Inquiry Framework - South Auckland Technology Cluster

A lot of the work I am doing within the SSA contract (Secondary Student Achievement contract) is often linked to middle leader inquiry (as on pg35 of the NZC, 2007).

Given that this is an expected part of our teaching roles to undertake an inquiry around our own personal teaching practice, to reflect on questions/issues we have and think around ways to answer/eliminate those potential barriers to students learning. 

I thought it relevant therefore to share an Inquiry that I have undertaken using the spiral model, which has taken the original framework and unpacked the stages further. With a view to modelling how the framework process can actually be applied to middle leadership scenarios.

The process for me started at the scanning phase, with the need for a way to bring together the south Auckland hard materials teachers.

So far we have had two successful meetings the first held at De la salle, Mangere. The second hosted by Sir Edmund Hillary Collegiate senior school.

A big thank you to Selwyn (The student, who stayed behind to share his experiences and his work with the captive audience.)

One of the key reasons for the group coming together was a need to moderate with other subject specialists. Given that many of the schools attending only have one teacher in each particular discipline. Together we designed an online-shared Google form, which shows each schools programmes (Standards offered) with the purpose of being able to link up with each other over aligned standards.

Example of cross school sharing document

The second purpose of the cluster is to share and network. The opportunity to discuss programmes and see different learning environments has been valuable.

Third but by far from last is the opportunity to discuss the latest updates/changes to technology education. So far we have discussed the following topics, please see the links to relevant resources.

 

Health & Safety Legislation change http://www.minedu.govt.nz/NZEducation/MinistryBulletinSchoolLeaders/Issue31/HealthAndSafetyUpdate.aspx 
 

Moderation Changes http://assessment.tki.org.nz/Moderation/Moderation-processes  
 

External Panel leaders reports 2014 http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/technology/levels/

The next step for me as the instigator of this group is to set an agenda of content to be covered based on the needs of those attending. I am planning to do this by collecting evidence through a survey to all participants asking them what they would find valuable. 

I also need to create a collaborative leadership structure to the group to enable it to morph into a sustainable model. 

The value of a collaborate leadership model, is the link to my origional topic of Inquiry.

Why Collaborative Inquiry?
“Collaborative inquiry holds potential for deep and significant change in education. Bringing educators together in inquiry sustains attention to goals over time, fosters teachers’ learning and practice development,
and results in gains for students.” Ontario education Ministry

What distinquishes collaborative inquiry from other approaches to educator professional learning?
Collaborative inquiry offers an alternative to one-size-fits-all and top-down approaches to educator professional learning through its approach and its results. Collaborative inquiry changes the professional learning experience by reframing how professional knowledge is constructed and applied. Moving from professional learning approached as the acquisition of methods and structures developed outside the classroom and the school, collaborative inquiry places educators in the role of actively constructing professional knowledge through treating their classrooms and schools as sites for investigation. http://www.literacyinlearningexchange.org/collaborative-inquiry-differs

The hipster is dead, and you might not like who comes next....

Philosophical Theorising:

I have to admit that this blog post is a bit out of the ordinary in that I am becoming increasingly aware that the content of this blog is heading towards being very curriculum and leadership focussed. Missing the fact that sometimes inspiration and debate on topical subjects is refreshing and poignant to allow us as educators to grow. 

So for this episode I am reflecting on Labels, having just been called a 'GEEK' by my lovely children when discussing the intricacies of drone building and the possibilities of racing at a national schools event. The term 'GEEK' would not be one that I would use to define myself and I found it interesting that they would choose that terminology.

I had thought that I fitted more into a groupings of a 'Hipster' but perhaps that was the perception I held as a older person trying to resurrect a cool and hip persona......

This ephinany of self-realisation was followed the next day by a debate on the radio around how a writer in the US has stated that 'HIPSTER' is out! and that the generation Y terminolgy now defines 'YUCCIES' as the it label (Young Urban Creatives)

http://mashable.com/2015/06/09/post-hipster-yuccie/

The hipster is dead, and you might not like who comes next....

I found this resource and the dated timeline of possible value to a soft materials/ textiles fashion teacher

"The term “Yuccie” may be every bit as mockable as actual hipsters and Yuppies, but it’s hardly the first attempt at categorizing millennials based on their consumer habits and career ambitions. The acronym HENRY, or a person who is “High Earning, Not Rich Yet,” has been applied."
http://time.com/money/3916989/yuccie-millennial-stereotypes/

I now feel defunct, as I fit none of the stereotyped descriptors and as a disenGEEKed individual with leanings towards belonging, decided to create my own terminology 'OUCT's' (Old Urban Creative Teacher's) who is with me?

How I see myself!

In relation to out there inspiration the following two you tube clips have been shared with me by colleagues and although completely unrelated are equally inspirational and controversial in their own right. The first: The Lone Nut and the First Follower

 

(Thanks to Ian McHale for the link)

Shows the power of having one student who supports and goes along with your classroom movement. The clip also shares the possible success you could have as a leader of learning.

The second is an Inspirational video from a teacher about why he teaches and what students really don't understand about teachers. If only they knew.......

What students really need to hear!

https://www.youtube.com/watch?t=234&v=-O7v4EJjx-g

(Thanks to Aaron Scorringe)

Finally a bit of 'Creative Technology' the Solar-Do-Nothing Machine

(Thanks to James Harris)

Please keep the sharing going...........

Scheming Away in 'Technology'.

Never one to shy away from a play on words, I chose the title not to highlight how to create a evil scheme using technology, 

but in fact to meet the needs of middle leaders and teachers from the technology community who have been asking me "What should be in a scheme of work."

 (Please note before I start, there is a differenece between a course of work scheme and a departmental scheme. I will try and explain both.) Thanks to my colleague Natalie de Roo for her resources on this topic.

