Rolling out a Learning And Teaching Framework

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Our Learning and Teaching Framework has been launched and now we continue to work as a staff to unpack each element, discussing and brainstorming the best approaches for working within our community. [It] has been well researched and developed, representing best practices and innovative thinking for the times and will guide the work we do throughout the College now and into the coming years .

Learning and Growing for the Future overarches the Framework and as such needs to be considered carefully. We understand that we are living in the 21st century. Almost every student at our college has only lived during this century. Our Year 7s of 2016 will graduate in 2021.

So what does it mean to learn and live during this century? How are we preparing our young women to be successful into their futures? How will we learn and grow for the future?

These were the questions that directed our discussion and thinking in the process of upacking the framework as a staff.

What is the essence of 21st Century Learning and who are our learners? It is essential that we remember that we are already almost 1/5 the way into the 21st century.

The General Capabilities form the basis for the development of curriculum in Australia. They play a significant role to ensure that we are equipping our young learners to live and work successfully in the twenty-first century.

“In the Australian Curriculum, capability encompasses knowledge, skills, behaviours and dispositions. Students develop capability when they apply knowledge and skills confidently, effectively and appropriately in complex and changing circumstances, in their learning at school and in their lives outside school” (ACARA, 2016).

The Australian Curriculum includes seven general capabilities, as shown in the figure below.

ACARA 2016

ACARA 2016

Additionally, the P21 Framework for 21st century learning (along with other resources) can assist with the thinking and practices we employ when developing, building upon and implementing learning opportunities at our College.

P21.org

P21.org

The “thinking” around those skills that our young women need now and into their future

If we listen to the new Federal Education agenda, we hear their reference to creativity, entrepreneurship, innovation and the like. These are the discussions on a global scale and we are embracing these strategies in our college to ensure our young women will be well equipped as they enter tertiary education and/or employment. It is our aim to assist in developing the whole child, with focus on their futures.

“Tony Wagner of Harvard University worked to uncover the 7 survival skills required for the 21st century. To accomplish this, hundreds of CEOs in business, non-profits and educational institutions were interviewed. A list of seven skills that people will need to survive and thrive in the 21st century was compiled from their answers. We may not know exactly what lies ahead for our students in the future, but we have the advantage of knowing what skills they will need once they get there (Nicols, 2016).”

The following are Wagner’s 7 survival skills as outlined by business leaders:

Critical Thinking and Problem Solving

“The idea that a company’s senior leaders have all the answers and can solve problems by themselves has gone completely by the wayside…The person who’s close to the work has to have strong analytic skills. You have to be rigorous: test your assumptions, don’t take things at face value, don’t go in with preconceived ideas that you’re trying to prove.”
—Ellen Kumata, consultant to Fortune 200 companies

Collaboration across networks and leading by influence

“The biggest problem we have in the company as a whole is finding people capable of exerting leadership across the board…Our mantra is that you lead by influence, rather than authority.”
—Mark Chandler, Senior Vice President and General Counsel at Cisco

Agility and Adaptability

“I’ve been here four years, and we’ve done fundamental reorganization every year because of changes in the business…I can guarantee the job I hire someone to do will change or may not exist in the future, so this is why adaptability and learning skills are more important than technical skills.”
—Clay Parker, President of Chemical Management Division of BOC Edwards

Initiative and Entrepreneurship

“For our production and crafts staff, the hourly workers, we need self-directed people…who can find creative solutions to some very tough, challenging problems.”
—Mark Maddox, Human Resources Manager at Unilever Foods North America

Effective Oral and Written Communication

“The biggest skill people are missing is the ability to communicate: both written and oral presentations. It’s a huge problem for us.”
—Annmarie Neal, Vice President for Talent Management at Cisco Systems

Accessing and Analysing Information

“There is so much information available that it is almost too much, and if people aren’t prepared to process the information effectively, it almost freezes them in their steps.”
—Mike Summers, Vice President for Global Talent Management at Dell

Curiosity and Imagination

“Our old idea is that work is defined by employers and that employees have to do whatever the employer wants…but actually, you would like him to come up with an interpretation that you like—he’s adding something personal—a creative element.”
—Michael Jung, Senior Consultant at McKinsey and Company

So, as we continue to roll out our framework, these “21st century” skills will continue to be a focal point.

What are you doing in your classroom to address these areas? Are you developing in your learners the skills they will need for this world? Essential questions in the rolling out of any learning and teaching framework today.

