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Mindlab Postgraduate; my
reflection journey
Sunday, 2 October 2016
Week 29 Activity 5: Legal and ethical contexts in my digital
practice
Week 29 Activity 5: Legal and ethical contexts in my digital
practice
Identify one ethical dilemma that you either have faced, or might face in the future, in your own
practice that is linked to digital or online access or activity.
 Identifying an ethical dilemma
It was hard choosing just one ethical dilemma to break down and discuss as I could think of
several possibilities which have potential risks of breaking the code of ethics. The ethical dilemma
I see as something that many teachers could face is using Google docs to
share confidential documents online with the wrong person. While Google docs is a great tool
to plan collaboratively and  share with others is a easy and efficient way to plan. It makes your
work very accessible and easy to access. While I think working on Google Docs is part of working
smarter in the 21st Century. I do worry that my confidential documents could get shared with the
wrong person. 
What issues/concerns did this scenario raise? 
This situation happened to one of my colleagues where she accidentally shared all her files with
all staff. This broke the teachers code of ethics where we need to "protect the confidentiality of
information about learners obtained in the course of professional service, consistent with legal
requirements". After this happened she had to quickly change her privacy settings and send out
an email to ask all colleagues to respect the privacy of the documents and to just delete the files.
While this situation was able to be fixed quickly this could of been quite a different situation.
Confidential documents of children could of been shared with the wrong people. This could of
affected the well being of the child and family.   
What are some potential negative consequences for the teacher, for the students and the
school community? 
While there were no consequences for the teacher as these documents were only shared with
staff and the settings were changed within a few minutes before teachers even got the email.
Anna Clarkson  
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Posted by Anna Clarkson at 21:03  No comments: 
Even if the teacher had opened the documents straight away with her changing the privacy
settings it would have been denied to open. Also because the information wasn't relevant to the
rest of the colleagues anyone that did see it just ignored and deleted it.  
However this could of gone badly as if the teacher hadn't noticed straight away that the files were
sent the documents could of been opened or further shared with other people causing a breach
of privacy.  The teacher could of been given a written warning or there could of been an
investigation. The parent of the child who had their information shared could of been upset or
complained. If the documents had been put in the wrong hand it could of been shared around the
local community as gossip, effecting the families and child's wellbeing.  
 What does this incident teach about ethical decision­making? 
While using online sites like Google docs to store and create documents is effective I think
teachers need to be aware of the risks that their documents aren't necessary safe and
could be easily shared. This aligns with Hall's views where he states "they
should recognize ethical problems when they occur and be capable of recognising what is at risk"
(p.3)
References
Education Council. (n.d). The Education Council Code of Ethics for Certficated
Teachers. Retrieved from https://educationcouncil.org.nz/content/code­of­ethics­certificated­
teachers­0 
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/Developing­leaders/What­Ought­I­to­Do­All­
Things­Considered­An­Approach­to­the­Exploration­of­Ethical­Problems­by­Teachers
+1   Recommend this on Google
Tuesday, 27 September 2016
Week 28: Activity 4 : Indigenous knowledge and cultural
responsiveness in my practice
Week 28 Activity 4 : Indigenous knowledge and cultural  
responsiveness in my practice 
First of all I wanted to look in to the meaning of 'Indigenous knowledge' to get a better
understanding of what it means. On Wordbank (http://www.worldbank.org/afr/ik/basic.htm) it
states that "Indigenous knowledge (IK) is the local knowledge – knowledge that is unique to a
given culture or society." Then I looked up cultural responsiveness and it is defined as “the ability
to learn from and relate respectfully with people of your own culture as well as those from
10/3/2016 Mindlab Postgraduate; my reflection journey
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other cultures.” (Dimensions of Culturally Responsive Education,Prejudice, P13).
 So what does Indigenous knowledge and cultural responsiveness look like in my teaching
practice? Well first I had to reflect on my knowledge of Konini's culture and society and how we
relate to people from our own culture as well as from others? The best way for me to reflect on
this was to look at our school vision. How do we help our students and community be culturally
responsive? 
We want our students to have a sense of belonging, celebrate all cultures and value our unique
identities. I feel our vision is a key to help students to relate to other children in their culture as
well as children from all cultures. We do this by celebrating and including all cultures. So what
does this mean for me? As a teacher I believe it is my job to help children understand the
importance of celebrating and respecting all cultures as well as helping them identify with their
own culture and feel a sense of belonging. At the start of the year is a crucial time to start
implementing these thoughts into your classroom by finding out about each child and family. Our
school does this by incorporating culture in our Term 1 Inquiry. Where we have time to find out
about each other, explore our school and family culture. We also look at our school environment
and school values. We use these to make connections from their prior experiences and
knowledge. We explore questions like; What's unique about them, where do they come from,
what values are important to them and their families. By finding all this out as a class we are able
to set up and define our class culture. What do they in common with other children and their
families? I find a great way to explore and celebrate other cultures it to use a world map and
locate where each child comes from and where their families come from. I believe that being
cultural responsiveness is always something that needs developing and building on. There is
always something new to learn about different cultures and how you can make them and their
families feel a sense of belonging. Our 5 school values/ rules we use in our school are; respect,
communication, safety, learning and fun.
10/3/2016 Mindlab Postgraduate; my reflection journey
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How does the school ensure its vision, mission and core values reflect cultural
responsiveness?
Konini School's vision, mission, core values and goals are all in our school charter. As a
professional teacher these elements are foremost in our minds when we are teaching and
planning. Konini School reflects cultural responsiveness in our school mission, values and vision
by inspiring all of our students to have a sense of belonging, celebrate all cultures and value our
unique identities. Our Mission Statement discusses the importance of recognising and valuing
students differences and encouraging them to be life long learners. One of the ways we keep our
values as part of our every day programme is having them as our school rules. As a PB4L school
we look for children using the 5 values. At the start of the year they are all broken down and
taught in our term 1 Inquiry to ensure all children know what they are and what they look like in
our school community. We use Caught Ya's to hand out in class, during morning tea and lunch to
again catch children using the 5 values of our school. They are celebrated at assemblies.  
10/3/2016 Mindlab Postgraduate; my reflection journey
https://annaclarksonmindlab.blogspot.co.nz/ 5/17
How does the school communicate (using verbal, non verbal or symbolic representations)
and create conditions where students can express their identities regardless of their
ethnic background?
Being a cultural Responsive School we try and use different cultures as much as we can in our
daily programme and implement cultures into our curriculum. This year in Term 3 we spent
time celebrating the Olympic games. Classes spent time looking at different countries and
finding out information about them. They then compared these countries to NZ; looking at
the similarities and difference. Children brought in family members to talk about their
culture and share food, showing the cultures traditional clothing. Children loved learning about
each other and the different cultures that make up our class. Chilren then picked a country as a
class to adopt where we learnt a song and dance from that culture and shared with the school
and community. 
How do the school curriculum and resources reflect content from a variety of cultures and
ethnic groups?
In the New Zealand Curriculum it states that it acknowledges the principles of the Treaty of
Waitangi and bicultural foundations of NewZealand. " All students have the opportunity to acquire
knowledge of te reo Maori." Because of this Te reo having strong ties to our curriculum I feel te
reo Maori is embedded into our school programme. At Konini we teach and embrace the Maori
culture by having a school/ individual pepheas and sing waitas. We have a pou and children are
taught about how it significant to our school community and history. We include te reo Maori into
10/3/2016 Mindlab Postgraduate; my reflection journey
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our Maths, Inquiry and oral language. We learn small phrases, days of the week, numbers and
objects in Maori.  We have Kapa Haka where children are able to take part in learning about the
Maori culture where they learn waitas and then share them with each class so we can all learn
them and be connected. 
