With a little help from my friends ...

Educators are increasingly becoming collaborative. I don't just mean overusing the buzz word of 'collaboration', but REALLY starting to share their thoughts and ideas with each other. Being brave and asking for help or clarification. Being a teacher can be a lonely job. That sounds odd when we spend all day surrounded by young people, but when the door is closed and the bell rings, you are on your own in that classroom.
Alan November recently spoke at the ISTE conference in San Antonio. Amongst other things he reminded educators of the need to manage their own professional growth. The teachers who participate in Twitter chats, attend maths circles, form online networks etc 'not only continue to improve their teaching, but they will inspire students as well'.
Personally I have become a loyal follower of several innovative thinkers on Twitter; I am a member of several VLN groups; and the Christchurch Maths Association. These networks are introducing me to new professional friends and helping me to keep abreast of the fast changes in Education. But, more than that, these networks are proving to be a support. Sometimes a faceless contact is easier to ask a question of than your colleagues at school. And why not? Nobody wants to look foolish. For long-serving teachers this option may be particularly important. these teachers have many years of valuable experience. It may be many years since they felt 'at sea' as they do currently with the advance of technology and new 21st century pedagogy. These experienced teachers are likely to be in a position of authority, and may not feel comfortable asking younger collegues for help. The beauty of online networks is their anonymity (if you want it). Refer to my earlier blog 8/3/17.
As busy practioners we all appreciate the ability to 'surf' when it is convenient to us. Twitter, podcasts, online networks enable busy educators to do just that. The Virtual Learning Network is my personal favourite. I love perusing the latest discussions, or searching and joining groups of interest, then adding my own comments. Give it a try!
The simple message is that  'You are NOT Alone!' Be brave and join the conversations. There are friends out there waiting to hear from you!


REFERENCES:
November, A . 'Future-Ready Teachers' quoted by 'Mindshift' online 16/7/17

Looking through a different lens

Everyone who has stood alongside me on this journey will appreciate just how game-changing the experience has been. We may not have been on the same path all the way, but our ways have converged and sometimes run parallel to each other. As I reflect on the changes to my mind-set and practice over the last 32 weeks, I am astounded by just how far I have travelled on this new, (largely) unmarked road.

I had a very traditional view of Professional Development prior to Mindlab. In the early days I was very happy to have knowledge imparted to me, and felt slightly resentful when I was required to be actively engaged and THINKING after a full day of school teaching. Can't you just teach me some clever computer stuff and let me go home? 

As the path wound its way through new, uncharted territory I began to realise that I was responsible for drawing my own map. I had to problem-solve my own way out of the wilderness (technology) that threatened to engulf me. Sure I was given some tools to keep me happy (Coggle, Mindcraft, 3D printing etc), but increasingly I was aware of a shift in my mindset. Changes in education were more than simply BYOD. This was a brave new world of inter-connectedness and life-long learning. I could see it in the distance now that I had my new lens. Suddenly it didn't seem so far away. I was getting excited again about my role as a teacher. 

PTC - Criterion 1

In order to develop relationships with akonga I recognise that I need to change my practice to allow them sufficient opportunities to input their prior knowledge. This is especially important for Maori learners who need to feel that their cultural knowledge and identity is valued. More and more I realise that my role is not to simply impart the knowledge I consider they need, but to act as a facilitator. 

I have made some changes already - mainly in Maths, where I have planned Inquiry Communities and increasingly work with groups of students, encouraging them to share their perspectives. The class operates smoothly, and I feel I have much more appreciation of what they really understand about using maths in their everyday lives. We work together on their online goals and next steps, uploading evidence along the way. Thus ownership of their learning is back on the student. Osterman & Kotttkamp put it nicely when they say that 'by giving away control, we gain control' (p13). The students are able to articulate their goals to me, and our conversations are increasingly reflective. In addition they can share these with their whanau and these can give rise to even more new learning opportunities in an authentic and culturally sensitive environment.

PTC - Criterion 12

I am excited to be invited to become a member of my school's wider Community of Learning. As we work though our shared goals, I anticipate gaining from working with colleagues from a wider cross-section of schools. I have grown to value the increased connectedness with other professionals that is possible through technology. Mindlab has encouraged me (albeit reluctantly at times) into connected cyber-space. The discussions and research out there is incredible, and I am keen to work alongside my colleagues in an increasingly collaborative and connected manner. 

