Masters in Contempary Education

Mahi Tahi

List of Principles for Successful online collaboration

Through an analysis of Vanin et al work around the principles of collaboration Tony Ward has identified three essential elements. Social, Teacher and Cognitive presences.

Gamison (2006) states an integral part of success for online collaboration is coming together regularly to share learning and make meaning. Monica and Vanin (2011) agree with Gamison’s stating “ social presence” as key, enabling participants to be socially and emotionally real to themselves and communicate this through their online presence. Vanin el.al  supports the social presence claim in the third step of has model An Academic Guidance Model to Orient Distance Students “supporting”, which aims to give technical relational and emotional support.

Building a social profile online is an integral part of successful collaboration. Still supporting the work of Gamison, Anderson and Archer (2001). The second standout is “cognitive” being able to think, reason and remember written text and or dialogue so that one can negotiate with others developing new ways to build knowledge. Through a reciprocal manner of working together, sharing resources and tasks, discussing varying viewpoints, accepting diversity and eliminating competition, high-quality learning processes and outcomes can be achieved. 

Finally Tony Ward discusses “teacher presence” as preparing students to understand the design, facilitation and direction of learning, bridging the gap of technical discourse and building on the social and cognitive processes for a worthwhile learning outcome.

To set educational change we need teacher-led learning communities. Through collaborative networking opportunities we can make educational change. Teacher's join together to improve their practice and through an applied standard or sequenced inquiry of learning and being held accountable by their peers. (Maughan, Teaman and Wilson p26 (2012)

 

 

 

Resources

Garrison, D. R. (2006). Online collaboration principles. Journal of Asynchronous Learning Networks, 10(1), 25-34.

Garrison, R., Anderson, A. and Archer, W. (2000) Critical Inquiry in a Text-based Environment: Computer Conferencing in Higher Education The Internet and Higher Education, Vol. 2, No. 3

Maughan, S., Teeman, D. and Wilson, R. (2012). What Leads to Positive Change in Teaching Practice (NFER Research Programme: Developing the Education Workforce). Slough: NFER.

Manca, S., & Vanin, L. (2011). Models and strategies to support students’ initial socialization in web-based learning environments. In Techniques for fostering collaboration in online learning communities: Theoretical and practical perspectives (pp. 82-98). IGI Global. Access here

Digital Fluency

The following article reviews several Digital Literacy frameworks and mentions pros and cons of each one.

https://www.linkedin.com/pulse/challenge-digital-literacy-beyond-narrow-skills-critical-mark-brown

The purpose of this strategic plan for  ***  School library is to provide a framework for future development over the next 3 years, 2020 – 2023.  It provides key areas for development and stated as goals and actions to be taken to achieve development of the library and library services.  This plan supports and upholds the goals and vision of *** Primary School and will be discussed and revisited annually over the next 3 years.  

This strategic plan has been prepared by *** (Teacher in Charge of Library) with support from *** (Junior teacher) and ***(across school Teacher support staff and ESOL specialist) in consultation with staff and with assistance from Services to Schools, National Library. 

*** Primary School is a full primary school from year  0-8 and currently has a roll of 269 students. Of these 269, 147 male and 122 female. Children come from diverse backgrounds and from an increasing range of ethnicities represented as follows, 94 NZ European, 72 NZ Maori, 19 Indian, 5 Other South East Asian, 9 Samoan, 4 Middle East, 4 Other Asian, 5 Australian, 28 Filipino, 6 Tongan, 6 Fijian, 3 Cook Isl Maori, 2 Latin American/Hispanic, 2 Other European, 2 British / Irish, 2 Sri Lankan, 3 African/African Origins, 1 Japanese, 1 Dutch, 1 Other Pacific Isl Group. Many children are English Language Learners (ELL). A large number of children enter and leave the school throughout the year. *** School is a member of Te Mana Raupō CoL|Kāhu Ako.