While we use and include te Reo Moari the most we still take time  to celebrate different cultures
through different language weeks and learning greeting, phrases or songs in that language. We
use different greetings from around the world to greet each other in the morning. The children
enjoyed learning about sign language and learning some simple signs to communicate to others. 
Using Te Toi Tupu's Cultural Intelligence Self Review Tool /survey helped me identify a few areas
for me to gain a better understanding of being more cultural aware. Rather than looking
and incorporating the visible features of cultures (such as food, clothing, language etc) into my
practice I need to expand my knowledge of the less visible hidden psychological features of
cultures (This includes values, beliefs, perspectives, practices pertaining to an ethnic culture). By
doing this I will become more culturally sensitive and informed of cultures. 
How does the school involve parents, families and communities in supporting their
students' and the school's activities? 
Our school has several ways we communicate effectively to parents and whanau. We do this
through our school app, newsletter, blog, website. Teachers are able to email phone or organise
times to meet with families to discuss their child. Twice a year we have children led conferences
where the children communicate to their parents and teacher about what they are learning and
how they are going to achieve their goals. We also send reports home providing information on
their achievements.  
As far as involving the community we invite the community to our assemblies and school
events. We also have an annual Enviro night where we hold a glow worm tour and other events
for the wider community. I see our next step would be to get more community engagement by
creating nights to encourage family and communities to be part of our school events. This would
give the community more insight into what is happening and letting them have the chance to
share their ideas and opinions.  Our new Principal and our cultural responsive leader has set up
Whanau Hui night to invite the participation of Maori families to come and share food and
interests and discuss their concerns. We are looking to do this for other cultures too. By inviting
and encouraging whanau engagement we are making them feel important and being more
inclusive. This will help parents to have a sense of belonging building a stronger community.
References 
http://www.worldbank.org/afr/ik/basic.
htmhttp://www.konini.school.nz/our­school/our­vision 
http://nzcurriculum.tki.org.nz/The­New­Zealand­Curriculum 
http://www.tetoitupu.org/cultural­intelligence­self­review­tool
10/3/2016 Mindlab Postgraduate; my reflection journey
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Posted by Anna Clarkson at 22:10  6 comments: 
+2   Recommend this on Google
Thursday, 22 September 2016
Week 27 Activity 3: Contemporary issue or trend in New
Zealand
Week 27 Activity 3: Contemporary issue or trend in New Zealand  
A contemporary trend I find important in my teaching practice is encouraging and supporting
student agency in my classroom. I think that student agency is the key to enhance students
achievement and engagement with their learning but I find that it can be difficult to implement.
Teaching a large group of children at any age level can be difficult to promote and have student
agency at the centre. As all children are at different levels in their learning, think in different ways,
come from many different backgrounds and have different maturity levels. Some children are
ready and willing to guide and lead their own learning, while other children still need on going
support and guiding. Teaching year 2 children (ages 6­7)  I find it quite challenging to get children
to lead their own learning. The Global Trend article states that by the year 2030 the world will
be dramatically changed by the world of today. Individuals will have a dramatic impact on their
world. I believe by using student agency as the centre of my classroom (where children guide and
lead their own learning) will help them become independent and self motivated, be life long
learners and enable them to make a difference to the world they live in. In the Global Trend article
(page 6) states "Individual empowerment is the most important megatrend because it is both a
cause and effect of most other trends­including widespread exploitation of new communications
and manufacturing technologies. On the one hand, we see the potential for greater individual
initiative as key to solving the mounting global challenges over the next 15­20 years. On the other
hand, in a tectonic shift, individuals and small groups will have greater access to lethal and
disruptive technologies". This reading is inline with the 2012 Education Review Office resource
where it states that "Firstly, and most importantly, ERO encourages schools to develop systems,
processes and connections that put students at the heart of learning and teaching, rather than on
the periphery of school decision­making and the curriculum". This trend captures my attention
and it is a current trend that is influencing and shaping the New Zealand Education system where
we are encouraged to put students at the heart of learning.  
From my experience of having taught prior to promoting and encouraging student agency in the
classroom and now teaching the contemporary todays school I can see a clear shift where
children are now the centre of their learning. They can choose what they learn and how they are
going to learn. Giving them more freedom to choose what they are interested in  lifts student
engagement and because of this our students are more prone to succeed. While this is still a new
trend there is not that much research or evidence out there to say how successful it is in reaching
students achievement. However I strongly think this way of teaching is pertinent to creating life
long learning and setting them up for success in our forever changing world. 
Looking back at what I learnt and discovered from my literature review my philosophy was
10/3/2016 Mindlab Postgraduate; my reflection journey
https://annaclarksonmindlab.blogspot.co.nz/ 8/17
Posted by Anna Clarkson at 01:07  3 comments: 
supported by my readings where...Rather than facilitating the memorization of large quantities of
information, activities like these stimulate inquiry and interest as students acquire knowledge and
skills (Sheckley, 1989, p. 278, cited in Montgomery). Active learning techniques yield many
benefits—they are student­centered; they maximize participation; they are highly motivational;
and they give life and immediacy to the subject matter by encouraging students to move beyond
a superficial, fact­based approach to the material (Bonwell & Eison, 1991; Ladousse, 1987;
McKeachie, 1999; Schaftel & Schaftel, 1976; Van Ments, 1994). 
Very little research, however, examines the actual effectiveness of active learning relative to
traditional teaching formats. DeNeve and Heppner (1997) reported that a search of the
Educational Resources Information Center (ERIC) covering a three­year period unearthed 175
articles about active learning, but among these studies only twelve involved a direct comparison
between active learning and other teaching methods. A number of these twelve studies reported
no significant differences between active and passive teaching techniques in terms of student
performance (p. 232). Based on their own study, DeNeve and Heppner concluded, "These results
agree with recent research that suggested that active learning techniques are more effective for
achieving some goals, while lectures are more effective for achieving other goals" (p. 243).” 
As teachers it is our responsibility to give children the tools strategies and support they need to
drive their own learning setting them up for success to be life long learners. 
References 
https://globaltrends2030.files.wordpress.com/2012/11/global­trends­2030­november2012.pdf 
http://www.ero.govt.nz/assets/Uploads/Evaluation­at­a­Glance­Priority­Learners­in­New­Zealand­
Schools­August­2012.pdf 
McCarthy, P., Anderson, L (2000) Active Learning Techniques Versus Traditional Teaching
Styles: Two Experiments from History and Political Science. Retrieved from
http://link.springer.com/article/10.1023/B:IHIE.0000047415.48495.05#page 2 
+1   Recommend this on Google
Saturday, 17 September 2016
Week 26 Current issues in my professional context
Week 26 Activity 2: Current issues in my professional context 
Step 1: Identify the socioeconomic status of the community, organisational culture and
professional environments. Use the following questions to guide your thoughts:
After researching my school's socioeconomic status I used the Ministry Education Website to
find out where Konini sat based on our last ERO Report. Our school is a decile 5 which is based
on percentages of households income in the lowest 20% nationally, percentages of employed
parents in the lowest skill level occupational groups, household crowding, percentages of
10/3/2016 Mindlab Postgraduate; my reflection journey
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parents with no education qualifications and percentages of parents receiving income support
benefits. I then looked at our school charter and our ERO Report to look at the characteristics of
our school community. After evaluating this data it shows us that my school is identified as a low
to middle class society. This also informs me that our parents are on a lower income with lower
percentages of qualifications.