"Learning is a continual process, lasting for a lifetime. Learning and work related activities are no longer separate. In many situations, they are the same". George Siemens

REFERENCES:

Osterman, K. & Kottkamp, R.(1993). Reflective Practice for Educators.California:Cornwin Press, Inc. Retrieved on 7th May, 2015 from http://www.itslifejimbutnotasweknowit.org.uk/files.

Interdisciplinary connections

This has been an interesting exercise: how interdisciplinary are my current professional connections, and where am I heading next? The diagram above has solid lines showing my current connections, with broken lines showing the movement towards interdisciplinary teaching.

CURRENT CONNECTIONS:

I am fortunate to teach at a school for Years 7 - 13. My main role is to teach Intermediate students, so I teach across a range of traditional 'subjects'. Consequently, I liaise with my secondary colleagues on a regular basis.

I outline the Maths plan for Intermediate department with the Maths Faculty; I outline the Literacy plan for Intermediate department with the English Faculty; I outline the Social Studies topic for Intermediate department with the Social Sciences Faculty, and so on ....

On the plus side, it is great to have experts in each curriculum area to liaise with BUT there is a great deal of pressure to be talking to eight different Faculties about my ideas, and to find time to meet their own Faculty goals and aspirations (usually secondary-based), attend all their meetings and still develop the Intermediate department.

I have recently been 'co-opted' into a COP. As part of this, my school (me +2 others) have been assigned a mentor to help us reach set goals. I am looking forward to having a senior educational researcher to support me through changes in 21st century education.

MY FUTURE GOALS:

 I am excited about the future for the Intermediate department - it literally is the best of both worlds! My school is keen to begin a shift towards interdisciplinary working and I am in on the ground floor! I have been asked to share some of my 'Blue Skies' ideas with the Heads of Faculties and help to lay foundations for next year. The plan is to develop interdisciplinary working with the Intermediate department, and possibly Years 9 & 10 initially, and then consider the changes for the seniors.

Personally my goal is to have the timetable rewritten first to allow more fluid learning. The challenges are numerous - staffing, rooming and the ever-present assessment targets. Unlike a full primary school, our timetable is broken down into periods, and the students are sometimes with a secondary teacher (eg PE), whilst homeroom teachers are teaching Year 9 or 10. I have been interested to study the timetable for Year 9 at the brand-new Rolleston College. Not a 'subject' in sight! I will certainly be encouraging my Heads of Faculty to contact an ex-colleague who has moved there to see how their radical timetable is working out for them. I imagine it to be a real challenge for the staff. Jones (2009) outlines the potential problems of team-teaching, and highlights that teachers trained in just one discipline (unlike primary teachers) often find it too difficult to genuinely embrace interdisciplinary thinking. The Ross Institute have developed an impressive 'Spiral Curriculum', but the video file shows just how much time is involved in this. Is this realistic in our state schools? Probably not quite yet, but new schools are embracing the idea of project-based authentic, interdisciplinary teaching, and hopefully the rest of my COP will be catching them up soon.

REFERENCES:

Jones, C.(2009). Interdisciplinary approach - Advantages, disadvantages, and the future benefits of interdisciplinary studies. ESSAI7 (26), 76-81. Retrieved from http://dc.cod.edu/cgi/viewcontent.cgi?article=1121&context=essai

Ross Institute. (2015, July 5). Ross Spiral Curriculum: An Interdisciplinary Approach to Science. [video file]. Retrieved from https://www.youtube.com/watch?v=hHZhkB0FJik

Using on-line social networks

When I reflect on the rapid development of social media I still feel breathless. It's like everyone and everything we know has been swept up in a whirlwind. Like Dorothy (a millennia ago!), sometimes I 'just want to go back home!' It can be scary out there in cyber-space!

CURRENT PRACTICE

I astound myself at the amount of social media I use for my current practice (and yes a good portion of that is attributable to the influence of the Mindlab). It is becoming more and more natural to ask questions of colleagues I will never meet; to share their resources, and learn from tales of their successes and failures in the classroom. I find it interesting and thought-provoking to read threads and articles. I believe it contributes very positively to my own reflective practice.

Twitter, Facebook, TES and the VLN are all 'Favorites' on my computer AND my mobile phone. Melhuish (2013) critiques the VLN and labels it a 'thriving, participatory system'. For thousands of teachers it is the 'go-to' place for answers and discussions around current issues. The anonymity is reassuring and non-threatening for many practitioners. No one likes to appear ignorant in front of others and, unfortunately, some schools still house a non-collaborative culture where practitioners are uneasy asking for help.

