All posts by Nick

Observing and Feeding Forward with Staff

One of my developmental goals for the year is to develop effective strategies for observing and feeding back to staff. My aim is that the resulting observations and feedback strategies contribute to growth in teacher effectiveness.

I plan to:

  • Undertake professional readings related to goal.
  • Explore possible approaches to undertaking classroom observation & providing feedback to staff.
  • Seek regular feedback from staff as to the quality of observations/feedback.
  • Visit other schools to observe and discuss observation/feedback systems.

In my mind I already had a starting point or a vision for the initial approach. This revolved around the learning walk concept, more specifically Cheryl Doig’s Future Learning Walks thinking and framework combined with the integration of elearning tools to capture the evidence during the observation and forming the foundation of the reflection. Another link in the chain was the Taxonomy of Reflection described by Peter Pappas to provide the structure for the reflective discussion.

Let’s briefly unpack each of these:

Future Learning Walks

The purpose of a future learning walk is to generate deep conversations about learning. It is an adaptive approach with the process co-constructed within the staff to meet the needs to the school. In practice it is a focused and regular walk through of classrooms/learning areas for a short period of time, with observations and data gathered, which is then discussed, reflected and projected on. Not just from a classroom teaching/learning level, the process can impact of school wide systems and organisation.

The key philosophies for me that guide a learning walks are:

  • based on a culture of sharing and trust
  • intergal to whole professional learning approach
  • it involves students
  • aligns to the teacher inquiry approach of reflection and continuous improvement
  • agreed upon and co-constructed method and focus

Taxonomy of Reflection

A progressive framework, based on Bloom’s hierarchal taxonomy, for prompting reflection and discussion. It could be used very effectively after a walkthrough when either the observers and reflecting amongst themselves, or when the observee is reflecting on their own lesson/learning.

What do I like about this?

  • Flexible framework for prompting reflection. You don’t need to start at the bottom and work up, rather ask any questions that will develop deeper reflection – in response to what you are hearing.
  • Can be used in a huge range of situations, well beyond a professional observer/observee relationship. Student-student, student-teacher, self-assessment etc.
  • Coach/mentor can use the taxonomy to ensure coverage of a range of questions but most importantly, HOT questions and thinking.

eLearning Tools

My thinking here puts the iPad squarely in the tool of choice category – portable, connected, reasonably unobtrusive, easily captures video, voice and photo. An all in one device for all phases of the process. Nothing new in using iPads for walkthroughs, maybe not in quite the same way I have in mind…

On the whole I was underwhelmed by all of these examples, which essentially turned the iPad into a digital clipboard, through using Google Forms or specific apps like Teachscape with a list of predifined criteria that was checked off during the walkthrough. My vision is a little different. I want to capture a digital narrative of the teaching and learning, enriched by multimedia, capturing authentic voice and examples.

So where to next?

  1. Future Learning Walks, as mentioned above, have an agreed upon focus which forms the basis for a observation/walkthrough. As part of our redevelopment of our school’s curriculum plan, we are currently unpacking and redefining what writing looks like at KHS. This involves clearly stating our shared beliefs of writing and the characteristics of an effective writing classroom. Once co-constructed and confirmed these will form the focus of a walkthrough during writing.
  2. While I like the Taxonomy of Reflection, I have been recently re-introduced to the Question Matrix, a framework for asking questions from basic recall to higher order similar to Bloom’s. I can see this as being an equally valuable framework to use for the same reasons as listed above, but perhaps more user friendly and a tool that is commonly used by students in their learning. The matrix layout means that you could also populate it to suit a particular focus or target.
Image courtesy: https://nli2012.wikispaces.com/Online+Reading+Comprehension

 

Getting to Know our Learners

The teacher inquiry and knowledge building cycle critically ask us: What are our students learning needs?

  • What do they already know?
  • What sources of evidence have we used?
  • What do they need to learn and do?
  • How do we build on what they know?

In our data driven, numbers rule, National Standards world the answers to these questions run the risk of being data driven and reducing students to a numbers game. Thank goodness for the final question prompt: How do we build on what they know? This squarely directs the focus back on to the student as an individual and opens up learning to be personalised and build on student voice and identity.

This was the focus of our most recent literacy PLD session which targeted our underachieving writers. More specifically it broke it down into 3 sub questions, leading us towards thinking about the impact this would have on our teaching practice:

  • What are our students strengths?
  • What are our students needs?
  • What are the student practices that may contribute to underachievement?

