Changes in My Practice

Changes in My Practice

“...reflective practice is viewed as a means by which practitioners can develop a greater level of self-awareness about the nature and impact of their performance, an awareness that creates opportunities for professional growth and development. (Osterman, K. & Kottkamp, R., 1993)

My 32 week learning journey

This 32 week learning journey has covered many aspects of teaching and learning I have read about or trialled in the last few years.  Revisiting many aspects with a more critical eye has given me the language to describe and reasons to support what I do.  I have discovered more ICT tools to add to my teaching toolkit, and have reflected on the leadership styles evident in many of the institutions I have worked in, as well as my own.  My learning through Mindlab has also made me more aware of the need for an evidence-based approach to teaching and learning.  

Two key changes in my own research informed practice

There are two aspects of my current practice that have been vastly improved this year as a direct result of my learning through Mindlab.  

1. The planning and implementing of a theme of work around the topic of innovation, shared with the Year 8 teachers in my school, and implemented in part or whole by many of them.
2. A better understanding of the spiral of inquiry process and the ability to see a purpose for its use in my ongoing professional learning development.

The Ministry of Education’s Enabling e-learning website, divides the 12 current practicing teacher criteria into two sections.  The changes in my own research informed practice relate to criteria in each of these categories.

Professional Relationship and Values

Criterion 4: demonstrate commitment to ongoing professional learning and development of personal professional practice.

New learning always interests and challenges me; however I have previously struggled to see the point of documenting the ‘teaching as inquiry’ practice that has been introduced in recent years.  Using the spiral of inquiry model for my digital learning innovation, and then in more detail for my research project has caused me to see this process in a new light.  It has given me evidence to support the types of learning I had suspected worked best for my students, which gives some credibility to my learning programmes for those colleagues who don’t see the need to change and question how much learning takes place where digital technologies are used in the classroom.

Professional Knowledge in Practice:

Criterion 6: conceptualise, plan, and implement an appropriate learning programme

One of the Mindlab sessions which caused me to reflect on an area that was lacking in my programme was that of innovation.  One of my roles at school this year is to lead ICT, with the aim of improving digital fluency in teachers and students.  Using information and evidence from a variety of sources, I have created a new unit of work around the theme of innovation, incorporating ICT skills and a variety of teaching tools and strategies into this theme.  This unit has been shared with other Year 8 teachers, aiming to increase the use of digital tools in learning, and appeal to diverse students.

Future Professional Development

My future professional development will support the Community of Learning that I will be a part of next year in an across-school teacher role.  I look forward to using what I have learned at Mindlab and to continue to be challenged in both my teaching and my learning.

References:

Osterman, K. & Kottkamp, R.(1993). Reflective Practice for Educators.California. Cornwin Press, Inc. Retrieved from http://www.itslifejimbutnotasweknowit.org.uk/files.

Ministry of Education (nd). Practising teacher Criteria and e-learning . Retrieved from http://elearning.tki.org.nz/Professional-learning/

Timperley, H., Kaser, L., & Halbert, J. (2014). A framework for transforming learning in schools: Innovation and the spiral of inquiry. Melbourne: Centre for Strategic Education.