Change in My Professional Practice

Week 32 Key change in my professional practice

It is quite a nice way to finish the last entry in this collection of reflective blogs looking at a key change in my professional practice.

I somewhat stumbled upon The Mindlab over a year ago, when my very enthusiastic colleague managed to convince me that doing this paper would be the best thing for me. Please note the statement “this paper” I did not realise at the time that the course was actually made up of four papers!

I twigged to the fact, approximately the day before the course actually started that I had signed up and agreed to undertake a year’s work in a postgraduate certificate.

I am actually very thankful that I did sign up and work through it because what I have learnt over the 32 weeks has far out weighted that nauseous sinking feeling that kicked in the night before.

Step 1 (What): Identify one key change in your professional practice 

The key change to my practice and has underpinned all that I have done is that of Professional Learning which Our Code – Our standard states as 

“Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.”

I think, in a nutshell, this reflects what The Mindlab is all about.

Step 2 (Now what): Evaluate the identified change, I used the Cycle of Experiential Learning by Osterman and Kottkamp (2015, p.70)

Stage 1: Problem identification

I had been working closely with another colleague around a collaborative teaching and learning model that we had developed. We saw the potential in collaborative teaching and learning as well as the potential in well planned and structured innovative learning environments. We both also wanted to integrate digital technology in a way that was meaningful and easy for the classroom teacher

Stage 2: Observation and analysis

The wonderful thing about the work we did through our study was that it was classroom based and developed around the needs of our students.

As we learnt something new and could see the benefits for our students we would trial the learning with our students. Not the whole lot but just small groups of students, we were able to gather data from these students as to the impact t was having on their learning and the impact it was having on our teaching.

As our students became more and more engaged in what we were doing, they were taking on more of the learning themselves and their enthusiasm fired up the others who wanted to be doing what these students were doing. 

We shared with or students what we were doing and after each face to face session they would ask what we had done and what could they do. Natural collaboration between the teachers and the students was happening and the role of the expert constantly changed.

Stage 3: Abstract re conceptualization

The resource by ITL Research. (2012) 21CLD Learning Activity Rubrics has been incredibly useful and it has been great using this document to support in class learning and teaching.

I was very hesitant initially at the start of this course to take any risks especially around the use of video, but with the support of my 10 year old son, who helped us film, edit and produce our first assignment, I became much more confident to continue with this form of presentation and have actually implement it into my classroom teaching and learning.

Stage 4: Active experimentation

Taking other ideas from our work through Mindlab and developing them in the classroom has been incredible. Having to have to complete assignments and homework activities, ensured that we moved from the abstract into actuality.

I was very lucky to have another teacher working through this with me as we have formed a very collaborative teaching relationship and because we collaboratively taught two classes together we ensured that we took some risks, stepped out of our comfort zones and trialled ideas, which we then reflected on and adapted if needed.

Active experimentation has been a key aspect of what I have done and Mindlab encouraged this to occur almost weekly – sometimes things worked and other times they didn’t.

Step 3 (What next) Share your next plan(s) regarding your future professional development or your future practice.

I realised through the Mindlab experience, importance of teachers being able to access professional development that had an immediate connection to the classroom and to the students.

Too many times professional development has been about listening to others talk about how amazing they are and that there was very little in the way of mistakes, failings or errors.

We didn’t get that on this course, we were working with teachers who all believed in bettering what they did for their students, no one tried to come across as more expert than anyone else and this was conducive to a learning environment based on support and reflective feedback.

I was very fortunate to have my very enthusiastic colleague to work with. With his support we have discovered so much, which is supported by sound research and pedagogy.

Here we are on "Faces of Change" http://facesofchange.themindlab.com/#/grid

We did have the next two years mapped out to continue with our work of setting up and developing an innovative learning environment that is enhanced by digital technology, but like all things change is not uncommon nor unexpected and my partner in crime has taken a year’s study leave to pursue further academic study around Te Reo.

I was unsure as to what to do next when the teacher used to replaced him showed a strong desire to continue with me on the journey – so upwards and onwards.

References

ITL Research. (2012). 21CLD Learning Activity Rubrics. Retrieved from https://education.microsoft.com/GetTrained/ITL-Research

Ministry of Education (nd). Our code, our standards. Retrieved from https://educationcouncil.org.nz/content/our-code-our-standards

Osterman, K. & Kottkamp, R.(1993). Reflective Practice for Educators.California.Corwin Press, Inc. Retrieved on 7th May, 2015 from http://www.itslifejimbutnotasweknowit.org.uk/files.