It proved to be a worthwhile activity which focused directly on the learner with not a percentage sign or OTJ in sight. I took this back to school and adapted the context to fit in with the work we are doing unpacking and the reflecting against the cultural competencies as outlined in Tataiako.

With a focus on critically examining how well we know our Maori learners staff noted and articulated their thoughts. This is what it looked like, sorry just the template due to student privacy:

Inquiry Cycle What are our students learning needsI have already mentioned that I thought this was a valuable exercise, especially as teachers have already taken some of the discussion outcomes and put them into practice.

However on deeper reflection, what it lacked was a more thorough focus on the ‘impact’ to teaching practice and simply going on what we know as a teacher would be the ‘next sep’. So below is a new updated version for the next session.

Inquiry Cycle What are our students learning needs v2

Added in are 3 columns which align to our teacher’s inquiry into practice:

  • Craft Knowledge: What ideas and strategies you know as a teacher
  • Mentor Knowledge: What ideas and strategies your mentor or an expert knows
  • Research Knowledge: What ideas and strategies research tells us works

With this extra layer of thinking, proactive engagement in professional dialogue and research, a teacher should have a range of approaches to explore and implement to better meeting the needs of their learners.

Consistency and Cohesion vs. Teacher Autonomy

Together as a whole staff we had the privilege of visiting two schools in Palmerston North today. Throughout my career I have highly valued the opportunity to visit other schools and have been lucky enough that the schools I have been involved have also valued this and have embedded it into their school culture and professional learning.

Firstly a huge thank you to the schools we visited. We were warmly welcomed and impressed by your openness to deprivatise your practice. Our focus was looking at deliberate strategies to raise achievement in literacy and we came away with lots to think about.

School A shared with a specific school wide approach to lifting achievement in literacy known as the Daily 5 supported by the Daily Cafe. What struck me about this was the cohesive and consistent approach of the Daily 5 across the whole school. There was a common language seen, heard and followed in all classrooms. Staff had clearly agreed to implement this approach across their school, deliberately setting specific expectations and explicitly teaching self-management approaches. Great stuff.

Contrastingly School B stated their belief that there wasn’t a one size fits all approach to teaching and learning. Teachers had the professional autonomy to adapt their teaching to best suit the learning needs of their students. While there are agreed upon guiedlines and expectations, teachers had the ‘freedom’ to adpot strategies, use resources and group children as appropriate.

Now both approaches are successful, both schools are well led, both have effective management teams and self-review in place. Both approaches can find a strong base in research and best practice e.g. professional autonomy is a recognised feature of the highly ranked Finnish school system. I was impressed by both schools but as I reflect on the day the contrast between the two approaches, while over simplified in this post, made me think a little deeper and out rose a number of questions…

  • Do you need consistency and cohesion before you can go to a state of autonomy? i.e. Do you need to ‘enforce’ a state of consistency to embed behaviours in teaching and learning thus laying the foundation for professional autonomy? What happens then when new staff transition in to the school?
  • Can the two coexist within the same school/team and they still function effectively? i.e. Do you need to be consistently consistent or consistently autonomous? Or is being flexible the name of the game because there is no one size fits all for our teachers? Or… is there a consistent way to implementing an autonomous environment?
  • Is the experience of a teacher a factor that determines their ability to manage an autonomous classroom? Similar to the first question… Could a beginning teacher hit the ground running and operate autonomously?
  • Is it simply a case of teachers teaching to their preferred teaching style? e.g. Not a school decision but a personal preference to operating and managing a classroom of learners. Or is professional autonomy the preferred ideal approach?
  • To what extent does school leadership influence the consistency/cohesion or teacher autonomy approach? A school principal has a strong influence over the direction of a school. Is their belief structure reflected in the schools approach, their confidence in the staff, their leadership style? Is it not about that at all but the student demographic?

Too many questions. What are your thoughts?

Draw Me a Picture – Reflecting on Literacy PLD

This year Kumeroa-Hopelands School is involved in range of literacy PLD opportunities working alongside Papatawa, Makuri, Ballance and Mangatainoka schools and our facilitators from CPL.

I am leading this development within our school and as such attend all sessions and bring back to school any new learnings and lead staff through any associated inquiry into our current practice.