Nicols, R., (2016). Teachthought; We grow teachers., 7 skills students will always need., Accessed from http://www.teachthought.com/the-future-of-learning/how-to-prepare-student-for-21st-century-survival/

Wagner, T. (2016). Transforming Education, Tony Wagner’s seven survival skills., Accessed from http://www.tonywagner.com/7-survival-skills

 

Adolescent Success Conference 2015 – Another successful learning opportunity

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Storify – Tweeted during the conference and here is a compilation of all that happened.

An amazing few days of collaborating, learning and loving working with Middle Years Educators.

Singapore Heat inspires us to reactivate and focus on what is really important!

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Adolescent success - Conference Singapore 2014. adolescentsuccess.org.au

Adolescent success – Conference Singapore 2014. adolescentsuccess.org.au

 

 

 

Being on the management committee of Adolescent Success (formerly MYSA) and a member of the organising committee for our International conferences affords me valuable experience, access, insight and connections that contribute to my continuing learning journey.  Having that insider ‘info’ assists members of my staff also, to engage in opportunities for furthering their professional growth and development.  And so, with a small team of educators from my college and the management committee of Adolescent Success, we travelled to Singapore to The Australian International School (our conference site) to engage in global learning around middle years learners – our Inaugural Asia Pacific Conference.

 The Keynote’s key notes

With its theme “Global students, Real solutions“, our conference brought together three dynamic keynote speakers – Veronica Boix Mansilla (Project Zero- Harvard Graduate school), Dan Haesler (Educator, writer, consultant and speaker- Australia) and  Association of Middle Level Education (AMLE) Director of Middle Level Services, Dru Tomlin (USA) who all expertly challenged and engaged the audience of middle years educators from Australia, New Zealand, UK, Singapore, Thailand, and Vietnam. The themes sparked robust conversation both inside the sessions and via social media, as marked by the ‘trending’ twitter feed #apcas14 by day 2. These keynote sessions most definitely reactivated important discussions about the type of learning that we should be focusing on in this century, providing theoretical and research based evidence, as well as practical processes and real examples of approaches and strategies that we can employ to do this – on local, national and global scales.

Veronica’s sessions engaged us to think critically about the world today and the meaning of education within this context. She tells us that “It is essential for educators to understand that the world for which we are preparing students today is fundamentally different from the one we experienced growing up. Today’s societies are marked by new global economic, cultural, technological and environmental trends that are part of a rapid and uneven wave of globalisation.” She further  challenged us to ask of ourselves as thoughtful educators:

•           What matters most to teach in an increasingly interdependent world?

•           What skills and dispositions should students develop to address the global issues defining their times?

During her first session we examined the nature of global competence as a “promising aim of education in the 21st century”. We were urged to deliberately incorporate global competencies within our learning frameworks, to ensure that our students experience and acknowledge global perspective and relevant disposition (ways of being).  Veronica provided valid evidence to support that this can no longer be achieved (successfully) through single discipline teaching and learning.  Interdisciplinary and connected learning that uses locally oriented thinking, digitally connected thinking and embracing divergent and differences in thinking is critical in today’s world.

Veronica incorporated global thinking routines and workshopped with us encouraging us to consider perspective and disposition ourselves-modelling the processes and leading us to the emergence of deep conversation and consequently deeper learning.  Using the See, think, Wonder process and then a 3 Why’s analysis enabled us to drill down and think deeply.  These Processes should be used within our classrooms on a daily basis to encourage valid and deep conversation and examination of real issues and problems.  These are the types of processes that should form the basis of our curriculum as are articulated through the Australian Curriculum General Capabilities -Critical and creative thinking and ethical understanding, intercultural understanding, personal and social capability, along with ICTs, literacy and numeracy. These General Capabilities must be the drivers for  curriculum development, not the content descriptors (that so many teachers focus on).

Her insights provide me further reason  to examine my role as an educator of middle years learners, and as a leader within my school setting to ensure that we do create conditions for our learners to become globally competent. To successfully enable this to occur, we must consider some key questions:

 What is our mission?  What do we value for our learners? How do we empower our teachers and learners to become globally competent?   

Through the spaces we create, the schedules we set in place, the resources we provide and the people we employ and of course the curriculum and programs we implement; all of these are considerations for our learning community. Along with these factors, the big and small connections we make to the real world in our programs become critical components and drivers for learning (for all) in these times in our school settings.

Our next keynote, Dan Haesler then provided us with data and statistics on student engagement and the impact of this on success and consequently, learning.  He highlighted that “engagement is one of the most over-used words in education, yet all too often we misunderstand the core ideals of engagement and in doing so, we miss the opportunities for authentic learning to take place in our schools and communities.”

