Distributed leadership & its implications for a Community of Practice

htdisttributed leadership diagramtp://www.distributedleadership.com.au/node/143

Drafting my Thoughts for a Literature Review

TPS: Be informed by research and innovations related to: content disciplines,pedagogy; teaching for diverse learners, including learners with disabilities and learning support needs; and wider education matters  

Developing a research question

According to Fraenkel, Wallen and Hyun (1993), a research question is:

     

 ‘ a question that we can answer by collecting and analysing data’

There are 2 types:

• Sources of research data that already exists; 
• Sources of research data that you will collect as part of your inquiry plan.

For the purpose of my research question/inquiry, I have decided to focus on the use of research data that already exists, so my proposed research inquiry question is:

Teacher inquiry question:

• To what extent will Kaupapa Maori/indigenous approaches influence a Community of Practice?

Literature review question:

• How will Kaupapa Maori/indigenous approaches impact on a Community of Practice?

Continuum of Engagement

Week 18: Future Oriented Learning PERSONALISED LEARNING

 

Thought this was a bit of fun around Personalised Learning

Week 17: My Reflective Practice

Create a reflective entry in which you critically evaluate your reflective practice.  Your reflection should be based on a reflective model of your choice

                           

STEP 1: Description of Practice 

 How do I do this and does this work for me?   How does it make me feel?

I am an RTLB who works primarily alongside rūmaki reo settings and also with English medium kaiako who teach Maori learners.  We support kaiako to consider interventions and strategies that increase student inclusion and engagement within the classroom. So while I am not actively teaching a class of students, the quote from Dewey above is a critical part of what happens within my practice.Initially, when I hui with kaiako and whānau, their aspirations and perspectives are what I am most interested in, so that I can 'reflect on the experience' and gain clarity and mutual understanding.  I think sometimes this is both 'rapid reflection' (Zeichner & Liston, 1996) where I am reflecting on the spot and sometimes it is pondering and mulling it over in a solitary, individual activity.  I like to think that I am engaging in what Larrivee, 2000 (cited in Finlay, 2009) describes as 'fusing my personal beliefs and values'  so as to uncover my professional perspectives including gaining new insights that either challenge or acknowledge my assumptions.
What do I ponder and wonder about in my practice?
 Is what I do ethically respectful, responsive and acknowledging of those to whom I serve?
(Servant Leadership).  How do I know that what I am proposing brings out the best in those I work with?
STEP 2: Comparing, Considering alternatives to inform practice
How do other people involved or indirectly involved describe what is happening?
What research contributes to this?  How can I improve 
I regularly challenge my stance by accessing relevant research - particularly to acknowledge my hunches and to ensure that I am working in an ethical manner.  Personally, this works for me, but where there is no mutual agreement with kaiako, I feel vulnerable and therefore I need to seek ways to show empathy, compromise and at times looking for a respectful approach on how to initiate changes in teacher perspectives and stance when you know it could be adding to the problem or making the situation worse.  This can take quite a few discussions, observations and critical reflection on 'how' to manage this. In rumaki settings, I find dropping back into a maori worldview and use of maori tikanga helpful. The spiral of inquiry model works a treat. To do give real effect to this approach is do to this in a group approach and/or wānanga approach with others. 

STEP 3: Critical Reflection

What alternatives do I need to consider?  How does this reflective process inform and renew my perspectives?

• What scholarly /peer reviewed material will help me either affirm or initiate an alternative is to be considered.
• What could I do differently?
• Am I focusing on the right thing?
• Is the learner at the center of our thinking?
• Be open to other viewpoints and change 
• Link theory to practice - focus on pedagogical leadership 
• promoting a participatory approach
• analyzing and evaluating my actions as a continuous self improvement cycle. 

REFERENCES:

Finlay, L. (2009). Reflecting on reflective practice.  Practice based Professional Learning Centre, Open University.  Retrieved from http://www.open.ac.uk/opencetl/sites/www.open.ac.uk.opencetl/files/files/ecms/web-content/Finlay-%282008%29-Reflecting-on-reflective-practice-PBPL-paper-52.pdf

Greenleaf, R.k (1970). What is servant leadership?. Retrieved from https://www.greenleaf.org/what-is-servant-leadership/

Timperley, H.,Kaser, L., &  Halbert, J. (2014).  A framework for transforming learning in schools: Innovation and the spiral of inquiry.. Centre for Srrategic Education. Seminar Series Paper No.234. 2014. Retrieved from https://educationcouncil.org.nz/.../49.%20Spiral%20of%20Inquiry%20Paper%20-%2...

Week 18 - Future-oriented Learning and Teaching

Activity 2: Reflecting on changes in my future oriented teaching practice

Create a reflective entry to critically reflect upon how you have positively changed your practice during your postgraduate journey.  Your reflections should be based on a suitable reflective model of your choice.

