduced to provoke your thoughts about a variety of aspects in your practice. You should by now gain a deeper understanding of how those aspects directly or indirectly influence your daily practice.
It should be now the opportunity for you to reflect and review your learning journey over the duration of this course, test new understandings, challenge assumptions and critically consider your practice in line with theory and research.
Recommended reading
- Osterman, K. & Kottkamp, R.(1993). Reflective Practice for Educators.California.Cornwin Press, Inc. Retrieved on 7th May, 2015 fromhttp://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf
References
Osterman, K. & Kottkamp, R.(1993). Reflective Practice for Educators.California.Cornwin Press, Inc. Retrieved on 7th May, 2015 fromhttp://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf
Ministry of Education (nd). Practising teacher Criteria and e-learning . Retrieved from http://elearning.tki.org.nz/Professional-learning/Registered-Teacher-Criteria-and-e-learning
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