The first sessions focused on how well we know our learners with a particular focus for us at KHS on our underachieving writers. To help facilitate these conversations with our students we were first asked to visualise and draw what writing looked like in our class. If you were a fly on the wall, looking down on writing in your classroom…

  • What would you see?
  • What people interactions would there be?
  • What tools would you see being used?
  • Where would the data trails be leading from and to?

Taking this back to school, how would the teachers visualise their writing teaching? How would the students? Would they ‘look’ the same? Here are a couple of examples of teachers drawing their writing ‘time’.

teacher2

teacher3

Some common characteristics of their visualisations:

  • Cyclical in nature
  • Teacher modeling and sharing of examples/exemplars
  • Writing is planned by students with opportunities to discuss ideas as a group, with the teacher, among students
  • Feedback/feed forward from teacher and peers
  • Sharing of writing (reading to class, traditional publishing, online) is part of the process

All in all these characteristics form a positive snapshot of writing processes and include some essential elements for effective teaching. Do the students agree? Are there similarities? Here are a few:

student1

student2

student3

Characteristics of the student pictures:

  • Conferencing an questioning with/to teacher
  • Use of technology to share exemplars/examples of writing, search for information and to print/publish writing
  • Using dictionaries to help edit writing
  • Learning talk amongst students

So similarities between student and teacher pictures. Teachers are much more complex and students simplistic, no real surprises there. Great to seeing the interactions betwen students talking about an helping each other with their writing. What would the purest in me like to have seen more of? Self-assessing, some stronger reference to success criteria and more effective use of technology for sharing to name a few.

So where next?

  • This approach to unpacking perceptions and perspectives of teaching and learning was new to me but really worthwhile. There are many other contexts you could use it in to show people, systems, interactions, relationships, tools and data. For example with teachers:
    • Draw me a picture of what success for Maori looks like in your class.
    • Visualise your elearning classroom.
    • What would I see if you drew a picture of your community engagement?
  • This process has also reinforced to me that importance of a school having an agreed upon ‘What an effective writing classroom looks like’ set of criteria that guides teachers and sets up common beliefs and practices across the school. KHS’s version of this is up for review this term. Timely.
  • The most important outcome though is the value of knowing our learners and small wake up call in terms of how well we really know them. The concept is not new, it is at the heart of Ka Hikitia and integral to the deeper notions of student voice… but do we do it well enough and often enough? With teaching as inquiry kick started with the What are our learners needs? question this process actively gets teachers, through their students, to start digging deeper.

Walking the talk with Professional ePortfolios

The last couple of years have seen me do a bit of thinking and presenting in the area of eportfolios. Most of that has been when I am working alongside schools rather than in them. So now as a principal at Kumeroa-Hopelands School I am faced with the coal face of implementation. At this point in time we are not in a position to consider implementing eportfolios with our students. However as part of the school self-review, performance appraisal system was reviewed and updated which gave us a timely opportunity to have a go.

Step one was to co-construct with staff the relationships between teacher inquiry, the Registered Teacher Criteria, the Professional Standards and the cultural competencies as described in Tataiako. Staff created a model, using an inquiry model as central to their thinking and adding on the competencies and criteria to show how they all came together. This was a hugely worthwhile self-review process especially when teachers articulated the reasons why they placed or showed the relationships between the 3 areas. Justifying their choices painted a really interesting view on their beliefs about teaching and learning. An example of this is shown below.

As to the reason why we did this is pretty simple, I believe that an authentic and rich teaching as inquiry approach to teacher practice will demonstrate all of the registered teacher criteria and the cultural competencies and in doing so will provide all of the reflective evidence that teachers require to demonstrate their competency. Especially relevant when two of your teachers are PRTs.

KHS Performance Management Graphic
KHS Performance Management Graphic

Step two for me was to use the outcomes of the review clarify the processes, relationships and key areas of the performance management process. I think in pictures so created a graphic to show these relationships. Central to the performance management is teachers engaging in teaching as inquiry. This relates directly back to their performance agreement which in turn relates back to the annual and strategic goals in the charter which in turn relates back to the teachers analysis of student achievement data both formal and informal. The key relationships to me are that the whole process is supported by relevant professional learning and development and that all relates to improving outcomes for learners.