The school roll has increased substantially in the last five years resulting in a significant refurbishment of buildings, with redesigned learning spaces. The library has been absorbed into the classroom spaces as well as a  designated area for a small library.  We are currently redefining the library space and updating the library collection to represent our community.

*** Primary School library will be an asset that supports the school vision of Reaching for the Stars by developing and delivering new methods of creating and supporting knowledge resources. We will enrich teaching and learning and fuel inquiry research and school wide topic studies.

Leadership approach - as a whole we will need to lead staff and students. 

• management, transactional, instructional, distributive leadership styles.

Competencies to develop - 

Build relationships between, within, amongst all actors (staff, students, family, community)

• staff professional and personal development

• student performance, monitoring and development

• problem solving and decision making

Our school library is inclusive and welcomes everyone.  Students are at the centre and support readers.

System leader - sharing information with other schools around setting up a library. Placing all students at the center to support reading.

The library will provide a welcoming, accessible space, with suitable resources to support students to:

Values develop their very best abilities in Literacy and Numeracy -  think more deeply about topics and solve more complex problems consistently display our values and foster positive relationships have and maintain a healthy body and mind  express themselves confidently through the Arts and Physical Activity

Leadership model/s Transformational and Transactional Instructional Distributive   Transformational and Transactional Transformational and Transactional Instructional, Instructional

Competencies to develop -  staff professional and personal development student performance, monitoring and development problem solving and decision making

Complex Adaptive leadership enables change within an establishment. By making up mini teams and having them responsible for an area without being controlled by management enables greater change as a shared vision is supported with many differing points of view on how to reach the shared vision, problems raised, discussed (paradoxical Leadership) and as a result new direction begins to form.

Leadership & Expertise
Goal 1: Creating a shared vision  Goal 2: Making decisions that impact on student success Goal 3:  Funding, staffing, training and documentation
Objectives	Responsibility	Leadership Style
Goal 1: Creating a shared vision  Library team meet to brainstorm ideas -survey staff and students Develop a strategic plan to support the development of the library space and collection		Instructional, Distributive, Paradoxical leadership Through a complex adaptive leadership structure, getting passionate people on board and giving them responsibility around an area they are passionate about and can achieve quickly with little time and effort will  build a foundation of respect and trust, a shared vision and action plan will emerge. By getting the voice of all and leading strategically agile practise of paradoxical leadership we will gain a clear understanding of how each individual wishes to use the library to support their learning programme.
Goal 2: Making decisions that impact on student success - focus on building book collection Identify how the collection will support the curriculum and students Identify sources of funding		Distributive leadership here will enable the actors (all that are involved in using this space an opportunity to have input on just what they wish to find in their library.  Around funding we will be able to use the skills of members who are familiar with getting funding to support projects.
Goal 3:  Funding, staffing, training and documentation Establish how the library will be funded Ensure the library team is supported to carry out their role of engaging and supporting learners and teachers in the space through support and training. Develop a library guiding document that outlines the role of the library, how it will be managed, and how the collection will be built and sustained. Identify ways to support and encourage staff to grow their knowledge of the library collection and children’s literature so they can share this knowledge with students		Instructional around support of the library leaders Distributive around what roles each follower will play Transformational and Transactional in the new direction the library takes as a result of following and assessing the vision against the plan and checking in with progress to see how each team is achieving their goal and what further action  is needed to enable success of all participants.

