Anne's+musings

**Anne's musings ** include component="comments" page="Anne's musings" limit="10" media type="skype" key="anne.sturgess2" ARG0="call_blue_white_124x52.png" height="52" width="124"

Staff meeting at Matata School to use the eLPF to identify strengths and needs of the school. The principal has already shared her desire to lead the PLD so, during the previous 3 meetings, I stepped her through joining the VLN and using the blog space to reflect on the contract etc. We also had a trial run of the eLPF to ensure the principal was confident in leading the staff meeting and I offered to record discussion and decisions about placement of the school on the framework. For the most part, this worked well, except that the only connection to the datashow projector was at the back of the hall and the screen and seats were at the front. This meant that, as the recorder, I had to sit at the back of the room and was not in a position to facilitate discussion about the eLPF. I wondered how this would work and whether or not the principal would pick up on some of the interpretations and implications that we had discussed during the trail run. As it turned out, I think she did an excellent job and there were only a few times when I had to contribute an example of what the descriptor might look like - and, in each case, the principal invited me to do so. I was surprised at how quickly we progressed through the eLPF although that might have been influenced by the staff placing the school at the Emerging or Engaging stages (occasionally pre-emerging or Extending). I asked permission to audio record the session and, after listening to it myself, placed a shortened version in the VLN.
 * 15.05.12**

So, what does this mean in terms of my inquiry?
 * 1) The prior conversations and the trial-run with the principal meant that she was able to assume the lead in this session - we had covered enough new ideas and terms to ensure she was confident and competent in leading this discussion (Grow & Guide).
 * 2) I'm concerned about not knowing enough about e-learning to be of any real use to the school - I need to know more and to know who I can, and should, go to for assistance. We've been told to call on others within the organisation but I feel incompetent when I do so and concerns about cost and time are constantly being expressed. There's also an unhealthy pecking order mentality operating within the consortium which doesn't encourage trust. There have been a few times when I've requested specific assistance or shared my thoughts about an approach or idea and have then received information that suggests that my request or ideas have been discussed with others, without my knowledge.


 * While it can be very satisfying to engage in discussion with those who agree with you, it is immensely rewarding to listen to and learn from those who disagree. This form of dialogue can both affirm your ideas and change them - that's the exciting bit - that's the learning! **

Random wonderings that might come together and actually make sense sometime. Well, it's definitely not narrowed down yet! Final thought for a Friday afternoon: //What does NZC + Big Picture Schools + e-learning + ALM + PLCs = ?// //13.04.12// //From Margaret Lamont's article://
 * **Point 1:** try to avoid the use of terms that separate people into have & have nots - grrrrrrr. e.g. the terms 'digital native' & 'early adopters' - how does the use of such terms affect people's self-perception and self-efficacy in the field of ICT/digital/e-? How can we counteract any negative impact they might have on people (teachers) we are trying to 'guide and grow' in terms of both confidence and competency? For instance - I refer to myself as a 'discriminating adopter' - I stand back and observe and wait until I get a sense that something really worthwhile might come of the trend, strategy, approach, tool, etc - then I jump in with both feet. It is the 'intention' that counts - the starting point will differ for each person.
 * **Point 2:** Albert Einstein had this wonderful quote about measurement: //Not everything that can be counted counts, and not everything that counts can be counted.// Just because it's research doesn't mean it has to provide empirical evidence of effectiveness - OR DOES IT? Consider the questions Tessa provided that were developed by Pam Hook (based on Englemann's work & cited in Hattie 2009, p253). What does 'precisely' mean in this context? Does it mean that we should describe the event //precisely//? Does it mean that seeing a tool, strategy or approach used effectively ONCE (and describing it precisely) means that it will be used as effectively the 2nd, 3rd, 4th time, etc? - //uniformly perform within guidelines of this new system// - isn't this straight-jacket thinking? Where does //personalising// it for each individual factor into this question?
 * **Point 3:** Many statements credit e-learning with the potential to increase student achievement - what are these statements premised on? Is it really about engagement and the observation that children are more readily engaged by the latest craze?
 * What do I bring to teacher professional development as a facilitator?**

