Category Archives: Reflecting on practice

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?

 

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.

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Developing a framework for reflecting on professional standards

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In the process of considering professionalism and staff relationships we are working collaboratively as a staff to develop rubrics aligned to the Australian teaching standards that will ultimately guide us in our own reflective practices. The opportunities presented will enable many of us to explore more deeply the processes of coaching and mentoring, something that can only enhance the climate within our school setting.

Today’s discussion allowed us to work with a rubric and begin to identify  how we could use it to measure our own level of expertise/progress and consider the types of evidence we could incorporate into the recording of these.  For me, blogging is going to become an integral component, providing the means to reflect, to collate evidence, to highlight involvement and ultimately, could become a digital representation of who I am as an educator showcasing my passions, my journeys and practice.

The need to reflect for our students has always  been considered important. Metacognition is an integral and highly effective means of improving  learning, and so as teachers we should be modelling these processes. Allowing the time to genuinely do this can only be beneficial, by enhancing the quality of the communications between staff, affording the opportunity to build upon the already existing expertise,  raising the standards of professionalism and ultimately adding value to the organisation in general.

It is my opinion and belief that we are moving in the right direction. We must raise the bar, we need to be transparent and clear about the goals we have for ourselves (personally and professionally), and how that fits with the goals of  our school.  It is a learning process, one that is evolving as we move forward, it should be at the heart of all we do as educators.

View AITSL RESOURCES  http://www.teacherstandards.aitsl.edu.au/Resources