Teacher Study Awards and Sabbaticals Recently the Ministry has opened applications for teachers to apply for an opportunity to take a sabbatical break (or undertake a course of study). These were part of recent collective bargaining gains and represent a tremendous opportunity for teachers to reflect and rejuvenate. Applications for the secondary awards close on the 7th June (day after Queen's birthday Monday). The two full pay categories that staff can apply for are; 1. One term sabbatical - taken in a negotiated time/term in 2016. These are linked in part to teachers taking an opportunity to professionally develop (visiting schools or researching). Nationally there are 50 of these available. 2. Study award - these can be either part-time or full time for a year. Nationally there are 75 of these available. Further information and applications forms are available online at www.teachnz.govt.nz This post is related to RTC #4. "4. demonstrate commitment to ongoing professional learning and development of personal professional practice". And ERO's School Evaluation Indicators Domain 5 "Building professional capacity."
Mindset : The new psychology of success - How we can learn to fulfill our potential by Carol S. Dweck
Mindset is a book that I have heard constantly being referred to. Written originally in 2006 by Colombia professor Carol Dweck it has since reached to top of many best seller lists. Mindset is an unusual book because it is at it's heart a psychology book, but it's core message is so clear and logical that it is quite at home in the self help section of a bookstore. Dweck presents a very simple idea that there are two dominant mindsets that exist in people; fixed and growth. These mindsets boil down to the notion of whether you believe in inherent talent (e.g. fixed I.Q.) or developed skill. Dweck's team of researchers were investigating the effects of praise on students when it came to challenge. Namely the type of praise (where it be of a talent or of a disposition). They found that children when praised for intelligence or brains would be more likely to quit than children praised for tenacity or determination. Mindset is an important book for all educators. Schools by there inherent nature are about feedback and praise. Teachers are in a uniquely powerful position to empower (or hinder) the progress of students with our words. Dweck puts it "The view you adopt for yourself profoundly affects the way you lead your life. It can determine whether you become the person you want to be and whether you accomplish the things you value." (p. 6) Mindsets can form from the smallest of things. There are ample well presented stories (many involving teachers) which Dweck uses well to illustrate the importance of cultivating mindsets. I found chapters on sports stars mindsets to be a powerful section - I recognised the sports stars better than the business illustrations. Mindset is written extremely well for a University Professor, at only 246 pages I finished it of in a day. I felt before reading this book that I had a very good handle on the psychology of learning. But there were some basic errors I have been making - especially around praising students. For example "telling students they're smart, in the end made them feel dumber and act dumber, but claim they were smarter." (p. 74). I would definitely recommend Mindset to all teachers from any curriculum area. For senior leaders Mindset has an excellent section illustrating the dangers of having a fixed mindset in management. A very good read indeed.
This post relates to RTC#8. "Demonstrate in practice their knowledge and understanding of how ākonga learn." and RTC#7. "Promote a collaborative, inclusive and supportive learning environment."
Today our year ten students spent the day out of school at the Waihi Academy on conference. This inaugural annual event is the brain child of Learning Leaders Jo Howell and Vicki Speirs. The purpose here is to take a break from the regular routines of school life and present a days worth of workshops and keynote addresses from former Waihi College students.
Introduction of Keynote
Year 10 was chosen as this represents a key age in adolescence where students have been through the institution of school but now viewing the world with increased maturity. We have timed this conference to be just ahead of subject selection for the first year of NCEA Level One. Seven ex student leaders from previous years at Waihi College made the presentations and keynote address (which was given by Adrian Holmes). Those students included...
Adrian Holmes (class of 2003)
Anna O'Hagen (class or 2008)
Samanatha Sanderson (class of 2011)
Tina Youngman (class of 2001)
Natasha Staheli-Lowe (class of 2012)
Jack Kingsford (class of 2011)
Ariana Te Wake (class of 2005)
Our hope is that from today many future dreams would have been formed and that our students will see the next three years (plus) at Waihi College as being an avenue to launch their futures. It is vital that I acknowledge the excellent efforts of Jo Howell and Vicki Speirs who's collective efforts and initiative brought together a brilliant day. Tremendous thanks also goes to Tony Kang and the staff at Waihi Academy for providing a fantastic venue and delicious meals. This post relates to RTC #2. "Demonstrate commitment to promoting the well-being of all ākonga." And RTC #7. "Promote a collaborative, inclusive and supportive learning environment". And ERO's School Evaluation Indicators Domain 6 Knowledge Building for Improvement and Innovation "Participation in evaluation, inquiry and knowledge building activities contributes to changes in thinking and behaviour and builds inquiry 'habits of mind' ".
Unequal Rewards. One of the traps that I fall into every now and then is that I reward students/classes with a treat. I have found that this is a trap for us as educators. We create expectations, we programme that education extrinsically rather than intrinsically and we brake consistency between classes/teachers.
Two interesting research materials that are worth looking at are...
Dan Pink (author of Drive) discusses a study of preschool students - ones interested in drawing/painting. The researchers simply divided the students into three groups...
Ones shown fancy certificates they'd get if they did a drawing,
Ones who didn't know about the certificate but got one when they finished, and
The final group who drew and never got any certificate.
Two weeks later the researchers returned to the same pre-schoolers and asked for drawings. Those that had been shown the certificates were the least likely to want to do another if there was no certificate.
Here is another...
This post relates to RTC #1.
establish and maintain effective professional relationships focused on the
learning and well-being of ākonga and RTC #
5. show
leadership that contributes to effective teaching and learning
