A Learner's Journey

November 19, 2014
by 34mk2012
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Student voice: What is it? Why do we want it? How do we find it?

Student voice has become a buzzword in education at present and at the REL Networks, it has certainly been spoken about multiple times. What do we mean by student voice? Is it about engagement and making choices about learning? Is it about learning design that the student is a key player in? Is it about students working towards school improvement? Perhaps it is all of these things is some ways.

I stumbled across this video clip which apart from being humourous, also made me think about the relationships between teachers/leaders and students and how they have changed (or not!) over the years. 

This really gave me pause to think. My first reaction is ‘of course I have never operated like that within the school context’, but after further reflection, the stance of the school leader is one I may have taken on occasions. I feel I have grown much as a teacher since returning 5 years ago and made some inroads on enabling student voice within my classroom but I am not sure how effectively we did this as a school and leadership team. How is student voice authentically placed in school decision making? Where is student voice authentically placed within the school review process?

So for some research …

I came across two websites  I feel are well worth a look in expanding  understandings of student voice. The first is a document from the Department of Education. It is lengthy but worth a read to put the concept of student voice in context and the questions on page 19 provide a great source of reflection on student voice within the school and classroom. The other site  is titled ‘Soundout’, an American based site that has a number of interesting links about student voice. The one that I found challenging and valuable was the one title Cycle of Student Voice . This describes five aspects of supporting student voice in learning: listen, validate, authorise, reflect and act.

The challenge for our REL Network now is to ensure greater and more authentic student voice in our planning and learning design and to also seek student voice on how this impacts learning. Just a small challenge for next year!

 

 

November 19, 2014
by 34mk2012
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A New Direction …

It has been 10 weeks now in my new role as School Advisor with the Catholic Education Office Melbourne. I am loving my new job and learning everyday from colleagues within the office and out in schools as I visit and work with them. Some of my learnings so far …

  • every school is different, and yet so similar! There are many of the same joys and struggles shared by the schools I have visited, each with its own particularity and flavour.
  • schools really are focused on meeting the needs of their students. This happens in many different ways and some schools seem to do this more easily than others, but everyone has that strong desire to be student-centred.
  • there are many, many wonderful teachers in schools doing amazing things with their students. Opportunities to both glimpse and share this is a source of insight and learning.
  • the Leadership Team play such a key role within a school and set the tone for collegiality and collaboration.

The overwhelming thing I feel is there is so much to learn! What a fantastic opportunity I have been given to work with a diversity of schools to improve student learning whilst at the same time, deepening my own understanding of leadership, student voice, the use of data to drive learning and learning design.

After this, I give up.  Probably.
Photo Credit: Curtis Alan Jackson via Compfight

July 4, 2014
by 34mk2012
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What my students think…

Recently, whilst exploring the flexibility and usefulness of Google Forms, I used one to seek feedback on my teaching and our classroom from my students. What a great, easy way of getting feedback that was easy for the students and me! What did I learn from this …

What works well:

My students like the use of Whole Brain Teaching to engage them in their learning, especially the ‘teach’ instruction, which apparently allows them the opportunity to ensure they know what we are focusing on, explaining this to others to confirm they are on the right track.

My students enjoy the enthusiasm I bring to my role in the classroom, from my gestures to my voice! Good to know that my antics are valued!

My students perceive that I love teaching. This feels like such high praise and I am delighted that the love I have for my job is evident in the way that I engage in my classroom. They also commented that I care about their learning – this was wonderful to read because it is SO true!

My students experience learning as dynamic and fun. ‘Fun’ came up repeatedly and I am pleased that the effort and creativity I put into my teaching helps my students to enjoy their learning.

Even better if:

I had time to spend one on one with each student every day. This would be fantastic and is a mighty challenge. I hope that I do engage with each student individually each day although what I think they are after is something more lengthy. This is valuable feedback and something I can try and be more aware of.

Several students commented on wanting more group work. I find this a little surprising as we do work in teams a lot but we could certainly do it even more. There was an even split amongst the students of wanting to choose their own groups and  having groups chosen for them which was interesting.