POTENTIAL USE

There are many different ways that I want to bring social media into my classroom practice. Learning in schools is traditionally formal, but increasingly teachers are releasing the power to students and acting more as facilitators. Sharples et al (2016, p1) reminds us that learning outside of schools is less formal and that co-operative learning is the way of the future.  As I teach Intermediate students, Facebook isn't an option.(Yes, I am aware of Fakebook, but personally feel that is still too close to the real thing, somehow sending a signal that I condone their joining of Facebook). Instead I am keen to use Microsoft 'Yammer' so that students can share work or ideas and gain feedback from their peers. Learning is a social activity and this will allow the students to get to forge relationships with those students who are not actually in their class. 

I love the idea of using social media to reach experts - being 'Lifelong Learners in a Connected World' (MoE draft vision for 2025). I love the idea of linking to scientists in Antarctica, to Marine Biologists, or high-profile athletes. I love the idea of students being able to put questions to authors and artists, dairy farmers and clothing manufacturers. The list is endless, and so are the potential opportunities for learning. Social media will connect the students to experts in ways that simply weren't possible before. So although the world can be a scary place, our students will be able to find their own place in that world, and I'm sorry Dorothy, but this isn't 'just a dream!'

REFERENCES:

Ministry of Education 'Lifelong Learners in a Connected World'  

Melhuish, K.(2013). Online social networking and its impact on New Zealand educators’professional learning. Master Thesis. The University of Waikato. Retrieved on 05 May, 2015 from http://researchcommons.waikato.ac.nz/bitstream/handle/10289/8482/thesis.pdf?sequence=3&isAllowed=y

Sharples, M., de Roock , R., Ferguson, R., Gaved, M., Herodotou, C., Koh, E., Kukulska-Hulme, A., Looi,C-K, McAndrew, P., Rienties, B., Weller, M., Wong, L. H. (2016). Innovating Pedagogy 2016: Open University Innovation Report 5. Milton Keynes: The Open University. Retrieved from http://proxima.iet.open.ac.uk/public/innovating_pedagogy_2016.pdf

That's not me!

In 2016 my school launched BYOD for the Intermediate students. This was a big step taken after careful consideration of the students learning needs. The huge majority of these students also have smart phones - maybe for the first time as they are now at 'big school' and might be taking buses home, or partaking in a wide choice of after-school activities. The influx of so many digital devices amongst our student body unfortunately mean that situations of cyber-bullying can occur without the (often less 'digital-savvy') teachers being aware. 

AN ISSUE ARISING

During 2016 the relationship between two Intermediate girls deteriorated. Teachers were involved but it appeared to be low-level friendship issue,  mainly around 'bad looks' and ignoring each other. Parents may have been aware of the social changes between the girls, but the school did not contact them directly about the relationship.

As one girl moved into Year 9, teachers were unaware that the situation hadn't resolved itself through time. Now the younger student has been circulating digital images of a naked young girl with comments saying it was the older student, and that the picture had been taken for her boyfriend, with whom she was having sex (all untrue).

Fortunately, another student who received the image reported it to a teacher and the matter swiftly passed into the hands of the school's pastoral team. 

CRITIQUING THE ETHICAL ISSUES

1. The primary obligation of teachers is to their learners (Code of Ethics), and one of the four fundamental principles is that of Autonomy - to defend peoples' rights. Undeniably the Year 9 student was the victim of cyber-bullying and her rights to feel safe at school, and the promotion of her well-being was a priority. 
2. According to the Harmful Digital Communications Act (2015), the perpetrator had 'caused harm (serious emotional distress) by posting digital communication' (Article 22). It is not simply the leader of the school who could bring proceedings, but also the parent or guardian of the victim on their behalf. Thus the matter could develop into a legal matter without the need to involve the school at all. It is obvious from this that the Act is intended to safeguard children as well as adults.
3. Teachers also have a commitment to parents/carers and whanau. In this instance the parents of both students were invited in for confidential meetings with the Assistant Principal (Pastoral) at the very earliest opportunity. Honest and open discussions took place around the care of the two students and the appropriate actions to be taken.
4. Schools have an obligation to prepare students for life in society. By reinforcing the behaviours which are acceptable, and challenging unacceptable behaviours, the students are able to learn what is appropriate. Howe (1986, quoted in Hall 2001, p1) reminds us that teachers have always been considered 'moral educators' by society. Our school has developed a school-wide approach to bullying issues and our curriculum includes opportunities for the students to learn about and discuss openly, issues around the development of social and emotional competencies (Netsafe). We have a strong pastoral setup where students interact with different year groups (7 - 13) regularly, and have Heads of House to whom they can take pastoral concerns. Our school also has a full-time consellor who is available to deal with any issue of well-being. 
5. It is essential for all teachers to uphold professional standards and deal with issues such as this swiftly, fairly and with the appropriate level of confidentiality. The students and their families should always be treated with respect. 

