Week 31

Week 32

Task 8

"

Been an interesting ride!! I think these two quotes pretty much um up my learning for the last 32 weeks. I have always been one of those people that had to do it the hard way - and true to form continue to learn and get more out of what frustrated me from the course, I have got a lot of valuable information adn tools I know will be beneficial

Reflective practice is viewed as a means by which practitioners can develop a greater level of self-awareness about the nature and impact of their performance, an awareness that creates opportunities for professional growth and development." (Osterman, K. & Kottkamp, R.,1993).

For me this has been about really sitting done adn practicing self awareness in relation to my class room practice. I now keep a reflective scribble book adn go through this regularly with two of my colleagues whom I trust adn know will give me honest critical feedback, this isn't always pleasant - but worthwhile. I also have a lot more input on how lessons went, the value of them and changes I could make from the students. 

After reading the Class Notes, create a blog post where you evaluate the impact of issues on your practice and plan for the future.

Firstly, reflect on your personal 32 week learning journey through the whole postgraduate programme and provide a critical discussion of two key changes in your own research informed practice in relation to the Practising Teacher Criteria (PTC) in e-learning.

Criteria 7: Promote a collaborative, inclusive, and supportive learning environment

Through readings and working online collaboratively with other course participants  I have  been able to promote  students working collaboratively more effectively. they and I are using devices more as tools. After very deep critical evaluation adn reflection there may have been a tendency to use devices more as a flash word processor rather than a wealth of information. We are using devices only when what are are doing can be done in no other way. Students are working together on video diaries and logs, contacting and discussing possibilities with people they would not be able to without the use of devices.  I have slowed down on what students need to get through and more on what they have discovered, found, discussed, adn shared that is useful to them.We are working on equity in the classroom, we have many discussions about not what is fair, but what ensures each child has equitable time, resources, and support. It has completely changed the tone and the learning.

Criteria 3: Demonstrate commitment to bicultural partnership in Aotearoa / New Zealand

A greater and more real emphasis is placed on the knowledge, understanding and ways of seeing the world that Maori students and students from other cultures have. I am incorporating Maori stories, legends, and Tikanga in my programme which relates to morals and values, and also changes during adolescence. Some of my students are teaching Te Reo related to my learning area, they are really good teachers. 

The next dream regarding my future professional development.  am hoping I will have enough credits with the completion of Mindlab and the papers I have already done to get my masters. Although I know that I should finish it - I am probably at the point that I need a break from study for a while and focus on my students and embedding some of my know knowledge and understanding into my practice.. I have always wanted to be a much more effective art teacher. As I have read a great deal of research on the benefit of art for brain development and encouraging creativity and thinking skills - I am considering my next formal professional learning journey to be in art. Should be fantastic

References

Osterman, K. & Kottkamp, R.(1993). Reflective Practice for Educators.California.Cornwin Press, Inc. Retrieved on 7th May, 2015 from  http://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf

Week 31

Task 7

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I love the quote " to solve an interesting problem, start by finding a problem that is interesting to you," Eric Raymond.

Identify two of the potential connections from your map as your near future goal(s). 

Obviously one of my goals was to complete the mindlab course, and nearly there. Once I have completed this then I can put more focus and effort into my my current teacher inquiry. I am trying to create global connections for my students to be able to contact adolescents in other areas of the world that they can interact with, email, skype, facebook message eg to be able to discuss issues relating to being a young adolescent, what struggles students have, how they spend their time, etc and see if it is the same or different. I am hoping this will also open their eyes to world issues that are similar and the same and give them an opportunity to find ways they can be connected and a part of a change vehicle.

My health and safety role/EOTC role/internet safety role. There are procedures and policies that really need to be updated and a few that are not there which I am in the process of developing. Finding time to get these done as well as the daily requirements adn needs to be on top of paperwork, new regulations, how they affect students, teachers and the community, risk analysis that is needed before students are taken on any excursion out side of the school.

A really rewarding part of having all these roles and working with students in all areas is finding how they connect together and complement each other, adn the students colleagues seeing this connection as well.

 Benefits and challenges of working in a more interdisciplinary environment.