He sees intrinsic motivation as the “secret sauce of genuine engagement”, and as such, the real question should be “how can we create environments that encourage and nurture intrinsic motivation, whilst realising – by its very nature – we can’t make students be intrinsically motivated.

We can’t make students engage – even if we do give them all iPads.” Dan reinforced the notion that it is in the pedagogical approaches that the teacher employs, the relationships developed with the students and the connections made between the learners and within the community, that motivation (and maybe engagement) can follow.

In his keynote, Dan explored a number of key perceptions, ideas and questions relating to engagement. He challenged us to “consider the world our kids inhabit, and how that impacts what they expect at school”, which raised again that central issue of global competencies.  As well, he asked us to think about whether we really know what engagement looks like, and to focus our energy on what is needed to enhance engagement in our students – how we can foster a sense of autonomy, mastery and purpose in our students; these being essential for lifelong learning. That key question to consider-  Would your students really come to your class if they had a choice?

For me, Dan has reinforced that we need to be learner centred and learning focused, developing relationships both with our students and within our communities. We should be having conversations around what THEY need, not what WE need.  We must “Empower our learners to change someone’s world.” Not necessarily THE world!

The last, but definitely not least of the keynotes focused us again, through his quirky and energetic approach of the modelling of practical and engaging strategies, on Pastoral Care and Advocacy.  Again, the focus brought back to relationships, building safe and  engaging classroom environments and school communities that engender a culture of belonging, trust, and inclusion.

Dru Tomlin exuded passion, enthusiasm and a love of learning and being. As an energetic advocate of the Association for Middle Level Education’s foundational text, ‘This We Believe‘, he “models that (advisory) pastoral care and advocacy are critical ingredients in the recipe of an effective middle school”, and in fact within any school setting for that matter.  He reinforced that “these key ingredients; however, must be relevant and purposeful within the school context, which at times can be challenging!” Dru expertly and enthusiastically provided impetus for us to examine more fully the what, when, where and how of making pastoral care and advocacy work to improve the lives of young adolescents. All members of the community MUST be privy to this culture- not just the teachers. As leaders, we must ensure that the ‘Pastoral’ and the ‘rest’ are interconnected.

And so, we threw around (literally) our thoughts on middle years learners, and thoughts that are relevant to our own contexts of learners.  “We were asked, “In one word to describe a middle years learner if they were an animal”.  “What if they were food?” The snowball activity is one that I will definitely incorporate in the next staff meeting, or as a class starter – a highly effective strategy from a kinaesthetic perspective and a thinking one too.  Dru, not only continued to make us think deeply about what and how we do what we do within our school settings, but reminded us of the types of activities and processes that are effective middle years strategies. Engaging and fun- I would most definitely enjoy being in his classroom- I would come back for more, every day.  He shared (and demonstrated) many valuable ideas to ignite practical approaches within the classroom setting.

He challenged us to remember that Pastoral Care and Advocacy should be at the centre of the learning and that each and very staff member must be doing that same thing (the engendered culture); this is Critical.

For me then, the keynotes most definitely had KEY notes.  They have energised my purpose – that focus on middle years learners; that focus on learning for today.  Engendering a culture, one that is valued by all.  We do want our students to be excited, engaged and competent – locally and globally.

The Keynotes set the tone for all of the sessions at the Adolescent Success Inaugural Asia Pacific Conference. The shared enthusiasm was palpable and the conversation critical if we are truly dedicated to engaging our learners and providing the necessary catalysts to enable global citizens for this world, in this day.  It is our role as educators to assist these young people; to ensure they can function empathetically and confidently; to be globally competent citizens. Much food for thought and a definite call to action for all educators today.

 PS – For me, middle years learners are possums– they may sneak around at night, at times be a little coy, but they are cute and cuddly and should be protected, yet let to run free. What is yours?

 

Passion inspires success

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Igniting that passion to succeed – Where does the learning take place?

We are what we repeatedly do. Excellence, then, is not an act, but a habit.  Aristotle

In education, we recognise that there are important skills that our students must learn- grit, determination, perseverance – all skills that are essential for success.  In any school setting we need to work together to ensure that they recognise these skills as important life-long learnings.

We often hear that our young people today will not takes risks (with their learning), that they are frightened to make mistakes, that they won’t face a challenge.  I see it too, but know that when the learning becomes “relevant”, when passion is ignited, when its purpose is for achievement of a real and measurable goal then challenges are faced and success will follow. When we aspire to succeed in an area that we love, we do challenge ourselves, we will take a risk, and ultimately succeed (at whatever level we set our sights).  Our challenge as educators and parents is to tap into the lessons we learn elsewhere and use those to our advantage, to assist our students (our children) to step up, to reach that bar and succeed.