POSSIBLE COURSES OF ACTION

• Early Intervention. Dealt with the friendship issue more rigorously last year. Possibly involve the school counsellor, parents or Heads of House.
• Do nothing. This would reinforce the idea that this bullying behaviour is acceptable, and affect the ability of the girl to become an acceptable member of society. Other students, aware of the situation, may also feel this is acceptable behaviour and the school could quickly become an unsafe place,  and positive student outcomes would drop. The older student may become one of many victims, who become emotionally damaged and could truant, become depressed or even contemplate suicide. 
• Punish the perpetrator. She is dealt with unfairly and dismissed from the school with no opportunity given for restorative action, No respect given to her reasoning or the feelings of her parents and whanau. This could result in long-term damage to the student which may damage her learning outcomes. these could manifest themselves through truancy, depression or even suicide. 
• Deal fairly with the perpetrator. The parents of the younger student did meet with a member of the Senior Leadership team, and as a result of that meeting she was stood down from school for a day, and her phone confiscated by her parents. An apology was given to the older student.
• Mediation. A Restorative Justice format is followed, where the students meet in a safe environment and discuss their feelings around the incident and negotiate a plan moving forward. Neutral party, such as the school counsellor to mediate.

REFERENCES:

Hall, A. (2001) What ought I to do, all things considered? An approach to the exploration of ethical problems by teachers. Paper presented at the IIPE Conference, Brisbane. Retrieved from http://www.educationalleaders.govt.nz/Culture/Developing-leaders/What-Ought-I-to-Do-All-Things-Considered-An-Approach-to-the-Exploration-of-Ethical-Problems-by-Teachers

Harmful Digital Communications Act (2015) Retrieved from http://www.legislation.govt.nz/act/public/2015/0063/latest/whole.html (4/3/17)

Netsafe.org.nz

Education Council NZ 'Code of Ethics for Certified Teachers' Retrieved from https://educationcouncil.org.nz/content/code-of-ethics-certificated-teachers-0 (4/3/17)

Tangible and Intangible culture

Today's New Zealand society have an obligation to ensure that Maori students receive an education that allows them to achieve at the same level as Pakeha. This sounds simple enough, and all the teachers I know would agree this is their absolute right. So why isn't it happening? 

Russell Bishop (2012) reminds us that the Treaty of Waitangi makes provision for the Maori "to benefit from being citizens of the new society". Shamefully, colonial New Zealand failed to uphold this article and Maori have continued to perform consistently below Pakeha students. Bishop calls this a 'debt' our society owes the Maori people, and the government has launched a raft of initiatives in the last ten years to try and redress the balance. There has been an increase of almost 50% in the number of Maori students leaving with NCEA Level 2 between 2008 and 2016  according the the Education Minister (Stuff, 5/2/16), although this is 'still not enough' as these students are still not performing en par with their cohort. There is still work to be done!

'Whaia te iti kahurangi; ki te tuohu koe, me he maunga teitei.'

'Pursue the highest ideals; if you must submit, let it be to a lofty mountain.' 

DOING IT WELL

At my High School Maori culture is incorporated into many aspects of school life. These are largely tangible or physical displays (Gay, 2002, p106), such as Kapa Haka performances, singing of waiata in assemblies, the Mihi Mihi ceremony at the start of the school year, and appointment of Cultural Captains for each of the six school Houses. Our Senior Leadership team also model Te Reo Maori in greetings and announcements in school-wide assemblies. 

In out school we embrace the idea that it is 'not enough' and we have set school goals to raise Maori achievement using personalised learning programmes, and it is a constant item on agendas with staff. There are regular Whanau Huis where staff and parents can mix informally and build up a mutual respect, and begin to have conversations around effective strategies to raise the outcomes of their tamariki.

