Innovation is a Mind-set not a Department (first published Tempus Issue One 2016)

Six girls crowd around a table tinkering with robotics. They aren’t saying a lot to each other, but the looks on their faces show they are thinking about its mechanics - pondering the whys and fascinated with the hows. At the next table, four girls are learning to code a website and, not far from them, teachers are discussing how the girls will develop an app this year.

There are two words that sum up the activities happening in this room: Forward Thinking.

Forward Thinking is one of Woodford House’s four strategic priorities, set to take the school through to 2020. The other three are Learner Centred, Family Focused and Securing our Future. The Forward Thinking priority, which focuses on leading the way in everything we do, provides us with a mandate to nurture the innovative culture at school.

Innovation at Woodford House is not a new story, but it is an exciting one that evolves alongside, if not in front of, educational research and industry trends. 

Woodford House was established on innovation 122 years ago. Founding Principal, Mabel Annie Hodge, was described by Rae Webster in the Dictionary of New Zealand Biography as a gifted and innovative educator who had the vision to establish Woodford House for girls. Miss Mary Holland, the second Principal, continued to develop the School while steering its community through a World War, depression and the 1931 Napier earthquake. Her foresight to recycle the bricks from a demolished boarding house to build courtyards and swimming pool surroundings can still be seen today. Miss Holland also ensured there were two women, Mrs Winifred Beetham Nelson and Miss Elsie Beetham Williams, as part of the Woodford House Trust, which showed her ability to look beyond their current operations and identify the needs of the future.

This innovative culture was carried on by all of the subsequent school leaders. Each leader continued to introduce new ideas, improve the existing framework and challenge the thinking of staff, students, parents and the wider school community.

In recent times, former Principal Jackie Barron spearheaded our journey to become a leading school in e-Learning with the introduction of digital platforms. We were the first school in New Zealand to use the learning management system Schoology, which forms the basis of our teaching and learning hub. From this launching pad we have been able to integrate Bring Your Own Device (BYOD) and online portfolios, which allow our girls to learn anytime, anywhere.

So what will innovation look like at Woodford House this year and beyond? Some may ask, is it even important to focus on innovation in education? There is no doubt that the current world is evolving far quicker than the capacity of the existing New Zealand and global education systems. Harvard Innovation Education Fellow Tony Wagner says, “Today knowledge is ubiquitous, constantly changing, growing exponentially. Today knowledge is free. It is like air, it is like water. It has become a commodity.

There is no competitive advantage today in knowing more than the person next to you. The world does not care what you know. What the world cares about is what you can do with what you know.” We need to create a better system than the one we grew up with.

We need to develop students with creative and innovative minds that can adapt and manage unpredictable challenges in the future.

Forward Thinking will be at the core of what we do and how we think at Woodford House. We are committed to developing girls who will continue to be flexible, creative and agile learners, and well prepared for their lives beyond school.

Yes, innovation will involve tangible initiatives such as coding websites, discovering mechanics, project-based learning and working with 3D printers. But it is more than that, it is a mind-set, one which will be reflected across all areas of school life whether that is in the classroom, on the sports field, or on a stage.

We will look beyond where we are currently successful, identify what skills our students need for tomorrow and put them into practice today.

Are Skills more valuable than Knowledge (Article first published Tempus-Issue one-2017)

We all know about IQ, most people have heard of EQ, but what about AQ? The Partners in Leadership website defines them as:

• IQ or Intelligence Quotient: The intelligence, knowledge, facts, and trivia that one possesses.
• EQ or Emotional Quotient: The emotional understanding and capability of oneself and others that helps with differing situations and people.
• AQ or Adaptability Quotient: The ability to adapt to and thrive in an environment of change.

Research shows that more and more employers are looking for high levels of emotional intelligence and adaptability in their job candidates.

So, what does this mean for our students?

The bottom line is that skills are now more valuable than knowledge. And not just any skills, but skills such as creativity, collaboration, curiosity, empathy, critical thinking, connectedness and effective communication. Our students will be moving into a world where knowledge is not a commodity - it is freely available to anyone with a smart phone in their pocket. Routine jobs will become increasingly automated - the Chief Executive Officer of Tesla Australia has conservatively estimated that all vehicles in Australia will be self-driven by 2030 because of the ability to now retro fit the technology. The ability to learn, unlearn and relearn in order to keep pace with this fast changing workforce will be the new currency.

So what is the role of education in this fast changing world?