I have the privilege of working with my school’s CHEERSPORT team. Our ‘real’ coach, (I am just the assistant!) is an expert in his field. He is enthusiastic, inspiring, and passionate about what he does. He models this each and every time we are together as a team.  He and I definitely share the belief that this passion is the first piece in the puzzle.  It does “rub off” on the girls. It is important to instil that passion into the team, to create opportunity for individuals to grow in confidence and believe in themselves.  The Team definitely has passion!

The next piece in the puzzle is allowing and encouraging the girls to “just do it”. A bit of a cliché perhaps, but we build this mindset with them; that they start from wherever they are and then we raise the bar and expect them to rise to it. Cheersport is not easy!  For any of you who have witnessed a training session or a competition, you will understand that the need for strength, flexibility, confidence and bravery is necessary.  It is no easy feat to be thrown in the air, or to be lifted to extension, or even to do that first time forward roll, or a back handspring.  It is hard work!  At times when I am assisting I must admit that I admire what this team and the individuals in it are achieving. I wonder at my own tenacity (and courage) in this area?

“Tell me and I forget, teach me and I may remember, involve me and I learn.”
― Benjamin Franklin

We expect that the team will do certain things, that they understand the requirements/goals of that level and that they aim for them. They respect that we challenge them, and so they persevere, get up again (if they fall), and keep working at it.  So, that next piece is grit andperseverance; not just because they have to, but because they want to challenge themselves and move beyond their fears.  There are many discussions and demonstrations, many attempts and then practice.  There is the understanding that it doesn’t just happen, it isn’t just a talent; the team understands the need for perseverance. They achieve at times the unexpected.  They seek help from their coach, from me and from each other and I am yet to see one of them NOT show growth and development. As individuals they are going from strength to strength.

Even though they focus on their own skills and improvement, an integral part of all of this is the ability for them to understand that they are part of a team, and within that team, each person must fulfil a particular role. They know that they must hone their own skills, they must practise and challenge themselves, otherwise their group may not achieve what is required and ultimately, the whole team may not perform to that expected level.  So, I suppose that is the next piece, each member of the team understands what is expected of them, personally. They feel a sense of pride within themselves and ownership of what they do.

In everything we do, it is important to note that if we don’t feel pride and ownership, then it may not be worth striving for?  It is an important consideration – one that we must foster in our classrooms as well. There are many examples of this demonstrated pride, perseverance and rising to a challenge. At the last competition, we had 4 individuals doing back handsprings –just two weeks on and that number is 9 – pride, determination and perseverance driving that  learning process.  

It is noted too, that the learning that occurs is not only coach directed, but more importantly, peer directed; they constantly learn from each other and teach each other. They accept feedback and (at times) critical advice and learn from this.  They constantly say thank you, and are generous with their time. They pull together.

So, I do see risk taking, challenge, failure and then determination and grit. Yes, the team is passionate about what they are doing, and that is the key.  We know that they are learning great lessons for life. We raise the bar, increase expectations, make it clear and explicit and the team members meet those levels.  From confidence grows confidence, from success grows success. We can witness all of this in the classroom setting too when the power is given to the students.  Raise the bar and they reach it, set high expectations, boundaries and deadlines and they do it.  As parents, we do the same and see the same. It is essential that we as educators use these examples and transfer this to the classroom.  If our aim is to engage, inspire and assist the learning process, then we must assist our students to become passionate about it.  If they do become passionate, then we will see them strive for that success (more often perhaps).

“Perseverance, secret of all triumphs.” – Victor Hugo

 

Mindsets – Why are they important?

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My aim as an educator is always to engage my students in their learning.

I reflect constantly, and seek feedback. It is so important to refine and reflect – to ensure that what we are doing is actually meeting the needs of our students.  As a middle years advocate, (and Management committee member of Adolescent Success (visit www.adolescentsuccess.org.au for more information) – formerly Middle Years of Schooling Association), I am more than aware that meeting the needs of our students is key to their learning and ultimately to their success.   Of course, this applies to all learners, and we have certainly adopted that philosophy within our college.

In education we are bombarded with ideas and examples of pedagogical frameworks for learning, with research that we are told is the most relevant and integral to success, new programs and approaches that must be implemented and of course to curriculum that we must teach.  In all of this though, there are times when we  find  something that we believe needs to take priority; something that we know, if we take it on, will influence our learners, their learning, and maybe even their lives – success a definite probability.  We know that we are going to need to sell it to our staff though; that we will need evidence, and an approach that will lead teachers to take this on in a meaningful way.

