Current issues in my Professional Context WEEK 26

m16239enz

Current issues in my Professional context

Location

Manchester College(Pseudonym)  is a coeducational secondary school located in the Gate way to Auckland in the suburb of Mangere. The school provides good quality education for Year 9 to 13 students. Conviently located it is skip and hop from a variety of natural and unquie cultural places for the students to explore local  environment which provides a picture perfect extension to the students outdoor classroom experience.

  1. 5mins North West by car or a 15min walk from the school is  Mangere Mountain where you can explore the remains of former Māori settlements. Of lately the Mangere (Te Pane O Mataoho)  Mountain Education Centre has been working collaboratively with Manchester College(Pseudonym) Junior Social studies and Geograophy department to add value explore Mangere Mountain in the Pre European times as well as take the unqie geological hikoi.We respect our students backgrounds and allow them to engage in culturally relevant activities. Hongboontri and Keawkhong (2014) suggest that the school culture impacts on teachers’ beliefs and schools practices, but this relationship is also reciprocal
  2. f590998b-b5f2-48f3-82c3-7ca6e30f877d
  3. 10-15mins South West away you can do a Walk through history and experience some of the area’s significant historical sites, Ihumatao village and including the Otuataua Stonefields. The stonefields are home to archaeological remains of Māori and European stone structures dating back over 800 years.
  4. 10mins away West Meet the farm animals visit the working farm at Ambury Regional Park and get up close to the animals. The kids will love seeing the goats, cows, rabbits and peacocks and you can even feed the pet lambs in spring.
  5. 5min drive away you can Discover the culture Mangere is a culturally diverse region, explore the Mangere Arts Centre- Ngā Tohu o Uenuku, which was designed to enhance the culture of the vibrant Mangere community.
  6. mangereartscentre

Background

The school roll of over 700 students reflects its ethnically diverse community. Over 80 percent of the students are of Pacific heritage the main ones are Samoan, Tongan, Cook Island & Niue and 15 percent are Māori. Te Reo Māori, Gagana Samoa, Lea Faka-Tonga and Te Reo Māori Kuki Airani are taught as language options. This year Mandarin, Chinese has been introduced as a language option as a result making valid connections with the feeder schools that provide potential students at Y9. The rest of the Asian and other are made up of  Refugees and other minority cultures. the school has  vibrant, multicultural whanau(family) culture that sets the tone of a positive and welcoming climate of the school.

1489570211558

About the School

Location

Mangere, Auckland

Ministry of Education profile number

91

School type

Secondary (Years 9 to 15)

School roll

662

Gender composition

Girls       52%
Boys      48%

Ethnic composition

Māori
Pākehā
Samoan
Tongan
Cook Island Māori
Niue
Asian
other Pacific
other

15%
1%
34%
22%
17%
5%
1%
2%
3%

School culture is the set of norms, values and beliefs, rituals and ceremonies, symbols and stories that make up the ‘persona’ of the school,” says Dr. Kent D. Peterson, a professor in the Department of Educational Administration at the University of Wisconsin-Madison.Your can not look far but within the school it self some of  deficiet theory connected to the school and negative sterotypes. Yes,the families come  low socioeconomic bracket however current student  Paul Lesoa (2016)  shares in the NZStuff, NZ Herald, Manukau Courier that  Manchester College (pesudonym)  ” is a place where we focus on the good that happens, where we acknowledge everyone’s efforts and create a positive atmosphere all around.  We residents know that this is a good place where good things happen but they rarely gain as much attention as negative things do”

1443645481440

Manchester College was the first school to initiate ITS NOT OK family Violence campaign in tthe country in 2014 “Our schools are full of aspiring young students working to make a change for the better. The people of South Auckland are hardworking, just as hardworking as other people around New Zealand. ”  (Paul Lesoa ,2016)

The school Culture (Elizabeth Warner, 2015) is based on whanau (family) and inclusive spirit. Postive Behaviour for learning is encouraged and imlemented into the lessons as well as MC Values of respect and responsibility is major focus.  School Climate (Elizabeth Warner, 2015) is determined by the students. This schools culture is about the relationship between the members of the school encompassing leadership rather than management, staff, students and the wider community are included in their Polyfest during term 1. It includes the organizational structure, physical environment, management of the school and the learning nature.(Stoll, 1998)  There are several factors that shape the school culture such as the strong Manchester College(Pseudonym)   40+ year history, socioeconomic background of the students, national education policies and societal changes. (Stoll, 1998) This is a school that strrives to “Seek the heights”.