The culture of Konini is striving to ensure that all children, parents and whanau belong to and are
part of our school community through celebrating and valuing our diversity. We help children to
feel a sense of belonging and by connecting their school and home values and beliefs. We
celebrate and encourage cultures and the importance of being unique. This is put into our daily
programme where each classroom includes different cultures in different ways through greetings,
phrases, waitas/ songs, books and through Inquiry. This term we used the olympics as a focus
and investigated different cultures and beliefs. We aligned these with our school values and
celebrated these. We all learnt different dances from a chosen culture and preformed these to our
school community. Konini school also includes parents and whanau through sport days,
assemblies, learner led conferences, Learning enrichment options where parents come into
school and teach and support new skills to our kids. We also are able to attend outside educators
such as Corbans Estate, Te Uru, Arataki to embrace and support our children's learning. Below is
part of our school chater that shows the evidence of what Konini aims for;
10/3/2016 Mindlab Postgraduate; my reflection journey
https://annaclarksonmindlab.blogspot.co.nz/ 10/17
10/3/2016 Mindlab Postgraduate; my reflection journey
https://annaclarksonmindlab.blogspot.co.nz/ 11/17
By the end of their time at Konini we hope that our children leave with the following values and
ethics to live by and have as a life long learner.
A professional learning community, or PLC, is a group of educators that meets regularly,
shares expertise, and works collaboratively to improve teaching skills and the academic
performance of students. The term is also applied to schools or teaching faculties that use small­
group collaboration as a form of professional development. Shirley Hord states that “The three
words explain the concept: Professionals coming together in a group—a community—to learn.”
(Education Reform 2014) 
http://edglossary.org/professional­learning­community/
Konini School's professional environment it built upon being an inclusive and collaborative team.
We meet weekly as a whole school to support our professional development as well as meeting
in our syndicate teams. We then work collaboratively with a team member from each year level
and in our syndicates to support our teaching practise and provide the best learning for our
children. To support our teaching practice we have termly observations by our team leaders and
other colleagues where we receive feedback and suggestions to enhance our teaching practice.
Step 2: Analyse the issues around the status of the socioeconomic community, the organisational
culture and professional environments. Use these following questions to guide your thoughts:
Because we are a decile 5 school we do not get as much support from the government as a low
decile school is entitled to and parents are in the situation that their income cannot support our
school as much as high decile school parents can. This would apply to other NZ schools in this
decile rating. It means we rely on getting outside grants, money from the Board and PTA to help
provide us with resources which we deem necessary and a priority for our school to support
and enhance our children's learning. Another issue of being a lower economic community is that
because in some cases our parents haven't completed their education, they are unable or
reluctant to help with home learning and do not always understand communication between
school and home. We address this issue through learner led conferences where students are in
charge of sharing their learning with both the whanau and teacher. We also hold parent nights to
inform parents and whanau on ways they can help at home. We provide resources and give
examples for parents to use at home to help support their child's learning. This takes the
10/3/2016 Mindlab Postgraduate; my reflection journey
https://annaclarksonmindlab.blogspot.co.nz/ 12/17
Posted by Anna Clarkson at 23:37  No comments: 
pressure off the teacher having all the answers and makes us more as the kids are in charge. We
have also noticed because of the cultural back ground some parents are reluctant to get
involved as they assume because we are professionals they don't want to interfere and they are
happy with their children's education. They trust our educational direction. We address this issue
by organising whanau nights and learner led conferences. 
References 
http://www.education.govt.nz/school/running­a­school/resourcing/operational­funding/school­
decile­ratings/ 
https://drive.google.com/file/d/0B5nXNPp­GqFLcVRoOG40Zl9CSFk/view 
http://edglossary.org/professional­development/
+1   Recommend this on Google
Wednesday, 14 September 2016
Week 25 Activity 1: My community of practice
Week 25 
Entry 1- Activity 1: My community of practice 
REFLECTIVE PRACTICE
What is reflective practice?
How did you feel?
Why did you do it that way?
Implications- so what?
I agree in the importance of daily reflections. As part of meeting the Registered
Teaching Criteria teachers reflect on their planning, lessons and teaching practise on
a regular basis. But it's what we do after we reflect that is the most important. By
having professional conversations with both colleagues at my school and other
teachers through digital communities are two ways I gain knowledge and ideas from
others. I use the Mindlab google plus and NZ teaching facebook page to ask
questions and further my understanding. I also use school resources and online
readings to source new information. Its important to then take all these new ideas
Finlay (2008) states that "In general, reflective practice is understood as the process of learning through and from
experience  towards gaining new insights  of self and/or practice (Boud et al 1985; Boyd
and Fales, 1983; Mezirow, 1981, Jarvis, 1992).  This often involves examining
assumptions  of everyday practice. It also tends to involve the individual practitioner in
being self-aware  and critically evaluating  their own responses to practice situations.
The point is to recapture practice experiences and mull them over critically in order to
gain new understandings and so improve future practice. This is understood as part of the
process of life-long learning.". 
10/3/2016 Mindlab Postgraduate; my reflection journey
https://annaclarksonmindlab.blogspot.co.nz/ 13/17
and decide what are you going to do with your new knowledge. My on going
reflection process links to Zeichner and Liston’s (cited in Finlay, 2008, p.4) five levels
of reflection:
“1. Rapid reflection - immediate, ongoing and automatic action by the teacher.
2. Repair – in which a thoughtful teacher makes decisions to alter their behaviour in
response to students’ cues.
3. Review – when a teacher thinks about, discusses or writes about some element of
their teaching.
4. Research – when a teacher engages in more systematic and sustained thinking
over time, perhaps by collecting data or reading research.
5. Retheorizing and reformulating – the process by which a teacher critically
examines their own practice and theories in the light of academic theories.”
While I find it is important to reflect on a daily basis I find sometimes I don't go into
depth on all my reflections because of time constraints.
COMMUNITY OF PRACTICE
What is your community of practice?
Your teaching practice is based on a particular context within the community that
you serve. Wenger first coined the concept of “communities of practice”, which are
defined as “groups of people who share a concern or a passion or about a topic, and
who deepen their knowledge and expertise in this area by interaction on an ongoing
basis” (Wenger, McDermott & Snyder, 2002, p.4). A community of practice differs
from other group types in terms of learning and knowledge and practice sharing
rather than management objectives. In the school context, this occurs through
informal learning via daily conversations, lesson reflections and other exchanges
(Jurasaite-Harbison & Rex, 2010). A community of practice is defined by three
distinct elements: joint enterprise, mutual engagement and shared repertoire
(Wenger, 2000).
On the  Wenger-Trayner website, the three elements have been termed as
“Domain: the community of practice has an identity defined by a shared
domain of interest.
Community: In pursuing their interest in their domain, members engage in
joint activities and discussions, help each other, and share information.