For me, I am focused on 21st century skills, on embedding inquiry learning into our framework;  primarily – on student engagement. However, the key proponent that  needs to underlie all of these things is for the students (our students) to believe that they are capable of achieving great things, that they can improve and that they will, with determination be successful.  Consequently, I have been investigating Growth mindsets and Fixed mindsets, have implemented some surveys to gather data from our students, and attended some professional learning to further develop my own knowledge. (Some colleagues are on the journey with me, so that we can collaborate along the way).

I was first inspired to pursue this area  when I joined up for a MOOC on Deeper Learning, earlier in the year, and was enthused by the idea that mindsets can and do make a difference.

We all know that we hold certain perceptions and values; some formed by our family relationships and experiences, some formed by our experiences at school.  Some of us have that certain drive and determination, and we know that many simply cannot deal with challenge and  give up if the task becomes too hard.  Adults demonstrate these traits, and of course, so do our students. Call it resilience, drive, grit, determination; we all know that there are many young people today, particularly in our schools, who do not feel they can succeed.  I know too, that there are many educators who articulate these same sentiments. It is quite the dilemma that so many appear to have a fixed mindset.  What we need to develop is a growth mindset. We need our students to believe that they can improve, that is OK to make a mistake, that, with hard work and dedication, they can achieve greater than they did previously.  We need teachers who can teach them how to do this, to model the processes and of course, teachers who do believe that all of their students CAN achieve more than they had previously.

With persistence, perseverance, practice and patience, we all have the power to achieve the goals we set.  Nobody has achieved anything without all of these characteristics (and more). It gets down to the mindset that we have.  You cannot become an Olympian without hard work and dedication; or a musician without practice, so, obviously, that applies to everything we do.

We have all heard and some of us have said that,  “I was never good at maths…”,  or “I can’t spell”, and some students will say.. “ Oh, I wish I was smart…” 

I have heard many of our students, their parents and even other colleagues articulate these types of statements about themselves, and it can be a very difficult perception to change, but it is not impossible.  We need to be fostering the concept of a Growth Mindset – that we are capable of improving in all of our intelligence areas – that we can develop through practice and hard work, skills in any area we wish to grow.  Be that maths, art, music, running, and so on.  We really are not just born with it; we can develop it!

Carol Dweck, is a leading researcher in her field – Mindsets and the following link will take you to just one of her presentations on this subject 

How to Help every child fulfil their potential.

 

It should be our aim (parents, teachers, coaches) to ensure that we are fostering a growth mindset, rather than reinforcing the fixed mindset that many of us may have.  It is definitely a learnt behaviour, no matter which way we think; there are strategies that we can put in place that help us not only to believe that we can achieve, but over time, to ensure that we will achieve, and this can be taught, learnt and modelled (by all). With the development of a growth mindset, (not just the power of positive thinking), we can all achieve.

I include for consideration, some snippets that highlight the research and purpose of this approach:  An excerpt from an article by: Carol S. Dweck, (2007). The Secret to Raising Smart Kids. Scientific American Mind. “Fast Facts Growing Pains

  1. Many people assume that superior intelligence or ability is a key to success. But more than three decades of research shows that an overemphasis on intellect or talent – and the implication that such traits are innate and fixed – leaves people vulnerable to failure, fearful of challenges and unmotivated to learn.
  2. Teaching people to have a “growth mind-set”, which encourages a focus on effort rather than on intelligence or talent, produces high achievers in school and in life.
  3. Parents and teachers can engender a growth mind-set in children by praising them for their effort or persistence (rather than for their intelligence), by telling success stories that emphasize hard work and love of learning, and by teaching them about the brain as a learning machine.”

Further points for consideration taken from another article by: Carol S Dweck, Boosting Achievement with Messages that Motivate. Education Canada, Vol. 47 (2). www.cea-ace.ca “In other words, the cardinal rule of the growth mindset is:  Learn! And like the fixed mindset, the growth mindset comes with three more rules that help students reach their goal.

