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

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