References

Kraft, M.A. & Papay, J.P. (2014). Do supportive professional environments promote teacher development? Explaining heterogeneity in returns to teaching experience. Educational Evaluation and Policy Analysis, 36(4), 476-500. Retrieved from http://scholar.harvard.edu/files/mkraft/files/kraf…

Lesoa, Paul., Mangere College student: South Auckland is not what it seems retrived from   http://www.stuff.co.nz/auckland/local-news/manukau-courier/85319605/Mangere-College-student-South-Auckland-is-not-what-it-seems

OECD. (2015).Education at a Glance 2015: OECD Indicators. OECD Publishing, Paris.DOI: http://dx.doi.org/10.1787/eag-2015-en. Retrieved from http://www.oecd-ilibrary.org/docserver/download/96…

Stoll. (1998). School Culture. School Improvement Network’s Bulletin 9. Institute of Education, University of London. Retrieved from http://www.educationalleaders.govt.nz/Culture/Understanding-school-cultures/School-Culture

Wilson, Mark., TEdEd.(2013, Jun 21). Building a culture of success- Retrieved from https://www.youtube.com/watch?v=n_8Bjz-OCD8

Law & Ethics Influence on Professional Practice Week 29

Law & Ethics Influence on Professional Practice

 download (3)

Yes I am a self confessed and slightly boarder line of being an obsecessed Social Media user, it is esential that I am always considering the ethical risks when engaging in th evarious Social media that I actively pariticipate because I am a teacher and their are guidlines for specified in theEducational Council for the use of Social media webpage. Social media has become another form of instant communication  not only fo friends, family but also with professional use. So it is importamnt to keep private and professional pheres as seperate as possible.

educanz-logo.png

The  Code of Ethics for Certified Teachers by the education council stipulates that 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 am comstantly made aware of taking care to monitor all posts and that onece you make that post, it is very hard to retrieve. As a teacher it my responsibility that students safety in that forum due to the increase of cyber bullying and inappropriate comments should not e made. Ths the improtance to seek parental permission and support.

I am a great supporter of google classroom and this year I plan to invite students parents into our google class. The primary reason is to work collaboratively with parents and students to uphold our school values of RESPECT & RESPONSIBILITY.

Yes I am a  frequent Facebook, Instgram and gmail user,  and enjoy documenting my daily activities by using photos thats I have carefully seletced and captioned. aI am aware that I have exposed my self  both professionaly to the public domain. However, if my posts are able to support tghe various Community of Practice I belong to than I am more than happy to be the avid Social media buff.

Acknowledging the sources when sharing information has been created by others, it is important to highlight the  ethical issues as raised by Cinelearning (2016) in their video about teachers posting on social media. It maybe something schools can have on their enrolment forms and whether they are fine to have their students photo’s taken or filmed in the best interests of the student and school.

download (4)

As one of my Teaching as Inquiry goals has been to how to collect evidence of student learning,  which has led me to an ethical issue,  whether to post this on Instagram or  Facebook.  I personally feel it is capturing positive learning than it is fine. Although I am aware that I have put myself at risk of students under 16 years old have not got permission for the images to used for Media use.

Some questions that (Hall, 001) help guide my ethical decision making.

  • Which stakeholder should be given priority? Why?
  • What restrictions are there to your actions?
  • Which courses of action are possible?
  • How should the course of action be implemented

Therefore If I encounter an ethical delima or some sought of risk it is important I share and consult with my department and Senior Leadership team. At the moment my school has decoded to have a FACEBOOK page which promotes and shares with current and pass students as well as the wider community the various activities and positive activities the student at my school are participating. Again, it is important that we always seek advise on my schools Social Media usage policy and remember that anything posted is posted permanatly. It is also doscoverable.  Social Meia was never designed for venting about your bad week at work. Perhaps leave those work stories for the Friday Social Club after school.

References

Cinelearning. (2016, August 17). Teacher Ethics Video – Social Media Dilemma. [Video file]. Retrieved from https://www.youtube.com/watch?v=fGQbLSEPN5w

Education Council Code of Ethics for Certficated Teachers  retrieved at 12 March 2017 https://educationcouncil.org.nz/content/code-of-ethics-certificated-teachers-0

Hall, A. (2001) What ought I to do, all things considered? An approach to the exploration of ethical problems by teachers. Paper presented at the IIPE Conference, Brisbane. Retrieved from http://www.educationalleaders.govt.nz/Culture/Developing-leaders/What-Ought-I-to-Do-All-Things-Considered-An-Approach-to-the-Exploration-of-Ethical-Problems-by-Teachers

BORDER PROFESSIONAL CULTURE WEEK 28

 

3kbaskets

ORDER PROFESSIONAL CULTURE

I’ve always inspired by the Maori indigenous stories of the 3 Basket (kite) of Knoweldge and how  innovative and youthful Tane who “decided to climb up to the heavens to seek the baskets of knowledge for mankind, … Tāne, with the aid of the winds, was able to proceed until he reached the summit of all the heavens.Here, at Toi-ō-ngā-rangi, he was welcomed by Io and received the three baskets of knowledge and the two sacred stones.
The baskets, or kete were –

  1. The kete-aronui which held all the knowledge that could help mankind
  2. The kete-tuauri which held the knowledge of ritual, memory and prayer
  3. and the kete-tuatea which contained knowledge of evil or makutu, which was harmful to mankind.

