The course members are diverse and come from many places, including overseas. Each brings their personal experiences and knowledge to the course. At times I have found it intimidating having to contribute to discussions with such learned and deeply experienced people. I am slowly finding my voice and building my confidence that I too, have something to say.
THEME 3 - Teacher Reflection
I enjoyed this component of paper the most - reflecting about a particular experience of professional change I have had.
My thesis was about breaking out of the ‘sausage factory’. For me one image totally turned my ideas about teaching on its head and it was the stark, black and white image of children on a ‘factory model conveyer belt of learning’ – desks in rows, the teacher commanding attention from the front of the room and I imagined not a sound to be heard except the scratching of chalk on the blackboard.
How could a learning model that filled each student with the
same information and knowledge hope to prepare all these unique individuals for
a future that we had no knowledge of? What would this look like for me as an
educator?
From my essay:
Through the viewing and unpacking of one grainy,
black and white image, I began to clarify my teaching beliefs; and what I
didn’t want was highlighted in no uncertain terms. I came to realise that the
sort of learning environment I wanted to be part of, allowed for individual
differences, encouraged curiosity, creativity and innovation. Literacy and
numeracy would be the tools to access the curriculum rather than the focus of
the entire curriculum. The Key
Competencies would be woven throughout. With this as my central pou, all of a
sudden, the curriculum gained coherence because my vision for my students
developed clarity and came into being.
Conclusion
I use the image of the ‘sausage factory’ model
of education as a lens through which I examine any action I take as a teacher. It
changed how I view the function and role of schools in our community and
society. It has aroused a level of critical thinking about educational
practice, which I had never engaged with before - how to give my learners
meaningful choice, empowerment and a raised level of engagement and
achievement. My ‘sausage factory’ lens has become the foundation stone of my
professional beliefs – what I want to avoid! Curiously re-examining Lane
Clark’s work now, I find I view it much more positively. This probably reflects
the experiences of my journey and my growth as an educator. Learning and change
is just as much about the journey as the destination.
THEME 2 - Professionalism and Ethics
Here we delved into the Code of Ethics (2004), RTC, Privacy Act. We had readings from Bullough (2011); Hall (2012); Noddings (1993); Snook (2003); Strike & Soltis (1998); Ehrich et al. (2011); Kipnis (1997); Shapira-Lishchinsky (2011). All exploring ethics - can we think about ethical issues objectively? The need to developing a process/protocol when a critical incident triggers an ethical dilemma.
The readings I found most valuable were Shapira-Lishchinsky (2011) and Ehrich et al. (2011) where there was much discussion around understanding an ethical dilemma and courses of action. We used the readings as the basis for the discussion around the ethical scenario posed for our discussion group. One that can be quite common - a discussion in the staffroom around a child's achievement. Our dilemma was that the conversation was negative and unprofessional (there was also a parent present).
We had to identify the main stakeholders, give one of the stakeholders priority, discuss restrictions to our actions, possible courses of action and decide on which course of action we would implement.
I enjoyed our online discussion as a way of building my understanding of ethical dilemmas - that they are certainly not as straight forward as one initially thinks. I also followed the other two discussion groups as they worked their way through their respective scenarios.
My critical evaluation follows:
Generally I thought the teams’ response to our scenario was
common sense and straight forward. I found this affirming that there was such
similarity
of thought. The 'Principals Kit' was useful new knowledge,
and
a good resource to support decision making.
I noticed that the group identified the 'Fink' children as
main stakeholders but most of our course of action directly involved the staff.
As professionals we need to ensure that our behaviour and approach is
appropriate and best supports students and their families. The group discussed
how we can grow our understanding of the role of teachers and that of
professionality for teachers through a number of ways: - conversations with the staff involved, PLD
sessions/staff meetings, building a shared moral vocabulary, and ethical
guidelines, consideration of each stakeholder’s viewpoint, and ongoing staff
reflection to build confidence, knowledge and skills to make ethical decisions
and take appropriate action.
The other aspect that was mentioned in discussion is in the
process of having explicit conversations such as these, we raise not only
awareness in individuals but we can also effectively build the overall school’s
culture - that of working together, understanding concerns and beliefs and
values of those with whom we work. This sort of understanding contributes to
the development of a shared language.
The group discussion probed the idea of what was behind the
comment- was it indicative of a teacher under stress, lack of knowledge,
frustration. This is important in deciding what is the next best step for both
the individuals involved and the school as a whole.
I feel that our school has not reflected on ethical dilemmas
recently and I have already offered a staff session on ethical decision making
as part of our PLD this term to which staff members have already indicated a
strong interest in. Part of this PLD will be developing a Staffroom Code of
Conduct that Judith suggested. I feel this could be useful as something to
subtly refer to by staff members if they feel there is an unethical
conversation occurring.
THEME 1 - Teachers as Professionals
I have particularly enjoyed the readings we have been assigned and have used these as a basis in conversations I have in the staffroom or elsewhere. As for the first assignment - a 1500 word essay I haven't been that scared for a long time - actually understanding what was being asked, putting it into my own words and referencing it all. I did ok, actually pretty dam good for my first essay since I was at Teachers College all those years ago.
The enduring understanding that teaching is a profession and that teachers are professional is contestable had me thinking, questioning and looking for clarification. I found it interesting to look at the make up of restricted professionality versus extended professionality. Initially I thought we were further along the continuum but now I'm not so sure...the very idea of extended professionality is something I have continued to ponder long after that discussion closed.
Here is the introductory paragraph of my essay -
If Hoyle's (1974) models of restricted and extended professionality are considered as two ends of a continuum, development as a professional teacher might be considered to involve a progression towards extended professionality. However the question arises as to what exactly extended professionality is and whether teachers who exhibit extended professionality are more likely to be more professional, and what does professional mean?
My closing paragraph
It
is interesting and thought provoking to note that Hoyle (1974) discussed the
two models of restricted and extended professionality, and the idea of these
being two ends of a continuum in 1974 and they have been referred to in recent
times by Evans (2008) and Hall (2012) which may indicate that we, as a
profession have some way to go – yet. What is reassuring is that schools such
as mine are well on their way to building an environment where extended
professionality is expected and supported as a means of raising all standards;
teaching practice, learner agency and overall achievement.
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