  1. Take on challenges. We’ve often offered students a choice between a challenging task that they can learn from and a task that is sure to make them look smart. Students in a growth mindset do not want to waste their time looking smart on tasks that offer them nothing else. They overwhelmingly want tasks that stretch their abilities and teach them new things.
  2. Work hard. Rather than thinking that effort undermines ability, our seventh graders with a growth mindset believed that effort enhanced ability: “The harder you work at something, the better you’ll be at it.” They did not believe that inherent ability was the royal road to success, for even geniuses, they correctly believed, had to work hard for their successes.
  3. Confront your deficiencies and correct them. In just about every study we’ve done, students in a growth mindset are eager to remedy their deficiencies. They may be very disappointed by a poor performance, but they deal with it directly. Our seventh graders with a growth mindset, after a poor grade on a test, told us that they would study harder and try different study strategies next time. Our premed college students with a growth mindset recovered from an initially disappointing grade through their deeper and more extensive study strategies. Our University of Hong Kong freshmen wanted the remedial English course to shore up their language skills. And the growth-mindset students in our EEG experiment confronted their mistakes and sought new knowledge to rectify them.”

Take a Growth Mindset Test

There are many tests that can be undertaken to get a feel for where we are at and whether we have a growth or fixed mindset.  One that I discovered in my learning this year, can be found at the following –  Perts – Academic mindsets survey –  http://survey.perts.net/share/dlmooc   –  it allows for application of the survey to individual classes and whole cohorts, as well as an individual assessment.  It certainly provides some valuable insights into the learners that we have.

Evidence in much of the reading I have undertaken to date definitely reinforces the value of embracing this growth mindset approach and incorporating it into the teaching and learning process.  I will be investigating  further, and incorporating approaches within my own classes, as well as encouraging and teaching others about its merits.  It can only benefit our students, which should always be our focus as educators.

Imagine the impact that this could have on a school community, as more teachers engage in the process.

Never Underestimate the Power we have as a Teacher

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As a teacher, I know that as the year draws to a close, I (as do others I am sure) ensure that my students begin their reflection process.  What goals set, have been achieved? What hasn’t been achieved for them?  How has my work enabled them to achieve these goals, or perhaps not?  What might they need to focus on next?  How can they do this?

Today, there are so many ways that this can be done; through a class website, where goals and reflections might be transparent, which certainly brings with it the accountability factor; through the use of a survey (survey monkey, moodle or the like); hand written (of course); and so on.

In the process of student reflections, I have also taken to ensuring that I receive feedback from my students. Let’s face it, they are our clientele, our audience.  If we are not serving their needs, then what point is there really? Now, I have completed the surveys for the year, and it is reaffirming to know that I have improved as the year progressed.  It appears (from my latest survey) that I have addressed the needs more effectively, of all of my students.  The reason I point this out is because, earlier in the year, I discovered, although it should not have been a shock to me, that there were some girls who didn’t feel I provided them with all that they needed.  If my aim as a middle years (specialist) is to meet the needs of all of my students, then this was just the feedback I needed.  It was my goal to build a stronger relationship with all of my girls – 30 of them in a Year 9 Integrated Studies class.  This was my second year with them, and I know that if any of them felt that I was not doing everything in my power to connect with them, to guide them and to assist them in their learning, then, they just wouldn’t progress and maybe not succeed.  So, as I said, mission accomplished.  My report card was much improved and I have to say, that each and every one of those beautiful girls left me with a smile, a tear, a hug and even if they didn’t excel in their grades, I know that I have left them some sort of legacy.

When you hear from a girl, those notes on their card to you, “you’re the best”, “I will never forget you”, “you helped me so much”, “I am so grateful”, well that so reinforces the importance of those relationships.  “You can’t teach a child you don’t know well” of course is true.  The bonds and relationships built are paramount to the success of the lessons we teach, and ultimately the engagement of the learner and the learning that may occur.

So, my story is about feedback, and the power that we as teachers have.  We can make or break a child’s spirit and we have such an impact and influence on them.  I have read before those inspirational stories written by other teachers and wondered about my impact.  I do know that I have connected with many students and hopefully provided some inspiration.  Now, for whatever reason, these last few years for me have been “big” and I feel that just maybe I am making a difference.  I’m not sure why, but there you go. Is it my passion for learning, or passion for teaching, or just my love of connecting?  Whatever, it is working, and I am so pleased.

So for my end of year reflection and anecdote – here goes….

It was a week or so after school had finished for the girls, and accustomed as we as a Learning Group (which is what we call our middle years classes) were of emailing drafts to a fro, of my sending information to the girls (online), of my communicating my pride in what they had accomplished, (or not); of the girls asking me for help, or some question; or to tell them that I needed them to challenge themselves more, or work harder on something; be focused, and so on, to my surprise, there were a few emails from my students, and one stood out  – SUBJECT Re: Diary of Anne Frank.  I thought, “Oh, really, is she still reading that novel?”, then realised, that she was clearly making sure she got my attention, and so I opened the email.  Now, this girl is one of my higher achievers; yes, and we did connect; yes, but never have I been so affected by someone’s words.  She told me that it was “to be a report card of sorts, an essay if you like – albeit unedited”.  (And an essay it was).  She also noted that, “I was not to edit it and return it to her, but to take it as was”.  (I did let her know that it didn’t really require much work;  I actually would publish it if I was her!)

