Tuesday, 8 January 2019

Reflective Journal Wk32

Key Change In Professional Practice

My Journey over the course of 32 weeks have certainly brought about change. This has been both at a personal and professional level. My position allows me to carry out some much needed ground work involving parent/ whanau aspiration for students. Whilst this brings some change to my future practice, it is a standard from "Our Code, Our Standards" that I am willing to bring to my practice. I will use Rolfe's model of reflection for discussion.

3.1/ 4.3 of “Our Code, Our Standards:
- engaging in relationships with families and whānau that are professional and respectful.
- fostering learners to be active participants in community life and engaged in issues important to the wellbeing of society.

I am a firm believer of attracting parents through student achievement and I feel that these 2 standards are quite complimentary of each other depending on how things are carried out.

“Cultural identity is crucial to children‘s growth and success” (Milne, 2013).
This is inclusive of parents/ whanau/ whanui. It’s about bringing all of this to the forefront then creating a new platform to build from each time. My position allows me to initiate projects that will establish project driven relationships and allow that as a collective to grow in to something bigger and beneficial for all. We have strong whanau support and a core team of parents who are keen and committed to event success.

This standard elaborates on the need to establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner. I need to build better connections with the learners, whanau and the teachers who work with me collaboratively. Learners are very vulnerable as they come from different background and cultures. In addition, learners need to be valued.

So What?
Of course this eventually comes back to core business, the “Student/ Learner. It is natural for Learner to respond to the teacher who is sincere and genuine toward them. I am proud to boast about how well our staff employ these attributes when engaging with students. Collaborative planning/ teaching contributes to these. Regardless of the role of lead/ supporting kaiako there is always some form of self-reflection happening on go. Osterman and Kottkamp's (2015). The goal here is apply learning in everyday situations. By including parent driven projects relevant to classroom learning we hope to create/ build/ fashion a “student profile” that will guide/ establish/ follow our students on their educational journey. Osterman and Kottkamp (2015) point out the benefits in working collaboratively. Here are a few I have tried/ applied to improve my/other colleague practice: Bishop, R. & Glynn, T. (1999)
- manaakitanga
- mana motuhake
- feedback/ feedforward from other teachers
- co-operative/ collaborative learninglistening to learners voice/ views
- reciprocal learning
- whakapiringatanga

What Next?
Continue to motivate the learner, generate excitement and be genuine. Equip students to be resilient, cope with change/challenge/ and setbacks and to persist. Making an impression from our first whanau hui will keep them better informed and clarify intentions for 2019. As a team of collaborative planners/ teachers/ and achievers it is envisaged that we have to be pono to ourselves/ each other/ and to kaupapa. I hope to continue my professional journey by continuing to participate in established teaching forums that will help me to develop more knowledge and skills to prepare learners for an ever-changing future.


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 (2017). Our code, our standards. Retrieved from

Saturday, 22 December 2018

Reflective Journal Wk31

Indigenous Knowledge And Cultural Responsiveness

“Cultural identity is crucial to children‘s growth and success” (Milne, 2013).
Therefore it is important to embrace student/ whanau identity “cultural toolkit” (Brunner, 1996) and bring these to the forefront creating a new platform to build from each time “Zone of Proximal Development” (Vygotsky, 1976)

Indigenous knowledge considers the many references of a culture, their values and philosophies, and developed and long histories of internal and external communications within their natural and spiritual surroundings. Cultural responsiveness is the ability to learn about a culture and connect new learning to prior experiences. I will be using Rolfe's model of reflection to discuss how this relates to my practice.

It is not hard to understand the above references of IK & CR being both of maori and pakeha decent. The maori phrase “Ehara i te mea, no anaianei te aroha” epitomizes relationships of care and connectedness which are fundamental. Our new MLE named Te Aka Pukaea offers Maori Medium and Maori Bilingual pathway classes. The name itself refers to the vine which binds and strengthens the structure of the wind instrument. It is also serves as a reminder to the natural world and in this case how the name preserves and strengthens the pathways of Te Uru Karaka (Rumaki) and Te Whanau Awahou o Te Uru Karaka.

Similarly, staff and learners carry out everyday tasks and routine of Karakia/ Mihimihi/ Tautoko based on Reo/ Kawa/ Tikanga/ and Ritenga. These tasks are student led and closely monitored by tuakana/ kaiako and whanau ensuring protocols are adhered to. Hence all students are provided with an opportunity to lead be modelled to or guided by tuakana to learn about diverse cultural practices. We consider ourselves fortunate to have non-maori ethnic learners. These students come from families with aspirations for their tamariki to learn and be schooled in Te Reo.