Step three saw this feed into a matrix which showed the relationship between the performance standards, RTCs, teacher inquiry and Tataiako (big thanks to Regan and staff at Koputaroa for some great work here). This provided a more linear and usable view.

Step four involved transferring the all elements to an online space which for us is a Google Site. This best demonstrated by having a look at the basic empty site template which illustrates the matrix and how there is an expectation that staff are aligning their reflections to the PS, RTC, TAI and Cultural Competencies.

So what have we learnt so far?

  • Having an online space to collate all of this documentation for both registration and appraisal purposes has many benefits including anytime, anywhere access, the ability for mentors to provide feedback, and the ease at which evidence can be linked to, uploaded or embedded.
  • That we have lots of ongoing unpacking to do around the relationship between our practice and the PS, RTC, TAI and Cultural Competencies. At the moment we are skimming the surface of acknowledging these in our practice and require more practice and support in getting this right.
  • Acknowledging that teachers reflect in different ways and through different methodologies. For example would you prefer to simply list the cultural competencies as outlined in Tataiako and reflect against these on a given schedule? Or would you prefer to reflect as and when required and then indicate if these reflections demonstrate or fit with the competencies?

And where to next?

  • Engaging external expertise, especially in the area of Tataiako, to deepen our understanding of the Cultural Competencies.
  • Develop some kind of micro self-review system so that we can clearly identify areas of weakness and where we need to develop further.
  • Review the whole set-up with staff towards the end of 2012.

Inquiry Learning – just good 'old fashioned' effective pedagogy…

I am a big fan of inquiry learning and welcomed the opportunity to attend a full day workshop with Kath Murdoch last week.

I unreservedly support an inquiring classroom… however I am not a big fan of inquiry models. I am sure you know what I am referring to, normally some kind of cyclical or linear process to follow and guide inquiries in learning.  It may seem a bit contradictory, how can you ‘do’ inquiry without a model, but the workshop with Kath only reinforced this for me.

To support my point of view I am going to refer the notes that I made during the workshop but I am going to remove any reference to inquiry. When you do this the essence of what you are talking about is simply effective learning and effective pedagogical approaches.

Kath discussed four main areas which to her are the foundation of an effective inquiring classroom. My take on these were; relationships, student voice and choice, how are we learning what we are learning? and provoking curiosity. Let’s briefly unpack them:

Relationships

  • Know your students
  • Students finding out about each other
  • Students valued for who they are
  • “Do you know me well enough to teach me?”
  • Respectful connections: student/student, student/teacher
  • Vital in order for students to take risks and colborate
  • Becomes the fabric of an effectively functioning classroom

Student Voice & Choice

  • Students involved in decision making around their learning
  • Students co-constructing learning
  • Different options are provided for learners and their learning
  • Rich learning conversations with prompts for deeper thinking
  • Listening/responding/conferring/prompting
  • Inclusion of ‘passion’ type projects directly related to student curiosities
  • Student voice/choice is deliberately planned for, regular and authentic

How are we learning what we are learning?

  • Visible student goal setting and action plans
  • Clear learning intentions and success criteria
  • Rich in the characteristics of the Key Competencies
  • Looks like: participation, planned, focused, reflective, open minded, questioning,note making/taking, making connections to known/unknown

Provoking curiosity

  • Using objects/resources that provoke curiosity and trigger further learning: fascinating images, compelling texts
  • Deliberate questioning: What are you wondering about? What are you curious about?
  • Making use of any opportunity to ask and answer questions
  • Planned opportunities to model and record curiosities
  • Planned opportunities to reinforce processes, follow-up actions and how to’s

When you look at these characteristics of learning there are a number of elements that I believe are the foundations of effective learning and teaching. There is a clear alignment to the characteristics of assessment for learning through co-construction, learning intentions, success criteria, goal setting and reflections. The concepts of a differentiated and personalised approach are captured by involving students in decision making, having different options and outcomes for learning and allowing students to ask questions and follow their own curiosities. The richness of student voice clearly positions the learner in the middle with their learning built round them as opposed to learning being done to them. Building relationships “knowing where students come from and building on what students bring with them” (Ka Hikitia) is central to a trusting and healthy learning environment.

I would argue that an inquiry model takes the focus away from these attributes of effective pedagogy. It puts the focus on packaging learning up into a formula to be followed. If you were to ask teacher’s what is inquiry learning, what answers would you get? Would you get, “An approach to learning that is rich in student voice, relationships and student understanding of how we are learning what we are learning” or would the responses more likely be, “When students ask questions and find out the answers to their curiosities… oh and there is an action, a social action at the end.”