Services
Goal 1:  Support for developing & enhancing reading engagement for all students Goal 2:  Support and resourcing for information/ digital literacy (Online)
Actions	Responsibility	Leadership Styles
Goal 1:  Support for developing & enhancing reading engagement for all students The library team will meet regularly  Organise a book week Displays of children’s art work Ensure cultural diversity of the school is reflected in the collection and on the wall Collaborate with teachers to increase engagement and borrowing from the library Short book reviews completed by students and staff and displayed Library team promotes new resources via staff meetings and the Accessit Library page Ready access to great read alouds for teachers to pick up and share in library time Invite community members in for a range of purposes i.e. Reading Aloud- Grandparents Day		Instructional support around improving knowledge of the library system and what it can over as a learning tool within the classroom Train staff up so they can keep their page current on the app Distributive - delegate roles such as book reviews (instructional) to senior students, librarians, as part of their reading programme to build the review section of the library. have person in charge of wall displays in library (ESOL) Instructional - inform staff of updates
Goal 2:  Support and resourcing for information/ digital literacy (Online) Promote online reference resources with posters/signs/ QR codes directing students to appropriate websites and databases. Develop library database allowing easy direct access to databases such as EPIC Ensure teachers know how to access EPIC - with particular focus on Encyclopedia Britannica, National Geographic Kids, Elementary. Ensure teachers know where to find free quality NZ digital resources to support the curriculum.		Instructional leadership used here to encourage teachers to use the library in different ways without it taking their time to plan. Simply add to a reading activity.  - link QR codes to our web link on the library database to support research and inquiry  - Make up a pack per teacher they can display in their room with a few activities they can indulge in straight away that is at each stage and ability of the user. link to digital literacy plan with school Jan from National Library can run a staff meeting workshop on Digital Resources

Place
Goal 1:  The library is a facility that caters for student learning and a wide range of activities. Goal 2:  The library is an inclusive, stimulating and welcoming space where students feel safe. Goal 3:  The library is physically integrated with the rest of the school and accessible at all times.
Actions	Responsibility	Leadership Styles
Goal 1:  The library is a facility that caters for student learning and a wide range of activities. Ensure the library space is suitably arranged to allow for a class to sit and listen to a story Create quiet cosy spaces where children can read quietly Ensure a range of activities i.e. games readily accessible		Distributed - have the library with flexible spaces so it can meet the needs of each class. Each class varies with age and size of children, having spaces to cater is essential to getting teachers on board. Space is too small, Paradoxical leadership Both/And  - look at moving the library into individual classes each hub with a mobile scanner to issue books home directly from the hub library. Maintain the library space so children have a space to go and relax while reading a book or playing a game with friends.
Goal 2:  The library is an inclusive, stimulating and welcoming space where students feel safe. Cover existing pillows - appeal for help from school community Clear out unnecessary furniture Ensure wall displays are inclusive and reflect children’s work and ethnicity		Distributed and Transformational Sewing bee or craft day with a craft group coming together to make cultural cushion covers to add appeal to our library space. Use community members offering a sense of belonging.
Goal 3:  The library is physically integrated with the rest of the school and accessible at all times.  Library is seen as a learning space. Timetable reflects and meets the needs of students and teachers Encourage use of the library to support inquiry work, and reading for pleasure The library is the 3rd place where students of all ages can socialise, collaborate and create.		Instructional leadership around timetables and instructional how to sheets How to use the library How to log on the library system How to return and find books etc Staff PLD around how to use the library and the updates.

Collections
Goal 1:  Collections are curated for readers and learners – balanced, inclusive and support reading for pleasure Goal 2:  Supports school curriculum – teaching and learning programmes including inquiry and literacy development Services to Schools has more information in Collections and resources.
Actions	Responsibility	Leadership Styles
Goal 1:  Collections are curated for readers and learners – balanced, inclusive and support reading for pleasure Ensure collection regularly weeded to maintain an engaging collection responsive to student needs and interests. Use agreed criteria to decide on which books are weeded. Undertake an assessment of the current collection so that a focused buying plan can be created. Ensure that staff and students are able to suggest new titles for the library  Supplement current collection with books on loan from National Library		Distributed leadership around purchasing of books that are high interest to staff and students. Have staff recommend their favourite childrens books and take some children recommendations, titles, topics, genre  Instructional leadership to Borrow books each term from the National Library to refresh current collection. Books will be ordered based on highest need. Currently this is reading engagement, non fiction topic based studies.
Goal 2:  Supports school curriculum – teaching and learning programmes including inquiry and literacy development Utilise Accessit to support the curation of, and access to, free digital resources that both teachers and students can access at school and from home.		Instructional Leadership - require PLD for staff on how to access  resources like EPIC and how they can add to the database Distributive leadership will inform what would be useful to have easy access to the landing page of access-it to support reading engagement of our akonga and grow our library identity in the school