So What?
Part of the MLE area caters for a NE Bilingual students. This area can be closed off separating it from the older tuakana students. These learners are biliterate with some enrolling from Puna/ Kohanga Reo. Reverting to a single cell setting gives the kaiako/ student the needed time to focus on the language transfer of Reo Maori. A study conducted on language transfer found that relevant structures of both languages resulted in positive transfers where the greater the difference between the two led to negative transfer. (Langfeng Lu, 2010). Learners have embraced routine, grown out of their comfort zone, managed their own success to interact and participate. We have an open door policy with whanau. Whanau Hui are conducted by whanau members and held twice a term. There are also parent-teacher-student conferences to discuss the learner's progress and next steps. I am proud to say that we have set very high standards for our students that are equally reinforced by a great community of parents/ whanau/ and community.

What Next?
In term 3 our school celebrated our diverse cultures through a school production of song & dance. One idea we would explore in the near future would be to portray our diverse cultures and express them through a maori lens or vice-versa. We have full parent support in all schooling events. We need to keep parents engaged and our students highly motivated, through a well-designed curriculum that actively includes all learners. We need to maintain student trust in teachers by providing them with opportunities to talk about their interests, work collaboratively and build on the things that will help to excel their goals and dreams.


Bishop, R., Berryman, M., Cavanagh, T. & Teddy, L. (2009).Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand. Teaching and Teacher Education, 25(5),734–742.

Culturally Responsive and Relational Pedagogy https://kep.org.nz/assets/resources/site/brochure-CR-RP.pdf

Gay,G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2),106-116.

Pohatu, T. W. (2011). Mauri - Rethinking human wellbeing. MAI Review, 3, 1-12. Retrieved from 

Sunday, 9 December 2018

Reflective Journal Wk30

The Broader Professional Context

I will be adopting Rolfe’s model of reflection derived from Borton’s developmental model (Boyd E et al. 1983) to present the following thoughts on Trends


Visser and Gagnon (2005), refers to the term “Trend”  the statistically observable change or general orientation of a general movement (Visser & Gagnon, 2005; Karataş et al, 2016) 

The Impact of Digital Learning in Practice

“Learning can be initiated at any point”, Blooms Digital Taxonomy. (A.Churches, 2012)

Whether it be from the more traditional teacher led classroom or the more modern learning environment for learner agency it would be fair to say that there are complimentary/ non-complimentary levels across both methods that contribute to and hinder student growth. Those influences vary from social/ cultural/ learning resources/ expertise/ and pre-school experiences.


In the last six months we have relocated 6 classrooms to a modern 2 storied complex. The building structure openly catering for open space learning areas. All areas became collaborative learning spaces and over the span of two terms were transformed to reflect language acquisition led inquiry. Amazingly this would come about through the blending of traditional/ modern methods and teacher/ student led inquiry. Part of student led inquiry included digital devices which were limited to 22 Ipads rotated between 6 classes of 90 students, Apple TV, and Teacher Laptops. The school is looking at BYOD in 2019. Most students already engage on personal levels with ICT devices at home and school. By moving toward a BYOD school, we hope to encourage and develop digital pedagogy among teachers/ parents/ whanau/ community.

So what?  


Safe and responsible use of digital technology for learning

Digital Citizenship https://www.netsafe.org.nz/the-kit/wp-content/uploads/2018/07/From-literacy-to-fluency-to-citizenship_July-2018.pdf

Digital Technologies in the national curriculum http://hangaraumatihiko.tki.org.nz/

ICT School Policy

To develop an ICT policy and signed agreement between the school/ student/ parent around the safe/ appropriate/ inappropriate practice of ICT digital devices at school.

Personal & Professional Practice

School Culture

We will look at rolling out BYOD across Senior classrooms y4 – 6 students and implementing a programme designed and committed to developing students who can manage their own “Success”, through digital solution, are more “Informed”, “Cybersmart” and become “Innovators” of technology.

Digital Citizenship

To adopt and fashion the concept of Digital Citizenship in relation to the digital pathway of the school.

Now what?


Part of our teaching PD in 2019 will focus on using digital resources to enhance student reading/ writing achievement. This is a shared Kahui Ako CoL goal. How digital learning will be carried out will depend partly on the collaborative planning of teachers, areas of learning, ICT curriculum and the resources that will assist in this development.