The reflective model chosen is Gibbs" Reflective Model

1. Description - He aha te mea I tupu? What happened?
Attending the Mindlab course has not always been a positive learning experience for me. The journey at times has been confusing, frustrating, unclear, challenging and confronting to my practice.
I work predominantly in Maori medium settings consequently, connecting, contextualising, tailoring and personalising the new learning has been a process as described in the literature as ‘unbundling’ which essentially engages and confronts me in ‘deconstructing established structures and routines and reassembling them in a newer, smarter way’ (Bolstad, et al, 2010, p14). Merely translating the material from English to Maori would not be a process of deeper personalisation. Consequently, in exploring the Personalised Learning material, I was deeply moved by these statements from the report:
Learners have to want to learn the material
They have to be able to see a purpose to learning it
Seeing how learning this material will allow them to contribute to something beyond themselves (p.15)
In digging deeper to make better sense of these statements, I decided to explore the notions of ‘Shallow and Deep Personalisation’ as it applied to my practice, both here and also as it applies to being future focussed.
2. Feelings - he aha oku whakaaro kua whakamana mai ki ahau? What are my thoughts and feelings?
I wanted to learn more about how to integrate some digital tools into everyday classroom activities to support akonga. It started initially with ‘shallow expressions of practice’ with me selecting material, contexts and tools FOR akonga to use. Essentially - my practice was situated in the ‘things for students to learn’ and learning the curriculum content decided by me. This is expressed in Table 4 of the context of Shallow expression of practice. I needed to refocus and unbundle my practice. So future focussed learning would require me to to allow akong more autonomy and opportutuities to ‘co-shape, co-construct’ what would be of interest to akonga. The challenge for me is that we are instructing in Te Reo Maori, so graduated and tailored selection of digital tools needs to be considered carefully. Despite this, I chose 3 tools to use.
(A) Google Translate - it helped akonga translate English kupu and phrases as they needed it. Akonga found this quick and easy to use. BUT still a shallow expression of practice at this stage - I believe it is still useful within this context.
(B) Facebook (closed group) was set up so that we could share, reflect, pose questions for problem solving from our learning community. My thoughts were that this could be linked to Deep Expressions of Practice - how? ‘Learners could link their learning to aspects of their lives or see connections with their goals and aspirations for thei lives beyond School - having greater access to tools and resources to promote and communicate in Te Reo Maori.
(C) Tour Builder - we introduced this to enable akonga to create a whakapapa related to them and others in the group so they could then model and use this in their respective classrooms with their own akonga.So the notion of Deeper Expresion of Practice is fostered via providing learning activities that were meaningful to them.
3. What was good/bad about the experiences? - Nga Painga/Nga Uauatanga?
HIghlights - introducing tools and resources that were useful in the Maori Medium context - both familiar and unfamiliar tools. It increased engagement, cooperation, and problem-solving within the group of akonga.
Challenges - the limitations of the tools within a second language context - Google Translate - need to be cautious about its grammatical translations.
Continually needing to use an English platform, then doubling back to translate and contextualise into Maori medium (Tour Builder) - takes twice as long for akonga.
4-6. What else could I have done? If it arose again, what would I do? Me pehea hei kokiri whakamua?

Engagement of learners as co-constructors
Seeking for their ideas, aspirations and priorities around what would be useful for them.
How might we promote digital tools in rumaki reo settings on a daily basis?
Where could we start?
Differentiated provision within the context of deeper personalisation of practice -
Adapting and innovating the resources with teachers
Educate the diversity - think between, outside and beyond them - how will this benefit and enhance Maori learners worldview?
REFERENCES:
Bolstad, R, Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning and teaching - a New Zealand perspective, Report prepared for the Ministry of Education. Retrieved from: https://www.educationcounts.govt.nz/publications/schooling/109306..
Gibbs’ Reflective Model - YouTube.com. Retrieved from https://www.google.co.nz/search?g=gibbs+reflective+cyce&riz=ICICHZL_enNZ696&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwi8kajb3r3aAHUCYbwKHTTaDnYQ7AkleQ&biw=1242&bih=602#imgrc=DecR4Gv6rhPY7M

REPLY

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Week 19: Contribution of Teacher Inquiry Topics to my Communities of Practice

Create a reflective entry where you critically reflect on how two potential and inspiring digital and/or collaborative learning related teacher inquiry topics would contribute to your Communities of Practices.

My reflections will be based on the following reflective model by Jay & Johnson (2002)

Atawhaitia te pā harakeke

The inquiry topics I have chosen is based on the current work I am currently involved in.

The following are my two potential inquiry topics I am continuing to work on with a group of colleagues and kaiako.  I am keen to embed the aspirations of the whakataukī to nurture and sustain the pā harakeke which could represent the Community of Practice within each of my inquiry topics.  I am one of 6 workshop facilitators who are assisting and coaching a group Maori medium teachers to improve reo a waha proficiency in rūmaki reo settings,including the introduction of 21st century skills and ICT tools to support reo a waha interventions.