I am being deliberatley provocative but I think there is substance in the claim that inquiry models blur the essence of what an inquiring classroom is all about. Inquiry to me is just good ‘old fashioned’ effective pedagogy and I don’t need a model to tell me what that looks like.

ePortfolios in the news

There has been a few interesting references made to ePortfolios that have landed in my Reader inbox over the last week or so.

A good contrast too from;

E-portfolios have taken up more conference time and wasted effort than almost any other learning technology topic I can recall.

to

What the portfolio provides is something richer than just a number or a grade… It provides a depth of understanding for both the learner and the observer.

Here’s a selection:

1. E-portfolios – 7 reasons why I don’t want my life in a shoebox

An interesting and provocative blog post outlining some of the reasons why eportfolios have not had any real impact within education and beyond taken perhaps from a narrow point of view. The ongoing discussion in the comments section is great and adds another valuable dimension for using this post to reflect on and ask questions about your eportfolio use and purpose. Well worth a read.

2. E-Portfolios Evolve Thanks to Web 2.0 Tools

On the flip side this article from the Education Week promotes the use of eportfolios as a method of showcasing student progress. It discusses the authentic nature of eportfolios allowing students to showcase their skills and intelligence, discusses the challenges (time and access) and gives examples of Web 2.o tools being used. Perhaps nothing new here but a good affirmation for those practitioners with similar goals and methods.

3. Creating Student e-Portfolios with Google Sites

This resource came through the K12 Eportfolios Google Group, which you may like to consider signing up for. It is a 5 unit Moodle course on creating students eportfolios using Google Sites. Written by Jen Hegna, it is released under a CC Attribution-NonCommercial-ShareAlike 3.0 Unported License. Each unit has a Read, Discuss, Activity, Reflect, Evaluate, Checklist learning design sequence and a wide range of relevant and excellent material is used and referenced throughout. A great resource.

4. Do e-Portfolios make a difference to student outcomes?

An interesting question has been posed in the VLN ePortfolio group:

We are wondering what/if any data schools are using to see if an e-Porftfolio is making a difference to student outcomes. Some our teachers are beginning a Teacher Action Inquiry and need some baseline data so we can see if they have make a difference. Any thoughts?

It would be great to see some responses in there to this question. If you are not a member of the Virtual Learning Network (VLN), consider joining and participating in this and other discussion about teaching and learning.

5. Eportfolios – J’accuse

Similar in some ways to the 7 reasons why above, this post from The Ed Techie unpacks a number of issues around institutionalised and over complicated eportfolios. A strong case is made for blogs being a better means of achieving eportfolios than specific eportfolio systems. Also, like above, the comments section is hugely valuable where different points of view are offered and counter arguments reinforced. Another worthwhile read.

Enjoy.

Software agreements for NZ schools and mobile devices

Had a good discussion recently with my old principal at Russell Street School. We were talking about where to next for the school in regards to elearning and supporting infrastructure.

Like many schools, Russell St is exploring the potential of iPod Touches and iPads to support learning. An interesting question was raised in relation to the current and future software agreements. For those of you who are not sure what the agreements are all about, the Ministry of Education negotiates on behalf of schools in NZ, licenses with software vendors, to provide schools with computer operating systems, office suites, anti-virus and web filtering software at no cost to the school.

Before the question is posed, let’s take a moment to look at the anticipated changes to the tools that students and teachers will learn with, moving away from desktops and laptops to smaller mobile devices and increasingly BYOD.

The Horizon Report:

Immensely portable, tablets serve as e-readers, video repositories, and web-browsing devices with instant access to thousands of apps…

CORE’s Ten Trends:

The available choices for staying connected while on the go are many — smart phones, netbooks, laptops, and a wide range of other devices

UNESCO:

…it is likely that mobile devices with internet access and computing capabilities will soon overtake personal computers as the information appliance of choice in the classroom.

So the question is…

When the next software agreements are negotiated, will the increased use of mobile apps be recognised and included in the deal?