Connections
Goal 1:  The library works collaboratively with teaching staff around supporting literacy & inquiry programmes. Goal 2:  Links made to resources inside and outside the school (community) Goal 3:  Parents and whānau are actively involved in the library
Actions	Responsibility	Leadership Styles
Goal 1:  The library works collaboratively with teaching staff around supporting literacy & inquiry programmes. Promote the library and its resources to teachers i.e. curating free digital resources on Accessit, physical collections that support the curriculum Access non-fiction and reading for pleasure resources from National Library		Instructional Request books from the National Library each term based on requests from teachers. Set up a teacher who is responsible in each hub to request material and send request through to Michelle to sort resourcing
Goal 2:  Links made to resources inside and outside the school (community) Utilise community strengths and interests Promote public library initiatives especially summer reading and holiday programmes to students		Distributive and Transactional and Transformative  Community events taking place there, meetings, coffee specialist classes, weaving, prayer, languages, music tuition etc Connect with public library
Goal 3:  Parents and whānau are actively involved in the library Investigate opportunities from preschoolers to access the library with their parents		Distributive and Transactional and Transformative IDEAS: access library from home, book reviews, use space for sharing, meetings, come and read to children, play group reading

Access
Goal 1:  Open to community 24/7, opening hours to suits needs of learners (Independent) Goal 2:  Policies, systems and procedures are reader-centred
Actions	Responsibility	Leadership Styles
Goal 1:  Opening hours to suits needs of learners (Independent) Online access to Access It available to all via the app Lunchtime hours for voluntary access by students		Instructional, Distributie  Timetable lunchtime supervision to accommodate opening hours
Goal 2:  Policies, systems and procedures are reader-centred  Outline expectations for all classes and staff on use of the library i.e. how to use  Accessit to issue and return books, care of the space		Instructional Orientation at beginning of year for all staff - then staff support students

Reference Folder

https://drive.google.com/drive/folders/1CbZw38yda_H5sABErBglAUXOZPmLrUHq?usp=sharing

Colloquium July 2020

Session 2 Vision vs Process

Vision - To create sustained change through distributive leadership, to develop relational trust and shared ownership of a change project. 

Key points:  Distributive leadership , relationship, whanaungatanga 

Relationships, collegiality, relationship forming

Big change distributive leadership

Creating more teacher leadership, curriculum leaders having responsibility

Moving away from SLT leading meetings,

Opportunities to other staff members to lead

Kai

End of term shared breakfast -teachers divided into teams and cooked breakfast to share. All staff involved including support and caretaker

Final meeting is about thanking for hard work a celebration

Acknowledging hard work 

Authentic relational - all working together, be thankful for what i contribute, we are seen as equals

Music playing cooking

Back to class by 830

Rebecca spoke of the Croissant where it was come and we will give you a one as part of team meeting end of term PLD happened on a friday

Ramona event was have a share contribution where people were able to pick what they wanted to bring 

WOW - 2020 has begun with me studying for my Masters.

Key leadership knowledge, skills and attributes necessary for building and sustaining collective leadership in education, and professional communities in education.

Collectivist leadership embraces the idea that many individuals within a system may lead, or that groups, structures, and processes may exercise leadership to help networks advance toward a shared goal.

Collectivist leadership acknowledges that many people within a system can lead. Within a network there are many individuals that have a vast array of expertise and experiences that can add value to a situation and strengthen a network towards a shared goal whilst strengthening their vision, values and team.

The key skills raised literature as to what makes an effective leader are noted as below. 

The strongest link made was in Communication. There are several ways in which one can communicate. To be an effective communicator is to be able to share ideas as they were intended, leaving no room for misinterpretation of the content (Ramsey, 2006).  

• Plan to use multiple methods of delivery for information to be disseminated.  

• Do not provide too much information.  

• The use of technical terms should be avoided.  

