- 1. Whakataka te hau ki te uru, Whakataka te hau ki te tonga.Get
ready for the westerly and be prepared for the southerly.Kia
mkinakina ki uta, Kia mtaratara ki tai.It will be icy cold inland,
and icy cold on the shore.E h ake ana te atkura He tio, he huka, he
hauhungaMay the dawn rise red-tipped on ice, on snow, on
frost.Haumi e! Hui e! Tiki e!Join! Gather! Intertwine!Image credit:
Mark Lincoln
http://www.flickr.com/photos/marklincoln/5975570550
2. Digitising appraisal and inquiry An integrated approach to
professional learningKaren Melhuish Spencer | @virtuallykaren |
#corebreakfast 3. Karen Melhuish Spencer | @virtuallykaren |
#corebreakfast 4. Telepathy in teaching 5. Show and tell1950s glove
and seams: Of Dreams and Seams 6. A shared sense of what works 7.
Learn as an individual as part of a team 8. Start with who 9.
Who?Know our learnersWhy?Vision for learning in a digital world
What?The right tools for the job 10. Who?Know our
learnersWhy?Vision for learning in a digital
worldHow?What?Inclusive & blended inquiryThe right tools for
the job 11. Share that moment when 12. Who is your schools vision
about? 13. All threeschools have a strong commitment to teacher
professional learning. In each case, teachers saw their
professional learning as a coherent package, clearly connected to
the schools overall goals and vision 14. Nodders and hiders 15. My
father nearing the endserious era of "We are and I engaged in of
the discussions about all sorts of subjects, our edifice complex
such as the meaning of life, right and wrong, religion, politics,
success, Adults are beginning to demand that happiness and
everything a growing their is curious take place at a time, child
learning about.place, and pace convenient to them. I feel confident
that most educational I distinctly remember feeling like a
companion rather than an inferior. services by the end of this
century will be delivered electronically . . . . My father often
asked what I thought aboutgreat challenge now thought, Our before
he said what he is to find and gave me the feeling that he ways to
maintain the human touch as respected my mind.we learn to use the
media in new (Knowles ways." 1989: 2) 16. Change management is
people 17. Who?How can we know our staff so PD is designed around
people?Why?Vision for learning in a digital worldHow?What?Inclusive
& blended inquiryThe right tools for the job 18. Who?Know our
learnersWhy?Vision for learning in a digital
worldHow?What?Inclusive & blended inquiryThe right tools for
the job 19. School-driven professional learning Establishment of
EDUCANZ Growing interest in transformative models of professional
learning Growth in informal, self-driven networked learning 20.
Aligned to vision External experts Involved principals Clear vision
for student achievement Teacher inquiry at heart Balance individual
and group Active involvement in developing their model Balance of
formal/informal Highly committed to best model for their students
21. Twenty-first century
teacherprofessionaldevelopmentneedstocombine
individualandorganisationaldevelopment.
Itneedstobuildindividuallearning,but
italsoneedstofocusonindividualsworking togetherBolstad &
Gilbert, 2012 22. Teachers as adaptive experts 23. Adaptive
teaching 24. future-focused learning communities 25. Learning
communities 26. Who?Know our learners How?Inclusive & blended
inquiryWhy?How clear is your vision for learning? What?The right
tools for the job 27. Who?Know our learnersWhy?Vision for learning
in a digital world What?The right tools for the job 28. Individuals
in a collective 29. Tamaras story 30. Think about your current
model of professional learningAppraisal / Registration?Teacher
learning driven by students needs?School learning driven by school
needs? 31. Digital: A potential value-add Appraisal /
RegistrationExample: Lesson observation draws on inquiry focus
Attestation draws on evidence curated in portfoliosTeacher inquiry
driven by evidence of needs Example Record and capture learning
Reflect and inquire in portfolios Share inquiries in social
networksSchool learning communities driven by school needs Example
Learning conversations draw on portfolios Share learning with
community via blog/ website / networks 32. Digital technologies
enable my kete Reflect and set goals repeatedly over time Capture
and curate my students learning as evidence Pursue my own inquiry,
informally and formally 33. It can support the symbiotic
relationship between student learning and teacher learning/
appraisal 34. It can provide a means to be inclusive and flexible
in terms of your inquiry 35. How much choiceand flexibility do you
have?High flexibility Learning often happens at times/places that
suit meLow agencyHigh agencyThe school defines my learning goals
and processesI define my my learning goals and processesLow
flexibility Learning happens at fixed times/places 36. Digital
technologies enable our kete Access others knowledge and learning
Compare and critique examples of effective practice Connect and
collaborate with others 37. Visible evidence can support shared
understandings around whats effective 38. A way to sustain cycles
of reflection over time, individually and in communities 39.
Austins Butterfly 40. Who?Know our learnersWhy?Vision for learning
in a digital world What?The right tools for the job 41. Who?Know
our learnersWhy?Vision for learning in a digital
worldHow?What?Inclusive & blended inquiryThe right tools for
the job 42. Digital technologies to use or not to use? 43. How are
digital technologies woven through PD in your school? 44. Beware
the death spiral 45. Activity trapslevels of activity hold no
direct promise of improvementThe troubling nature of activity traps
is that you dont know when youre in one. 46. Simply bringing people
together is not enough 47. Collaboration that seeks to create
dissonance and curiosity 48. Relationship of trust and mutual
challenge 49. Networks, not hierarchies 50. Inquiry, learning and
action spiral the school needs a vision and a methodology 51. 1.
Collective visioning 52. Align professional learning to learning
vision 53. 2. Collective design of the model 54. Clear learning
focus on students driven by evidence - Hobsonville Point Secondary
55. 3. The right tool for the job is the right choice for me, in
this context 56. Technologies can support .personalised and
learner-driven inquiry and appraisal 57. Technologies can support
the sharing of individual journeys 58. Technologies can support
Space for learning communities 59. 4. Technologies can support
accountability & review .celebration .attestation 60. As the
end of the year comes round, so does a teachers final appraisal
instead of pieces of paper showing evidence of practice of how I
have meet the requirements, this year I showed it through blogging
and eportfolios. I found having evidence on hand much easier and
also found that I had put more thought into the appraisal system
and looking at the future registered teacher requirements. 61.
inquiry should not be seen as an add-on or a project, but rather as
a way of professional being for the educator of the 21st
century.Why? | Adaptive experts- Reid, 2004, p. 8 62. Who?Know our
learnersWhy?Vision for learning in a digital world What?The right
tools for the job 63. Where to start? Consider how your vision for
your learners is true for your teachers. 64. we cannot wait for the
next generation to solve its problems. Time is running out too
fast. Our fate rests with the intelligence, skill, and good will of
[adults]. The instrument by which their abilities can be improved
is adult education. This is our problem. This is our challenge. 65.
Would technologies have helped? 66. What spark of an idea will you
share?