What does it look like if we are moving towards transformation?
Unlocking people’s potential to maximise their own performance
Helping them learn rather than teaching them. Timothy Gallway
Focus on future possibilites, not past mistakes.
The inner game: A coach recognises that the internal obstacles are often more daunting than the external ones. J Whitmore: Coaching for Performance.
What does this mean? You need to really get inside someone’s head and work out what is stopping them from reaching their full potential. There is a need to f0cus on the future rather than dwelling on past mistakes.
A coach is not:
It is about asking the right questions to help somebody think their way through something. You are not providing the answers, just a way to reach them. It is the power of questioning that helps someone work out goals and actions.
Growth Coaching International: work with leaders and teams in organisations to help them get the results they want.
When someone makes their own goals, set their own actions and know another coaching session is coming up in the future where they will have to discuss this they take more responsibility as they own it.
Solutions Focus Coaching
This emphasises the solution rather than the problem, the future rather than the past.
Last news update on CEVN was at the start of the year
Transformation Agenda: examples of practice (student, teacher, leader)
ILEG (ICON Learning Expert Group): provide input into the tasks
Learning System to Track, Assess & Report on student learning: provide input into functional requirements
Research into learning tools for Collaboration; Use, Creation and Sharing of Content: provide information in relation to how Google Apps are being used to support powerful learning
Support & Implementation Program: provide feedback on what support schools will need & how to develop a plan
SESSION 1: Focus: Praxis (theorised practice) – a shared understanding
•Why is praxis (theorised practice) important to teacher learning?
•How does this happen effectively in school communities for In-Service andPre-Service Teachers?
Reading: Teachers as Learners (Janette Bobis, 2010)
All learning occurs through engagement in a community of practice. We know that it is important to learn in context, to make connections and fully develop our schematical understanding.
Most learning opportunities for teachers occur within three overarching categories:
Learning as knowing
Learning as believing and feeling
Learning as becoming
Elements from these categories will be closely intertwined.
Learning as knowing
Pedagogical content knowledge, knowledge of how children learn and in-depth content knowledge are all essential for quality teaching. For our pre-service teachers it is important to simulate and rehearse this in various contexts in order to develop their confidence.
Learning as believing and feeling
It is well known and accepted that a teacher’s beliefs and attitudes impact not only their teaching strategies and methodology but a lot the achievement of their students. It’s like a self-fulfilling prophecy.
If teachers believe all children can successfully learn, then their approach to teaching and the learning environment they establish will reinforce this belief.
Learning as becoming and belonging
Developing an identity as a teacher is formed by the learning and teaching as part of a sociocultural activity. This kind of learning generally involves teachers inquiring into their own practices, those of their colleagues and their own student learning.
Reflection on experiences can provide starting points for teacher inquiry that potentially have implications for changes to teaching practice.
When teachers seek to understand why their practices work with particular students in particular contexts leads to a sophisticated level of inquiry that is both self-sustaining and generative. Inquiry into teaching is also practitioner research when teaches systematically plan, enact and evaluate teaching and learning, and are guided by some theoretical principles and clear research questions that normally focus on a particular problem or issue. The theoretical framework provides an explanatory theory to guide the investigation and to help articulate the findings.
Praxis is the interconnectedness of theory, practice, content and pedagogy as it relates to learning and teaching. IBSEERT PICTURE.
Praxis (theorised practice) is important for a deeper understanding of the integration of all elements for ultimately improving teacher performance and student learning.
This can best happen through a supportive, collaborative community of teacher learners undertaking teacher inquiry/research and participating in professional dialogue.
SESSION 2: Focus: Coaching and Feedback Conversations within a Performance and Development Culture.
•How is this enacted for In-Service and Pre-Service Teachers?
The announcement of the upcoming end of Google Reader took many people by surprise. Although I was using the Feeddler RSS app on my iPad, I like the ability to check my RSS feed on any computer. So, off I set to find an alternative that was both easy to set up and easy to use. Top of my list was a solution that did not require me to resubscribe to all of the blog that were already in my Google Reader account.
My preferred solution is Netvibes. This YouTube clip explains quite succinctly the steps I undertook to import my Google Reader subscribed blogs into my Netvibes account:
Netvibes also provided information on their blog that gave step-by-step written instructions:
Go to Google Reader and select “Reader settings” under the “gear” image on the right side of the screen.
Select the “Import/Export” tab.
In the “Export Your Information” table, select the OPML download of your subscriptions.
Save “google-reader-subscriptions.xml” when prompted.
Go to Netvibes, click on “Add content” then “OPML: Import”, “Choose File” and select the xml file you just saved.
My goal as an educator in 2013 is to provide a safe and secure community environment where learners engage in contemporary practices to develop their full potential as active global citizens following Christ’s example.
Trying to put what I believe and strive to provide for the students in our school into one sentence was challenging. Working as part of a community over the past two years has changed my teaching dramatically and I knew that my vision needed to reflect this.
Maslow developed a hierarchy of needs and I have chosen the words ‘safe’ and ‘secure’ as representing the satisfaction of those needs that allow learners to participate fully within a classroom environment.
Contemporary practices refers to the way in which teaching has changed significantly. No longer is “chalk and talk” or the teacher being “the sage on stage” relevant as the dominant strategies. If a learner is not seeing the relevance to their life here and now, why would they want to learn?
Another reference to Maslow and the triangle of needs is seen in the words “full potential”. If all of the general lower needs are fulfilled – physiological, safety, belongingness and esteem, then a person can move onto self-actualization or reaching their full potential. This highlights the interconnected nature of what we do in the classroom.
Long gone are the days of me teaching my students within the four walls of the classroom. Whilst we have moved to communities it is moving even beyond that. Through our blogging journey last year we began to highlight the global nature of learning.
Tying this all together we have Christ’s example to follow. He did things not because He was told, but rather because He believed they were the right thing to do.
This is what I want for the students of St Elizabeth’s in 2013.