I am never bored! I always have a pile of paper work to go through, investigations that need carrying out, reports to write, student work to respond to, feed back and feed forward to give. With such an interdisciplinary environment I am always learning new things and ideas that are surprising, interacting with an extremely wide range of students, staff, and the community.

A challenge to be honest is not running around in circles so often and so fast that nothing is accomplished. Finding the time to fit in everything that has to be done, least of all the stuff that should be done.

 I have also discovered the biggest challenge at the moment is having to let go - for now- of a lot of the research, study, and learning I wanted to do and that really interests and fascinates me, to be able to fit in the learning and professional development I have to do. Hopefully this is temporary and I will find a way of also being able to fit in the people adn activities I want to do before too much longer

week 30 Using social online networks .....

Week 30

Activity 6: Using social online networks in teaching and/or professional development

After reading the Class Notes, create a blog post where you critically discuss the use of social media in teaching and/or in professional development in relation to any two of the following questions:

What are some key features of social media that are beneficial for teaching and learning? Why?

The ability to connect with people from anywhere - which they would not be able to do other wise. Being able to get ideas from an immense range of people and perspective almost immediately. 
To be able to discuss ideas, concepts, pedagogy with others in a relaxed forum. With this is the ability to get a huge range of opinion form a vast array of experience, perspectives, and cultural backgrounds very quickly. It is wonderful being able to consider all these different perspectives, ideas, and opinions in my ow time, and without having to reply instantly and being able to take the time you need to let ideas etc sink in.
Being able to have professional development anytime that suits me rather than when ta particular course or seminar is being held.

I love webinars as you are able to watch and interact at the time of the webinar and then go back and listen adn watch again to clarify ideas or concepts and to pick up on points that may have been missed the first time.

I am a member - and have been since the conception - of VLN in about 8 groups. I am on twitter and part of quite a few groups on twitter, I use this more for getting input rather than actual tweets. I am also on teacher facebook.

What are potential challenges that teachers need to be aware of when integrating social networking platforms into teaching activities? Why?

Teachers need to be very aware of what students and themselves are putting out there. we need to be very vigilant that we are showing students and practicing responsible use of technology, being mindful of the effect what we and our students put out there could be. Knowing that we are making connections - and many of them are wonderfully positive and beneficial - but that we could be making connections that are harmful and maybe even dangerous. We need to be monitoring what students are doing and saying online. If students have access to school based facebook pages etc out of school, we still need to be monitoring and checking what they are doing, saying  when out of school and who they are interacting with.
If we are using platforms that are open to anyone with a computer - we are putting our kids in danger. We need to make sure we are using secure platforms and sites, that our students don't just know about security - but understand the reason behind it, what t means to be secure online,  and how important it is to them now and in the future.




https://goo.gl/dQZU6E  short url to  Teachers guide to keeping students safe online


A very pertinent article written by Paul Colaianni, San Diego Cyber Safety Examiner
http://www.examiner.com/cyber-safety-in-san-diego/paul-colaianni

The 7 deadly sins of unsafe computer practices

February 18, 20109:57 AM MST

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1. Opening file attachments - You will see this reiterated over and over again in many of my articles. Do not open file attachments unless you are 100% sure who sent it, why they sent it, and that your antivirus and antispyware software is completely up to date. Many people tend to feel comfortable opening attachments when the email comes from a friend of theirs. However, that's the problem! Their friends may not know what they're sending is a virus or spyware! Email attachments are still at the top of the list on how people infect their computers.

2. Running Outdated Software - When a newer version of your operating system or internet browser is available, make sure to update them as soon as you can. Software companies know that virus and spyware program writers take advantage of exploits they find in popular software. So updates are written to patch those holes. If you decide not to update when prompted to do so, and there's a threat out there targeting that version of your software, then you're asking for trouble. Updating doesn't completely eliminate the possibility of threats, but it does spare you some time before new ones are written.