Practice: Members of a community of practice are practitioners. They
10/3/2016 Mindlab Postgraduate; my reflection journey
https://annaclarksonmindlab.blogspot.co.nz/ 14/17
Posted by Anna Clarkson at 20:25  1 comment: 
develop a shared repertoire of resources: experiences, stories, tools,
ways of addressing recurring problems—in short a shared practice.”
The shared interest I have with my community of practice is implementing
student agency into the classroom. Taking the shift away from me as the
teacher having the control and giving students the ownership for their
learning. I have asked questions to get ideas from other NZ teachers
about how they have done this. This is done online on a daily basis where
different teachers post things about teaching. This could be done by
asking questions, sharing resources etc I feel by engaging with other
teachers online through digital communities ables me to connect with a
range of different teachers that I wouldn't normally engage with. I believe I
am becoming an active member in this community. After 4 years of
teaching I feel I have more experience and knowledge and therefore able
to share my ideas with others.
References
https://app.themindlab.com/media/31255/view
http://wenger-trayner.com/introduction-to-communities-of-practice/
Recommend this on Google
Wednesday, 30 March 2016
Week2­ How might teachers’ and students strengths in
developing capabilities in thinking, using language,
symbols and texts, managing self, relating to others, and
participating and contributing, be recognised and
celebrated?
Reflect: How might teachers’ and students strengths in developing capabilities in thinking, using language, symbols
and texts, managing self, relating to others, and participating and contributing, be recognised and celebrated? 
On TKI it explains that "Learners are most likely to develop and strengthen their capabilities for living and learning when they
learn with teachers in a school whose leadership creates conditions that stimulate key competencies.
The key competencies element of The New Zealand Curriculum brings with it exciting possibilities for making students’
experience of learning more relevant, engaging, meaningful, and useful. Key competencies­rich programmes will enable
students to be confident, connected, actively involved learners in the present and in the future. They will encourage lifelong
learners who are equipped to participate in rapidly changing local, national, and global communities".
https://nzcurriculum.tki.org.nz/layout/set/print/Key­competencies/Tools/Leadership­and­the­key­competencies
We spend time teaching the 5 key competencies to create life long learners but how do we recognise and celebrate our
children's strengths in developing the key competencies?  
10/3/2016 Mindlab Postgraduate; my reflection journey
https://annaclarksonmindlab.blogspot.co.nz/ 15/17
Posted by Anna Clarkson at 00:47  No comments: 
Well from a Year Two Teacher's perspective I think it's easy...
Thinking. This is huge for all children to be able to articulate and explain their thinking. How do we as teachers recognise and
celebrate this? I believe by allowing children the time to think about what they are learning and why is a big part in allowing
children to become critical thinkers. Giving the children the opportunities to explain their thinking to a buddy, small group or
whole class situation allows their thinking skills to be recognised and then celebrated. Teachers and peers provide positive
feedback and celebrate their thinking. 
Using Language, symbols and text. Providing children opportunities to share oral language in different ways and
explore language to present their ideas in literacy and Inquiry can be recognised and celebrated by the work they do. Children
often express them self through language that is displayed and used in the classroom. 
Participating and contributing. Encouraging children to participate and contribute in class/ group discussions and activities is
recognised on a daily basis. How do we celebrate this? Most children enjoy participating and contributing their ideas through
social interactions.  Children having similar ideas provides those individual children with satisfaction of their ideas being
celebrated. 
Managing Self. This is a huge one for 6 year olds. From carrying their own bag and being responsible for their
own belongings is a success on its own. Not to think about them taking responsibility for their learning. I think we recognise this
quite often. From praising them for putting their items in the right place or doing SSR when you get back from morning tea.
getting children to model this to their peers helps celebrate how they are being successful. Giving certificates in assembly is
another way to recognise and celebrate their achievements.
So the first part of this question is how do we recognise and celebrate teachers strengths in developing
our children's capabilities with  the key competencies?  Getting comments from children's parents, telling you that they have
noticed them using one of the 5 key competencies is a way to celebrate our strengths as a teacher and reminds us why we love
teaching. 
  
Recommend this on Google
Friday, 18 March 2016
Week 1­ Reflect on what you consider a good leader to be
like. Are you a thought leader, would you want to be?
What is a good leader? I think there is a lot of attributes that makes a good leader. To me a good
leader is someone who is professional, knowledgable, organised, communicates well,
respectful, transparent, honest, supportive and someone you can rely on. They are there to
stretch you and at the same time be realistic on what is achievable and offers guidance and
support when necessary.  
10/3/2016 Mindlab Postgraduate; my reflection journey
https://annaclarksonmindlab.blogspot.co.nz/ 16/17
Looking in a school setting, known leaders to the community are those in senior leadership team
and the team leaders of each syndicate. How did they become leaders? Are they good leaders?
If I am honest, it is hard to have strengths in all attributes I believe makes up a good leader.
However with time and experience people can work on their weaknesses and therefore become
good leaders.  
It is important to have time and reflect on what a good leader is. As in our job we lead and guide
children, colleagues and parents on a daily basis. Did I think of myself as a leader... probably not.
But on reflection I am actually applying these attributes on a daily basis. Over my four years of
teaching I would say I am becoming more aware of being a better leader and how to guide and
lead others. I came away from our first session inspired of where this direction can take me. It
has given me a lot of food for thought.  
In our busy world we live in, we don't always have time to stop and reflect on what we have learnt
and how we are going to apply or use our new gained knowledge. Over this course I know I am
going to value the opportunity to have time to reflect and how I can change the way I think and do
things. 
Am I a thought leader? 
First I compared the difference between being a leader supposed to a thought leader.    
According to wikipedia, a leader is "the person who leads or commands a group, organisation, or
country" where "Thought leaders are the informed opinion leaders and the go­to people in their
field of expertise. They are trusted sources who move and inspire people with innovative ideas;
turn ideas into reality, and know and show how to replicate their success". This is huge! 
This encouraged me to look deeper into what a thought leader in education is. Mitchell Levy's
reading was very thought provoking. He states... "The need for educators to change what they've
done for years is upon us. There's a need for educational leaders to step up and help forge a new
path of learning.There is a need for Thought Leadership. I believe that everything needs to
change. If we recreated the educational system from scratch, throwing out the old and
reconstructing it to fit today's world, it would look a whole lot different than it does today. Some of
the core components would remain as is, but how they are constructed and used would
absolutely change. How are we going to make that happen? We need forward thinking
leaders. The downside is that this need is occurring during a time when higher education is facing
a severe shortage of leaders as seniors and boomers retire. What should we do? We need to
educate our educators. We need them to realise that life has changed, that the current crop of
students have changed, their needs have changed, and we need to change the approach in
preparing them as productive members of our society. The time to start is now! Don't assume that
what's worked in the past will work now. Let's all work on forging a path to a better, more effective
educational system and help put (and accept) more thought leaders in higher education". So after
reading this and upon refection I come back to the question... Am I a 'thought leader'? Short
answer. Not yet but I feel I am on my way to becoming one. 
Do I want to be one? Absolutely! 
My new questions are...
How do I get there? 