ROOM FOR IMPROVEMENT

As part of a recent review, classrooms have cloned a quantity of posters with numbers, dates and greetings in Maori. Carved statues have a place in our native gardens and kowhaiwhai edge many classroom display boards. But again, these are simply physical manifestations of Maori culture, 'ticking a box' for teachers PTCs. 

A copy of 'Tataiako' has been shared to every teacher in my school, which encourages teachers to make links to their Maori students, and to develop their own sense of whanaungatanga to maximise Maori learner success, but in reality bringing the 'intangible' elements of Maori culture into the classroom is often challenging. Teachers know that it is important to build relationships with all their students, not just akonga, but New Zealand has a high proportion of immigrant teachers (myself included) who may struggle to identify opportunities for this. It is the job of every teacher to incorporate the knowledge of the Maori community into their classrooms, and becoming willing to postition themselves as learners (Cowie et al 2011).

In Taranaki a teacher has recently been made a Fellow of the NZEI for her work with Maori students (Stuff 27/9/16). She built up relationships with her students through the Maori history of the area. This enabled her students to share their own prior knowledge and that of their iwi to their learning. This is a lesson every teacher could learn from. 

REFERENCES:

Bishop. R. (2012, September 23). Edtalks, A culturally responsive pedagogy of relations. [video file].Retrieved from https://vimeo.com/49992994

Cowie, B., Otrel-Cass, K., Glynn, T., & Kara, H., et al.(2011).Culturally responsive pedagogy and assessment in primary science classrooms: Whakamana tamariki. Wellington: Teaching Learning Research Initiative. Retrieved from http://www.tlri.org.nz/sites/default/files/projects/9268_cowie-summaryreport.pdf

Gay,G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2),106-116.

Ministry of Education (2011) Tataiako

Stuff (5/2/16) Retrieved 4/3/17 http://www.stuff.co.nz/national/education/76572868/Hekia-Parata-Improved-Maori-education-shows-gap-is-closing

Stuff (27/9/16) Retrieved on 4/3/17
http://www.stuff.co.nz/taranaki-daily-news/news/84687614/top-award-handed-out-to-teacher-who-champions-the-voice-of-maori-in-education

Life isn't fair!

We have all been told at some time or other that 'Life simply isn't fair', usually followed by a pragmatic 'get over it!'. But when it comes to the education of New Zealand tamariki, it needs a concerted effort by teachers to try and level the playing field. 

In the twenty-first century, Inequality is one of the most powerful trends affecting education in New Zealand. There are several different elements of the inequality which exists. It is impossible to say which will continue and which might deteriorate in the future, but it is clear that they are currently having a severely negative impact on the achievement of akonga. 

In New Zealand the gap between our highest and lowest academic achievers is continuing to grow (ERO 2012). This is not the trend across the OECD, so while some issues are world-wide, it is apparent that NZ also has its own set of problems to deal with.

CHILD POVERTY

The gap between the rich and poor is at the highest level in 30 years, however this is expected to reverse over the next 20 years as the world's population creeps up to over 8 billion (Global Trends 2030, Nov 2012). In New Zealand Child Poverty is a political 'hot potato' as successive governments attempt to improve the appalling statistics in our country. The number of kiwi children living in income-related poverty has DOUBLED since the 1980s ( Child Poverty Monitor 2016), and this has a direct impact on the educational achievement of those children. Sadly, whilst 1 in 6 of those children are European/NZ, a staggering 1 in 3 are Maori or Pasifika. No wonder then that these akonga are amongst our priority learners.

The impact of poverty on education is well-documented: hunger and poor nutrition resulting in inability to concentrate; absence through sickness and disease; lack of quality sleep due to poor living conditions; social isolation due to lack of cleanliness or increased mobilisation around the country, and a lack of educational resources, including computers.

I work at a high-decile school with no obvious child-poverty. However, the students are encouraged to consider those who are less fortunate than themselves, and they participate in a 'Breakfast for Schools' programme at a local, lower-decile primary school. We are also affiliated to a school in Tonga, and our students regularly fund-raise to help support them. Visits are arranged every few years, when senior students are able to offer more concrete help.  This year I am excited to work as part of a Community of Learning across 12 local primary and secondary schools. I am hoping for the opportunity to make a difference myself to those students who need help to achieve in line with their peers.

