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Activity 15 - Summarising your Postgraduate Learning Journey and your planning towards the future:

Create a blog post where you reflect on your personal 32 week learning journey through the whole postgraduate programme. Identify and evaluate your most significant learning outcomes and outline your future goals by mirroring them against the Registered Teacher Criteria in e-learning area. End your blog post by sharing your future dreams of your professional practice.

Criteria 1: Establish and maintain effective professional relationships focused on the learning and well-being of all ākonga.
Throughout the last 32 weeks I have been able to utilise digital tools to learn more about the learners that I teach. Through surveys, and working towards the development of the PB4L app with Lou Reddy, I was able to identify what students feel is important to them, and gain a better understanding of their first worlds. I have also had the opportunity to implement and trial elements of gamification in teaching pro-social online behaviour. 

Criteria 7: Promote a collaborative, inclusive, and supportive learning environment.
Having the opportunity to work collaboratively on tasks and assignments enable me to see how I can provide a more collaborative learning experience in my classroom. Through the digital and collaborative learning in context paper, I was able to gain insight and knowledge in how to frame learning in a way that provided students with opportunities to work in a collaborative manner to solve problems. Throughout the APC Paper I was exposed and challenged in how I provide a culturally inclusive learning environment that aligns with the Treaty of Waitangi. 

Criteria 4: Demonstrate commitment to ongoing professional learning and development of professional personal practice.
Throughout the last 32 weeks I have been bombarded by new concepts, methods, and information. This course has helped me continue to develop as a lifelong learner and a 21st century educator. I feel confident in pursuing my own evidence and researched based inquiries in order to inform my teaching practice. I have a greater understanding of the "Bigger picture" of the education and feel as though I am more informed of the context that I am teaching in. As opposed to being solely focused on what is happening in my classroom. 

Criteria 5: Show leadership that contributes to effective teaching and learning.
During this year I have been able to take on a leadership role in the management and development of digital learning and teaching within our school. I have been involved in implementing blogging and the Learn Create Share model school wide, and helping teachers engage with digital learning in a positive and meaningful manner. The Mind Lab course has helped me define and recognise my leadership style and abilities, and challenged me to take what I have learned and put it into practice. 

Future dreams of my professional practice.

• I hope to play a part in rolling out 1:1 device classrooms school wide
• My big dream is to fully develop the PB4L app that I have help plan and test, and to see it in action helping students engage in teaching pro-social behaviour to one another.
• Help foster a robust blogging culture school wide where both students and teachers embrace the Learn Create Share model in their learning journeys.  

I sincerely thank the Mindlab team for providing the opportunity to stretch myself, and giving me the opportunity to immerse myself in a learning journey that has been an exciting ride. 

Activity 13: Indigenous knowledge and culturally responsive pedagogy

Create a blog post where you share your own views on your indigenous knowledge and culturally responsive pedagogy you have implemented appropriate to your student community. 

I found that I agreed with a lot of Russell Bishop's video on the educational disparities of Maori achievement. The comparison of the achievement gap to the economic debt of a country was a powerful metaphor. The fact that as a society have a debt owed to Maori under the Treaty of Waitangi.  It becomes clear that-

"as a society we need to address the disparities that show Maori students who are underachieving" Bishop (2012).

He goes on to explain the need for "agentic teachers do not draw upon deficit models of teaching Maori students. Who demonstrate a responsive and relationship centered context for maori students as maori, have high expectations, and learning context that caters for Maori. (Bishop. 2012)"

As a teacher I strive to be an agentic teacher who refuses to rely on deficit reasons to explain the achievement gaps of Maori students. But rather I aim to cater for my Maori students as Maori, to meet them in their first worlds of influence and engage with them in a way that accepts who they are and acknowledge that they are able to make worthy contributions to both their's and my own learning. I intentionally build meaningful learning focused relationships, as Bishop states, they are paramount to building a learning partnership. 

I have found the Ka hikatia and Tataiako documents essential in my growth as an agentic teacher. 

References:

Rusell Bishop in Edtalks.(2012, September 23). A culturally responsive pedagogy of relations. [video file].Retrieved fromhttps://vimeo.com/49992994

Edtalks.(2012, May 30). Mike Hogan: Culturally responsive practice in a mainstream school. [video file].Retrieved fromhttps://vimeo.com/43097812

 

Activity 12: Code of ethics

Create a blog post where you investigate the code of ethics’ principles that relate to your teaching profession. Think about how these principles govern your practice.

For example: NZ teacher council has code of ethics for registered teachers

In your opinion are ethical codes of conduct reflective of societal norms or essential principles of humanity?

In the context of the NZTC Code of ethics, I believe much of what is stated aligns with, and is reflective of both societal norms and essential principles of humanity. 