• Cultural sensitivity should be practiced when communicating.  

• Acknowledge other viewpoints when appropriate.  

• The use of argumentative language so as not to heighten concern.  

• Remove sarcasm. 

Covey (1990) described communication as “the most important skill in life.” Weller & Weller, 2002 support Covey’s stance on the importance of communication within effective leadership

Ramsey (2006) stated that leadership and communication are synonymous in nature. More explicitly, “If you can’t communicate adequately, you can’t lead.” Ramsey (2006) concluded by stating that the leader should never harbor secrets when communicating (i.e., always be open and honest).  

Relationships - know your team

• Build employer employee relationships

• Be culturally aware

• Know yourself, your own strengths and weaknesses.

Use many leadership theories, not just one. Different situations/people/number of people/goal call for different leadership skills.

References

Szu-Fang Chuang, Ph.D., ESSENTIAL SKILLS FOR LEADERSHIP EFFECTIVENESS IN DIVERSE WORKPLACE DEVELOPMENT, Fooyin University, Online Journal for Workforce Education and Development Volume 6 Issue 1 – Spring 2013 Reviewed 08/07/2020 at https://opensiuc.lib.siu.edu/cgi/viewcontent.cgi?article=1133&context=ojwed

Vick, Lonnie C. ASSISTANT PRINCIPALS PERCEPTIONS: KNOWLEDGE, SKILLS, AND ATTRIBUTES FOR EFFECTIVE LEADERSHIP 2011-05 Reviewed 08/07/2020 at https://uh-ir.tdl.org/handle/10657/280

https://wagner.nyu.edu/leadership/theory/collective

Vingette

“In my practice, if anything was possible I would love to shift towards learner focused teaching. In my context I imagine this could look like a co constructed, collaborative, interactive environment where social learning empowers the learner. (Early childhood education documented in Te Whariki. I would incorporate the four principles of learning, Whakamana/Empower, Kotahitanga/Holistic, Whānau tangata/Family Community, Ngā hononga/Relationships, linking these to Seven Guiding Principles. To develop) The learner would have free access to co operative well organised learning groups that push every child to improve their abilities. Craft supplies and construction materials as well as PE equipment and ICT, would be freely available enabling the children to optimise their learning through exploration whilst supporting their emotional learning so they continue to believe in themselves, and build relationships with peers. 

In doing this I place the child at the center of their learning. Ko te ākonga te pūtake o te ako, The learner is the basis of teaching and learning. Te Whariki

To successfully maintain child centered learning I would need the support of Whanau and community groups to come in and share in our learning to offer an adaptable learning environment that continues to meet the ever changing needs of the learners. We can simply not plan for what that next question might be, as when a question is answered it leads to more questions, so a flexible space is a necessity. A teachers’ job in all of this is to balance the learning to ensure children remain challenged. It is up to us to recognise what it is the learner needs to know in order to continue moving forward.  “Education is learning what you didn’t even know you didn’t know.” – Daniel J. Boorstin

Offering a holistic curriculum and ensuring clear pathways with formative assessment supports emotional growth and the stability to continue learning, to encourage different learning experiences and being able to use the skills learnt in a variety of situations building oneself into a lifelong flexible learner.

Each child engaged in their learning, no children climbing up the walls chasing spiders rather they could watch, learn, question, discuss in real time.

Each child would have access to a device and a learning support team that could shape their learning together

Each child would come to school with the skills to focus and be self directed learners in this 21st Century Learning environment.

Technology rich classroom that not only has digital devices such as iPads, cameras, Chrome books but one that also linked to AR and VR devices as well having ready and willing families who wish to engage and support the learning of their child.

Having ready easy access to specialists in the field of interest.

Have students at the beginning help to scaffold their learning, 

Have learning assistance that can ensure best outcomes for Project Based Learning.