So what is a scheme of work?

The scheme is the breakdown of the standard into teachable units for a specifically given time frame. Normally it constitutes a whole years worth of work for one particular class, across multiple units or projects.

Example of a course overview sheet

It is a guideline that defines the structure and content of a course. It maps out clearly how resources (e.g. books, equipment, time) and class activities (e.g. teacher-talk, groupwork, practicals, discussions) and assessment strategies (e.g. tests, quizzes, Q&A, homework) will be used to ensure that the learning aims and objectives of the course are met successfully.

The scheme of work is usually a teacher's interpretation of a specification or syllabus and can be used as a guide throughout the course to monitor progress against the original plan. Schemes of work can be shared with students so that they have an overview of their course.

The key parts of a "scheme of work" should include:

Objectives/Intentions or Outcomes

Methods of delivery (Student and Teacher activity)

Assessment strategies

Resources or links to resources

Other Remarks

Technology online has a similar approach in that they suggest as a result of the work by Dr Vicki Compton and Cliff Harwood, that unit planning should include the following:

Programme Focus & Duration

Achievement Objectives

Learning Outcomes

Pedagogical strategies

Reporting

http://technology.tki.org.nz/Technology-in-the-NZC/Planning-programmes-and-units-of-work/Unit-Planning

How to Write a Scheme of Work

1 Check if your dept has a proforma. They may have a special way they like the schemes of work to be laid out, and/or have a template available. This will make your life easier.

2 Check other people's schemes of work. Ideally, look at a scheme of work left by your predecessor, but if one isn't available, look at a colleague's scheme of work or perhaps look online at exemplars from other schools. These should be used as a starting place but need to be adapted to fit your particular school requirements (both learners and procedural requirements). 

There are a few possibilities available at:

http://technology.tki.org.nz/Technology-in-the-NZC/Planning-programmes-and-units-of-work/Unit-Planning

3 If creating a scheme of work from scratch, then use a blank proforma.

4 Begin by breaking down the standard into chunks. How many lessons/weeks do you have?

5 Within each module, break down into further chunks.

6 Decide how long you'll need for each of these chunks.

7 Now within each chunk, decide what lessons you could do. Try to offer a variety of practical, theoretical, group work, single work, and teacher-led work.Thinking about your learners and how they learn best. 

Teachers should consider diferent pedagogical models for delivery based on best practice.
Each school will have a different foci on teaching and learning, some are looking at the following (Please note these are a guide to some models/frameworks being used currently in the schools I visit and work with, it is not an exhaustive list.)

http://www.evaluate.co.nz/clarity-classroom/

http://mindsetonline.com/whatisit/about/

http://visible-learning.org/

As well as the above there are also key over-arching documents that lead education in New Zealand schools. The following three are current strategies that are the key focus of schools and should be considered in planning teaching and learning programmes.  

• Ka Hikatia (Accelerating Maori Success)

http://www.minedu.govt.nz/theMinistry/PolicyandStrategy/KaHikitia.aspx

• Pasifika Education Plan

  

  http://pasifika.tki.org.nz/Pasifika-Education-Plan

• Success for all

  

  http://www.minedu.govt.nz/NZEducation/EducationPolicies/SpecialEducation/OurWorkProgramme/SuccessForAll.aspx

  One of the many common threads through these pieces of policy is the recognition that learners engage and achieve when teachers/ schools know the learner, acknowledge the learners personal identitiy and set relevant contextualised pieces of work which add to student knowledge.

8 Do this for every chunk, and for every module, and fill in the bare bones into each column on your document.

9 Now think about what resources you'll need. Textbooks? Large paper and felt tips? Computers? Write these in the Resources column. These can sometimes be hyperlinked to the ‘RESOURCES’ folder (see HSD before you link).

10 Make reference to any specific Key Competancies used

An effective scheme: (from TKI)

• responds to students’ interests, identity, language, and culture, as detailed in culturally responsive pedagogy and Technology rationale
• is based on the philosophy that 'Technology is intervention by design to expand human possibilities.'
• identifies intended outcomes, as described in the make learning explicit section of this guide
• develops the directions for Learning in The New Zealand Curriculum (p. 7)
• builds on students’ prior knowledge and skills, as outlined in ways to identify learning needs
• identifies opportunities for formative assessment, as discussed in assessment for learning.

• Effective planning for senior secondary Technology also addresses the key concepts of;

• innovation
• sustainability
• enterprise
• design

• provides opportunities for technological inquiry
• meets appropriate safety and ethical standards
  

A Departmental Scheme of Work

A scheme should be more than just the content of what you are teaching. In a sanp shot it should cover all aspects of the functionality of the department/faculty. It should be divided into two parts and should be current for the year, reviewed and updated annually if not earlier.

1 – Department policy and structure (Everything to do with the department staffing structure and staff professional expectations including appraisal and Teachers Inquiry expectations, timetables and rooming, safety requirements, budgets and equipment/supply ordering, assessment & re-assessment rules, behaviour expectations, and discipline policy, EOTC risk assessment and Ram requirements and that’s all I can think of at the moment….. 

2 – Schemes of work (Should be separated by technology discipline and by year level. Each folder should also include Year Timeline, Teacher unit plans, Assessment requirements against curriculum levels,  student work books, cost analysis, budget and equipment requirements and lastly safety and risk assessment of practical tasks. 

All departmental schemes should have a Self Review section - Effective self review focuses on the key goals for students and the evidence of the extent to which they are actually being achieved. Setting long term goals and mid-term targets and gathering rigorous and wide-ranging evidence to examine the extent to which these have been achieved and what needs to be done to further improve student achievement.