1. Whakataka te hau ki te uru, Whakataka te hau ki te tonga.Get ready for the westerly and be prepared for the southerly.Kia mkinakina ki uta, Kia mtaratara ki tai.It will be icy cold inland, and icy cold on the shore.E h ake ana te atkura He tio, he huka, he hauhungaMay the dawn rise red-tipped on ice, on snow, on frost.Haumi e! Hui e! Tiki e!Join! Gather! Intertwine!Image credit: Mark Lincoln http://www.flickr.com/photos/marklincoln/5975570550

2. Digitising appraisal and inquiry An integrated approach to professional learningKaren Melhuish Spencer | @virtuallykaren | #corebreakfast 3. Karen Melhuish Spencer | @virtuallykaren | #corebreakfast 4. Telepathy in teaching 5. Show and tell1950s glove and seams: Of Dreams and Seams 6. A shared sense of what works 7. Learn as an individual as part of a team 8. Start with who 9. Who?Know our learnersWhy?Vision for learning in a digital world What?The right tools for the job 10. Who?Know our learnersWhy?Vision for learning in a digital worldHow?What?Inclusive & blended inquiryThe right tools for the job 11. Share that moment when 12. Who is your schools vision about? 13. All threeschools have a strong commitment to teacher professional learning. In each case, teachers saw their professional learning as a coherent package, clearly connected to the schools overall goals and vision 14. Nodders and hiders 15. My father nearing the endserious era of "We are and I engaged in of the discussions about all sorts of subjects, our edifice complex such as the meaning of life, right and wrong, religion, politics, success, Adults are beginning to demand that happiness and everything a growing their is curious take place at a time, child learning about.place, and pace convenient to them. I feel confident that most educational I distinctly remember feeling like a companion rather than an inferior. services by the end of this century will be delivered electronically . . . . My father often asked what I thought aboutgreat challenge now thought, Our before he said what he is to find and gave me the feeling that he ways to maintain the human touch as respected my mind.we learn to use the media in new (Knowles ways." 1989: 2) 16. Change management is people 17. Who?How can we know our staff so PD is designed around people?Why?Vision for learning in a digital worldHow?What?Inclusive & blended inquiryThe right tools for the job 18. Who?Know our learnersWhy?Vision for learning in a digital worldHow?What?Inclusive & blended inquiryThe right tools for the job 19. School-driven professional learning Establishment of EDUCANZ Growing interest in transformative models of professional learning Growth in informal, self-driven networked learning 20. Aligned to vision External experts Involved principals Clear vision for student achievement Teacher inquiry at heart Balance individual and group Active involvement in developing their model Balance of formal/informal Highly committed to best model for their students 21. Twenty-first century teacherprofessionaldevelopmentneedstocombine individualandorganisationaldevelopment. Itneedstobuildindividuallearning,but italsoneedstofocusonindividualsworking togetherBolstad & Gilbert, 2012 22. Teachers as adaptive experts 23. Adaptive teaching 24. future-focused learning communities 25. Learning communities 26. Who?Know our learners How?Inclusive & blended inquiryWhy?How clear is your vision for learning? What?The right tools for the job 27. Who?Know our learnersWhy?Vision for learning in a digital world What?The right tools for the job 28. Individuals in a collective 29. Tamaras story 30. Think about your current model of professional learningAppraisal / Registration?Teacher learning driven by students needs?School learning driven by school needs? 31. Digital: A potential value-add Appraisal / RegistrationExample: Lesson observation draws on inquiry focus Attestation draws on evidence curated in portfoliosTeacher inquiry driven by evidence of needs Example Record and capture learning Reflect and inquire in portfolios Share inquiries in social networksSchool learning communities driven by school needs Example Learning conversations draw on portfolios Share learning with community via blog/ website / networks 32. Digital technologies enable my kete Reflect and set goals repeatedly over time Capture and curate my students learning as evidence Pursue my own inquiry, informally and formally 33. It can support the symbiotic relationship between student learning and teacher learning/ appraisal 34. It can provide a means to be inclusive and flexible in terms of your inquiry 35. How much choiceand flexibility do you have?High flexibility Learning often happens at times/places that suit meLow agencyHigh agencyThe school defines my learning goals and processesI define my my learning goals and processesLow flexibility Learning happens at fixed times/places 36. Digital technologies enable our kete Access others knowledge and learning Compare and critique examples of effective practice Connect and collaborate with others 37. Visible evidence can support shared understandings around whats effective 38. A way to sustain cycles of reflection over time, individually and in communities 39. Austins Butterfly 40. Who?Know our learnersWhy?Vision for learning in a digital world What?The right tools for the job 41. Who?Know our learnersWhy?Vision for learning in a digital worldHow?What?Inclusive & blended inquiryThe right tools for the job 42. Digital technologies to use or not to use? 43. How are digital technologies woven through PD in your school? 44. Beware the death spiral 45. Activity trapslevels of activity hold no direct promise of improvementThe troubling nature of activity traps is that you dont know when youre in one. 46. Simply bringing people together is not enough 47. Collaboration that seeks to create dissonance and curiosity 48. Relationship of trust and mutual challenge 49. Networks, not hierarchies 50. Inquiry, learning and action spiral the school needs a vision and a methodology 51. 1. Collective visioning 52. Align professional learning to learning vision 53. 2. Collective design of the model 54. Clear learning focus on students driven by evidence - Hobsonville Point Secondary 55. 3. The right tool for the job is the right choice for me, in this context 56. Technologies can support .personalised and learner-driven inquiry and appraisal 57. Technologies can support the sharing of individual journeys 58. Technologies can support Space for learning communities 59. 4. Technologies can support accountability & review .celebration .attestation 60. As the end of the year comes round, so does a teachers final appraisal instead of pieces of paper showing evidence of practice of how I have meet the requirements, this year I showed it through blogging and eportfolios. I found having evidence on hand much easier and also found that I had put more thought into the appraisal system and looking at the future registered teacher requirements. 61. inquiry should not be seen as an add-on or a project, but rather as a way of professional being for the educator of the 21st century.Why? | Adaptive experts- Reid, 2004, p. 8 62. Who?Know our learnersWhy?Vision for learning in a digital world What?The right tools for the job 63. Where to start? Consider how your vision for your learners is true for your teachers. 64. we cannot wait for the next generation to solve its problems. Time is running out too fast. Our fate rests with the intelligence, skill, and good will of [adults]. The instrument by which their abilities can be improved is adult education. This is our problem. This is our challenge. 65. Would technologies have helped? 66. What spark of an idea will you share?