The Education Council state: 

The professional interactions of teachers are governed by four fundamental principles:

• Justice: to share power and prevent the abuse of power 
• Autonomy: to treat people with rights that are to be honoured and defended 
• Responsible: care to do good and minimise harm to others 
• Truth: to be honest with others and self

I do believe that it is essential for professional ethics to be reviewed regularly and collaboratively in order to align with the needs, morals and beliefs of all parties involved. 

What are the advantages and disadvantages of having a Code of Ethics?

As a teacher I see the code of ethics as a way of ensuring that I do what is defined as "Right" within the professional context. It eliminates the argument of differing morals, and sets a benchmark expectation for all involved. it takes away any guesswork, and may act as a guide for those who have differing applied ethics to the professional ethics of the organisation. 

Activity 11: Applied and Professional Ethics

Create a blog post where you highlight key points from the article on Applied and Professional Ethics by Collste (2012) and discuss what you find relevant or applicable to your profession.


The key points most relevant to my profession highlighted by Collste is the identification and distinction between applied and professional ethics. 

Collste (2012) identifies applied ethics as:

"the art or science of reflecting on moral dilemmas and moral problems in different social contexts."

Whereas, Professional ethics is, on the other hand, a response to moral problems facing professionals in their work or also later described as virtue ethics. (Collste, 2012)

These professional ethics are what guide a professional entity, and those who work for them. 

As a teacher, we refer to the following document:

1) "Code of Ethics for Registered Teachers" 

The professional interactions of teachers are governed by four fundamental principles:
Autonomy to treat people with rights that are to be honoured and defended,

• Justice to share power and prevent the abuse of power,
• Responsible care to do good and minimise harm to others,
• Truth to be honest with others and self

I believe that it essential for teachers to have an aligned and consistent guide to act as a foundation for the interactions we have with colleagues, whanau and students.  

The professional code of ethics help negate any vagueness or ambiguity of what is expected. And can also act as a guide for individuals who have a conflicting applied ethics.


References:

Collste, G. (2012). Applied and Professional Ethics. The Asian Journal of Humanities, 19(1), 17-33.

http://www.educationcouncil.org.nz/required/ethics/coe-poster-english.pdf

Activity 10: Ethical dilemma

Create a blog post where you identify an ethical dilemma in your own practice links to digital or online access or activity. Explain the dilemma and how you would address the potential issue would it occur in your own practice or (if relevant) detail an actual situation and how it was resolved.

Personal ethics dilemma in the practice of social media and online access:

A dilemma that I have faced over the last few years that I have had to consult senior leadership and NZTC resources have been when Parents and Whanua of students in my class attempt to add me on my private social media accounts. 

I value teacher/ whanau engagement and communication. I consider it an important aspect of providing a well balanced education for students. So I found that when parents attempted to connect with me online via my private accounts I could see that the intentions were positive. But I could also see the potential implications, and how things could go wrong if I did accept their requests. Even though I have nothing to hide on my personal accounts, it is important to separate my personal and professional activity online. I did not want to set myself, or parents up to fail. 

What I found difficult though, was I did not want to offend parents by rejecting their requests. I solved this issue by sharing my professional social media accounts with parents (Blog, email, google+ profile) so that parents who wanted to contact or connect with me were able to do so, but in the appropriate context. 

Activity 9:Legal contexts and digital identities

Application of guidelines on social media policies within your organisation.

At my current organisation (Intermediate School) we have several documents that underpin the policies regarding social media use. 

Ako Hiko Kawa of Care:

This document relates both to the care of digital devices, and the guidelines for online engagement. This document is an agreement between whanau, students and the school. When parents sign it they agree to the following:

Parent/Caregiver Agreement

- I will use only the guest account when using my child’s device for my own use.- If I am unsure about using the device, I will attend a parent Chromebook training session to ensure that I have basic skills to help my child at home. - I will ensure we apply CyberSmart values at home. If I am unsure of CyberSmart values, I will attend a parent Chromebook session.

NZ Teacher's Council Guidelines for Ethical use of Social media:

The NZTC provides a comprehensive breakdown of recommended social media use. 

The central point that the guidelines make is that teacher's need to model the desired behaviour that we want to see in students-

 

Teachers have a professional obligation to develop and maintain professional relationships with learners based on the best interests of those learners. A teacher who is both aware of social media and a competent and confident user will be a role model for their learners and encourage them to become good digital citizens. Teachers Council (2015)

This document has been covered and discussed as a staff, and it is used as a go-to resource when questions are raised. 

PB4L Teaching Lessons:

My colleague Lou Reddy has managed staff to extensively develop targeted lessons that are to be taught in class that relate to pro-social behaviour both online and in all areas of school life. 

These lessons relate to Netsafe's Cyber Smart content that is also promoted school wide.