My favourite; “It would be even better if Mary went to less meetings, but I don’t suppose there is much you can do about that.” Out of the mouths of babes … 

The best thing about being in 5/6 MK:

Overwhelmingly, there were two key themes here. The students are really happy with their teachers and I believe Krystyna and I are a very balanced and effective team. The students also acknowledged the respect, trust and care that exists within our classroom. Many students commented on feeling accepted in the room and always being able to get help when needed. They commented on the non-judgmental tone of the classroom and on how well everyone got along. As a teacher, reading this, my heart swelled! It is this exact atmosphere that allows students to take risks with their learning and feel supported as they do.

This exercise in seeking feedback has been immensely valuable to me as a teacher. Certainly it has been affirming of the way in which I try to operate as a co-learner within our classroom and use energy and creativity to engage the students. But it has also challenged me to try and squeeze out some extra moments of one on one time for every student, not just the ones who so overtly need it. Not to mention the meetings …

What kind of feedback have you sought from your students?

 

April 16, 2014
by 34mk2012
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A Process for Change

One of the challenges in the subject Leading Educational Change is to come up with our own framework for the change process. We have read, reflected on and responded to many models of change presented to us and in the light of this, have been asked to come up with our own. So here is my attempt. I have tried to capture a couple of key things in this graphic (happy to have your feedback on whether I have been successful!); the importance of a shared vision for the change and the non-linear nature of change that requires lots of revisiting, reviewing, reflecting and adjusting.

The Change Process

 

I used www.gliffy.com to create this visual and found it very user friendly and easy to navigate.

Does this visual enhance your understanding of the change process? Would you change or refine it in any way?

April 16, 2014
by 34mk2012
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Leading for Change

Uni is well underway for the Semester and the learning has been relevant and engaging thus far. The subjects for this semester are Leading Educational Change and Perspectives in Leadership and both are very interconnected, really optimizing the learning for me. We have been considering what leading for change looks like and how as leaders, we can best enable change that is embedded and sustained. This clip by Pat Zigami was illuminating in considering the typical concerns that people have regarding change.

She summarises the key concerns as;

  1. INFORMATION – Tell me about this change? Why? What do we know about this?
  2. PERSONAL – What’s in it for me? How will this impact me? Can I succeed in this?
  3. IMPLEMENTATION – How will this really work? What happens if I need help?
  4. IMPACT – Will this change make any difference?
  5. COLLABORATION – How do we get everyone involved?
  6. REFINEMENT – How will we know we have succeeded? How will we evaluate this change?

It is very easy to view those who struggle with the notion of change simply as ‘blockers’ and ‘resistors’ rather than digging a little deeper to discern what the struggles are actually about. Pat states that concerns are usually questions and if we can anticipate them and respond to them rather than dismissing them, we are more likely to be successful with our change initiative.

This is a fresh perspective on working with  staff in seeking change – less judgement  and clear and direct communication may be a better way of involving all staff in the process of change.

What factors have enhanced your experience of change in schools?

February 16, 2014
by 34mk2012
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Here I go again …

Having completed my Masters in Religious Education in 2012, my love of study and pang to do more niggled away at me throughout last year. I found study so stimulating and loved the many unexpected places and people it led me too. My ‘study buddies’ from my previous course are a great group of friends and we still try and get together ocassionally, the conversation inevitably turning towards school!

Study Buddies for M.RE

Study Buddies for M.RE

So now I eagerly await the ‘launch’ of my Masters in Educational Leadership course tomorrow! I can’t wait to get started and find out the unit requirements and get stuck into some reading. It seems like the logical next step in my ‘career’ but also in my learning to pursue excellence in leadership through gaining both increased experience and increased knowledge. This course will be different as the majority of it will be completed in an online space. I am really hoping that this still enables me to develop a sense of community and connection with my fellow students and that this move into online learning exposes me to new ways to learn and express my learning. This is what I am exploring in my classroom with my students constantly.