Frances Valentine, the Founder of The Mind Lab and Tec Futures, says we need to open students’ eyes even wider than before. The relevance and context of what we choose to do in class is everything. Frances has challenged educators to “stop valuing only what we can measure” and celebrate divergent thinking. The purpose is to produce students who are design thinkers, social crusaders, politically mobilised and educative disruptors. All of which demonstrate high levels of EQ and AQ.

Woodford House has leaned into the discomfort to adapt and, more importantly, thrive in this changing environment. Eight staff have completed, or are part way through, The Mind Lab Postgraduate Certificate in Digital and Collaborative Learning. This is an impressive achievement considering we only have a total of 28 fulltime teachers. More so when you consider that integrated and independent schools have the lowest participation rates of any education sector in The Mind Lab courses nationwide.

The Mind Lab were so impressed by our commitment to professional development that they created a video of our school to examine why we had the highest uptake of any school in Hawke’s Bay in the first two intakes of their course. The spread of teachers across the curriculum at Woodford House is outstanding. Staff from English, Biology, Physics, Drama, Business Studies and the Intermediate Department have been involved in The Mind Lab. These teachers have committed to a demanding schedule, including four hour-long hands-on sessions once a week for the first 16 weeks followed by another 16 weeks of independent online study, while working fulltime. Juggling postgraduate study with fulltime work is always a challenge, but the unique nature of The Mind Lab course is that all research is based on the teachers’ actual classroom practice.

Staff are able to put the latest educational theory around digital and collaborative learning into practice so their students can experience and benefit from it immediately. The benefits of The Mind Lab have extended beyond those involved. Each Friday, we spend 40 minutes on professional learning. During Term 1, the teachers on The Mind Lab course shared what they had learnt only a few days prior. The reach of the new learning was magnified. The most exciting aspect was that if all staff were exposed to the latest research and developments in digital and collaborative learning, so too were our students, and we owe it to them to ensure they are prepared for their future.

Are we there yet? Not even close, but we are making giant strides, which are based on sound educational principles that are future focused and supported by current research. With support from our Boards, Woodford House staff are ensuring our students (and our own) AQ is on the rise.

Ch-ch-ch-ch-Changes (Turn and face the strain) David Bowie

Wow! What a journey it's been, 32 weeks of personal and professional development.  The most invigorating, challenging, confronting yet rewarding experience I have had since first becoming a parent!

The timing of the Mind Lab post grad course could not have been better for me.  I had recently been given the role of "Director of Innovation" at our school.  A description that was equal parts exciting and overwhelming.  As I crashed around in the online environment trying to lead staff in first defining what innovation meant to us, and then coming up with ways we could all develop it further, I was desperate for some guidance.  The Mind Lab course provided me with this.  Within the first three sessions I felt a sense of grounding - this was exactly where I was supposed to be.

The Practicing Teacher Criteria 4: Demonstrate commitment to ongoing professional learning and development of professional personal practice, has been substantially demonstrated with my participation in this course.  The change in practice in my teaching and learning has been immense.  The grounded feeling I experienced was because I was being exposed to latest best practice which was based on sound educational research - not just things I had happened to come across online.  It hasn't been without it's dramas though.  I really question why I was teaching Accounting (especially after checking out Will a Robot take your Job).

The outcome has been that I have developed an absolute passion for developing a more integrated curriculum.  As Frances Valentine the founder of The Mind Lab and Tec Futures Lab explains, we need to “open their eyes wide” when referring to students.  The relevance and context of what we chose to do in class is everything.  She has challenged educators to “stop valuing only what we can measure” and celebrate divergent thinking.  The purpose is to produce students who are design thinkers, social crusaders, politically mobilized and educative disruptors.  These are exciting times and I am keen to "turn and face the strain." 

Osterman& Kottkamp (1993) define reflective practice as "neither a solitary or relaxed meditative process" - complete understatement there!  By using reflective practice to become more self aware of my teaching and learning has been an uncomfortable process.  The experience of becoming a student again delivered my first major change in practice.  More specifically, the experience of receiving a grade that was inversely related to the amount of time and effort put in (and my expectation).  I was surprised at the level of disappointment I displayed and the associated behaviours when I first saw my grade.  It took a good week and a half before I was even in the head space to be able to take in the feedback given (I did read it on the first day, but just scoffed at the comments and thought bad thoughts about the marker)!

