Week 26 - Reflection
Week 26 - Activity 2
Upon review of the various reflective models, I have decided to use Rolfe’s Reflective Model. This model uses the three prompts of What, So What, and Now What? and have been used below for this reflection (Otago Polytechnic, n.d.).
What
During a TOD session before the students started back, the teachers completed a pre-view survey about Communication and Seesaw. Following the survey, a PLD session lead by one of the Junior teachers introduced Seesaw to the teaching staff. The teachers seemed very interested in the potential use of Seesaw. They were also pleased to hear that Seesaw would replace the existing classroom blogs and student digital portfolios.
So What
Survey Results - Teachers - Preview Survey
The results of the teachers pre-view survey yielded some interesting results as outlined below:
The 20 teachers surveyed usually communicate with parents either before (45%) or after school (35%).
When asked what their communication was usually about it was interesting to note that 35% felt it was about positive student learning/ achievement. The next largest proportion of communication with parents was regarding notices/reminders about upcoming events (30%). However, 25% of communication was related to challenging student behaviour (10%) and student learning and achievement needing support (15%).
Another interesting result is the level of communication with parents during the weekend. While 55% of teachers either rarely (45%) or never (10%) communicate with during the weekend, 35% of teachers say they sometimes and 10% indicated that they regularly communicate with parents during the weekend. This result highlights some of the changes with communication and led to discussions about expectations of viewing and replying to emails, etc., during the weekend. Such as, when can school communication wait until later, to ensure a better ‘work/life balance’.
iPads and Seesaw
During the initial session, it also highlighted the varying status of some of the iPads (needing a software update, missing Seesaw App, etc) that was problematic and needed to be remedied. Working with teachers during the initial session also demonstrated elements of the innovation adoption curve developed by Rodgers in 1962 and reviewed by Jenk (2015). It was evident that there was a group of early adopters supporting others with exploring the features of Seesaw.
Now What
What I learnt from this is the value of staff surveys to assist with gauging attitudes and perceptions. It is also important to have the baseline data from the pre-view surveys to be able to understand the degree of change once the post-view surveys have been completed. I have also learnt to ensure the devices used/brought in by the staff for the session are also up to date prior to the start of the session starting. It has reminded me that my leadership approach will need to adapt and change during the Action Plan and I also need to be mindful of the followership style I’m dealing with (ie. activist, effective or sheep) (Crippen, C., 2012), (Kelly, R., 1998) and the various levels of adopters (Jenk 2015).
Word Count 595
References
Crippen, C. (2012). Enhancing authentic leadership− followership: Strengthening school relationships. Management in Education, 26(4), 192-198. Retrieved from https://app.themindlab.com/media/42177/view
Jenks, B. (2015). Diffusion of Innovations - The Adoption Curve. Youtube video retrieved from
Kelley, R. (1988). In praise of followers. Harvard Business Review, 66(6), 142–148.
Retrieved from summary Mindlab class notes https://app.themindlab.com/course/release/3073-week-1-leadership-followership
Otago Polytechnic. (n.d.). Reflective Writing. Retrieved from https://www.op.ac.nz/assets/LearningAdvice/Reflective-writing.pdf
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