Inquiry Topics:

1.  How will selected ICT tools and 21st century skills enhance and promote reo a waha/reo kōrero for ākonga? (Tour Builder, Trello, Blogging)

                     

2.  How will a Community of Practice contribute to enhancing teaching and learning?

What is a Community of Practice?

• Groups of people who share a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise in this area by interaction on an ongoing basis     (Wenger, MacDermott & Snyder, 2002.p.4).

Domain - joint enterprise, interests, membership

Community - mutual engagement

Practice- shared repertoire

1. DESCRIPTIVE: I have recorded some the reflective thoughts and ideas in the table below

What is happening?	How is this working and for whom?	How am I feeling?	What do I ponder about?
·         Shared commitment,   shared  interest– reo   a  waha development      Tōku reo tōku             ohooho my language is imy awakening,  Aromatawai reo a   waha   ICT Tools-Tour Builder,   Trello, Blogging Cooperative learning   strategies  Blended Learning     Approach – rotation model  Blogging	Expression of Interest to identified kura – funding secured for cluster schools. PLD workshops & coaching of kaiako-Shared planning, delivery and follow up Term 3 – ICT/Blended Learning – Rotation model approach for Kaiako @ PLD Technical/set up- small group/collaborative support	Excited Motivated Enthusiastic Privileged Humbled Focussed Apprehensive	More in-depth theory about  reo a waha proficiency progressions - what does this look like? -How do we know? -What are the challenges -Osmosis approach Vs targeted instruction How do I accommodate for teacher readiness/ conditions for readiness for technology  innovation – SAMR/TPAK;  Zhao et al; Growth mindset  strategies, How familiar are kaiako  with 21st century skills? How do we sustain teacher interest/motivation/ confidence for blogging? Check in/visits/paired work.  Hanuscin, et al (2014).

2. COMPARATIVE- How do other people who are involved or indirectly involved describe what is happening?  How does research contribute to an understanding of this matter?  

Here are some of the whakaaro at this time and may change over time.

CoP Group	Relevance	Contribution	Relevant Research
·               Maori RTLB ·               RTM ·               Kaiako ·               Puna Wānanga          kaiako	Tōku reo tōku ohooho my language is my awakening   National Priority              MoE priority              Tātaiako              TPS                      ICT Tools	Time Resources Wānanga/Reflection Innovation – tools, strategies.	·         Tū Rangatira ·         Rukuhia, Rarangahia. ·         Kaiaka Reo ·         Te Piko o te Mahuri ·         Tātaiako ·         TMoA

3.  CRITICAL REFLECTION -  What are implications of the matter when viewed from these alternative perspectives?  How does this reflection process inform and renew my perspective?

In this third dimension of the reflective process, "one makes a judgement or a choice among actions or simply integrates what one has discovered into a new and better understanding of he problem"

 (Jay & Johnson, 2002. p.79)

What could possibly go wrong?

• Kaiako withdraw, disinterested.
• Disagreement/dissension occurs within the CoP
• Rushed - lack of focus & readiness of kaiako
• Skill and experiences of facilitators/kaiako
• Poor planning and limited research based evidence
• ICT Tools not seen as relevant and contributing to teaching and learning.

How does this reflective process inform and renew my perspective?

• Has sharpened my focus, planning and preparation
• Needing to work more collaboratively and consider the viewpoints of others.  

  

REFERENCES

Diehl, E. (2013). Leading Change with a Growth Mindset. Community.mindsetworks.com. Retrieved from http://community.mindsetworks.com/blog-page/home-blogs/entry/leading-change-with-a-growth-mindset

Hanuscin, D., Cheng, Y., Rebello, C., Sinha, S., & Muslu, N. (2014). The Affordances of Blogging as a Practice to Support Ninth-Grade Science Teachers' Identity Development as Leaders. Journal of Teacher Education, 65(3), 207-222. http://dx.doi.org/10.1177/0022487113519475

Jay, J.K. and Johnson, K.L. (2002). Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18, 73-85.

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

Knox, B. (2009, December 4). Cultivating Communities of Practice: Making Them Grow. [video file]. Retrieved from https://www.youtube.com/watch?v=lhMPRZnRFkk

Wenger-Trayner, E., & Wenger-Trayner, B. (2015). Introduction to communities of practice: A brief overview of the concept and its uses. Retrieved fromhttp://wenger-trayner.com/introduction-to-communities-of-practice/

Wenger, E. (1999). Communities of practice: Learning, meaning, and identity. (Learning in doing). Cambridge: Cambridge University Press.

Yang, S., H. (2009). Using blogs to enhance critical reflection and community of practice. Educational Technology & Society, 12(2), 11-21.

Zhao, Y., Pugh, K., Sheldon, S. & Byers, J. (2002). Conditions for classroom technology innovations. Teachers College Record, 104(3), 482-515. Retrieved from https://www.rtsd.org/cms/lib/PA01000218/Centricity/Domain/96/Conditions%20for%20Classroom%20Tech.pdf