Critical reflection

YouTube link: https://youtu.be/IaYXoV7NrjU

Group: Team 8A Wednesday 3pm

Tutor: Paul Rooney

The study of the unit Contemporary Teacher Leadership has enabled me to envisage the diverse

platforms educators may utilize to reach out to different contexts and be leaders within schools. It is

significant to understand that contemporary teaching shapes the professional development of

teachers and the learning environment of students (O’Brien, 2007). This is a vital strategy which may

trigger positive interventions for students and teachers displaying limitations within a school. The

following paper will investigate our teams’ efforts designing, implementing and evaluating a project

plan, counteracting a limitation presented at Chifley College Bidwill; which focused on increasing

school attendance by meaningful learning. Hence, it will also embody the notion how the key to

success in a school environment is influenced by leadership. Theoretical approaches will be used to

examine the strategies emphasized in the designed project, and how reflexivity of my own teaching

practice as a future educator will lay the platform for success as a pre-service teacher.

Teachers have a pivotal role in shaping positive influences within schools (Surian, 2015). Leadership

is an important element in the identity of educators contributing to student learning and growth,

and professional development within teachers themselves (Boylan, 2013). Acting as a team of

leaders through collaboration, aligns with the theory of distributed leadership in which we shared

our knowledge to achieve a goal for change (Astuti, 2018). Padilla (2009) claims that the process of

collaboration is an element recurring of contemporary theories relating to teacher leadership. This is

indicated within Boylan’s study, where educators can extend skills in leadership in the school setting

by collaborative teacher-led programs (Boylan, 2013). The occurrence of regular meetings and

conferences enabled me to consider the theory. Putting it into practice, regular meetings allowed

me to build stronger collaborative relations; hence, emphasizing the importance of leadership in the

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teaching profession. An emergent theme that I gathered from this unit is the concept that teachers

may lead for change, and that as educators we play a pivotal role in advocating for change or

development in a school (Thorpe, Gold, & Lawler, 2011).

Whilst developing the project, our aim was to increase attendance at Chifley College Bidwill by

implementing meaningful learning and therefore increasing a sense of connection to the school. Our

group took initiative around developing their knowledge about Chifley College. Analysing

contemporary information and policies of the school alluded to our group that truancy was a major

issue that needed to be addressed. Most of the schools’ population come from English as a second

language background (EAL/D) and are Aboriginal or Torres Strait Islander, and therefore the target of

our meaningful lessons was the construction of teaching far from traditional teacher practices,

which we believed could combat the lack of sense of connection and engagement in those students.

Clontarf is an existing program within the school which aims at increasing the attendance of

Indigenous students through recreational activities outside school and provides one-on-one

classroom support; however, it does not reach out to other student populations within the school.

This led our team to reflect on both our practicums to design a plan that would be used to assist all

students to go to school, and for that to happen it had to begin in the classroom. Contributing as a

team made me feel a sense of leadership (Astuti, 2018), where we expressed our concerns and

opinions respectfully, and valued the opinions of other members.

Designing interventions which supported student’s attendance through meaningful lessons required

our group to work collaboratively as leaders within the project. Each member of the team addressed

an aspect which allowed all the team members to combine the components together. This proved to

be an effective strategy as all members of our team were able to investigate the project through

collaboration. In doing so, we unconsciously unravaged concepts constituting towards leadership

qualities as mentioned through Covey’s imperatives of great leaders, aligning ideas and knowledge

and empowering members to achieve their best (Covey, 2012). Our efforts in collaboration with our

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project caused an increase in trust among the members and working together effectively, as we

shared a common vision (Padilla, 2009).

Our strategies were implemented according to teaching standards within the teaching profession.

We looked at standard 1, where incorporating meaningful lessons was due to knowing the students

and their learning needs, referencing the standard of knowing your students and how they learn

(AITSL, 2018); as well as implementing lessons at the start of the term by preparing lessons in

advance which enable meaningful lessons. This is achieved by allowing students to feel a sense of

student ownership of their learning, student-centred pedagogy, empowering the students and

eliminating ‘rote’ learning, incorporating Information and communication technology (ICT) in all key

learning areas and integrating graphic organisers. This alludes to standard 1.5 where differentiation

is viewed as a contributor for engaging students (AITSL, 2018). This in-turn will positively impact on

numeracy and literacy levels (Roby, 2013). Lesson plans were also organised based on student’s

prior knowledge, encapsulating the social constructivism approach, where learning connects with

the environments of the students and is understood throughout their developmental stages (Astuti,

2018).

Reflecting upon our group project, it allowed room for further improvement. There were strengths

and challenges however. A strength we identified was being able to work in collaboration as we

constructed our interventions. Evaluating the challenges, we were faced with technical issues

relating to meeting through Zoom, an online technological platform; where we were faced with

difficulties meeting as each member had their own personal commitments. We also had differences

of opinions in aspects of the project, but we were able to reduce conflicts by working collaboratively

as we were able to establish and reiterate the projects goals for each member. Our team came up

with an idea that faculties in the school need to be trained and must undergo constant training to

ensure meaningful lessons are implemented efficiently. This will in-turn improve numeracy and

literacy levels, NAPLAN results and ultimately attendance. Reflecting on the project and teacher

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leadership, I have gathered positive perspectives to how as teachers we can become leaders and be

influential. Ultimately, all the components in this unit have allowed me to be motivated to strive

towards becoming an improved teacher with quality leadership skills.

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 References

AITSL. (2018). Australian Professional Standards for Teachers. Retrieved from

https://www.aitsl.edu.au/teach/standards

Astuti, N. P E. (2018). Teacher’s Instructional Behaviour in Instructional Management at Elementary

School Reviewed from Piaget’s Cognitive Development Theory. SHS Web of Conferences, 42,

SHS Web of Conferences, Vol.42.

Boylan, M. (2013). Deepening system leadership. Educational Management Administration &

Leadership, 44(1), 57-72. doi: 10.1177/1741143213501314

Covey, S. (2012) The 4 Imperatives of Great Leaders. Leaders: Great Leaders, Great Teams, Great

Results. Franklin Covey. Retrieved from: http://lcg.co.tt/pdf/Leadership-Modular-Series-

v.1.0.9.pdf.

O’Brien, D. (2007). Building Professional Capital through Teacher Leadership [Ebook]. Presented at

the 4th International Conference of Catholic Educational leadership. Retrieved from

http://www.acu.edu.au/__data/assets/pdf_file/0004/89887/Building_Professional_Capital_th

rough_Teacher_Leadership.pdf

Padilla, F. E. (2009). Collaborative education leadership in times of education renewal: What every

new teacher should know. Planning and Changing, 40(3), 207-223. Retrieved from

https://search-proquest.com.ezproxy.uws.edu. au/docview/909493258? accounted=3615

Roby, D. (2013). Teacher attendance effects on students achievement: Research study of Ohio

schools. Education, 134(2), 201-206.

Surian, J. M. (2015). Principal Leadership: Communication, Support, Management, and Evaluation in

Literacy Education in Michigan Elementary Reward Schools Beating the Odds, ProQuest

Dissertations and Theses.

Thorpe, R., Gold, J., & Lawler, J. (2011). Locating Distributed Leadership. International Journal of

Management Reviews, 13(3), 239-250.