New Learning Journey

Wenger (1998) identified Community of Practice (or CoP) as a group of individuals working to create and develop a common identity which helps to improve teaching communities.   Inquiry 1: Research Informed Leadership Possible inquiry questions: What does our evidence tell us about current practise? How do we use research to make informed decisions about our practise?   Where to from here our CoL? Who are in our Community of Practice? Current team leaders as well as mentor teachers.   Sparks (2013) cited in Brown et al (2015) described how “… Some of the most important forms of professional learning occur in daily interactions among teachers…” It is through mutual engagement (Wenger, 2000, p.229) that staff interact within our school community to build trust in professional relationships. Timperley and Hulsbosch (2010) as cited in Brown et al (2015) described this knowledge building work as a priority for school leaders. My hope is that our CoP mak

Create a reflective entry to critically reflect upon how you have positively changed your practice during your postgraduate journey. Your reflections should be based on a suitable reflective model of your choice. Description Signing up to MindLab has been one of the most posivitive changes in my practice since coming back to NZ from teaching and working abroad for the last few years.   I had been working in a country where there a very strong emphasis of 21 Century thinking in student learning and teachers needed to understand how collaborative learning looked for the student as well as for teachers and their practice. What’s changed?   I guess for me, the main thing that I see emerging from my new learning is how I deliver my program so that my learners are co constructing their knowledge together with me. Learning has become ugly and messy, but the thinking process from my children continues to astound me. Parents would ask me why their kids work didn’t look

Hi, Been a bit late with more work, but here is my blog for Week 17 MindLab! Week 17: Reflective Practise for Rose Tavelia When I think of reflective practice, I cringe at the thought of how I was in my early years as a teacher. I wrote so much information on weekly planning that I am sure I could have published a reflections novel based on the all the anecdotal notes I wrote for myself.    Through time and experience I learned to tweak that area of learning and began to manage my time more efficiently at school. The reflective model by Jay and Johnson (2002) outlines key questions when reflecting on my teacher practice today.   When I asked my peers the questions within the descriptive indicators, most teachers were  able to respond instantly.   I could recall who, what, when, and how the lesson went.   But of course, this is all from my own perspective.   Only recently, have I learnt to reflect on current practice through teachers and leaders wh