Where to from here?
https://www.linkedin.com/pulse/20140815020134­16739­thought­leadership­in­higher­education 
10/3/2016 Mindlab Postgraduate; my reflection journey
https://annaclarksonmindlab.blogspot.co.nz/ 17/17
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Posted by Anna Clarkson at 22:20  No comments: 
+1   Recommend this on Google
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Assignment 1 my reflection journey week 25 29

  • 1. 10/3/2016 Mindlab Postgraduate; my reflection journey https://annaclarksonmindlab.blogspot.co.nz/ 1/17 Mindlab Postgraduate; my reflection journey Sunday, 2 October 2016 Week 29 Activity 5: Legal and ethical contexts in my digital practice Week 29 Activity 5: Legal and ethical contexts in my digital practice Identify one ethical dilemma that you either have faced, or might face in the future, in your own practice that is linked to digital or online access or activity.  Identifying an ethical dilemma It was hard choosing just one ethical dilemma to break down and discuss as I could think of several possibilities which have potential risks of breaking the code of ethics. The ethical dilemma I see as something that many teachers could face is using Google docs to share confidential documents online with the wrong person. While Google docs is a great tool to plan collaboratively and  share with others is a easy and efficient way to plan. It makes your work very accessible and easy to access. While I think working on Google Docs is part of working smarter in the 21st Century. I do worry that my confidential documents could get shared with the wrong person.  What issues/concerns did this scenario raise?  This situation happened to one of my colleagues where she accidentally shared all her files with all staff. This broke the teachers code of ethics where we need to "protect the confidentiality of information about learners obtained in the course of professional service, consistent with legal requirements". After this happened she had to quickly change her privacy settings and send out an email to ask all colleagues to respect the privacy of the documents and to just delete the files. While this situation was able to be fixed quickly this could of been quite a different situation. Confidential documents of children could of been shared with the wrong people. This could of affected the well being of the child and family.    What are some potential negative consequences for the teacher, for the students and the school community?  While there were no consequences for the teacher as these documents were only shared with staff and the settings were changed within a few minutes before teachers even got the email. Anna Clarkson   Following 8 View my complete profile About Me ▼  2016 (8) ▼  October (1) Week 29 Activity 5: Legal and ethical contexts in ... ►  September (4) ►  March (3) Blog Archive 0   More    Next Blog» anna.louise.clarkson@gmail.com   New Post   Design   Sign Out
  • 2. 10/3/2016 Mindlab Postgraduate; my reflection journey https://annaclarksonmindlab.blogspot.co.nz/ 2/17 Posted by Anna Clarkson at 21:03  No comments:  Even if the teacher had opened the documents straight away with her changing the privacy settings it would have been denied to open. Also because the information wasn't relevant to the rest of the colleagues anyone that did see it just ignored and deleted it.   However this could of gone badly as if the teacher hadn't noticed straight away that the files were sent the documents could of been opened or further shared with other people causing a breach of privacy.  The teacher could of been given a written warning or there could of been an investigation. The parent of the child who had their information shared could of been upset or complained. If the documents had been put in the wrong hand it could of been shared around the local community as gossip, effecting the families and child's wellbeing.    What does this incident teach about ethical decision­making?  While using online sites like Google docs to store and create documents is effective I think teachers need to be aware of the risks that their documents aren't necessary safe and could be easily shared. This aligns with Hall's views where he states "they should recognize ethical problems when they occur and be capable of recognising what is at risk" (p.3) References Education Council. (n.d). The Education Council Code of Ethics for Certficated Teachers. Retrieved from https://educationcouncil.org.nz/content/code­of­ethics­certificated­ teachers­0  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/Developing­leaders/What­Ought­I­to­Do­All­ Things­Considered­An­Approach­to­the­Exploration­of­Ethical­Problems­by­Teachers +1   Recommend this on Google Tuesday, 27 September 2016 Week 28: Activity 4 : Indigenous knowledge and cultural responsiveness in my practice Week 28 Activity 4 : Indigenous knowledge and cultural   responsiveness in my practice  First of all I wanted to look in to the meaning of 'Indigenous knowledge' to get a better understanding of what it means. On Wordbank (http://www.worldbank.org/afr/ik/basic.htm) it states that "Indigenous knowledge (IK) is the local knowledge – knowledge that is unique to a given culture or society." Then I looked up cultural responsiveness and it is defined as “the ability to learn from and relate respectfully with people of your own culture as well as those from
  • 3. 10/3/2016 Mindlab Postgraduate; my reflection journey https://annaclarksonmindlab.blogspot.co.nz/ 3/17 other cultures.” (Dimensions of Culturally Responsive Education,Prejudice, P13).  So what does Indigenous knowledge and cultural responsiveness look like in my teaching practice? Well first I had to reflect on my knowledge of Konini's culture and society and how we relate to people from our own culture as well as from others? The best way for me to reflect on this was to look at our school vision. How do we help our students and community be culturally responsive?  We want our students to have a sense of belonging, celebrate all cultures and value our unique identities. I feel our vision is a key to help students to relate to other children in their culture as well as children from all cultures. We do this by celebrating and including all cultures. So what does this mean for me? As a teacher I believe it is my job to help children understand the importance of celebrating and respecting all cultures as well as helping them identify with their own culture and feel a sense of belonging. At the start of the year is a crucial time to start implementing these thoughts into your classroom by finding out about each child and family. Our school does this by incorporating culture in our Term 1 Inquiry. Where we have time to find out about each other, explore our school and family culture. We also look at our school environment and school values. We use these to make connections from their prior experiences and knowledge. We explore questions like; What's unique about them, where do they come from, what values are important to them and their families. By finding all this out as a class we are able to set up and define our class culture. What do they in common with other children and their families? I find a great way to explore and celebrate other cultures it to use a world map and locate where each child comes from and where their families come from. I believe that being cultural responsiveness is always something that needs developing and building on. There is always something new to learn about different cultures and how you can make them and their families feel a sense of belonging. Our 5 school values/ rules we use in our school are; respect, communication, safety, learning and fun.
  • 4. 10/3/2016 Mindlab Postgraduate; my reflection journey https://annaclarksonmindlab.blogspot.co.nz/ 4/17 How does the school ensure its vision, mission and core values reflect cultural responsiveness? Konini School's vision, mission, core values and goals are all in our school charter. As a professional teacher these elements are foremost in our minds when we are teaching and planning. Konini School reflects cultural responsiveness in our school mission, values and vision by inspiring all of our students to have a sense of belonging, celebrate all cultures and value our unique identities. Our Mission Statement discusses the importance of recognising and valuing students differences and encouraging them to be life long learners. One of the ways we keep our values as part of our every day programme is having them as our school rules. As a PB4L school we look for children using the 5 values. At the start of the year they are all broken down and taught in our term 1 Inquiry to ensure all children know what they are and what they look like in our school community. We use Caught Ya's to hand out in class, during morning tea and lunch to again catch children using the 5 values of our school. They are celebrated at assemblies.  