Reflecting on this experience I have altered the way I give my students grades and feedback.  I no longer give out the grade first.  For internal assessments feedback is given first along with the criteria.  For practice examinations each paper is "marked" with codes, we go through the marking schedule as a class with the students checking their papers.  Once this is completed (with accompanying teachable moments) the students add up their codes to reveal their overall grade.  Previously when trying to go through the marking schedule to find those "teachable moments" a third of the class would be slumped on their desks, obviously disappointed with their grade, not hearing me over the negative self talk going on in their heads, while another third smugly thought they didn't need to listen to anything because they had already received an Excellence pass so obviously knew it all! This experience has certainly developed my understanding around the Practicing Teaching Criteria 8: Demonstrate in practice their knowledge and understanding o how akonga learn. 

So where to now? In conjunction with looking a ways to develop a more integrated curriculum at school I am also looking forward to the freedom of being able to blog on whatever area of interest I have and not be concerned if, a) I have met all of the criteria of an assessment rubric, or b) what I have to say might not be "worthy."  The fact that I now want to blog is a monumental mind shift for me.  The opening description to this blog states  Even though it goes against my natural inclination, I need to blog, so here goes ....

I now can appreciate the benefit of sharing my thoughts, not just for my own self awareness, but to contribute to a online social network - the strength in which is increased by connections and contributions.  At this point I have to give a shout out to my mate Wozza - it took a few years but I got there (even if I have stolen your idea of song quotes as a title)!

And as Mick Jagger said so well; "you can't always get what you want," but by crikey, I sure have got what I need!

Interdisciplinary connections: crossing boundaries and making connection

So here is a bubb.us map of my current interdisciplinary connections.  My future goal is to further develop the (magenta) connections of the HOD's of all of the learning areas at school to attempt to develop an "interdisciplinary way of thinking" along the lines of the Ross Spiral Curriculum from the video.

There is no denying the need for interdisciplinary and innovative teaching models to help our students develop the skills of critical thinking, collaboration, creativity and effective communication which we know they will need to be effective members of a more globally connected future workforce.  The challenge, of course, is to implement these authentic, real life, complex problem solving activities into the currently siloed curriculum and timetable structure of a high school.

Dr Deana McDonagh, Associate Professor from the University of Illinois explained simply that interdisciplinary studies "help students see the world more holistically rather than myopically."  This analogy resonates with me, I like the idea that each traditional subject area can be used as a lens through which students can view an aspect of an overarching theme, idea or complex problem.  I do think it can help students develop a greater global understanding or appreciation.  I see benefits for teachers as well - there is no better way to develop empathy and understanding of different subject area than looking at things from another teacher's point of view.  The idea of becoming "connected experts" rather than subject experts.

We are lucky at my current school to have been given a mandate to review the current curriculum and timetable structure.  The push has come from staff so we now have the opportunity to explore and research other options.  We have trialed aspects of the interdisciplinary model with our end of year, two week duration, "passion projects" and "big idea" groups.  The timetable is collapsed and the morning is devoted to students following an inquiry of their own choice, examples range from exploring 3D printing by constructing a printer; creating a travel website for teenagers, researching and building a bird feeder to encourage native birds into the school environment; right through to learning how to surf.  Individual staff mentor small groups of students with similar areas of interest.  The afternoon session is then a group project around a "big idea" an example of which have bee "How can we make a difference?"  The interdisciplinary opportunities in this model have been plenty, this challenge is now how can we move to a more in-depth approach which spans more than two weeks and involves senior students as well?

Mathison & Freeman (1997) identified interdisciplinary studies as a "stepping stone" towards Integrated (inquiry orientated, global issue driven) and then Iterative (theme driven but student and teachers partner in the curriculum design).  The reason it is considered a good place to start is that it "disturbs the current structure the least, so is more likely to be accepted."  So my goal is to work with the HOD's of all the curriculum areas to develop an integrated approach to the curriculum design specifically at the year 10 level.

Why year 10?  Two reasons, it is "pre" the senior school and from a current timetable point of view, all core subjects are blocked. 

Reasons we should be successful:

• Staff and students are familiar with thematic driven curriculum even though it has only been for 2 weeks periods.
• We currently have 8 out of a total of 28 staff who are completing the Mindlab PG course.
• There are less timetabling constraints because of the blocking of core "subjects."
• A culture of innovation is supported and being "future focused" for our students is one of 4 strategic priorities.

Potential problems:

• Although year 10 is "pre" the senior school we currently offer a lot of NCEA credits across a number of subject areas.
• Our school community have been very satisfied with the high rates of endorsement passes of our students so may be unwilling to welcome change.

