My key change has actually been in my reflective practice and the way that this has led to me developing my own professional learning journey for the future.
In my very first Blog Post, back in Week 17, I commented that “I have always said that a good teacher is a reflective teacher. They are constantly thinking about their experiences, analysing them, devising next steps, and putting them into action in the future. I know I do this all the time, usually in the car heading to and from work.”
And that after completing the readings I realised, “This week's readings have been of great benefit to my mindset of written reflections. They have clarified my thinking and shown me that reflective practice is more complex and detailed than it seems. Whilst I believe all teachers are constantly reflecting, I now realise that the effectiveness may be lacking due to the neglect of writing them down, and the lack of understanding of how it can truly transform our practice.”
I finished by saying, “In conclusion, my journey will be confronting; others’ reading my reflections, hard at first; creating the routine of writing things down, but rewarding in the end; as the task becomes the norm. I should probably start with finding a great speech to text app so I can record my ‘musings’ in the car.”
I have not yet found the speech to text app that I thought may help me, but I have discovered that the act of recording my reflections is incredibly rewarding and has helped to consolidate so much of what I have learned on the course.
Using the Ministry of Education’s Teaching Standard document I have identified that the Professional Learning section best fits the change that I have identified.
(Educationcouncilorgnz, 2018)
Problem identification: In the past, I have tended to try ideas gained from Professional Learning courses without really thinking about them, ‘why I am using it?’. It was a rather Carte Blanche approach.
Observation and analysis: This didn’t really bother me as I would take and leave what suited me and what didn’t, again not really thinking about the ‘why?’
Abstract reconceptualisation: I was ‘forced’ to reflect in written form as part of an assignment for Mind Lab. A change in my practice happened.
Active experimentation: I embraced the reflection models and discovered the vast advantages, I found that I had a clear plan as to ‘why’ now, and where to go next.
What next? I plan to continue on this reflective journey. I am confident that I can now embark on my own Professional Learning journey in a less piecemeal approach. I want to sit down and find the research that aligns with any new approach I find, rather than just trying things willy-nilly and seeing if they work. I plan to continue my blogging, we are working through the spirals of inquiry at my school at the moment, I will use my blogs to question my assumptions as I work through the new learning stages and when considering if I am making enough of a difference.
References
Osterman, K. F., & Kottkamp, R. B. (2015). Reflective practice for educators: professional development to improve student learning.(2nd ed.) New York: Skyhorse Publishing.
Ministry of Education (nd). Our code, our standards. Retrieved from https://educationcouncil.org.nz/content/our-code-our-standards
