This week I am going to reflect on a change in my practice using Rolfe’s (2001) model of reflection and the Cycle of Experiential Learning, recommended by Osterman and Kottkamp (2015, p.70) Step 1 (What): Over the duration of the Mindlab course, a key change in my practise has been the development of the ‘Professional Learning’ Standard from the Ministry of Education’s Standards for the Teaching Profession (n.d). (outlined below) Step 2 (Now what) Stage 1: Problem identification Before I began this MindLab course, I believed I was a very reflective practitioner however as I become more aware different inquiry models I soon realised my reflections were on a very surface level. None of my reflections were based on any research but mainly on personal experiences and intuition, which resulted in the outcome being very superficial with no substance. As discussed by (Osterman & Kottkamp, 2015) personal experience can be limited therefore using formal knowledge is very valuable. I now realise that by being informed through research and following innovations through a variety of online COLs my practise has improved and I feel more inspired to make changes. Stage 2: Observation and analysis During the Mindlab course, I gathered data through critical reflections on my personal blog and discussions with different colleagues during the first 16 weeks as well other others on the Google+ forum. Through gathering this data I soon realised that my teaching philosophy actually aligned with a lot of the research which has really validated and strengthened my beliefs. I feel that the Mindlab course has joined a lot of dots for me in my pedagogy and given me the confidence to move beyond what I think should happen to actually doing it in my program so it makes a difference to my learners. I now realise that backing up your ideas with research is not a waste of time, but a way to make informed decisions, which as a team leader has really given me the confidence to be more innovative in my decision making. Stage 3: Abstract re conceptualisation For me, I was constantly drawn to new learnings around how to implement change within my team, especially when taking on new innovations such as integrating STEM into our classroom program. I found Robinson (2009) Diffusion of Innovation Theory : The Adoption Curve really inspiring and something that guided me through many team meetings. By identifying those members of my team who were early adopters I learnt what was the best strategy to help “bridge the cavern” to engaged the early majority group. It was also important that I critically evaluated my leadership style in these situations, so I found learning about different theories really relevant to my practise. Stage 4: Active experimentation This year I have been more aware of how I lead my team through different leadership theories. As a Senior Teacher, my leadership style lends itself to the Transformational Theory, by which I share the vision, inspire my team by leading through example and empower them towards change (Bass & Riggio,2006). Also I have learnt how to identify different team members strengths in order to implement change in a more effective manner. Step 3 (What next) For me my next steps will be continuing to use research and online COLs to inspire my teaching practise in terms of learning more about the Maker movement and integrating STEM into my classroom program. I have really found my passion and I intend on leading this innovation in my school through developing my leadership skills and online presence. I am excited about all the new learning that is at my fingertips. REFERENCES Robinson, L. (2009). A summary of Diffusion of Innovations. Changeology. Retrieved from http://www.enablingchange.com.au/Summary_Diffusion... 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.
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