Learner Focused Solutions

Readings
Pedogogical approaches in Project based Learning 

HQPBL framework
Source Student Focused Learning


Image from https://mystudentvoices.com/what-exactly-is-studen...
The power of student based learning

the 7 principles for learning (and evaluative questions) in the ERO springboard resource. These are summarised as:

• Learners at the center
• The social nature of learning
• Emotions are integral to learning
• Recognising individual difference
• Stretching all students
• Assessment for learning
• Building horizontal connections

Points of Departure

1.This document is from the ERO but is taken from the OECD project on Innovative Learning Environments that harnesses many of the ideas that exist in learner focused pedagogy. As a document it is a very comprehensive read. There is a ‘practitioner guide’ that can be found here:

http://www.oecd.org/education/ceri/50300814.pdf

The ERO document is found here:

http://www.ero.govt.nz/publications/leading-innovative-learning-in-new-zealand-schools-april-2018/appendix-2-oecd-ile-project/

This ERO document has 7 principles of learning and guiding questions to evaluate learning that is learner focused.

E-Portfolio Reflection

• I chose to continue with Blogger as I have learnt how to use it and I find it userfreindly. I looked up pros and cons and it stacked up against Wix and Wordpress. I also have a range of other learning on it. A blog is a refelction of learning and I felt continuing on this journey I should continue with my original blog.
• strengths and weaknesses 
  
• free blogging platform compares

The pro to blogger is I can add ads and earn money. $$$

• To share my posts, I simply share a link to my page via our email platform Slack. I can also be searched and I have a twitter page embedded.
• I am able to intergrate with Youtube easily and google docs. I can embed pictures with ease also. As far as other pages. I will find out and learn a work around.
• Accommodation of a wide range of applications and evidence to date has been good. In the futture I will find out?
• How robust is my chosen platform- specifically with reference to longevity, authenticity, sustainability and cost?  Cost is free and can be upgraded if I wish. Migrating Blogger as reading suggest is tricky but can be done. I will need to migrate if I decide to go my own owner owned site. As far as longevity, authenticity, sustainability, this is up to me keeping it fresh and relevant.

Personlized Learning

I see Personlized learning as interconnected. It is incomplete if you are not combining all areas of the concept.
‘The Shape of Things To Come: personalised learning through collaboration’
What we know about learning
Chapter 3 ‘ Personalising Learning’

5/2/2020 - Reflection on Heutagogy

To do my wee video I thought I would use Explain Everything. I have not used it on my computer before and feel inteh futrue the iPad seems a better choice as does doing it on the school network. You have more usability.  Anyway I persisted as I needed an outcome. I also had to get Tech to allow my microphones on Google beforeI could record. So a few hurdles to overcome.  Anyway here is my review link

I wanted to do and say so much more but time has run out so I am going to photograph. my notes and post them also. Next one I will try screen castify or maybe even something like Green screen. 

My wee study buddy Raggie

I have read a lot and have listened to several videos. What makes me question is they say traditional classroom teaching is old and new studies of the brain say it is not the best way for us to learn and we should looking at better ways such as lets get up and do. Maori have been doing this since the start of time. They sing, have actions for song, teach using whole body and interactions with people (collaboration).

As I sit and listen I am informed that our focus is not much more than 8 minutes, this seminar was 45 min with only two slots to chat with the people around me. Seems if the experts are unable to model it then how are we as facilators of learning expected to do it.
Below I have added to Slideshare slides
Stewart Hase Heutagogy Youtube seminar to match slides
Self-Determined Learning edited by Stewart Hase & Chris Kenyon

Are we trying to squeeze our tamariki into a Cynefin framework of simple and complicated which requires best and good practise (to which we are familiar) when we are being qifted children who are use to the complex and caotic environments, complex, requiring emergent practice; and chaotic, which demands novel practice (which we are just getting to grips with now)?



“ A key concept in heutagogy is that of double-loop learning and self-reflection … In double loop learning learners consider the problem, and the resulting outcomes and actions, in addition to reflecting upon the problem-solving process and how it influences the learner’s own beliefs and actions” (Blaschke, 2012, p.59).

Post tagged Heutagogy - User Generated Education