FAMILY MATTERS

Obviously some students will come from a wealthier background than others, but if we are looking to improve the achievement of New Zealand's children, it goes deeper than money. Research has shown that pre-primary education plays an important role in children's educational achievement later in life. Across the OECD countries, public expenditure in this area has increased by 55% from 1998 - 2011 (Trends Shaping Education, 2016) New Zealand has significantly increased spending to be almost on par with Finland. New Zealand spends more on pre-primary education than either Japan or Germany, and double that of Australia (per capita).

But early nurturing isn't simply the responsibility of schools. Rich learning environments can be created at home. Research suggests that varied language and literary experiences, including reading to your child, and meaningful maths activities help to create high achievers (Education Counts, BES). Unfortunately not every child will experience that at home. Today most parents work full time and blended families are becoming the norm, with all the stresses that entails. Research suggest that 20% of 15 year-olds experience some kind of metal health disorder (Education Counts, BES).

PRIORITY LEARNERS

Maori and Pasifika akonga are often disadvantaged culturally. Evidence shows that teachers are failing in their understanding of the Treaty of Waitangi (Evaluation at a Glance, 2012) and the fragmented, subject-based curriculum often bears no relation to their backgrounds. Akonga learn best when the educational experience is in context that has relevance and meaning (Ka Hikitia) . The NZ government has set targets for improving the educational outcomes for these students, and some initiatives are already in place to deliver the curriculum in a more meaningful way. Dr Bobbi Hunter has done some exceptional work in developing Mathematical Communities of Inquiry, aimed specifically at raising the standard of maths amongst low-achieving Maori and Pasifika students.

RACISM

By 2030 it is expected that the growing world's population will be 35% Chinese or Indian (Future State 2030). Historically New Zealand has discriminated against Asian communities but with China expected to become an increasingly important economic player, it is imperative that New Zealand's education system encourages positive relationships with all Asian communities. Encouraging students to learn foreign languages will help to break down barriers and provide potential employment opportunities for young New Zealanders at a time when India is expected to release 1 million young people into the work force every year (Future State 2030). 

The list of inequalities across students in New Zealand is almost endless: poverty, family set up, Maori, Pasifika or Asian, or gender differences or religion. In addition where students go to school, and what school their parents send them to all stack the cards against certain children and increase the gap between our highest and lowest achievers. 

REFERENCES:

'Child Poverty Monitor: 2016 Technical Report'. Retreived from www.childpoverty.co.nz (25/2/17)

KPMG (Australia) (5/22/14), 'Future State 2030 - Global Megatrends' [video file] Retrieved from https;//www.youtube.com/watch?v=im5SwtapHI8

Ministry of Education, Education Counts 'The Complexity of Community and Family Influences on Children's Achievement in New Zealand: Best Evidence Synthesis Iteration (BES), June 2003 

ERO 'Evaluation at a Glance: Priority Learners in New Zealand schools (Aug 2012)

Ministry of Education 'Ka Hikitia' 2008 - 2012

OECD (2016) 'Trends Shaping Education 2016'

Pearson, (26/4/13) 'Global Trends: The world in changing faster than at any time in human history' [video file] Retrieved from https://www.youtube.com/watch?v=SdZiTQy3g1g

Driving a 'moving' culture forward

Current issues in my professional context

SCHOOL CULTURE
My school is a very traditional school, with a culture that is thoroughly embedded: 'shaped by its history, context and the people in it' (Stoll, 1998, p9). Consequently the culture has become difficult to change. The school has excellent academic results from a largely affluent student base. Using Stoll and Finks Diagram of Typography of Schools Culture (1998, p11), I would have to classify the school as 'cruising' in the last few years. However, the shift to a 'moving' culture is not too far removed from 'cruising' status, and steps have definitely been taken to 'work together to respond to a changing context'. (Stoll, p11)

CONTEXT
In a 21st century world, the need to empower students and teachers to think critically is essential in order to develop a 'moving' culture in a school. The internet has brought more information to students  than at any time in history, and two years ago my school introduced BYOD, which is now implemented across all year groups (7 - 13). The Ministry of Education has new initiatives to support 'Digital Technologies for Teaching and Learning', from teacher laptops, to e-books. This rapid development has been a catalyst for my school leaders to reflect on our school culture - not just the what are we doing, but the how.