In her letter, she referred to so many aspects of the learning that had occurred during the two years we had together. She referred to experiences we had as a class and on a personal level; she had taken such time to think about the journey we had, which reinforced so strongly, the impact that I must have had on her!  This, to me, summed up my year. I felt it. I believe it has been a successful (and rewarding year).  I know I am still on track – 30+ years into my career.  I refuse to stand still.  I will continue to challenge myself. I can hear the words of so many great educators like Dr Rita Pierson who knew that every student could be educated and the art of teaching is to find the best way of doing that. “Every child,” she said, “deserves a champion who will never give up on them… and insists they become the best they can possibly be.” That, by the way, was pretty much our class mantra (everything to the best of your ability).

So, what is my point? 

Whether we get the “report card” or not, it might just be a quick hug, or a look, but we do have an amazing power as a teacher.  And, it is essential that we are passionate about what we do.  They (the students) know if we’re not!

Relationships are at the heart of what we do.  Our aim is to ensure success for our learners, on whatever level that is for them, but ultimately, it is to make a difference in their lives and to connect with them.

In her email, my student wrote (towards the end),
“Overall, this is a poorly constructed, but I hope meaningful message I am sending to you. There is so much more I want to say to you, thank you hardly suffices. I am so happy and thrilled, buzzing, beaming, hollering, yelling, smiling, laughing and crying at the experiences I had with you. Perhaps I will forget them one day, but I will never forget you”. 
Her words resonated so strongly with me – I did shed a tear (or two).  I had built a strong relationship here- hopefully just one of many in that group.
So how might we get to these relationships and connections?  
My thoughts – Seek feedback from your students; encourage them to articulate their thoughts, to let you know (be it positive or negative), because, from my experience, if we allow them to tell us what they need from us, their perceptions of how and what we  can do for them and ultimately,  possible ways of assisting them as individuals, then we will get the best results. We show we care, we build those relationships and ultimately, create a learning community where strong bonds are forged.
We as teachers have great power and our core purpose is to use that power for the benefit of each and every one of our learners.

Being an editor of an Association Journal

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Adolescent Success – Australian Journal of Middle Years – another hat I wear!

The process of bringing a journal together is always an interesting (and sometimes quite challenging) undertaking. Each edition of the Australian Middle Years of Schooling Journal provides me with something new to consider.  I find that the editorial process strengthens my focus on the ‘why’ of middle years philosophies and practices, not only as I read and digest the articles, but ultimately in a practical sense – in my own school and with my own students. It is certainly professional development that I believe to be some of the most useful that I undertake during a year.

To be able to work with the authors of each article on a personal level, albeit via email, in the process of bringing together the final product is a great privilege and a great learning experience for me. I believe, as our readership engages with the journal, they are able to amass many great ideas for use in their own classrooms, and by utilising the research that is presented, are able to create more effective and successful learning outcomes for the young adolescents that they (and the teachers in their educational settings) work with.

As I am applying the finishing touches to the final issue for 2013, I note  that the journal brings together articles that will be of great benefit to middle years educators around the country (if not the globe). Current research and practices should be what drives us in our teaching and learning, and by listening to what our colleagues are saying and doing, we can only become better practitioners and this equates to greater success for those young adolescents we teach and work with on a daily basis.

Reflective practice is of paramount importance in the teaching profession, and as we work towards the culmination of our school year and begin reflecting on the processes, progress and outcomes for our students, the educational communities we work in and our own personally, articles by our colleagues that provide new insight and strategies can only enhance and ultimately fill our own toolboxes of teaching strategies  It is from hearing what others do, and processing the research presented, that will enable us to strengthen the programs that we already have in place; to build onto that culture of renewal and improvement.

Whilst I might find that I am time poor, that maybe I don’t have much of a personal life at present (let’s face it, this time of the year is pretty hectic); I cannot reiterate enough, just how valuable this (extra) job is for me.  Liaising with authors, university lecturers, our Association Executive (Adolescent Success – formerly MYSA), the publisher and the array of others in the process (sub-editors, etc) assists in my own professional growth, but is actually an honour and a privilege.