Why? Let’s put that question in a context:

A school has trialled the use of iPads and iPods in their school, has realised the potential, seen the impact on teaching and learning, and has aligned their strategic plan and infrastructure purchasing around this. The purchasing over the next 3-5 years will take the school to a position where these devices out number the desktops and laptops in the school. They would like students to be using iMovie, GarageBand, Pages, Numbers & Keynote on these devices (totalling NZ$54.95) i.e. the mobile app equivalents for the same applications the school receives now for no cost  under the current software agreements.

What do you think? The solution of course is complex and is simply not a case negotiating with the Apple reseller here in NZ. Issues already surround  licensing of any apps for NZ schools with a lack of volume licensing among other things, ably outlined in this blog post by CORE colleague @warrenhall.

I know that plenty of you out there will be saying things like AndroidGoogleopen source… and fair enough to in a number of respects.

The point is, new software agreements should reflect current and planned usage and recognise what is clearly an increased use of mobile devices in NZ schools, especially the iPad and iPod Touch.

Appreciative Inquiry

As a national facilitator for the ICTPD programme, I am in a privaledged position, seeing the best of what is happening in schools around NZ. In most schools, teaching as inquiry is used to guide practice, in varying degrees, from the casual “our teachers are constantly inquiring into what they do” to the formalised approach and expectations that the inquiry is documented, mentored and reflected upon.

I favour the formal approach, prioritising teaching as inquiry and embedding it within a schools PLD programme. We know that the NZC outlines teaching as inquiry as being integral to effective pedagogy, well supported by research and it shouldn’t be left to chance.

As teachers inquiry into their practice they focus on 3 questions:

  1. What is important (and therefore worth spending time on), given where my students are at?
  2. What strategies (evidence-based) are most likely to help my students learn this?
  3. What happened as a result of the teaching, and what are the implications for future teaching?

Often this is interpreted as a deficit model, looking at under achieving students or a weak curriculum area within a class or school. Without question these students are priorities for any school and the responsibility to progress these students is non-negotiable.

However, an alternative approach to this is appreciative inquiry, which when embedded in classroom practice has the same intent of raising achievement and outcomes, but takes a different approach:

AI is based on the assumption that organizations change in the way they inquire — an organization that inquires into problems or difficult situations will keep finding more of the same, but an organization that tries to appreciate what is best in itself will find more and more of what works well. Source

AI is framed around a four step process…

  1. DISCOVER: The identification of organizational processes that work well, focusing on strengths, best practices, and values.
  2. DREAM: The envisioning of future states and processes that could work well in the future, given the nature and capabilities of the organization.
  3. DESIGN: The planning, design, and prioritizing of processes and aspects of the organization that could realize the dream.
  4. DESTINY: Implementation planning of the proposed design and action planning to strengthen the capability of the system to sustain ongoing positive change. Source

This table compares a problem solving approach/deficit model to a AI approach, adapted here from a Wikipedia entry. The difference is in the way questions are asked about a situation, envisioning the future and building on what works rather than fixing what doesn’t.

Problem Solving Appreciative Inquiry
Felt Need: Identification of problem/s Appreciating: Valuing the best of what is
Analysis of causes Envisioning what might be
Analysis of possible solutions Dialoguing what should be
Action planning (treatment) Innovating what will be
Basic assumption: A problem to be solved Basic assumption: A miracle to be embraced

What could this mean for you as a teacher or school leader?

  • Both approaches of inquiring into practice have the same intent of improving achievement for both student and teachers.
  • Elements of AI can be embedded into a traditional inquiry into practice where  teachers identify their course of action i.e. What strategies (evidence-based = the best of what is… successful…) are most likely to help my students learn this?
  • AI is known primarily as a process for managing institutional change, so look at the potential of using it beyond classroom practice to the greater goals of the school i.e. appreciative inquiry could work brilliantly when visioning and looking at long term strategic direction for a school, complimented by classroom based teacher inquiries.
  • If you are a high functioning school and consistently have great achievement data try AI to really focus in on why this is happening and how you can build in it
  • Consider trying an alternating scenario where you have a more common deficit inquiry approach one year followed by an appreciative approach the next, or any similar schedule
  • Are your teachers lacking motivation or engagement in unpacking what they are not doing well…? Celebrate success through an AI approach to professional knowledge building

One ICTPD cluster has shared its approach to appreciative inquiry and drafted templates to mould the NZC teaching as inquiry into an AI framework. Have a look on the Te Apiti cluster site to find out more.