  • 5. 10/3/2016 Mindlab Postgraduate; my reflection journey https://annaclarksonmindlab.blogspot.co.nz/ 5/17 How does the school communicate (using verbal, non verbal or symbolic representations) and create conditions where students can express their identities regardless of their ethnic background? Being a cultural Responsive School we try and use different cultures as much as we can in our daily programme and implement cultures into our curriculum. This year in Term 3 we spent time celebrating the Olympic games. Classes spent time looking at different countries and finding out information about them. They then compared these countries to NZ; looking at the similarities and difference. Children brought in family members to talk about their culture and share food, showing the cultures traditional clothing. Children loved learning about each other and the different cultures that make up our class. Chilren then picked a country as a class to adopt where we learnt a song and dance from that culture and shared with the school and community.  How do the school curriculum and resources reflect content from a variety of cultures and ethnic groups? In the New Zealand Curriculum it states that it acknowledges the principles of the Treaty of Waitangi and bicultural foundations of NewZealand. " All students have the opportunity to acquire knowledge of te reo Maori." Because of this Te reo having strong ties to our curriculum I feel te reo Maori is embedded into our school programme. At Konini we teach and embrace the Maori culture by having a school/ individual pepheas and sing waitas. We have a pou and children are taught about how it significant to our school community and history. We include te reo Maori into
  • 6. 10/3/2016 Mindlab Postgraduate; my reflection journey https://annaclarksonmindlab.blogspot.co.nz/ 6/17 our Maths, Inquiry and oral language. We learn small phrases, days of the week, numbers and objects in Maori.  We have Kapa Haka where children are able to take part in learning about the Maori culture where they learn waitas and then share them with each class so we can all learn them and be connected.  While we use and include te Reo Moari the most we still take time  to celebrate different cultures through different language weeks and learning greeting, phrases or songs in that language. We use different greetings from around the world to greet each other in the morning. The children enjoyed learning about sign language and learning some simple signs to communicate to others.  Using Te Toi Tupu's Cultural Intelligence Self Review Tool /survey helped me identify a few areas for me to gain a better understanding of being more cultural aware. Rather than looking and incorporating the visible features of cultures (such as food, clothing, language etc) into my practice I need to expand my knowledge of the less visible hidden psychological features of cultures (This includes values, beliefs, perspectives, practices pertaining to an ethnic culture). By doing this I will become more culturally sensitive and informed of cultures.  How does the school involve parents, families and communities in supporting their students' and the school's activities?  Our school has several ways we communicate effectively to parents and whanau. We do this through our school app, newsletter, blog, website. Teachers are able to email phone or organise times to meet with families to discuss their child. Twice a year we have children led conferences where the children communicate to their parents and teacher about what they are learning and how they are going to achieve their goals. We also send reports home providing information on their achievements.   As far as involving the community we invite the community to our assemblies and school events. We also have an annual Enviro night where we hold a glow worm tour and other events for the wider community. I see our next step would be to get more community engagement by creating nights to encourage family and communities to be part of our school events. This would give the community more insight into what is happening and letting them have the chance to share their ideas and opinions.  Our new Principal and our cultural responsive leader has set up Whanau Hui night to invite the participation of Maori families to come and share food and interests and discuss their concerns. We are looking to do this for other cultures too. By inviting and encouraging whanau engagement we are making them feel important and being more inclusive. This will help parents to have a sense of belonging building a stronger community. References  http://www.worldbank.org/afr/ik/basic. htmhttp://www.konini.school.nz/our­school/our­vision  http://nzcurriculum.tki.org.nz/The­New­Zealand­Curriculum  http://www.tetoitupu.org/cultural­intelligence­self­review­tool
  • 7. 10/3/2016 Mindlab Postgraduate; my reflection journey https://annaclarksonmindlab.blogspot.co.nz/ 7/17 Posted by Anna Clarkson at 22:10  6 comments:  +2   Recommend this on Google Thursday, 22 September 2016 Week 27 Activity 3: Contemporary issue or trend in New Zealand Week 27 Activity 3: Contemporary issue or trend in New Zealand   A contemporary trend I find important in my teaching practice is encouraging and supporting student agency in my classroom. I think that student agency is the key to enhance students achievement and engagement with their learning but I find that it can be difficult to implement. Teaching a large group of children at any age level can be difficult to promote and have student agency at the centre. As all children are at different levels in their learning, think in different ways, come from many different backgrounds and have different maturity levels. Some children are ready and willing to guide and lead their own learning, while other children still need on going support and guiding. Teaching year 2 children (ages 6­7)  I find it quite challenging to get children to lead their own learning. The Global Trend article states that by the year 2030 the world will be dramatically changed by the world of today. Individuals will have a dramatic impact on their world. I believe by using student agency as the centre of my classroom (where children guide and lead their own learning) will help them become independent and self motivated, be life long learners and enable them to make a difference to the world they live in. In the Global Trend article (page 6) states "Individual empowerment is the most important megatrend because it is both a cause and effect of most other trends­including widespread exploitation of new communications and manufacturing technologies. On the one hand, we see the potential for greater individual initiative as key to solving the mounting global challenges over the next 15­20 years. On the other hand, in a tectonic shift, individuals and small groups will have greater access to lethal and disruptive technologies". This reading is inline with the 2012 Education Review Office resource where it states that "Firstly, and most importantly, ERO encourages schools to develop systems, processes and connections that put students at the heart of learning and teaching, rather than on the periphery of school decision­making and the curriculum". This trend captures my attention and it is a current trend that is influencing and shaping the New Zealand Education system where we are encouraged to put students at the heart of learning.   From my experience of having taught prior to promoting and encouraging student agency in the classroom and now teaching the contemporary todays school I can see a clear shift where children are now the centre of their learning. They can choose what they learn and how they are going to learn. Giving them more freedom to choose what they are interested in  lifts student engagement and because of this our students are more prone to succeed. While this is still a new trend there is not that much research or evidence out there to say how successful it is in reaching students achievement. However I strongly think this way of teaching is pertinent to creating life long learning and setting them up for success in our forever changing world.  Looking back at what I learnt and discovered from my literature review my philosophy was
