For example, if we have some video in the classroom and we want these to be uploaded online, we will come across innumerable ethical dilemma, foremost could be, did we seek permission from family? Both teachers and students require support in understanding ethical issues and concerns.
I will be engaged with the Reflective Practice in 2017 and will be continually remind me of the peril of ineffective Reflective Practice which rationalises existing practice (Loughran,2000). There are pedagogical concerns too and we, teachers sometimes fail to identify them in our classrooms. Learners should be developmentally ready/prepared to engage with the critical reflection and last year I experienced that with one of the classes. I asked the students to start commenting on blog posts. At that time, I did not realise that they were not prepared or they were, as such, inexperienced with that sort of feedback; students were quite reluctant to write comments. Therefore, in future I have to remember the pedagogical complexities before I demand constructive feedback from young students.
Today, since morning, I am trying to 'walk-through' our Admin Hub's beginning of the year procedures. First thing which attracted my attention is three distinct and clear messages which will guide me throughout the year: vision, restorative and relationship. 'The success of schools fundamentally depends on school leaders. School leaders are being held accountable for how well teachers teach and how much student learn, Fullan, (2002);Sergiovanni, (2001);Dinham,(2005). This leadership effect is mostly indirect. Leaders influence student learning by helping to promote 'vision' that guide. It creates a sense of purpose that bind teachers/students together and impel them to fulfill their deepest aspirations. Through the 'vision', to a certain extent, the school leader's leadership style surfaces out, people can see if the leader is transformational, transactional or laissez-faire.
I was intrigued to see how we will use one of the classes (10P2) to pilot a collaborative cross curriculum learning environment co-constructed by the teachers and students to investigate strategies that improve student engagement.