So, is it worth the extra time, effort and no doubt, drama to pursue this plan?  Absolutely!  We owe it to our students to help develop the skills they are going to need rather than just provide the knowledge content of  each subject in isolation.  By teachers also having to experience it, students should be able to view the world through a variety of perspectives, as as Ian Dukes so succinctly put it:

Reference

Mathison,S.&Freeman, M. (1997). The logic of interdisciplinary studies.  Presented at the Annual Meeting of the American Educational Research Association, Chicago, 1997.  Retrieved from http://www.albany.edu/cela/reports/mathisonlogic12004.pdf:

Social Online Networks

So what social media do I use in my practice?  There are two main lens to look at this through: Professional Development; and Classroom use.
Let's take a look at the PD aspect first.  It is safe to say my social media use for PD has developed organically.  I first joined twitter while attending my first Ulearn conference in 2012.  I was completely overwhelmed at first.  I experienced FOMO in a big way, if I didn't constantly check twitter imagine what I was missing out on!  This early experience highlights one of the problems of social media use for PD identified by Karen Melhuish 2013 Masters Thesis: Online social networking and its impact on NZ educators' professional learning, which is information overload.  Other problems of lack of quality control and organisation also became apparent.  Yes I had to sift through posts and threads to find what I was after, then I discovered the power of the #tag and lists.  But really, the "luck of the draw" approach of gaining professional learning via twitter is similar to who you sit next to at a conference workshop or even which workshop you pick to attend.  There are some gems, but also a few duds.

What am I looking for in my professional learning from social online networks?  If I'm completely honest it is probably the affirmation of my practice - looking to see that what I am currently doing is in fact OK.  The danger in this is that I may then only be open to learning about and from people who hold a similar view to me.  What I hope actually happens is that if I see someone is doing something different or another way I am motivated to explore the potential benefits this approach may have for my students.  As the Innovative Pedagogy Report for the Open University observed one of the main drivers for teachers to explore online social networks is for new resources.  This is a enticing motivation to go searching.  One problem I have is that I tend to be a bit of a "lurker" when it comes to the online realm.  Although Karen Melhuish suggested that lurking did not mean non-learning, in the spirit of a community of practice it is not sustainable to only observe and 'take' resources, I should be contributing myself to add to the collection and dialogue, without which an online community might not survive.

The collaborative nature of being a "connected educator" is a real benefit of using online social networks for my PD.  The fact that the "experts" are the very participants in the network rather than a singular superior individual, can aid this collaboration.  The benefits of this collaborative approach have even been identified by NZQA who are now offering online "best practices" workshops for NCEA subject teachers to "engage in professional discussions with colleagues and the facilitator about interpreting the standard."

So if using social online networks is good enough for NZQA surely there is no excuse not to get involved.

"What ought I to do, all things considered?" (Allan Hall, 2001)

So the scenario has a teacher "loosing it" with a disruptive student in his class.  He is very frustrated with the boy and says a few things to him in the heat of the moment.  The student then reacts by swearing at the teacher and storming out of class.  The teacher files a report to the DP saying the student was disruptive, swore at him and left the class.  When the DP is in the process of investigating the incident the boy's parents ring to say that their son had his phone recording the incident (including the lead up from the teacher) and has played it for them.  The parents want the DP to hear the recording as "evidence"in their son's defense.

There is no denying that this situation raises some interesting ethical considerations.

Ethical and Professional Dilemmas for Educator: Facilitator’s Guide,poses the following considerations when working through ethical issues:

• “What possible issues/concerns might this scenario raise? 
• The teacher has not acknowledge his alleged contribution to the situation
• The recording was done covertly without the knowledge or consent of the teacher so can it be used as "evidence"?
• The behaviour of a student swearing at a teacher needs to be addressed
• How could this situation become a violation of the law, the “Code” or other school /district policies?
• Is the covert recording in breach of the Privacy Act 1993?
• What is the BOT privacy policy?
• Has the teaching code of ethics been breached in terms of the teacher's commitment to his learners?
• A school rule has been broken by the student by swearing and leaving class without permission.
• In this situation, what are some potential negative consequences for the teacher, for the students and the school community?
• If the recording is uploaded to social media there could be emotional harm on the teacher
• The potential publicity could reflect badly on the school and teaching community
• What responses/actions will result in a more positive outcome and/or what proactive measures might be considered?“ (p.7)

In answering this last consideration it is interesting to ponder one of Allan Hall's (2001) processes for exploring ethical problem solving:  Which stakeholders are given priority? Let's identify the main stakeholders in this situation, the boy, his parents, the teacher and the school.