The stones, or whatukura held the power of knowledge and added mana to the teaching of knowledge.”

For the last 10 years I have actively enjoyed sharing  and filling my 3 Kite of Knoweldge within the school I teach at. Located  in South Auckland-Mangere the Gateway to Auckland and home to our International and domestic Airport. Making it one of the transient cities in New Zealand but also reflects how a number of our students are at risk of not achieiving their NCEA Levels. May of the students have experience so much movement it has taken a toll in their learning developmnt.   Majoirty of the students come from families who are migrants or 1st or 2nd generation settlled in New Zealand during the 70, 80’s, 90’s and we continue to welcome more migrants from around the world, housing has been a major barrier in these students learning.  Despite the awesome work of the staff and  an improvement in our students  NCEA data over the last few years, the school achievements is still below the National average pass rate at Level 1, 2 and 3  . Therefore majority of our students at my school could be deemed priority learners. (Education Review Office.,2012)

So how do can Indigenous Knowledge and Cultural Responsiveness  be measured in my school?

The recent appointment of younger and outgoing  Senior Leadership which included the Principal and two new Deputy Principals have joined the school a crucial climate in the school.The resurgent of fresh leaership has provided  fresh apporach to set and enourage students to achieve in their learning that need to be meet targets by the end of the term and at the the end of this year . which “85 percent of 18 year olds will have attained NCEA Level Two or equivalent qualifications “ (Key 2012). Despite the challenges there is alot of TAONGA amongst the staff who have brought alot of experience and wisdom withing teir 3 Kite of Knowledge. A good number are able to interact in the various mother language of the Maori and Pasifika students.  Again, with the new Principals charasmatic transformational leadership approach and engaging plus relevant Professional Development ( Bishop,2012)  that is effectove for teaches and  reinforces the sharing amongst staff of their basket of knoweldge  within the school and staff working more collaboratively is begining to be more evident during staff meetings and email messages are robust and explicit. Encouraging students  learning are being tracked more efficiently.

MG_5414-2

In the theme of the 3 Kite of Knoweldge the government through the Minsitry of Education has identified three ways that will have a big impact on improving priority learners achievement (ERO 2012). They are:

  1. Increase Teacher accountability for improving  students‟ learning
  2. Kamar system and collating student data is available to make appropriate decisions for and about students outcomes
  3. Effective Teaching means effetive learning for students

Ensuring the focus is “relationship centred learning” Bishop (2012) where teachers are agency and they create a leanring context where  by students are bringing in ther own experience and knowledge as well as their language and cultue.

It is the responsibility of the school to ensure that their curriculum is challenging, engaging and relevant. Bishop, Berryman, Tiakiwai & Richardson (2003), emphasise the importance of teachers rejecting the defcedit theory and being able to work collabortaively and cooperatively doing the following things daily and that is to respond to the childs culture (Bishop, 2012)

  1. Care for the Maori as Maori
  2. Care for the Maori performace and set high expectations
  3. Manage the classroom
  4. Provide interaction that encourages academic feedback & feedforward
  5. Use a range of startegies
  6. Use student evidece to know student outcomes(Bishop, 2012)

 

By setting class climate and culture which is responsive to Maori and Pasifika students culture  this will indicate to Maori students that I do mean serious business about their learning and I do care for them to learn effectively and take the strategies that will heklp them learn effectively.

 

Reference

Bishop, R. Source: Edtalks.(2012)  A culturally responsive pedagogy of relations. .Retrieved from https://vimeo.com/49992994

Bishop, R., Berryman, M., Tiakiwai, T., & Richardson, C. (2003). Te Kōtahitanga: The Experiences of Year 9  and 10 Māori Students in Mainstream Classrooms. Wellington: Ministry of Education, p.201.

Education Review Office. (2012). Evaluation at a Glance: Priority Learners in New Zealand Schools. Retrieved 18 May 2016, from http://www.ero.govt.nz/assets/Uploads/Evaluation-at-a-Glance-Priority-Learners-in-New-Zealand-Schools-August-2012.pdf

ERO (2012) Improving Education Outcomes for Pacific Learners. Wellington: Education Review Office, p.2

Key, J. (2012) The Prime Minister’s Results for New Zealanders.p.3. Retrieved from 
http://www.beehive.govt.nz/sites/all/files/The_Prime_Minister’s_results_for_New_Zealanders.pdf (15 March 2012)

Winterburn, Linely, (2016) Basket of Knowledge, retrieved at 7/3/2017 http://www.knowledge-basket.co.nz/contact-2/