Indigenous Knowledge and Cultural Responsiveness

Week 31

Indigenous knowledge and cultural responsiveness in my practice

 “Cultural identity is crucial to children‘s growth and success” (Milne, 2013).

As a 3^rd generation New Zealander, being made up of a mix of English, Scottish, Irish, German and Iranian, in theory I should have a huge wealth of cultural identity, but apart from having the ability to switch between deciding which cultural group I should belong to, I have spent my whole life feeling like I am a New Zealander but without a cultural connection. When I had children and their father is a 1^st generation kiwi from a very strong Greek family, I realised the importance of having a knowledge and connection to a culture. When I see the pride my boys have wearing items that identify them as Greek, waving the Greek flag, listening to the stories of their ancestors and speaking Greek, I connect to that crucial element to a child’s growth and success. They strongly identify as New Zealanders but love the connection to their Greek ancestry, and this makes me envious.

All children should have something to connect to, especially our Maori children, who need to hear and live the stories, the language and the culture that belongs to them as the indigenous people of New Zealand.

I was very lucky to attend the school holidays a seminar which was run by Nathan Mikaere-Wallis who touched upon aspects of this reflective discussion.

Nathan Mikaere Wallis a professional background in child counselling, teaching and social service management, and has spent some time following research on latest neurological discoveries.

What he has to say around connecting in with Maori children is what we as teachers should be doing all of the time – building relationships and connecting in - not being afraid to take a risk.

 

 

https://www.lancewoodeducation.co.nz/single-post/2016/03/01/Nathan-Mikaere-Wallis-Maori-and-Pasifika-Education-Raising-Achievement

When I think about myself as a teacher I am able to identifying two areas I have for me to focus on.

-        Learning activities

-        School wide activities

I have rated these activities in accordance to the Mauri model.

The Mauri Model (Pohatu 2011)have three different states of being Mauri – Mauri as thought of the life force. The three states are Mauri Moe, Mauri Oho and Mauri Orar

Pohatu (2011) explained the meaning of the different Mauri states as follows:

Mauri Moe has two levels: first level is inactive state which can be thought of as “being dead” and the second level is proactive potential which can be described as a “sleep” state.

Mauri Oho is the state of being proactive, being awaken from the Mauri Moe.

Mauri Ora is the state of being actively engaged.

Learning Activities

I have chosen to reflect on my own personal teaching and the teaching activities I use as this is an area I am actively working on at present.

I have had the opportunity to build on my knowledge of Te Reo and Tikanga and have actively

worked on increasing the amount I do in my classroom.

I am very fortunate that have two teachers who are very strong in Te Reo and Tikanga and are very supportive and encouraging.

Looking at the Mauri Model I would like to think that I am in the early stages Mauri Oho, this being the state of being proactive, being awaken from the Mauri Moe, and through the support and encouragement of my peers and mentors I will move more confidently into Mauri Ora.

School Wide Activities

We have a strong group of teachers and school leaders who are very supportive, encouraging and proactive of ensuring that Maori is more than just a yearly celebration of cultural identity.

We have many things we do that are not added extras to try and ensure we are meeting our requirements, but rather because that’s what we do.

We have a strong bi-lingual unit led by a very supportive, encouraging teacher who leads regular sessions during our staff meetings helping us with our Te Reo and our Tikanga.

We have a very strong connection with our local Marae and our Middle and Senior Teams every two years spend 3 days on the Marae, being involved in many activities that support the teaching done back at school.

Our Junior Teams come down and join the older children for a morning to join in with the activities our older students are doing.

We also are able to use this opportunity for our older children to led the powhiri as the tangata whenua for our younger children who take the role as manuhiri.

We have regular powhiri at school to welcome our new students and our male teachers take turns to do the speeches for both sides. The students from our bilingual unit have a major role in these and all of our students participate in the event with confidence and enthusiasm.

We had kapa haka practice for our whole school, this time supports the powhiri as well as learn and enjoy a wide range of songs. These are often recorded and are available for classroom teachers to use during class time.

