Week 18 - Future-oriented Learning and Teaching

Activity 2: Reflecting on changes in my future oriented teaching practice Create a reflective entry to critically reflect upon how you have positively changed your practice during your postgraduate journey. Your reflections should be based on a suitable reflective model of your choice.

Step - 1 (Description) 

Theme 5 - A culture of continuous learning for teachers and educational leaders

There is a saying "If we're always going to do what we have always done, we're going to get what we're always got."

The event I am focussing this post on is "Moving to a blended classroom through the use of chrome books."  My role at school has been e-learning coach.

In hindsight, I would never have called myself as 'coach'.  I think my role has been more one of mentor.  Using the table from Colleen Douglas (2017),  gives a more sustainable focus to this change initiative I was leading.

Douglas, C. (2017), Keynote Leading Through Mentoring [course notes]

By understanding the differences, I have been able to guide and scaffold team leaders when re-modelling their thoughts and practices, and then in return, their role as team-leader has helped guide and scaffold support with their team members.

Step 2 - Feelings

A saying that has stuck with me since I was a beginning teacher (over 20 years ago) has been, "Educational Change is like being on a mutinous boat."  I wish I could remember the speaker who used this saying, however I can remember sitting their laughing alongside 3 friends freshly out of Teachers College, thinking how could this be because 'we' want the best for our students so why would anyone not want to change.

Many years later, this saying resonates in my mind.  Looking back over the change period from where we were to were we are now, where a blended learning classroom is the norm.  The Kubler-Ross model of the five stages of grief probably epitomises exactly the feelings of the leaders and teachers involved:

(Retrieved from: https://www.psycom.net/depression.central.grief.html )

Would I want to lead this change again? A big fat YES!  However, what I know now of leadership styles and theories would certainly effect how I would implement change.

Step 3 (Evaluation)

With the scaffolded and systematic approach I took to leading this change I know that a majority of teachers managed this change successfully.  The 'laggards' and 'late majority' certainly took a lot of my emotional and physical time.  I worked with these teachers 1:1, in hindsight I should of used most of my energies with the 'early adopters', and in turn given them responsibility by distributing leadership / mentoring opportunities for them to  flourish in.  

Knowing this now, will effect how I plan for any future change initiatives.

Step 4 (Analysis) & Step 5 (Conclusion)

Over the years, I feel the change models we have used have created  a culture of being told how to do something or as Dalton and Anderson (2013) state they have a limited or no use of 'Inquirer Capabilities'.  The supporting evidence:

• We have undertaken a very scripted writing PLD for 5 years ... "I was too scared to say anything to ......., as I didn't want to be told off."  (Teacher A) ... "It was her way or the highway!" (Teacher B)
• Up until 2017, Teacher Inquiry was never a priority with appraisal ... "I thought appraisals were to prove I was doing something, not improving on what I do." (Third Year Teacher)

In future change initiatives I lead I will be using the 'Art of Inquiry' model as created by Dalton and Anderson (2013).  Not only is it a model that promotes self-inquiry, it is a model that supports and scaffolds change.

Dalton and Anderson (2013), The Art of Inquiry

Step 6 - (Action Plan)

1. Listen

I will practice:

• Not giving personal judgement
• Pause - Reflect - Paraphrase

2. Inquire

I will practice:

• Using an open voice
• Use the language of inquiry (Dalton & Anderson, 2013, pg 35)
• Clarify and probe starters (Dalton & Anderson, 2013, pg 35)

3. Advocate / Inquire

I will practice:

• The Advocacy-Inquiry model (Dalton & Anderson, 2013)
• Synthesis key points made throughout PLD sessions

4. Explore Perspectives, Differences and Possibilities

I will practice:

• Honouring new and different ideas
• Use the mighty 'might' word to explore other possibilities

5. The Final Word

I will take the time for critical feedback from the stakeholders (teachers, senior management, including myself). To help me grow forward in future changes I will lead, co-leader or mentor a future leader through.

References

Anderson, D (2012), Workshop Art of Facilitation [Course Notes}. Leading Adult Learners, Te Awamutu Primary, Te Awamutu

Dalton, J & Anderson, D. (2010), Learning Talk 1: Build Understanding. Retrieved from https://www.leadingadultlearners.com/pages/online-store

Dalton, J & Anderson, D. (2010), Learning Talk 4: Develop the art of inquiry. Retrieved from https://www.leadingadultlearners.com/pages/online-store

Douglas, C. (2017). Keynote Leading Through Mentoring [course notes], Kahikatea Tū te Uru - Leading through Mentoring growing support systems and expertise in you and your place, TRCC, Wellington, New Zealand