So here I go again …

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photo credit: venspired via photopin cc

October 27, 2013
by 34mk2012
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Leadership Intensive!

On 17/18th October, the Holy Spirit Community School Leadership Team had the privilege of going away together to the gorgeous RACV Club in Healesville for two days of professional learning together. This was a unique opportunity to spend quality time together, away from the constant distractions at school, to focus on how we work together and what it is we want to focus on energies on.

The first day was facilitated by Helen Goode who reminded us that it is only in knowing ourselves and how we work that we can reach out and work effectively with others. To this end, we completed the Myers Briggs Type Indicator to discover (or rediscover for several of us) what our preferred way of being is. Individually, this was interesting but our profile as a team was illuminating. We were able to see our similarities and differences and identify the strengths that we have as a team. It also enabled us to see where our soft spots as a team may be, and where we each may need to step up and operate out of our ‘less preferred’ modes. The discussion that ensued from this session was rich, collegial and very affirming in many ways. We also shared our personal challenges with one another; as Helen said, what is ‘in our boots’ that we often default to when unsure, nervous, threatened. This was also enlightening!

Friday we set about to define our purpose as a leadership team. This took some time and much reworking and the discussion arising out of this task was most worthwhile. What is our ‘core business?’ What should our focus be? What is worth attending to? We eventually came up with the following statement:

The purpose of the Leadership Team at Holy Spirit Community School is to build a strong culture of trust and empowerment within our community, enacting our shared vision to achieve the goals of the School Improvement Plan. Improved student outcomes are our core business. The key values of the Leadership Team are respect, openness, honesty and courage. The nurturing of relationships is central to our ability to achieve our purpose. 

This statement makes us accountable for both our time and our actions and as we now have a shared understanding of how each of us operate within the team through the MBTI, we also have a shared language. We fleshed out what each of our team values would look and sound like, which also promotes accountability as our goals and ideals are clear. 

We have a team ‘motto’ to act as a quick reminder about how we want to work:

“Backpacks off, eyes down, value add”

Backpacks refer to our individual leadership roles – we need to be able to look globally at what ever issue we are discussing and see it from multiple perspectives, not just literacy, or RE, or Well Being. 

Eyes down refers to imagining we are in a helicoptor, looking down at the big picture of our school community and its needs.

Value add – if we are not doing this as a team, what is the point??

Now the hard work begins – living out the ideals and goals we have set for ourselves. If we are able to do this, each of us will be better, more effective and empowering leaders and our team and school will be focused on the best possible outcomes for each of our students.

September 25, 2013
by 34mk2012
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Aitsl’s 360 Feedback – an initial response

AITSL recently offered principals and teachers holding leadership positions the opportunity to participate in the 360 Reflection Tool process. I jumped at the chance! This involved me filling in a questionnaire and writing two narratives, one about my school context and one about how I perceived my strengths and challenges. I also asked each member of the leadership team and my current and former level leaders to complete the questionnaire. This involved both a scale rating in response to statements and the opportunity to write some anecdotal comments.

My initial response to receiving the report from AITSL was one of excitement –  I could not wait to find a few moments to sit and read it through quietly. There were two things that stood out for me as I read through the graphs and comments:

I was significantly harder on myself than were my colleagues. I have observed this same phenomena when students write self reflections or self assess their work and I am frequently commenting to them that they should not be so hard on themselves!! It is interesting that we seem to find it so difficult to really acknowledge what we are good at.

When I read the areas for improvement, it was confronting in some ways and I did reread them several times! Interestingly, when I decided to compare what the group had identified as my areas of challenge, they were virtually identical to the areas I had identified for myself. This made the groups’ comments far less confronting and I realised that it is actually a very positive thing to know that I am perceived by my peers in a way that aligns with how I see myself as a professional.

Over the next couple of weeks, I will digest the report further and mull over the opportunities it has presented me for learning and improvement. Stay tuned for another post … AND … if the opportunity to participate in 360 Reflection comes up, I would heartily recommend taking it up.

 

 
photo credit: aguscr via photopin cc