On our daily news posting we have a weekly phrase we are learning both in Te Reo and Sign Language, we practice regularly and is a great help to support classroom teaching.

There are many more school wide activities we do and I feel we are very much in the Mauri Oho state if not in Mauri Ora – there is always room for improvement and we can always do more

References

Mikaere-Wallis, N. (2016) Maori and Pasifika Education: Raising Achievement. Retrieved from https://www.lancewoodeducation.co.nz/single-post/2016/03/01/Nathan-Mikaere-Wallis-Maori-and-Pasifika-Education-Raising-Achievement

Milne, B.A. (2013). Colouring in the White Spaces: Reclaiming Cultural Identity in Whitestream Schools. (Doctoral Thesis, University of Waikato, Hamilton, New Zealand). Retrieved from http://hdl.handle.net/10289/7868

Pohatu, T. W. (2011). Mauri - Rethinking human wellbeing. MAI Review, 3, 1-12. Retrieved from http://www.review.mai.ac.nz/index.php/MR/article/viewFile/380/680

Contemporary Trends

Activity 6: Contemporary trend in New Zealand or internationally

The trend I have identified is Globalisation

Before I look at Globalisation it’s important to note that for the purpose of this blog a trend, according to Visser and Gagnon (2005), refers to the statistically observable change or general orientation of a general movement (Visser & Gagnon, 2005; Karataş et al,2016).Its trajectory is likely to continue in the near or medium immediate future. Wilson (2012) notes on “trend” is that the changes it bring would have impacts within the field or wider environment (Wilson, 2012).

Globalisation is a trend that I studied at University over 25 years ago and at the time held by many an almost apocalyptic prediction for our future. Interestingly enough here 25 years on it appears to have softened somewhat in its meaning and potential impact on humanity.

Whilst the message in the literature I read still predicts major impact for societies around the world, there is not quite the same doom and gloom associated with it, which is some what reassuring.

In the article, Trends Shaping Education, 2016, globalisation is identified as the widening, deepening and speeding up of connections across national borders. Facilitated by fast changing technology and decreasing transport costs, individuals are moving freely across countries and continents, bringing greater ethnic, linguistic and cultural diversity to OECD countries.

At the school I work at there is a real multicultural flavour in our school with students from many different countries from all over the world.

We regularly have cultural days and children come to school in their national costumes representing their country and we have a very diverse range of cultural represented.

We are very fortunate to have at our school, to have a number of children whose parents have made the most of the changing trends and attend our university and other tertiary institutions to further their education and have come from overseas.

We also have a number of families who are refugees and the children from these families attend our school.

The Manawatū region has been home to refugees from Africa and Asia since 2006. Refugees have come from Republic of Congo, Burma and Bhutan. About 700 former refugees live in Palmerston North and the nearby town of Feilding…
https://www.immigration.govt.nz/audiences/supporting-refugees-and-asylum-seekers/information-for-refugees-settling-in-new-zealand

There is a wide variance in the needs of these students, and a wide variance in their life experiences.

Technology has helped us make connections with these students, Google translate has helped us as teachers connect with children who start with us as non-English speakers, help explain some of the trickier instructions which can be very helpful for those who appear confident in English.

We are able to virtually visit their countries and understand their life before New Zealand.

We are able to skype  and make connections with other schools from overseas and give these students opportunities to talk with other children who speak the same language.

As teachers we need to remember that whilst many of these children come to us not as New Entrants, but as older students, they may not be at the same level of learning as our New Zealand born English speaking students due to the fact that English is highly likely to be their second language. Not meaning they are not academically capable, just not fluent English language users.

Many may have experienced a wider range of experiences than our New Zealand born children and some may of experienced life quite differently, especially those who a refugees.

This not just something experienced by my school, but by many, many other schools in New Zealand.

When I first started teaching 20 years ago in the school I am now, classes were primarily made up of New Zealand European’s with a couple of Maori children and some Chinese students (their parents attending the University). Today’s classrooms are now made up New Zealand European’s, Maori, a range of pacific islands – Samoan, Togan, Nuian, Fijian, a large range of Asian countries – China, Japan, Indonesia, Malaysia, Nepal, Pakistan, just to name a few, as well as a number of European countries.

I think it makes you realise as a teacher the importance of teaching the Key Competencies and the strategies that will set our students up for success in the future. We can’t teach our children all the same, they have different life experiences and many will leave New Zealand and go back to the countries their parents came from and so we have to help educate them with this in mind.