I think the priority here is the teacher.  I do not think the DP can listen to the alleged recording as it is in breach of the teacher's privacy.  So what actions can be taken?

The DP can:

• explain to the parents why he cannot listen to the recording.
• Meet with the teacher to talk through the incident fully (and disclose that there is an alleged recording of it).  Help the teacher reflect on possible alternative management techniques for future situations and ascertain if further support or professional development is required.
• Meet with the student and parents to prepare them for a restorative practices meeting with the teacher
• Conduct a restorative practices meeting with the teacher, student and parents where the outcome is the repairing of the teacher and students relationship and an agreement the recording is deleted.

As a result of this situation the school involved has since updated their digital use and privacy polices. It does highlight to me the importance of preparing teachers for new ethical demands particularly with the increasing use of digital and online tools in the classroom.  Allan Halls reference to two important steps in helping teachers navigate this process really resonated with me.  He said we need to:

1. Raise teachers' ethical consciousness
2. Develop skills and strategies for exploring and solving ethical problems.

So, all things considered, what ought you do?

How culturally responsive is my practice?

Do I demonstrate a culturally responsive pedagogy?  Have to admit I wasn't completely sure what this truly meant.  After watching a Ed Talk on Cultural Responsive Pedagogy - Russell Bishop I believe it refers to having a "relationship centered education" focus where the relationship is based on both caring for the individual and caring that they are learning. I love the fact that it is all about relationships, it shows how true the quote below really is.

A common theme among the research around cultural responsive pedagogy by Gay (2002); Bucher (2008), Bishop, Berryman, Cavanagh & Teddy (2009) is that relationships are the key.  Teachers need to commit to knowing their students: "the teacher who acknowledges, respects and values students' identities and cultures is best prepared to build on these diverse perspectives" (TKI Senior Secondary).

Looking at the Six elements of Te Kotahitanga Effective Teacher Profile, I want to see how culturally responsive to Maori students my learning activities actually are:

1.       Manaakitanga – teachers care for their students as culturally located human beings above all else.

2.       Mana motuhake – teachers care for the performance of their students.

3.       Nga whakapiringatanga – teachers are able to create a secure, well-managed learning environment.

4.       Wananga – teachers are able to engage in effective teaching interactions with Māori students as Māori.

5.       Ako – teachers can use strategies that promote effective teaching interactions and relationships with their learners.

6.       Kotahitanga – teachers promote, monitor and reflect on outcomes that in turn lead to improvements in educational achievement for Māori students

Reflecting on these questions and the fact that I have a total of 5 Maori students across all year levels in my department, it becomes apparent that asking yourself these questions in terms of all learners will be beneficial to their learning. "Meeting the needs of individual students, regardless of whether they happen to belong to a particular ethnic or cultural group is the cornerstone of current thinking in education" (ERO: Priority learners in NZ schools)

I believe I strongly demonstrate aspects 2 through 6 of the Effective Teacher profile.  Where I need development is on the first point.  Yes I care for my students, I am deeply committed to their well being and academic performance in my classroom or homeroom.  But do I really see them in their cultural context?  Looking at the questions posed by  Te Toi Tupu's resource, "Pasifika: Participation Engagement, Achievement tool,"  am I using meaningful instructions that link to the students' prior experiences and backgrounds.  Unfortunately the answers are, not really.

So what can I do about this?  We have a growing number of international students coming to our school.  I need to invest time into getting to know all my students cultural backgrounds.  This knowledge will then need to be integrated into my teaching material.  Yes it will take time, but if I do truly care about each student it is an investment worth making.

If relationships are the key in the classroom, what about the school organisation as a whole? Do our vision, mission and core values reflect this?  Taking a look at our guiding principles from the strategic plan it would seem so:

Global connectedness, inclusive and collaborative community, and recognise the value of the Treaty of Waitangi are all mentioned.  Does this mean we are a culturally responsive school?  I believe in terms of the Mauiri Mode of self evaluation  we are Te Taunga o te Mauri Moe - State of Being of Mauri Oho.  We are being proactive: we have begun to participate, engage and interact; but we have some way to becoming E kokiri ana, where cultural responsiveness is at the forefront of all that we do as a school.  

We have a dedicated Director of International students; a dean of international students; a community prefect whose focus is on celebrating and showcasing the variety of cultures of our students; we start the school year with a Powhiri and a Hui for Maori families; have a dedicated Kapa Haka group - but Te Reo is only taught in years 7 and 8.

As a school we need to ensure that all our students "buy into the school" as well as the teacher.