3. Using an Unsecured Wireless Router - If you have wireless connectivity to the internet in your home or business, anyone with a wireless antenna can pick up your signal. Even as far as a mile away! If your router hasn't been secured with encryption of some sort, or you're not sure if it has, stop what you're doing right now and get out the manual for your router. Now, turn to the section that talks about encryption and/or passwords. Having an unsecured router means that others can use your internet connection and, basically, steal your precious bandwidth! What does that mean? It means your connection will be really slow, and it will take forever to stream videos and download files. Also, keeping your connection unsecured makes it possible for others to see and steal your passwords and private messages and files.

4. Letting Careless People Use Your Computer - I've heard from clients over and over again something similar to this: "My kid's friend used my computer last night, now I have all this crap happening..."
Unless you have one of those rare computers that isn't connected to the internet, don't let strangers or less tech-savvy people use your computer. If they must, you need to take big steps to make sure you've protected it before they start opening email attachments and visiting malicious websites. Even then, all that needs to happen is for  someone to click on a popup that tells them it needs to scan the computer for viruses. Oops, that wasn't a real message, but a fake one designed to install viruses - not remove them.

5. Using Simple Passwords - love, happy, smiletoday, funstuff. Passwords are used to block access to your accounts and files. The simpler they are, the more likely someone else will figure them out. It's not people you have to worry about taking guesses at your passwords, it's the programs that people write that can guess a billion times faster than people. In fact, some programs don't even have to guess, they just plug in random letters, numbers and characters until the right combination is found.

The good news is, many websites that require a password to log in will not be vulnerable to billions of guesses by a program. The site will simply lock you out for too many wrong guesses. However, there are still sites and files that can take as many passwords as you send it. It's only a matter of time before it's cracked. Besides, if you're one of those people who uses the same password for every site you visit, you are in a high-risk category. If someone steals your password from one site, they can try that same password at many other sites just to see if it works.

So what's the best way to create a password? Don't. That's right, let a computer create one for you. I found this neat tool by PC Tools that will generate a strong password for you: 
PC Tools Password Generator Let the computer do the work for you!

6. Sharing Your Personal Life - Social networking is a fun, creative way to keep in touch with all your friends. And your friend's friends can also keep tabs on what you're doing. And they're friends can keep up with your goings-on too! And pretty soon there's only one degree of separation between you and everyone on the planet. So if you absolutely have the need to share your personal life with your group of friends, remember that computers don't keep secrets. Once it's online, it's out there for all to see. Reminds me of the story I read where this woman complained about her boss and job on Facebook. Unfortunately, she forgot she previously added her boss as a friend! Which leads us to our final deadly sin...

7. Using the Company Computer For Anything But Work - We forget how much we use things like chat and email at home. We forget how easy it is to jump in and out of Facebook for just a minute. And we also seem to forget that many businesses actually monitor the computer traffic coming into and out of their network. What you may think is a quick peek at your email, could be being logged into your company's database to use against you at some point in time.

Moreso, they could be legally monitoring all communication between you and the outside world. It's true that many companies today are tolerant of a little socializing and off-time browsing, but some aren't. Find out the rules, but stay well within the guidelines. Computers can't lie, but they can sure paint an ugly picture. 

Please post your comments, complaints and questions below! With over a billion people on the internet, we're bound to discover that this list is just the tip of the iceberg. And if you know people who need to read this information, email this article to them right away!

What social media platform do you feel best supports engagement with your professional development? Why?

How do/would you use social media to enhance your professional development? Why?

Week 29

Week 29

Task 5
Activity 5: Legal and ethical contexts in my digital practice
One of the areas I work with teachers in is digital/cyber safety. It is a passion of mine to help make kids aware of what they leave behind in the digital world.
I get very concerned about how much of their lives, personal thoughts, actions, and where abouts students - and  some teachers - put online.We spend quite a lot of time talking about this, things like where are you taking your photos for you selfies? in your bedroom? Ehat else are you showing the world?  Not hard to track where you are at school when you show your uniform. Tell everyone on facebook you are going away on holiday for a week adn your house will be empty???? Some very interesting conversations.
I still think that we need to be very very careful when we are using students pictures. There is a difference  between using images of students for educational purposes and putting kids photos and names on public blogs and sites without parents and students knowing about it and agreeing to it. I think we also have a moral obligation to keep aprents up to date with new technology and what kids are using now.
With so many people out there who use the www inappropriately and the amount of people who are using it for child grooming etc, we need to be very very careful we have parents ok and that we are not leaving students open to dangerous people.