I found this Infographic very useful in thinking about how global trends can interact with education.

References

OECD. (2016) Trends Shaping Education 2016, OECD Publishing, Paris. DOI: http://dx.doi.org/10.1787/trends_edu-2016-en

Immigration New Zealand (2018) Information for refugees settling in New Zealand Retrieved from https://www.immigration.govt.nz/audiences/supporting-refugees-and-asylum-seekers/information-for-refugees-settling-in-new-zealand

Visser, L., & Gagnon, K. (2005). Defining “Trends” and “Issues” in Distance Education. Conversation with Donald Paul Ely Y. Visser, L. Visser, M. Simonson & R. Amirault (Eds. de la serie), Trends and Issues in Distance Education. International Perspectives, pp.83-89.

Using Social Media

Week 29: Using social online networks in teaching or professional development

This weeks topic has been one that I have thought about may times, as the use of social media becomes more and more a large part of the world around us.

I myself have been a very reluctant user of social media largely due to the fact that I’m not particularly drawn to this type of networking and I have still yet to be convinced around the security of many social media platforms in a professional sense with my job.

I will focus in on Facebook for the purpose of this activity as it is one social media platform I do use regularly and over the course of the 32 weeks have used it in a more professional manner than previously. I have trialled Twitter and found it rather pointless and am an occasional dabbler into The Pond, which actually is a really good place to go, but sadly I think under utilized.

I first connected in with Facebook 10 years ago, just after the birth of my second son, I was introduced to it by another mother who was highly engaged by this platform and was able to convince me of the may benefits of being a Facebook user. Admittedly 10 years on I am still on Facebook, but very much a watcher more than a contributor and follow just a handful of people, largely to do with Autism and other pages relating to special needs.

I have used Facebook in a professional capability as a member of a group for the local group of teachers doing the Mindlab work, as well as a member of a group of a page set up by the local group of RTLB’s who ran the Incredible Years sessions I attended last year.

Admittedly this is the first time I have actively participated online in such a group and I found the experiences very useful and added a connection to other people’s ideas, thoughts and direction outside of my local school environment.

It is great to be able to link in with others virtually any time of the day, and someone has an answer to questions. If the first responder to a question doesn’t have an answer, they usually ask questions that draw out more meaning and information from the person posting the question and quite long and informative discussions can be had.

It doesn’t matter if any of the group are in other parts of the country or overseas and the opportunity to share links to information and ideas others have found is great.

So therefore professionally I have found some use in social media, I do find it hard to relax when responding to things as I am very aware that I am a teacher at a school, a member of the local community and that whilst we may have rules/understandings around privacy etc, there is no way I am going to jeopardise my job or my school.

I do realise that there is a huge potential for the use of social media in my role as a teacher, but I also realise that there is a whole lot of “stuff” that we need to work through.

At my school, all of our students have Blogs set up and regular opportunities are provided for the students to share their learning with family and teachers in a safe and controlled way. It provides a good opportunity to talk about writing comments and the how to ensure what you are saying gives value to another person’s work.

There are many ways social media can be used and there are many advantages and disadvantages. I read this article 10 Advantages and Disadvantages of Social Media for Society, which really gave me good “Food for Thought”

https://www.techmaish.com/advantages-and-disadvantages-of-social-media-for-society/

I do believe we to make sure that we are teaching our students about safety in social media and I really liked Kathleen Morris’s work around teaching digital citizenship, especially her 10 internet safety tips for students.

http://primarytech.global2.vic.edu.au/2017/11/01/teaching-digital-citizenship-10-internet-safety-tips-for-students/

References

Ahmad, A (2016) 10 Advantages and Disadvantages of Social Media for Society Retrieved from https://www.techmaish.com/advantages-and-disadvantages-of-social-media-for-society/ Updated On: March 10, 2016 

Morris, K. Retrieved from http://primarytech.global2.vic.edu.au/2017/11/01/teaching-digital-citizenship-10-internet-safety-tips-for-students/

 

Week 28 - Legal and Ethical Contexts

Activity 4: Legal and ethical contexts in my digital practice

Watching the video presentations took me back to a conversation I was part of in a conference in Melbourne a number of years ago.