  • 8. 10/3/2016 Mindlab Postgraduate; my reflection journey https://annaclarksonmindlab.blogspot.co.nz/ 8/17 Posted by Anna Clarkson at 01:07  3 comments:  supported by my readings where...Rather than facilitating the memorization of large quantities of information, activities like these stimulate inquiry and interest as students acquire knowledge and skills (Sheckley, 1989, p. 278, cited in Montgomery). Active learning techniques yield many benefits—they are student­centered; they maximize participation; they are highly motivational; and they give life and immediacy to the subject matter by encouraging students to move beyond a superficial, fact­based approach to the material (Bonwell & Eison, 1991; Ladousse, 1987; McKeachie, 1999; Schaftel & Schaftel, 1976; Van Ments, 1994).  Very little research, however, examines the actual effectiveness of active learning relative to traditional teaching formats. DeNeve and Heppner (1997) reported that a search of the Educational Resources Information Center (ERIC) covering a three­year period unearthed 175 articles about active learning, but among these studies only twelve involved a direct comparison between active learning and other teaching methods. A number of these twelve studies reported no significant differences between active and passive teaching techniques in terms of student performance (p. 232). Based on their own study, DeNeve and Heppner concluded, "These results agree with recent research that suggested that active learning techniques are more effective for achieving some goals, while lectures are more effective for achieving other goals" (p. 243).”  As teachers it is our responsibility to give children the tools strategies and support they need to drive their own learning setting them up for success to be life long learners.  References  https://globaltrends2030.files.wordpress.com/2012/11/global­trends­2030­november2012.pdf  http://www.ero.govt.nz/assets/Uploads/Evaluation­at­a­Glance­Priority­Learners­in­New­Zealand­ Schools­August­2012.pdf  McCarthy, P., Anderson, L (2000) Active Learning Techniques Versus Traditional Teaching Styles: Two Experiments from History and Political Science. Retrieved from http://link.springer.com/article/10.1023/B:IHIE.0000047415.48495.05#page 2  +1   Recommend this on Google Saturday, 17 September 2016 Week 26 Current issues in my professional context Week 26 Activity 2: Current issues in my professional context  Step 1: Identify the socioeconomic status of the community, organisational culture and professional environments. Use the following questions to guide your thoughts: After researching my school's socioeconomic status I used the Ministry Education Website to find out where Konini sat based on our last ERO Report. Our school is a decile 5 which is based on percentages of households income in the lowest 20% nationally, percentages of employed parents in the lowest skill level occupational groups, household crowding, percentages of
  • 9. 10/3/2016 Mindlab Postgraduate; my reflection journey https://annaclarksonmindlab.blogspot.co.nz/ 9/17 parents with no education qualifications and percentages of parents receiving income support benefits. I then looked at our school charter and our ERO Report to look at the characteristics of our school community. After evaluating this data it shows us that my school is identified as a low to middle class society. This also informs me that our parents are on a lower income with lower percentages of qualifications. The culture of Konini is striving to ensure that all children, parents and whanau belong to and are part of our school community through celebrating and valuing our diversity. We help children to feel a sense of belonging and by connecting their school and home values and beliefs. We celebrate and encourage cultures and the importance of being unique. This is put into our daily programme where each classroom includes different cultures in different ways through greetings, phrases, waitas/ songs, books and through Inquiry. This term we used the olympics as a focus and investigated different cultures and beliefs. We aligned these with our school values and celebrated these. We all learnt different dances from a chosen culture and preformed these to our school community. Konini school also includes parents and whanau through sport days, assemblies, learner led conferences, Learning enrichment options where parents come into school and teach and support new skills to our kids. We also are able to attend outside educators such as Corbans Estate, Te Uru, Arataki to embrace and support our children's learning. Below is part of our school chater that shows the evidence of what Konini aims for;
  • 10. 10/3/2016 Mindlab Postgraduate; my reflection journey https://annaclarksonmindlab.blogspot.co.nz/ 10/17
  • 11. 10/3/2016 Mindlab Postgraduate; my reflection journey https://annaclarksonmindlab.blogspot.co.nz/ 11/17 By the end of their time at Konini we hope that our children leave with the following values and ethics to live by and have as a life long learner. A professional learning community, or PLC, is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. The term is also applied to schools or teaching faculties that use small­ group collaboration as a form of professional development. Shirley Hord states that “The three words explain the concept: Professionals coming together in a group—a community—to learn.” (Education Reform 2014)  http://edglossary.org/professional­learning­community/ Konini School's professional environment it built upon being an inclusive and collaborative team. We meet weekly as a whole school to support our professional development as well as meeting in our syndicate teams. We then work collaboratively with a team member from each year level and in our syndicates to support our teaching practise and provide the best learning for our children. To support our teaching practice we have termly observations by our team leaders and other colleagues where we receive feedback and suggestions to enhance our teaching practice. Step 2: Analyse the issues around the status of the socioeconomic community, the organisational culture and professional environments. Use these following questions to guide your thoughts: Because we are a decile 5 school we do not get as much support from the government as a low decile school is entitled to and parents are in the situation that their income cannot support our school as much as high decile school parents can. This would apply to other NZ schools in this decile rating. It means we rely on getting outside grants, money from the Board and PTA to help provide us with resources which we deem necessary and a priority for our school to support and enhance our children's learning. Another issue of being a lower economic community is that because in some cases our parents haven't completed their education, they are unable or reluctant to help with home learning and do not always understand communication between school and home. We address this issue through learner led conferences where students are in charge of sharing their learning with both the whanau and teacher. We also hold parent nights to inform parents and whanau on ways they can help at home. We provide resources and give examples for parents to use at home to help support their child's learning. This takes the
  • 12. 10/3/2016 Mindlab Postgraduate; my reflection journey https://annaclarksonmindlab.blogspot.co.nz/ 12/17 Posted by Anna Clarkson at 23:37  No comments:  pressure off the teacher having all the answers and makes us more as the kids are in charge. We have also noticed because of the cultural back ground some parents are reluctant to get involved as they assume because we are professionals they don't want to interfere and they are happy with their children's education. They trust our educational direction. We address this issue by organising whanau nights and learner led conferences.  References  http://www.education.govt.nz/school/running­a­school/resourcing/operational­funding/school­ decile­ratings/  https://drive.google.com/file/d/0B5nXNPp­GqFLcVRoOG40Zl9CSFk/view  http://edglossary.org/professional­development/ +1   Recommend this on Google Wednesday, 14 September 2016 Week 25 Activity 1: My community of practice Week 25  Entry 1- Activity 1: My community of practice  REFLECTIVE PRACTICE What is reflective practice? How did you feel? Why did you do it that way? Implications- so what? I agree in the importance of daily reflections. As part of meeting the Registered Teaching Criteria teachers reflect on their planning, lessons and teaching practise on a regular basis. But it's what we do after we reflect that is the most important. By having professional conversations with both colleagues at my school and other teachers through digital communities are two ways I gain knowledge and ideas from others. I use the Mindlab google plus and NZ teaching facebook page to ask questions and further my understanding. I also use school resources and online readings to source new information. Its important to then take all these new ideas Finlay (2008) states that "In general, reflective practice is understood as the process of learning through and from experience  towards gaining new insights  of self and/or practice (Boud et al 1985; Boyd and Fales, 1983; Mezirow, 1981, Jarvis, 1992).  This often involves examining assumptions  of everyday practice. It also tends to involve the individual practitioner in being self-aware  and critically evaluating  their own responses to practice situations. The point is to recapture practice experiences and mull them over critically in order to gain new understandings and so improve future practice. This is understood as part of the process of life-long learning.". 
