This is the eight and final in a series of posts in which I will attempt to demonstrate critical reflection with respect to different aspects of life as a teacher (for now, at least). This post aims to explore how my practice has changed as a result of the 32-week learning journey of The Mind Lab's PG Cert in Applied Practice (Digital and Collaborative Learning), with reference to the Practicing Teacher Criteria in e-Learning (Ministry of Education, nd), and to my dreams for the future!
We all know reflective practice is good practice (Osterman & Kottkamp, 1993), but I've always found it difficult to make a proper habit of meaty, critical reflection. In reflection, this aversion to habitual reflection stems from arrogance and laziness - in short, I like to think I know what I'm doing, and that what I'm doing is fine as it is. Over the past 32 weeks I've been equipped and nurtured, then pushed and prodded to take an honest look at my practice and how I could be more effective. The structure of the programme was such that I wasn't made to feel stupid or bad at teaching, but rather we were given tools to trial and were guided through assessments of their effectiveness. Reflecting on new tools served to ease me into a space wherein I could begin reflecting more broadly. It has also been hugely significant to step into a 'learner' role, with classes, assessments, and deadlines. To be reminded of these demands and pressures, and to humbly concede that just like our students we will leave things to the last minute, has been a valuable re-learning. Through the process, I have thoroughly enjoyed the camaraderie that has developed within our Auckland Central cohort, both on a professional level and a sharing-laughs-during-class level. This learning community has contributed greatly to the experience, and I'm confident the connections will remain beyond the final submission.
With reference to the PTC, I have been pushed to take very seriously Criterion 4: "Demonstrate commitment to ongoing professional learning and development of professional personal practice" (Ministry of Education, nd). I was already keen on developing my practice, but, as mentioned above, this course has challenged and shaped both how and why I want to develop my practice. Good intentions are not enough! I trust that we all want to be more effective, but genuine development requires curiousity, humility, resilience, and critical reflection.
Secondly, I have been really challenged to address Criterion 7: "Promote a collaborative, inclusive, and supportive learning environment" (Ministry of Education, nd). This applies significantly to both the learning environment I strive for within my classroom and the professional learning I lead at school under the e-Learning umbrella. In both instances, I now feel better equipped to lead and facilitate collaboration, inclusion and support, with leadership models, implementation rubrics, and a range of tools for creating 'work'. It remains difficult to keep the learning environment collaborative, inclusive, and supportive, but we're on the right track and I'm confident this will continue to be the case. It also makes for a far more motivating and enjoyable working environment.
I'm looking forward to not having any assessment deadlines for a while, but having started scratching the 'postgraduate study' itch, I can't help but feel this won't be the end of my journey. For now, though, I have more than enough to work on in my role as e-Learning coordinator in the pilot year of a BYOD roll-out. I'm learning things all the time - often out of necessity, but mostly out of a desire to do things well! - and this will no doubt continue as we move forward.
Finally, if the info video is anything to go by, perhaps the masters programme is worth considering! (Although perhaps Teachers would be more appropriate).
Hei konā mai i roto i ngā mihi,
Jonathan
We all know reflective practice is good practice (Osterman & Kottkamp, 1993), but I've always found it difficult to make a proper habit of meaty, critical reflection. In reflection, this aversion to habitual reflection stems from arrogance and laziness - in short, I like to think I know what I'm doing, and that what I'm doing is fine as it is. Over the past 32 weeks I've been equipped and nurtured, then pushed and prodded to take an honest look at my practice and how I could be more effective. The structure of the programme was such that I wasn't made to feel stupid or bad at teaching, but rather we were given tools to trial and were guided through assessments of their effectiveness. Reflecting on new tools served to ease me into a space wherein I could begin reflecting more broadly. It has also been hugely significant to step into a 'learner' role, with classes, assessments, and deadlines. To be reminded of these demands and pressures, and to humbly concede that just like our students we will leave things to the last minute, has been a valuable re-learning. Through the process, I have thoroughly enjoyed the camaraderie that has developed within our Auckland Central cohort, both on a professional level and a sharing-laughs-during-class level. This learning community has contributed greatly to the experience, and I'm confident the connections will remain beyond the final submission.
With reference to the PTC, I have been pushed to take very seriously Criterion 4: "Demonstrate commitment to ongoing professional learning and development of professional personal practice" (Ministry of Education, nd). I was already keen on developing my practice, but, as mentioned above, this course has challenged and shaped both how and why I want to develop my practice. Good intentions are not enough! I trust that we all want to be more effective, but genuine development requires curiousity, humility, resilience, and critical reflection.
Secondly, I have been really challenged to address Criterion 7: "Promote a collaborative, inclusive, and supportive learning environment" (Ministry of Education, nd). This applies significantly to both the learning environment I strive for within my classroom and the professional learning I lead at school under the e-Learning umbrella. In both instances, I now feel better equipped to lead and facilitate collaboration, inclusion and support, with leadership models, implementation rubrics, and a range of tools for creating 'work'. It remains difficult to keep the learning environment collaborative, inclusive, and supportive, but we're on the right track and I'm confident this will continue to be the case. It also makes for a far more motivating and enjoyable working environment.
I'm looking forward to not having any assessment deadlines for a while, but having started scratching the 'postgraduate study' itch, I can't help but feel this won't be the end of my journey. For now, though, I have more than enough to work on in my role as e-Learning coordinator in the pilot year of a BYOD roll-out. I'm learning things all the time - often out of necessity, but mostly out of a desire to do things well! - and this will no doubt continue as we move forward.
Finally, if the info video is anything to go by, perhaps the masters programme is worth considering! (Although perhaps Teachers would be more appropriate).
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| "Life After the Postgrad Certificate" |
Hei konā mai i roto i ngā mihi,
Jonathan
References
Ministry of Education (nd). Practising teacher Criteria and e-learning. Retrieved from http://elearning.tki.org.nz/Professional-learning/
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/RefPract/Osterman_Kottkamp_extract.pdf
Really well put! I do agree that this course definitely has given me tools to help effectively improve on my own practice through networking, CoP's, research etc.. Very awesome to hear about your new role! And yes I agree .. I am looking forward to having no assessment deadlines haha.
ReplyDeleteTake it form me once you get the learning bug it won't go away. If you choose to study then find a study that will help you continue to improve your practise, not just to be an effective teacher but be an adaptive teacher. The world is changing so fast that being an adaptive practitioner is a requirement. Mind Lab has kicked me into a learning space that I was previously very uncomfortable in. What I look forward to for the rest of this year, is to have some fun with all the things I have learned so that the students, teachers and leaders I work with are enthusiastic and excited about the world of possibilities for enhancing learning. You have a fantastic opportunity to have some fun in your new role. The measure of an adpative teacher is involving kids in a true learning partnership.
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