Videos viewed course material

• Video one: cyberbullying using Facebook
• Video two: risk of multimedia share on Social Media
• Video three: a mistake in personal life be made public
• Video four: information privacy online

As part of a discussion we had in a group session led by Jennifer Abrams (a communications consultant – her workshop was A Multi-Generational Workforce) a question was raised by a member of the group who was trying to work around how to deal with a young teacher who was an active social media user who didn’t see anything wrong with sharing personal and work information on Facebook. There was the added complication that she had also had as friend’s parents of children she taught or had taught as well as teachers from her own school and other schools.

It made for interesting discussion, especially around the aspect of social profiles and an aspect I hadn’t really thought about – employers looking at employee (or potential employee) accounts.

I have used the outline from Connecticut’s Teacher Education and Mentoring Program. (2012) to guide my thinking.

- What possible issues/concerns might this scenario raise?

There is a number of issues and concerns around this scenario. There is the sharing of information that could compromise either the young teacher/the school/members of the school community/students. The young teacher could be opening themselves up for attack from a disgruntled parent. There is no privacy for the teacher in her public/private life. On line bullying may occur and there is a possibility that online “friends” may perceive some of her comments as bullying/bad taste/judgemental etc.

- How could this situation become a violation of the law, the “Code” or other school /district policies?

If information/photos are shared online of situations that be a violation of the law (even if done in jest) or could be perceived as anti-establishment or anti community, it may jeopardise the teachers position within the school. Complaints could be made by parents to the school if photos or postings are deemed as inappropriate.

- In this situation, what are some potential negative consequences for the teacher, for the students and the school community?

Negative consequences for this teacher could range from loss of her job, future difficulty in being employed, difficulty in maintaining a professional relationship with parents/colleagues and possibly students. The teacher could become a target for on line bullying and stalking.

- What responses/actions will result in a more positive outcome and/or what proactive measures might be considered?

Again, looking back at the conference, I attended, one of the other workshops I attended was also by Jennifer Abrams and was around having hard conversations. If ever there was to be a hard conversation – this would be it.

I believe the best for me to do if I had to approach a teacher where their professionalism was potentially going to be compromised would be taking the time to script a conversation based on the following points, keeping the conversation non judgemental or personal.

Scripting a Conversation

The table below, found in Chapter 6, in Abrams book Having Hard Conversations outlines the suggested steps for scripting a hard conversation.

References

Abrams. Jennifer, (2009). Having Hard Conversations. Corwin

Connecticut’s Teacher Education and Mentoring Program. (2012). Ethical and Professional Dilemmas for Educators: Facilitator’s Guide: Understanding the Code of Professional Responsibility for Educators. Connecticut, US: Author. Retrieved from https://www.ctteam.org/df/resources/Module5_Manual.pdf

Contribution of Teacher Inquiry Topics to my Communities of Practice

It was with some trepidation this week I approached the topic of Communities of Learning (CoL) I realised that it wasn’t as foreign topic as what I had originally though.

I realised that when I stopped and thought about the definition given by Wenger et al. (2002), and recorded in our class notes – a CoL is a ‘group of individuals participating in communal activity, and experiencing/continuously creating their shared identity through engaging in and contributing to the practices of their communities’. That I had in fact been involved in a number of Teacher Inquiries that involved contribution as Teacher Inquiry Topics.

I reflected on a couple of Teacher Inquiry topics I have been involved in and thought about how they tie in with Wenger’s three distinct elements:

-        - joint enterprise,

-       - mutual engagement  

-        - shared repertoire

(Wenger, 2000).

The following teacher inquiries I have been involved in do have Wenger’s three elements.

 After watching the video by Knox I actually realised that in fact I had been doing a lot of work around this topic and in fact a major Inquiry topic I had been involved in was the work we have been doing through the Mindlab, through our blog, through the G+ Community, through our facebook page, the Mindlab Twitter Feeds etc all of which means that we, the participants of The Postgraduate Certificate in Applied Practice (Digital and Collaborative Learning) are a Community of Learning and the topic that we are working through is very much one of Teacher Inquiry.

The impact this has had on me as a teacher has been significant and very much a teacher led inquiry into my own teaching practice, the teaching practice of my colleagues and the impact I have had on student development.

This also closely tied into an Internal Evaluation I started at school this year as team leader for E-Learning, around digital technologies, the new digital curriculum and the changing direction for teachers and their students.