THE SHIFT
The structure of changes can be identified through Time, Space and Role & Responsibility (Stoll, p12). In response to staff voice, research and observation of best practice my school has made some significant time-tabling changes this year. Most dramatic of the changes has been the introduction of 'double' periods across curriculum subject areas for students in Years 10 - 13. This was a source of anxiety for some staff, and some considerable time was given over to staff meetings to share the thinking behind the changes, and for staff to question other teachers who had successfully introduced double-periods. In addition time was set aside for faculties to plan how they would implement the changes to their lessons. This support at the end of last year enabled the changes to go through with a positive spin. Though we are only in Week 3, the buzz in the staffroom around this, initally contentious, issue appears to be very positive. Students have been overheard grumble about 'double-maths', but then say how much they enjoyed the lesson It sounds like the idea .

Learning spaces are being reconsidered. Conversations around the school are increasingly challenging what has gone before. Yes, we are punching holes in walls, and re-purposing corridors, but we are also making more use of outside areas, and identifying under-utilised zones such as stair-wells. Later this year our new two-storey building will become operational, eliminating current classroom shortages and re-inspiring teachers with more ownership of their own teaching spaces. Planning around the design was intense. Everything from the choice of building materials, interior design and layout was hotly debated in the staff room!

It seems like almost everything is allowed to be debated and challenged as we shift to a 'moving' culture in the school. The Senior Management Team have fostered greater empowerment among the staff, and the climate has altered so that the teachers are wanting to take more action( Wilson 2013). New roles and responsibilities have emerged as staff have embraced the digital changes. Several staff have undertaken Professional Development in this area. Some have enrolled for the Mindlab 'Digital Technology' Postgrad certificate, and others have become Microsoft Experts. These staff have a responsibility to effect change through the school, and they often run informal teaching sessions as needs are identified. Much of this happens without formal direction from SLT, which supports the argument that real improvement in a school must come from within (Stoll, p13).

REFERENCES:
Stoll, L. (1998) 'School Culture. School Improvement Network's Bulletin 9. Institute of Education, University of London
TedEd (2103, Jun 21) 'Building a culture of success' Mark Wilson. Retreived from https://www.youtube.com/watch?v=n_8Bjz-OCD8 (viewed 19/2/17)

A community of change

I work at a high decile High School in Canterbury. The earthquakes of the last 6 years have shaken up more than the ground around us, it has thrown up opportunities for change and a culture where the community is demanding more say in many areas, including education.
Mark Elliot (30/3/12) encourages teaching practitioners to 'look deeper in your own backyard" and the connections we make with others help us to do just that. Communities of Practice work on various levels to help us 'Learn/Unlearn and Relearn' from each other.

Syndicate
My Community of Practice is a syndicate of three Intermediate teachers working alongside high school teachers across all curriculum areas. We are increasingly forging bonds of trust and honesty which is allowing us to move forward and rethink how we are delivering learning to our students. Our planning reflects our passions and strengths, which improves our personal motivation, and we are beginning to devise learning projects to enhance our students learning experiences.

School
Our senior leadership encourage us to visit other schools, and to embrace Professional Development opportunities. Timetabling this year demonstrates a shift towards more 'social learning' (Wenger, 2000 p238), and my colleagues and I are encouraged to develop our own Professional Learning Groups in areas of personal interest. It is important for formal organisations, such as schools, to create opportunities for brainstorming and conversations to occur. The organisation should find strength from the freedom they grant us to "look deeper in our own backyard" (Elliot, 2012).
My school is also a member of a Community of Learning Group with 12 other schools of similar ethic backgrounds. This is a fairly new setup, with personnel being appointed to posts. I applaud the intention but personally I am unsure about how the COL will effectively communicate with everyone involved as it currently appears to be a rather large, cumbersome beast.

The wider community
The parents of our akonga are largely engaged, and Manaakitanga (Hospitality) is one of our three school values. We are encouraged to foster relationships with Maori and Pasifika families through regular, informal community hui and talanoa. Sports activities play a large role in my school and many relationships are fostered on the sports field/pool/court with students and their families.
Our school has a long-standing history and plays a valuable role in the local community. We often feature in the media, and local businesses often contribute to events during our school calendar. Their involvement in our school is important in moving forward, at a time when many schools in the area are undergoing fundamental restructuring after the earthquakes of  recent times.

REFERENCES:

Life in a Learning Community - Learning, Unlearning and Relearning: Mark Elliott at TEDxFortMcMurray 30/3/12 recovered from 

https://www.youtube.com/watch?v=BXnqJ3dfyKo (19/2/17)

Wenger, E. (2000) 'Communities of practice and social learning systems' Organisation 7(2) pp225 - 246