Poutama Pounamu Online - Module 8 Teacher Observations for Responsive Learning

As part of our appraisal process we have observations/noticings that take place
during the school year. In the past we have also completed ‘noticings’ where we
ask to notice someone for a specific purpose or be noticed ourselves. These
may have also been tagged in our Teacher Spiral of Inquiry. Part of the work
before the observation was a shared conversation around the purpose of the visit,
having a shared understanding of what was to be the specific focus - not for
making criticisms, but to support and mentor.

After completing this module there are aspects around teacher observation for
responsive learning that I think are need to be included in our observation process
in order to make it more robust and purposeful. Observations are part of a three
step process:

• The work before the observations
• The observations themselves
• Feedback and support to improve ongoing theory and practice.

I particularly liked the idea of collecting evidence from three areas:

• Student survey
• Teacher survey
• Walk through observation

This gives a really good picture of what is happening - if all three align, it gives a
strong picture of what is happening not only in one learning space but across the
school and enables identification of next steps/goals collectively as a school
(possibly as part of the strategic plan).

The power of teacher observation for responsive learning is important for our
ongoing professional development. Observations are valuable as a way of
collecting evidence but they must have a specific purpose. The evidence
gathering process from “Leaders use of classroom evidence to understand,
evaluate and reform schooling for Indigenous students” (Berryman) helped
point out the weaknesses in our present observation cycle and can provide
us with a framework we can develop for our observation process.

I would like to discuss our current observation process with the Learning Leadership
team and a possible way forward using “Leaders use of classroom evidence to
understand, evaluate and reform schooling for Indigenous students” (Berryman).
Using this framework could be part of our ongoing Culturally Responsive Practice PLD.

Poutama Pounamu Online - Module 7 Evidence to Accelerate

As a team, we were able to have quite a frank and robust discussion around what
acceleration looks like and feels like in our context. Discussion around whether we
view acceleration as a deficit perspective - our previous encounters with professionals
in education have been negative and we have come away disillusioned. I feel strongly
that we critique our programmes, decisions made are research-based and the effects
of our actions are monitored. However, I am aware that we are not 'all' the teachers in
the profession and our thoughts are based on our experiences in our context. We must
also remember that we are a bubble within the school, and what may be happening
outside our bubble could look and feel very different. Having a safe and inclusive learning
environment is important for students learning and feel that relationships are primary and
then comes acceleration.

We have to have a starting point when working with staff about their practice. Approaching
this as a collective with support, will aide the transparency of data/information. We need be
able to understand the evidence being presented, ask critical questions co-construct a plan
of action with time set aside to discuss, refine and take further action. Building professional
relationships across the school where peer observations focused around culturally
responsive pedagogies, and developing ako- critical contexts for change is the next step.
All staff need to share responsibility - “our students”. What can be added to my kete to
move the student forward?

What are two key ideas you are taking from this activity?

My first key idea is to clearly identify across the curriculum achievement for our Māori
students - gaining some understanding of what and why something may be
happening for our Māori students. If we start with our students before moving onto
whole school achievement for our Māori students, we will have a better understanding
of how to ask specific critical questions to focus discussions with the staff.

My second key idea is to collect feedback from our Te Ao Māori programme (teachers
and students) to help me look critically at what we have done this year against the Te
Aho Arataki Marau mō te Ako i Te Reo Māori - Kura Auraki document and co-construct
our next steps with staff.

What actions do I and others intend to undertake as a result?

We have put together a Goals, Actions, Outcomes google doc for our Whenua Team
where we have begun to identify specific goals, action to be taken, who is responsible,
the date added and results. This is in its infancy but it is a start and we will add to this
once we have critiqued our data and information gathered and the responses to our
survey.

Poutama Pounamu Online - Module 6 Critical Leadership

I found this module frustrating as it felt like we were going over what we had in the previous
five modules. I feel that I now have a good understanding of what needs to change and how
to begin to make these changes. I have had undertaken a lot of reading and have been
involved in discussions with my team with a focus on what we are presently doing, what we
need to do and where to next. The critical questions in this module were useful - drawing out
whether it was an assumption- what do you mean?  Integral to moving forward is building a
partnership, developing a relationship of trust. As part of my role as a leader, I need to
acknowledge and be transparent about the part I have played in keeping the status quo in
the past and now move into asking critical questions - I need to do more of that, listening and
identifying what is really meant when having conversations with others.

What are two key ideas you are taking from this activity?

My first idea is…

I found the GPILSEO a good framework to use to help staff be specific about what they
want to look at and why.

From Poutama Pounamu

As a team, we are used to using frameworks to guide transformation. This could form the
basis of next year’s teacher inquiries as research-based inquiry is important to make change
for the right reasons, and not as a tick response. This is important to get buy-in from the
wider team of teachers.

My second idea is…

Using videos of teachers/leaders sharing their journey - real people! They speak about their
experiences and how things were working and seeing what was working successfully, the
challenges they faced and how they moved forward. Seeing the application of leading change
in a real situation rather than abstract theorizing will be invaluable.

What actions do I and others intend to undertake as a result?

I realise that as a leader I have influence by leading by example. I will need to compromise
in terms of how to gain success but there is no compromise about the fact that there will be
success as we move forward as a school. By keeping our culturally responsive practice at
the forefront by listening and identifying what is really meant, asking the critical questions
"Is that an assumption?" "What are you actually saying?" "What do we actually mean?"
There needs to be critical awareness of what people are saying and not saying!