Being involved (and taking a lead role) in an Educational Association can only enhance the work that I do; it actually improves my work as a teacher. It is Professional Development that I am not necessarily accredited hours (and hours it does take); but it is professional development that I will not give up in a hurry.  (Visit Adolescent Success (formerly MYSA) Website)

Lead teacher Illustration of Practice (below)

Illustration of Practice – AITSL Lead Teacher

My latest Professional Learning Opportunity

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Engaging with the AITSL Supervising Pre-service Teacher Modules

ASSESSMENT FRAMEWORK - AITSL

During this term, I was fortunate to secure a grant through AITSL (Australian Institute of Teaching and School Leadership) for my school, whereby were engaged with the Supervising Pre-service Teacher Modules produce by AITSL.  This process enabled me to work with three teachers to undertake the modules and to reflect on the benefits of these.  We were able to share in a number of days of professional dialogue and collaboration to discuss the ways that we could engage in processes that would lead to a more strategic, consistent and ultimately efficient and meaningful approach to working with pre-service teachers in our school.

The modules have proven to be highly effective in promoting conversation, encouraging us to reflect on our own practices and to share our experiences.  Working with three teachers from diverse backgrounds has meant that this process has been even more useful. 

  • a teacher with many years’ experience in Queensland schools
  • a teacher with experience, but with an English background in education
  • a teacher with only four years’ experience from a Canadian background in education
  • and me – many years’ experience in a number of Queensland Schools in a number of leadership roles

This ensured that the learning was broad and the collaboration beneficial.

Once completing the modules, we have continued to collaborate to prepare a workshop for teachers from a number of our neighbouring schools. 

That process as well, a very rewarding experience; being able to incorporate varying perspectives, to merge ideas and to develop a framework for presenting and sharing. 

We produced a Blog as the take-away for the day, and the place where we were able to share our learnings and to guide our thinking.

A very successful learning experience  – workshop notes will be added at the completion of the day.

Our Blog – Supervising Pre-service Teacher Workshop – Link to Blog

 

Learning through the journey of others….

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Forward focus – thinking about young adolescents and meeting their specific needs.

A few reflections arising from a symposium in WA – Yr 7 into Secondary Schools

I began my week  in Perth this week, by attending a symposium, organised by Brisbane Catholic Education Office, where approximately 120 leaders from Catholic schools around Queensland came together to learn of the experiences of our WA colleagues.  Year 7 became a part of catholic secondary schools in Western Australia, about 5 years ago and to be able to listen to leaders from, and visit a number of those campuses has been very engaging, but most importantly, reaffirming. To hear of the types of strategies and programs that have been implemented in a wide cross section of schools in Perth has provided a number of ideas and tools, as well as reaffirmed many processes that we have in place at our school, as we journey forward to 2015 and beyond.

Re-affirming to me …. because I know that we already have a strong focus on the  transition of our girls and understand that  their sense of ‘belonging‘ is the key to success; we always make purposeful links and connections with our feeder schools; implementing (and improving) our orientation processes that enable our young students a time to come , to met their teachers and other girls, to feel part of our community; and through our Pastoral structure we are dedicated to the ongoing care and development of our girls.  We clearly understand the importance of belonging to a Franciscan community and make that central to our transition processes.

Re-affirming to me …. because, we have a strong emphasis on middle years curriculum that is integrated and connected; ensuring core teachers are working with their learning groups, building strong relationships with their girls and gaining a very clear understanding of their students learning strengths and needs; providing programs of learning that are challenging, engaging and relevant. We have a dedicated group of Curriculum leaders and teachers collaborating and working to ensure the success of all of our middle years learners.

…. And re-affirming to know that we are so well positioned for changes that are ahead; where we will develop new and exciting programs and processes to welcome our first cohort of year 7s, to ensure that we are meeting the developmental needs of not only our year 7s, but our year 8s and 9s (and beyond).

It is re-affirming also to know that we can learn from the experiences of others and then to build on what we already do; to ensure that what we as educators put into practice for our learners is purposeful and relevant. Of equal  importance, is for us to understand that we can (and probably will) make some mistakes along the way, but that everything we do will ultimately be of benefit to all members of our community.  To learn and grow and journey is of the utmost importance in any process of change and development.   To be brave enough to say, “yes, this is what we will do”, to implement, to evaluate and to refine; that is just as important in any process of change, as important as the changes that we make.

To learn directly  from others,  to talk with them, to ask questions of them and to share with them,  is the most effective way of learning. It is wonderful to make connections across Australia and to learn.  It is modelling within our community that is most effective.  The middle years journey we are on (at our place) has truly positioned us well as we work towards 2015, and welcoming our first cohort of year 7s.

Storify – Year 7 into Secondary Symposium – A middle years focus