  • 13. 10/3/2016 Mindlab Postgraduate; my reflection journey https://annaclarksonmindlab.blogspot.co.nz/ 13/17 and decide what are you going to do with your new knowledge. My on going reflection process links to Zeichner and Liston’s (cited in Finlay, 2008, p.4) five levels of reflection: “1. Rapid reflection - immediate, ongoing and automatic action by the teacher. 2. Repair – in which a thoughtful teacher makes decisions to alter their behaviour in response to students’ cues. 3. Review – when a teacher thinks about, discusses or writes about some element of their teaching. 4. Research – when a teacher engages in more systematic and sustained thinking over time, perhaps by collecting data or reading research. 5. Retheorizing and reformulating – the process by which a teacher critically examines their own practice and theories in the light of academic theories.” While I find it is important to reflect on a daily basis I find sometimes I don't go into depth on all my reflections because of time constraints. COMMUNITY OF PRACTICE What is your community of practice? Your teaching practice is based on a particular context within the community that you serve. Wenger first coined the concept of “communities of practice”, which are defined as “groups of people who share a concern or a passion or about a topic, and who deepen their knowledge and expertise in this area by interaction on an ongoing basis” (Wenger, McDermott & Snyder, 2002, p.4). A community of practice differs from other group types in terms of learning and knowledge and practice sharing rather than management objectives. In the school context, this occurs through informal learning via daily conversations, lesson reflections and other exchanges (Jurasaite-Harbison & Rex, 2010). A community of practice is defined by three distinct elements: joint enterprise, mutual engagement and shared repertoire (Wenger, 2000). On the  Wenger-Trayner website, the three elements have been termed as “Domain: the community of practice has an identity defined by a shared domain of interest. Community: In pursuing their interest in their domain, members engage in joint activities and discussions, help each other, and share information. Practice: Members of a community of practice are practitioners. They
  • 14. 10/3/2016 Mindlab Postgraduate; my reflection journey https://annaclarksonmindlab.blogspot.co.nz/ 14/17 Posted by Anna Clarkson at 20:25  1 comment:  develop a shared repertoire of resources: experiences, stories, tools, ways of addressing recurring problems—in short a shared practice.” The shared interest I have with my community of practice is implementing student agency into the classroom. Taking the shift away from me as the teacher having the control and giving students the ownership for their learning. I have asked questions to get ideas from other NZ teachers about how they have done this. This is done online on a daily basis where different teachers post things about teaching. This could be done by asking questions, sharing resources etc I feel by engaging with other teachers online through digital communities ables me to connect with a range of different teachers that I wouldn't normally engage with. I believe I am becoming an active member in this community. After 4 years of teaching I feel I have more experience and knowledge and therefore able to share my ideas with others. References https://app.themindlab.com/media/31255/view http://wenger-trayner.com/introduction-to-communities-of-practice/ Recommend this on Google Wednesday, 30 March 2016 Week2­ How might teachers’ and students strengths in developing capabilities in thinking, using language, symbols and texts, managing self, relating to others, and participating and contributing, be recognised and celebrated? Reflect: How might teachers’ and students strengths in developing capabilities in thinking, using language, symbols and texts, managing self, relating to others, and participating and contributing, be recognised and celebrated?  On TKI it explains that "Learners are most likely to develop and strengthen their capabilities for living and learning when they learn with teachers in a school whose leadership creates conditions that stimulate key competencies. The key competencies element of The New Zealand Curriculum brings with it exciting possibilities for making students’ experience of learning more relevant, engaging, meaningful, and useful. Key competencies­rich programmes will enable students to be confident, connected, actively involved learners in the present and in the future. They will encourage lifelong learners who are equipped to participate in rapidly changing local, national, and global communities". https://nzcurriculum.tki.org.nz/layout/set/print/Key­competencies/Tools/Leadership­and­the­key­competencies We spend time teaching the 5 key competencies to create life long learners but how do we recognise and celebrate our children's strengths in developing the key competencies?  
  • 15. 10/3/2016 Mindlab Postgraduate; my reflection journey https://annaclarksonmindlab.blogspot.co.nz/ 15/17 Posted by Anna Clarkson at 00:47  No comments:  Well from a Year Two Teacher's perspective I think it's easy... Thinking. This is huge for all children to be able to articulate and explain their thinking. How do we as teachers recognise and celebrate this? I believe by allowing children the time to think about what they are learning and why is a big part in allowing children to become critical thinkers. Giving the children the opportunities to explain their thinking to a buddy, small group or whole class situation allows their thinking skills to be recognised and then celebrated. Teachers and peers provide positive feedback and celebrate their thinking.  Using Language, symbols and text. Providing children opportunities to share oral language in different ways and explore language to present their ideas in literacy and Inquiry can be recognised and celebrated by the work they do. Children often express them self through language that is displayed and used in the classroom.  Participating and contributing. Encouraging children to participate and contribute in class/ group discussions and activities is recognised on a daily basis. How do we celebrate this? Most children enjoy participating and contributing their ideas through social interactions.  Children having similar ideas provides those individual children with satisfaction of their ideas being celebrated.  Managing Self. This is a huge one for 6 year olds. From carrying their own bag and being responsible for their own belongings is a success on its own. Not to think about them taking responsibility for their learning. I think we recognise this quite often. From praising them for putting their items in the right place or doing SSR when you get back from morning tea. getting children to model this to their peers helps celebrate how they are being successful. Giving certificates in assembly is another way to recognise and celebrate their achievements. So the first part of this question is how do we recognise and celebrate teachers strengths in developing our children's capabilities with  the key competencies?  Getting comments from children's parents, telling you that they have noticed them using one of the 5 key competencies is a way to celebrate our strengths as a teacher and reminds us why we love teaching.     Recommend this on Google Friday, 18 March 2016 Week 1­ Reflect on what you consider a good leader to be like. Are you a thought leader, would you want to be? What is a good leader? I think there is a lot of attributes that makes a good leader. To me a good leader is someone who is professional, knowledgable, organised, communicates well, respectful, transparent, honest, supportive and someone you can rely on. They are there to stretch you and at the same time be realistic on what is achievable and offers guidance and support when necessary.  
  • 16. 10/3/2016 Mindlab Postgraduate; my reflection journey https://annaclarksonmindlab.blogspot.co.nz/ 16/17 Looking in a school setting, known leaders to the community are those in senior leadership team and the team leaders of each syndicate. How did they become leaders? Are they good leaders? If I am honest, it is hard to have strengths in all attributes I believe makes up a good leader. However with time and experience people can work on their weaknesses and therefore become good leaders.   It is important to have time and reflect on what a good leader is. As in our job we lead and guide children, colleagues and parents on a daily basis. Did I think of myself as a leader... probably not. But on reflection I am actually applying these attributes on a daily basis. Over my four years of teaching I would say I am becoming more aware of being a better leader and how to guide and lead others. I came away from our first session inspired of where this direction can take me. It has given me a lot of food for thought.   In our busy world we live in, we don't always have time to stop and reflect on what we have learnt and how we are going to apply or use our new gained knowledge. Over this course I know I am going to value the opportunity to have time to reflect and how I can change the way I think and do things.  Am I a thought leader?  First I compared the difference between being a leader supposed to a thought leader.     According to wikipedia, a leader is "the person who leads or commands a group, organisation, or country" where "Thought leaders are the informed opinion leaders and the go­to people in their field of expertise. They are trusted sources who move and inspire people with innovative ideas; turn ideas into reality, and know and show how to replicate their success". This is huge!  This encouraged me to look deeper into what a thought leader in education is. Mitchell Levy's reading was very thought provoking. He states... "The need for educators to change what they've done for years is upon us. There's a need for educational leaders to step up and help forge a new path of learning.There is a need for Thought Leadership. I believe that everything needs to change. If we recreated the educational system from scratch, throwing out the old and reconstructing it to fit today's world, it would look a whole lot different than it does today. Some of the core components would remain as is, but how they are constructed and used would absolutely change. How are we going to make that happen? We need forward thinking leaders. The downside is that this need is occurring during a time when higher education is facing a severe shortage of leaders as seniors and boomers retire. What should we do? We need to educate our educators. We need them to realise that life has changed, that the current crop of students have changed, their needs have changed, and we need to change the approach in preparing them as productive members of our society. The time to start is now! Don't assume that what's worked in the past will work now. Let's all work on forging a path to a better, more effective educational system and help put (and accept) more thought leaders in higher education". So after reading this and upon refection I come back to the question... Am I a 'thought leader'? Short answer. Not yet but I feel I am on my way to becoming one.  Do I want to be one? Absolutely!  My new questions are... How do I get there?  Where to from here? https://www.linkedin.com/pulse/20140815020134­16739­thought­leadership­in­higher­education 
  • 17. 10/3/2016 Mindlab Postgraduate; my reflection journey https://annaclarksonmindlab.blogspot.co.nz/ 17/17 Older PostsHome Subscribe to: Posts (Atom) Posted by Anna Clarkson at 22:20  No comments:  +1   Recommend this on Google Simple template. Powered by Blogger.