I personally believe that it will take 6 months before anything solid is rolled out across the school. It is imperative in its early inception to have a time-line in place.



Digital Technologies in the national curriculum http://hangaraumatihiko.tki.org.nz/

Rolfe Et al’s (2001) Reflective model. University of Cumbria. Retrieved from

Sunday, 25 November 2018

Reflective Journal Wk29

Professional Profile and Social Networks

I will express my thoughts using Jay and Johnson’s, (2002) reflective model:
1 Descriptive

2 Comparative

3 Critical Reflection

I have a real appreciation of ITC. The 1980’s saw the video arcade revolution followed closely by the PC age of then Apple/ Commodore/ Amiga/ IBM/ and Acorn to name a few. The effect of this “Tech era” created a new generation of learners – gamers – and innovators who were prepared to act, improve and if lucky enough develop and shape a digital age.

Children born and growing up in the last 15 years have come in to a digital age not as a digital native or multitasker but more so with a presented range of options that will help or hinder them as learners. (Kirschner, Paul A. De Bruyckere, Pedro, 2017)

It is fair to say that views around how we portray and present ourselves are not necessarily based upon personal/ family values and upbringing but by a more influenced age. (J.Bargh, K.McKenna 2004)

“People are increasingly leaving a footprint of their health status through technology, including social media, forums, online communities, wearable technologies and mobile devices,” Jain. The scarey part is to first and foremost educate ourselves and then continue to do so with learners by developing more aware, informed, cybersmart, and innovative users. (S.Jain, B.Powers, J.Hawkins, J.Brownstein, 2015)

Personal reasons have contributed to my preference of social network engagement. I research using Twitter, G+, LinkedIn, communicating through Gmail, Hotmail but recently considered FaceBook. My needs are suffice along with mobile calls and text. I have used most of the GApps but exploring Office 365 for a second time. I hope to establish and trial GClass with senior students of our Rumaki Units in 2019. There is so much out there for everyone. The implications upon my pedagogical knowledge and philosophical values are exponential but allows room for change and how that might happen with my students.

The Mindlab journey has reinforced not only the power of teacher networks but of every day to day living individuals connected through a super highway of common language and topic matter. I have enjoyed becoming more smartphone connected and taking on task using a smart device and not limiting to a laptop.

I have been using Twitter PLN for the past 5 years. There is so much professional development extending across wide and diverse plains of people from “Home Executive” to a “Doctrine Professional”. This is the appreciation of digital growth mentioned earlier, but also this journey has helped me identify and reiterate how important my role is as an educator, parent, grandparent, son, sibling, relative and friend are how current they are in this digital age. (T.Trust, D.Krutka, J.Carpenter, 2016)

Critical Reflection
Professional Profile – Social Media Implications?
Part of my digital PD led me to this very question. If we are going to become digital educators then let’s be transparent in everything we present and not restrict ourselves to a parochial viewpoint. Our interaction with like-minded people/ professionals in online forums allows us to invest in personal and learner success. Teaching and developing students to be smarter digital users is two-fold, so setting up student blogs/ photo/ intro applies to our own online profiles. If we aren’t so forth coming with our own online profiles then what are we modelling. If we are growing online global learners then how do we ensure smart connections with other teacher/ student/ classrooms in different National and global location. What role will social, cultural, economic, factors play in shaping and constraining education in this digital era. (M. Warschauer, 2007)


Bargh, J. A., & McKenna, K. Y. A. (2004). The Internet and Social Life. Annual Review

Jain, S. H., Powers, B. W., Hawkins, J. B., & Brownstein, J. S. (2015). The digital
phenotype. Nature Biotechnology. https://doi.org/10.1038/nbt.3223

Kirschner, P. A., & De Bruyckere, P. (2017). The myths of the digital native and the
multitasker. Teaching and Teacher Education.

Trust, T., Krutka, D. G., & Carpenter, J. P. (2016). “Together we are better”: Professional learning networks for teachers. Computers and Education.

Warschauer, M. (2007). The paradoxical future of digital learning. In Learning Inquiry. https://doi.org/10.1007/s11519-007-0001-5

Saturday, 17 November 2018

Reflective Journal Wk28

Law/ Ethics and Practice

I will be adopting Rolfe’s model of reflection derived from Borton’s developmental model (Boyd E et al. 1983) to present the following scenario experience.