This post has only skimmed the surface of what is a really interesting and relevant context for approaching teaching as inquiry with direct links to effectively pedagogy. I would encourage you to explore it further.

Delicious is always a great place to start your search. Try the tags appreciativeinquiry, appreciative_inquiry and appreciative-inquiry & watch the video below:

httpv://www.youtube.com/watch?v=BqHeujLHPkw

More on Registered Teacher Criteria and Professional ePortfolios

In a previous post I discussed some initial thoughts around a potential relationship between the Registered Teacher Criteria and professional eportfolios. I mentioned teaching as inquiry in the post but not in any great detail about how it might work and look.

So inspired by conversation, feedback and other people’s thinking let’s make that step by taking the Teaching as Inquiry framework, central to effective pedagogy as outlined in the NZC to underpin the process. By starting with teaching as inquiry (TaI) and using it as the foundation for professional appraisal and teacher registration, we are reinforcing the core focus of teaching (and therefore the appraisal & portfolio) to achieve improved outcomes for all students.

Inspired by how Rocky mapped her thinking out I have played around with how the 12 criteria align with teacher inquiry shown below using the graphic from Timperley’s Teacher Professional Learning and Development: Educational Practices Series, p. 26-27). The orange text boxes are the original cycle, with the pink boxes the 12 criteria matched to the best fit stage of the inquiry. The exception being criteria 1, 2 and 3 which to me are more global and integrate throughout hence how they form a mini-cycle in the middle. (I like this graphic over others as it includes specific reference to role of leaders in schools.)

 

Secondly below using the slightly different cycle graphic from Teacher Professional Learning and Development: Best Evidence Synthesis Iteration (BES). Both of these examples are indicative only, and you could argue that some of the criteria fit better with another stage in the inquiry. Would be a good activity to complete with teachers if you were heading down this track…

TaI is a cyclic and ongoing process as teachers continually reflect on their practice within a whole range of levels from micro to bigger global objectives. The diagram is represents that way. I am fully in favour of formalising and in some way recording this process, integrating it into teaching and learning and the school’s professional learning programme. Appraisal systems in place are not always naturally ongoing, responsive, immediate… they are generally summative, ‘completed’ a couple of times a year rather than being living and formative. An exception to this would perhaps be the mentoring of a PRT

So I would want to use the RTC in a cyclic and ongong manner too… and reference it within a professional eportfolio.

So what might that look like in practice when it is captured and shared within an eportfolio?

You could take an approach similar to this Mahara/MyPortfolio template. While this approach is very functional and mirrors a traditional ‘filling out a document’ approach, its strength would be in the ability to provide feedback to the teacher within MyPortfolio but I have a lot of unanswered questions regarding its use. In a worse case scenario, this approach could just become something you complete when your rego is due or within the performance management process, you just share it with your appraiser when required. It doesn’t directly reinforce the benefits of TaI nor show an ongoing cycle of reflection and next steps.

If I were in a postion to lead this in a school then I would favour a blog/journal approach rather than a page. Whether using WordPressBlogger or the blogging capacity within MyPortfolio, the tool is not important rather the ability to tag (or label or categorise) your entries and display these tags as either a list or cloud. This then becomes your blog index allowing you to select the posts which relate to and provide evidence towards the appropriate registered teacher criteria.

What is also really important to note that in this approach you don’t go out and write a post on “how I have achieved and reflected upon Criteria 4”. Instead your ongoing reflections, inquiry into practice, involvement in professional learning and development, mentoring, obvservations, staff meetings, teaching practice and so on, are blogged/reflected on as and when they happen, and any association with the criteria is noted.

It also removes the ‘timed’ appraisal. The mid-year, end-of-year, or other times for appraisals are a bit old schoolish. It’s a bit like waiting until the end of term to receive your child’s portfolio, out of date and past its usefulness in order to really contribute to new learning…

To me it is a bit of a no brainer, one system that caters for a record of teacher inquiry, clearly linked to registration criteria, evidence, authentic appraisal and reflection. And just to add one more to the mix is how the culmination of all of this within a professional portfolio can be central to a professional network. Why is it that we tend to be so protective and private when it comes to all of this stuff… sharing it with an audience has so many potential benefits…

How does your school manage this/these process(es)? Silos? I am always or the look out for examples of professional teacher eportfolios, with reference to TaI and RTC or not. Do you have any to share?