Teachers Council Conference 29-30 Oketopa 2010 Michelle Phillips & Lee Blackie

1. Teachers Council Conference 29-30 Oketopa 2010 Michelle Phillips & Lee Blackie

2. Congratulations on just being here today!! Congratulations on just being here today!!

3. Takoiti/Children

4. Learning to be a teacher is a career long continuous process. It builds on the teachers life experiences, is focussed through initial teachers, education, developed during the provisional registration period, and extended through their teaching life. Continuing professional development is influenced by reflection on experiences with learners, by collaborating with colleagues and with parents and others in the community, by critical enquiry informed by research and other sources of new ideas and information. The best teaching brings about change in the learners as well as in the teachers themselves, welcomes challenges to accepted practice and is always seeking to progressively improve outcomes for learners.

5. Transactional or transformational teaching • We will need innovative teachers who think in a solution paradigm • We will need teachers who can manage self, and relate to others • We will need teachers who can participate and contribute on a local and global scale

8. Mentee • PRT • Mentor

9. Capable and Competent

11. Dispositions or inclinations • Knowledge and skills and attitudes • To see themselves as interested and interesting • Someone who gets involved • A learner who persists with difficulty and uncertainty • A communicator and a citizen or member of a community with rights and responsibilities

12. He kākano i ruia mai i Rangiatea. The seed will not be lost. This proverb asserts resilience. Rangiatea is the spiritual homeland of the Mäori people (Grace, 2003).

13. Ako means to literally both teach and learn, metaphorically, ako emphasises reciprocal learning. This means that the teacher doesn’t have to be the fountain of all knowledge, but rather a partner in the ‘korero/conversation’ of learning. This concept aligns with a key learning disposition of reciprocity.

14. The principle of ako affirms the value of the pair

15. Ako … in a reciprocal learning relationship teachers are not expected to know everything. In particular, ako suggests that each member of the classroom or learning setting brings knowledge with them from which all are able to learn. Keown, Parker, and Tiakiwai, 2005, p.12 • Ako… in a reciprocal learning relationship teachers are not expected to know everything. In particular, ako suggests that each member of the classroom or learning setting brings knowledge with them from which all are able to learn.

16. The tuakana–teina relationship, an integral part of traditional Māori society, provides a model for buddy systems

17. Someone who has gone down the path ahead you!

19. Encouraging vs Demanding

21. Frances Kendall considers that hearing, rather then listening “requires a greater commitment to communication. Really to hear others you have to be willing to open your mind and heart to them. You have to set aside your stereotypes, assumptions, and defenses to take in what the person is saying and feeling” (1996, p. 137).

24. An effective mentor has a sound knowledge and skill base for their role.............

25. Implications of thisVision The expectations are something to aspire to. . . A challenge to lift your game. Empowering as there is a clear guideline. Most importantly this Vision Statement clearly recognises and reiterates the notion of the Mentor being a learner and of ako where both the Mentor and Mentee are on learning journeys.

26. The journey is forever Let them fly - what did or didn’t work for you might be different for others. We learn best through our own experiences. High expectations of yourself and your mentee build; Professionalism Reciprocated respect and support Great teachers and colleagues.

27. Implications of thisVision The expectations are something to aspire to. . . A challenge to lift your game. Empowering as there is a clear guideline. Most importantly this Vision Statement clearly recognises and reiterates the notion of the Mentor being a learner and of ako where both the Mentor and Mentee are on learning journeys.

29. Respect for team: Inform and include them Encourage everyone to contribute to the mentoring process Acknowledging that we all contribute to the journey of growing great teachers It’s a community effort where again ako - reciprocity evolves enriching everyone’s experiences through this process. We are all teachers and learners at the same time.

30. E raka te mauī, e raka te katau.A community can use all the skills of its people.

31. Kaua e rangiruatia te hā o te hoe; e kore tō tātou waka e ū ki uta.Do not lift the paddle out of unison or our canoe will never reach the shore.

32. Mā tōu rourou, Mā tōku rourou. With my basket and your basket we create a new basket of knowledge.

33. Whakatupungia te pā harakeke, kia tupu whakaritorito. Nuture the essence of whānau, that it may flourish. A central component of Akois the concept of whanaungatanga – the fundamental importance of relationships, and the roles and responsibilities within those relationships.

34. Through this collaborative reciprocal journey the Mentee will: Increase the quality of teaching and learning for Takoiti/children.

35. Ko te pae tāwhiti, whaia kia tata. Ko te pae tata, whakamaua kia tina. Seek out distant horizons And cherish those you attain.

36. Imagine Take a moment to ponder: What would you like to be able to say about Your Mentee and Yourself by the end of the two year journey?

37. Knowing about something is not the same as knowing something • Mentoring should gently challenge rather than give the answers • If you are going to make a difference in others you have to help them come up with their own ideas, or take ownership of an idea • Dr Julia Atkin

39. Self-awareness • Social skills • Optimism • Emotional Control • Flexibility

41. Smile • Say thank you • Apologise • Listen

42. At best feedback can be developmental and move PRTs forward. • At worst it can make people defensive and confused Giving feedback needs to be a 2 way process so the PRT will feel a sense of ownership rather than being talked to.

43. Guide on the side not the Sage on the stage

44. A fierce conversation is one in which we come out from behind ourselves into the conversation and make it real.

45. the blurring of lines between kid and grown-up culture: 50 year-olds are devouring Harry Potter; the median age of the video game-playing audience is 29; meanwhile infants are holding down two virtual jobs to make ends meet with a virtual family in The Sims

46. Celebrating and Respecting the Generations Remember that you work in the most important profession on the planet

50. Baby boomers resist change • Generation X accepts change is inevitable • Generation Y expects it