Unwanted Digital Communication Cyberbullying (Unwanted Digital Communication) is a common and daily occurrence. It is festerous, rampant, non-prejudice and has no favourites. There are no boundaries to the effects, harm and damage it can inflict on one’s character and in extreme cases ones stability of life

Scenario On one occasion after interval I was approached by a student who said she was being bullied by a group of girls in my classroom. What she didn’t disclose until a day later was that the bullying continued through digital apps during class time and later at home. One of my students through Gmail & hangout continued taunting and involved other classroom students who weren’t aware that it was all fabricated and they were being influenced.

So what?
Guidelines/ Legal Issues

Harmful Digital Communications Bill (2015)
Cyberbullying describes bullying using mobile phones and the internet. (P.Smith, J. Mahdavi, M. Carvalho, S. Fisher, S. Russell, N. Tippett, 2008)
Cyberbullying is bullying (social and verbal bullying and physical threats) that uses digital technology in some way. (https://www.bullyingfree.nz/about-bullying/cyberbullying/)

ICT School Policy A signed agreement between the school/ student/ parent around the safe/ appropriate/ inappropriate practice of ICT digital devices (Chromebook) at school.

Personal & Professional Ethics
Varying levels of Bullying in the playground is common. It’s a natural teacher reaction to deal with a situation quickly to prevent escalation at the chance of any half- truth’s reaching home and a parents calling. Ensuring all students well-being is taken into account should be paramount and not bias. 

School Culture Senior students have been participating in an ICT program since 2015. The programme is designed and committed to developing students who are more “Informed”, “Cybersmart” and who understand that everything they carry out through IT devices has a “Digital & Communicational Footprint” and are not always invisible.

Student Victim/ Perpetrator
The SV tried at first to ignore and delete messages she was receiving. Her mother noticed that she had become withdrawn during tea. After questioning the girl broke down. Our SP in question had escalated things. Others joined in to what had originally taken place at school. What was later found out was that she couldn’t discard the parent insult which she had taken to heart.

Problem/ Resolution
This came quick and fast with a phone call to the school and mediation all in the span of the morning block. SP & SV parents were present at school. The matter was addressed and the reiteration of the ITC school agreement was reinforced. Both parties of parents also agreed that for period of time that the student devices were to remain at school. Parents were also given information around monitoring and shortcuts to view their child’s internet use. There were expressions of remorse by both girls and both agreed that two wrongs didn’t make it right. All other students were given a warning. They were reminded about school values and the appropriate ways to deal with conflict.

Now what?
When reflecting on the above in relation to our commitments as outlined in “The Code of Professional Responsibility”,
1.3 - demonstrating a high standard of professional behaviour and integrity
2.1 - promoting the wellbeing of learners and protecting them from harm
3.1 - engaging in relationships with families and whānau that are professional and respectful
4.3 - fostering learners to be active participants in community life and engaged in issues important to the wellbeing of society

Cyberbullying is bullying (social and verbal bullying and physical threats) that uses digital technology in some way. https://www.bullyingfree.nz/about-bullying/cyberbullying/

Harmful Digital Communications Bill (2015) http://www.legislation.govt.nz/act/public/2015/0063/latest/whole.html

Ministry of Education. (2015).DIGITAL TECHNOLOGY Safe and responsible use in schools. Wellington: New Zealand: Author. Retrieved from https://www.education.govt.nz/assets/Documents/School/Managing-and-supporting-students/DigitalTechnologySafeAndResponsibleUseInSchs.pdf

Rolfe Et al’s (2001) Reflective model. University of Cumbria. Retrieved from https://my.cumbria.ac.uk/media/MyCumbria/Documents/ReflectiveModelRolfe.pdf

Smith, P. K., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S., & Tippett, N. (2008). Cyberbullying: Its nature and impact in secondary school pupils. Journal of Child Psychology and Psychiatry and Allied Disciplines. https://doi.org/10.1111/j.1469-7610.2007.01846.x

Thursday, 1 November 2018


Has been a long time coming, but so glad.
Literature Review
Any thoughts??? Comments appreciated.

Tuesday, 2 October 2018

Research: Literature Review ?

Kia ora tatou,

SAC + Slight chang

"How digital engagement defines success/ challenge for the 
biliterate and bicultural student?" 

Weeks 20 - 27 of the mindlab course.

Mauri ora,