Yesterday I attended a workshop for 2nd year secondary teachers aimed at supporting us through the registration and accreditation process. It was the first of 4 workshops spread throughout the year, with this one being fairly generalised and giving us an opportunity to co-construct the foci for the remaining workshops.
In addition to the networking opportunities and the chance to share experiences with other teachers at a similar stage, there was a lot of valuable information, particularly with respect to student-centred learning approaches, inquiry-based teaching, and recognising and collecting appropriate evidence for the PCT registration criteria.
One thing that was especially highlighted for me was that although this blog provides a great platform for reflecting on and sharing my practice, I am not using it frequently enough and I need to make a lot more time to update it.
The purpose of this blog is to make my teaching practice visible to those who are not in my classroom and to provide a space to reflect on my practice in order to improve it. I need to stop seeing it as an extra thing to be done when I get time, and actually start to make the time.
In our groups (of 4 or 5) we began with talking about the considerations required to place ākonga at the centre of their learning. What do we need to know, provide, or do in order to create a learning environment that allows differentiation for the different students in the room, that can cater to a range of personalities, learning modalities and interests.
I was impressed by the degree to which the kaupapa of HPSS incorporates so many of these things, making it much easier for individual teachers to provide conducive conditions for learning in a differentiated, personalised way. It’s not automatic, but it provides an extremely supportive environment for what is very challenging work. Almost everything on our initial brainstorming lists is provided for within the infrastructure and organisational structures created at HPSS, including the kind of professional environment that encourages a huge amount of meaningful collaboration. I’ve only been here 6 weeks and I realise I’m beginning to take some of these features for granted.
We were lead through different activities by different members of the Learning Solutions team, lead by Siliva Gaugatau. Between them we got a good overview of their expertise in areas such as relationship building, Te Kotahitanga, data analysis, differentiation, and inquiry-based practice.
Although none of it was exactly new, I found some of the speakers offered some different suggestions or approaches. It was great to have a reiteration of important principles, some insights into the different kinds of evidence we might be able to gather to show we are meeting the criteria for professional registration and strategies for making use of that evidence (because what is the point of gathering data if you don’t use it?).
I’m looking forward to the next one in May.