1. How long have I been facilitating inservice teacher professional development? 2. What key influences (readings, experiences, and people) have brought me to where I am today? 3. What experiences and professional learning opportunities have I had in the past to improve my practice? 4. What beliefs about teaching and learning have I gathered on the way? 5. How does my work environment (physical, social, emotional) impact on my practice? 6. What is important to me when delivering professional development for teachers? 7. What do I believe about my effectiveness as a facilitator?
 * //since my employment as a Special Needs Adviser in 1983 (eeek). I have been involved in facilitation of adult learning throughout my career in education - lecturer at Massey Uni and Uni of Waik, presenter at conferences & workshops, Manager of In-service Learning & Services for Special Education Services, as a SSS Adviser in GATE, as a Senior Manager/Leader in schools and, now, in my current role with CORE.//
 * //I am driven by a powerful desire to ensure equity of opportunity for ALL students and to help young people thrive in their learning in order to have REAL choices when they step into 'life beyond school.' This is clearly influenced by my own experience of school and of growing up in a large family in a small country town where choices were limited, especially for intelligent girls. I enjoyed the social and sporting aspects of school but I never thrived as a learner - it was all too easy and, therefore, I was bored and I never really had to strive to achieve excellence - the most challenging and enjoyable time for me was during Form 5 when I was removed from my English class for asking too many questions. Fortunately, my Geography teacher intervened and placed me on an individualised programme of learning where I could spend every English period in his office and, within the constraints of the School Cert curriculum, do whatever I wanted. I gained 1st place in Form 5 English (& Maths & Geography) that year and was also 1st in Form 6 & 7 English (& Biology & Geography) the following year - I completed both years in one. The really interesting thing about that was that no-one ever told me I was bright enough to have multiple choices in life - I believe teachers' thinking was coloured by my personal circumstances and not by my ability. I did not hear the word 'university' until I attended Teachers' College - I want every young person to thrive at school, to know they have real choices in life and to refuse to allow others' thinking to limit their achievements.//
 * //Other than that I am guided by the thinking of people I consider to have integrity - people w////ho are driven by the desire to serve and whose words and actions enhance, not detract, from other people's experiences - people who believe in the importance of education and are driven to inquire into what constitutes the best conditions for learning for our young people. I read and I listen and I adapt my practice to take their teaching on board.// Who are they? //There are too many to name and many of them are students I've taught.//
 * //I am a learner first and foremost - I never stop questioning and I never stop learning. I have been fortunate to have had many opportunities to hear from experts in their fields. I always doubt my own ability as a facilitator and am very aware of the need to keep any agenda I may have in the background in order to be sensitive and respond to the needs of those on the receiving end. I learn best through in-depth discussion and thought-provoking challenges about my practice - I love being part of in-depth discussion that is explicitly focused on improving learning opportunities and environments for our young people. My best experience of this occurred when I was a SSS adviser and I had the opportunity to be part of a Learning Community of 3 people who were like-minded and driven by the same purpose.//
 * //My primary belief is that I am here to serve children as learners and that I am obliged to do the best possible job I can because each child counts.//
 * //My current work environment is very task-driven. When I first joined I thought the organisation was driven by principle and passion for learners but this appears to be changing. Working from home is very socially isolating so it is not a work environment I will continue to operate within but I do want to fulfill the contract for which I was employed and I will contribute whatever I have to offer during that time.//
 * //That I know and respond to their needs - which are not always explicitly stated. That my facilitation makes a difference in a teacher's life that is then able to have a positive impact on the lives of children.//

8. What assumptions do I carry about my teachers? 9. How do I know my facilitation is effective and teachers are considering my interventions? 10. What are my beliefs about the way in which teachers engage with professional development? 11. What are my beliefs about raising student achievement? 12. What else do I wish to add?
 * //I believe I always fall short in the role of facilitator - I often feel like an imposter even when others are positive about my facilitation skills. I'm confident in my effectiveness as a teacher/facilitator but dislike conference and workshop presentations because the relationship is so superficial and there is no way I can be appropriately responsive to their actual needs. I'm not a performer so I work best in an in-depth facilitation environment over time.//
 * //I believe that most teachers go teaching because they care about kids as learners. I also believe that too many teachers are unwilling to challenge their basic assumptions about people and how they OUGHT to think and behave, which often makes teachers judgmental about children's home circumstances and can lead to deficit thinking.//
 * //I can only know this when teachers change their practice as a result of my facilitation and this is very difficult to measure or even to see, especially since a fundamental belief I hold is that I'm really only effective as a facilitator when teachers believe they have 'done it themselves.'//
 * //Different teachers engage in different ways, at different levels and for different reasons. I can only hope to make a difference for those people who are ready to engage and to challenge their own thinking and practice.//
 * //That is the reason we're in the job and that's why we are paid taxpayer money.//
 * //That's probably enough musing/raving for today. I feel as though I'm preaching to the converted - i.e. me to me//


 * Critical Friends Template**


 * Being a critical friend**
 * 1) In what ways were you a critical friend today?
 * 2) What questions did you ask to help your critical friends see a different perspective today?
 * 3) In what ways did you support others in examining their practice today?
 * 4) How did you stimulate others’ thinking today?
 * 5) Being supported by critical friend/s
 * 6) In what ways did your critical friend/s support you in reflecting on your practice today?
 * 7) What questions were you asked that helped you see your practice from a different
 * 8) perspective today?
 * 9) How did others support you in examining your practice today?
 * 10) How did others stimulate your thinking today?


 * Decisions Template**
 * 1) What decision am I reflecting upon?
 * 2) Can I identify the key decision-making moment/process?
 * 3) Do I have evidence of the moment or process? (e.g. transcript; video; audio; meeting
 * 4) minutes; journal entry)
 * 5) What key factors were considered in making the decision?
 * 6) Who was involved/instrumental in the decision?


 * Journal Prompts**
 * 1) What are my beliefs around effective teacher professional development in schools?
 * 2) What ideas are new to me?
 * 3) What surprised me?
 * 4) What do I want to follow up on?
 * 5) How will this impact on my practice?
 * 6) What are the key challenges?
 * 7) What were my ‘aha’ moments?
 * 8) What further questions do I have?
 * 9) Add any other notes or references you wish.