Collaberation

Teaching in a secondary school in Glen Innes it has become clear to me that collaboration among teachers is essential and can improve the educational experience for students. 

Collaboration does not need to be intimidating. Many believe that it can add to work load, and given how time poor teachers are, it can be resisted. However, the exchange of ideas, resources, and teaching strategies creates a dynamic learning environment that transcends individual classrooms. It also can empower students to see learning across different areas. This not only strengthens their subject knowledge but also promotes a culture of continuous learning, which is essential in the ever-evolving field of education.

 

As teachers work together, they leverage their collective expertise to enhance curriculum design, instructional methods, and student support mechanisms.

Traditionally, teachers often worked in isolation within the confines of their classrooms. It is this silo approach to teaching and learning that many students struggle with. Recently I asked a year 9 class their thoughts. Comments included “I think having a teacher works together will be more consistent because I will learn more each day”. One student even noted that “I like it when I feel that my teachers are all working together to make my learning more understandable and consistent.

While collaboration offers numerous benefits, it is not without its challenges. Time constraints, differing teaching styles, and logistical issues can hinder collaborative efforts. My advice is to start small, and informally. Even working with one other subject - English and Social Studies for instance, can be a good place to start. 

Inquiry 2023

 For many of our students, motivation and engagement are a challenge. Are we doing everything we can as educators to ensure that our students are best set up for success.

Consider a year 13 student doing 5 subjects.  Let's say each subject has 4 assessments. Each assessment is 1000 words (some are more). That's an expected 20,000 word output - the same as a postgraduate dissertation. Is it any wonder that so many of our kids are struggling to pass? Struggling to reach their true potential. And when you add in external factors

Is there an opportunity for teachers to collaberate around common topics, for example local curriculum, in order to both work together as well as make it easier for our students. Could the same piece of work be assessed in multiple ways?

Consider the following

"Collaboration amongst teachers provides the opportunity for collective ownership of the local curriculum, which in turn leads to a sense of belonging and purpose for both teachers and students. This sense of belonging is linked to improved wellbeing and achievement outcomes for students."

New Zealand Ministry of Education, 2020

"Collaboration amongst teachers is essential for ensuring that the local curriculum is tailored to meet the needs of all students. By working together, teachers can identify and address the unique needs of their students, leading to improved engagement, motivation, and achievement."

Dr. Rachel McNae, Senior Lecturer at the University of Waikato, New Zealand.

I look forward to exploring this as inquiry in 2023

2023 Goals Wishes and hopes

 Kia Ora, and welcome to 2023

I am excited to be back working in Manaiakalani as an Across Kahui Ako Teacher this year. As with 2022 my focus will be on the understanding of an the implementation of the Aotearoa Histories Curriculum. I do feel I come into the year with a greater focus and appreciation for not only the "lay of the land" but also more understanding of the opportunities that the new curriculum present both schools and learners.

I really enjoyed the opportunity to meet with teachers, with principals and with learners to grow historical understandings. A particular highlight of 2022 was partnering with Ngāti Paoa to deliver professional development for staff, students and local hikoi exploring the local area. I look forward to this continuing in 2023.

As we look forward to 2023 a particular focus will be growing understanding of the four strands of the curriculum. These are

1. Maori History is the foundational and continuous history of  New Zealand. This has been a focus in 2022. 
2. Colonisation is the central force of our history in the last 200 years. 
3. Power is at the centre of most that has happened in New Zealand History,
4.  New Zealand History does not occur in a vacuum. We are a connected country, and much of our history relates to how we have interacted with the rest of the world.

Also, in conjunction with this I want to enquire about how collaberation across NCEA subjects can reduce our workload of our students by using common learning themes and assessing them in multiple ways.

I look forward to working with colleagues and learners in 2023.