The way digital technologies are going, we must inquire into our own teaching practice and those teachers around us. It is only through reflection, open dialogue and a mutual desire to embrace what is happening in the world around us are we going to make an impact. I have found the strategies and guidance from the Rubrics ITL Research. (2012). Such a useful and helpful part of my learning journey and other teachers can see the benefits, as well as opening opportunities for open dialogue and critiquing of current practice.

Two other Teacher Inquiries I have been involved in are

A personal inquiry of mine has been around leadership and I have had the privilege of working in a stimulating and challenging way with teachers from my own school as well as teachers from 5 other local schools.

An area team teacher inquiry into supporting our identified priority learners in reading, writing and mathematics which looked at depth into teacher practice and how we can raise student achievement levels of our struggling students – this was within in my own team, but also had moments where we were able to work with teachers from across our school

One thing I don't think we do enough of is develop Communities of Learning across the sector - MindLab is the first opportunity I've had to work with 3 different sectors within the Education System - would be nice to do more of this.

ITL Research. (2012). 21CLD Learning Activity Rubrics. Retrieved from https://education.microsoft.com/GetTrained/ITL-Research

Knox, B.(2009, December 4). Cultivating Communities of Practice: Making Them Grow.[video file]. Retrieved from https://www.youtube.com/watch?v=lhMPRZnRFkk

Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating Communities of Practice: A Guide to Man

Wenger, E.(2000). Communities of practice and social learning systems. Organization,7(2), 225-246.aging Knowledge. Cambridge, MA: Harvard Business School Press.

A Change in My Practice Towards Future-oriented Learning and Teaching

It's Not All About Me!

Tuesday 21/11 was a brilliant day to spend some time reflecting on the skills I have learnt from the last 16 weeks of my learning journey through Applied Practice (Digital and Collaborative Learning). I am at home with a sick child feeling relatively relaxed because all assessments for the last 16 weeks of this Post Graduate Programme submitted.

This is where I realise my personal journey has come so far and that I have learnt so much from this programme.

I have always loved teaching because of its changing nature that it suits my personality of constantly seeking out and redefining, reflecting and remodifying who I am, what I am doing and the way I’m doing it, I also love the fact my students are the reason for my adaptions and they are a constantly evolving factor in my teaching world.

I reflected on the article Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. and realised that my personal learning journey fitted nicely under the 6 themes identified under emerging principles for 21^st century education system, that whilst applicable to my students, they are also very applicable to me and my own learning journey.

Theme 1: Personalising learning

Theme 2: New views of equity, diversity and inclusivity

Theme 3: A curriculum that uses knowledge to develop learning capacity

Theme 4: "Changing the script": Rethinking learners' and teachers' roles

Theme 5: A culture of continuous learning for teachers and educational leaders

Theme 6: New kinds of partnerships and relationships: Schools no longer siloed from the community

My own learning journey so far is so very different to the one I undertook 27 years ago when I left high school for Teachers College and University. I look back and reflect on the experiences I had back then to this very recent experience which I am undertaking at the moment.

Although I am quite confident with computers, filming, editing, up loading was right out of my comfort zone, it was my 9-year-old son who taught me all about videoing, editing, embedding and layering – all a rather foreign field to us. No one had taught my son but he has grown up with You Tube and a curiosity and not the same degree of fear I have – its this acknowledgement and acceptance that the students of today are far more expert in many areas than I am, but that is not to be feared but rather celebrated and embraced.

I have found the Rubrics ITL Research. (2012). 21CLD Learning Activity Rubrics. Retrieved from https://education.microsoft.com/GetTrained/ITL-Research such a useful and helpful part of my learning journey. I found that these rubrics gave me some clarity and a way to move forward – just knowing how to break the different learning areas down was so useful.

The article by Bolstad, R … also talks about collaborative practice which has become so important in today. One of the great things I have got out of this paper is working with teachers not just from the primary sector, but from the secondary and tertiary sectors, it’s a chance for me to see the whole education sector and to hear from those who work within these areas.

Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning and teaching — a New Zealand perspective. Report prepared for the Ministry of Educationve. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306

ITL Research. (2012). 21CLD Learning Activity Rubrics. Retrieved from https://education.microsoft.com/GetTrained/ITL-Research