Thought this pretty much summed up how some young people see older users.

With the new law changes around searching and seizing and the upcoming changes for cyber bullying I think we have a moral and ethical responsibility to ensure we are teaching children about safe and responsible posting. That it is not ok to get annoyed with someone and slag off at them on social media, or join in with someone who is, or take photos and videos of people without them knowing and post them.
We also really need to somehow get through to them and their parents that there is no such thing as delete in cyber space, and also that they have no control over any words or images once they have sent them to someone else.

week 28

Week 28
Task 4

Interestingly for some reason formatting had a wee meltdown and had to delete this week and start again.
Never mind.

Activities 4 : Indigenous knowledge and cultural responsiveness in my practice

After reading the Class Notes, create a blog post where you first share your own views on the indigenous knowledge and culturally responsive pedagogy.

For me after 16 years of teaching it is about treating every child as a part of a legacy. Knowing and understanding that all students re connected to those that came before them, where they are now, and those that will come after them. Allowing and ensuring that they know and are proud of the funds of knowledge they bring with them.

For Maori students working with to be aware of and proud of the culture they bring with them. Making sure that they are in many cases more expert than I am and valuing their expertise. Understanding and valuing Maori students as Maori and developing strong a robust relationships based on the respect of who students are as people, and the intricate knowledge, values, and belief they bring with them and share with others. In all honesty some of what I have read in the research for this task had me a little baflled as to where the authors were coming. from. I have taught in Rotorua and Murupara where the role is mainly Maori. I ended up having conversations with two of our Maori teachers who have had very different experiences in education than I and they were helpful in explaining what happens in other schools and for some students, for that I am grateful as they have given me a different perspective

 Critically reflect on how you or your school addresses cultural responsiveness in practice
Our school is very culturally responsive. We are fortunate to be closely linked with our local iwi Nga Whakaue . Our whanau houses are named after leaders from this iwi.
Our Manaakitanga programme which is about fostering positive behaviour in our community is an holistic approach to developing strong, independent caring young people.
Out Te Kahui Rangitahi group are students who have been identified as leaders in our kura and are an intricate part of strengthening and supporting Maori activities in our school. They have a strong sense of their Maoritanga and are able to lead and support students and teachers.
A variety of languages are actively taught across the school and a variety of cultures are acknowledged and celebrated through recognition of all our cultures, through ceremonies such as a our flag ceremonies, as well as food and dance.
Cultures are recognised and valued through simple activities such as using Maori myths and  legends, fables and legends from other cultures of students in classes as part of narrative writing etc, through to in depth exploration our local area, with important land marks, such as Pukeroa hill, battle grounds on Rotorua, why these were significant in the past and why they are significant now. Art project that look at the art Maori adn other cultures and the stories, belief and values that art portrays


It is difficult to encompass all that we are currently doing well and areas that we are working on improving on to ensure we are respecting and valuing Maori and other cultures in a short blog. One thing I am very certain of is that every child's culture, values, belief system is held in high regard by our staff. 

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Week 27

Week 27

Activity 3: Contemporary issues or trends in New Zealand or internationally




Global Challenges/ Globalisation

Climate change including temperature change leading to water shortages and reduction in agriculture and horticulture.Rises of inequity between and within countries

Climate change.
"Climate change presents a global challenge of a magnitude that human beings have not encountered before." "Climate change is increasingly recognised as an emerging crisis requiring radical and immediate action." Not Just Hot Air: Putting Climate Change Education into Practice,. United Nations Educational, Scientific and Cultural Organization, 2015

In New zealand we have supporting documents relating to environmental education which are quite explicit in the importance of sustainability education.

Structuring learning around a unifying theme such as sustainability provides opportunities for students to make connections between learning areas, competencies, and values. It requires teaching and learning approaches that draw on all elements of effective pedagogy and focuses on empowering students to take action for a sustainable future.

Sustainability in Te Marautanga o Aotearoa connects to the principle "environmental health is personal health". This curriculum endorses a place for the school, the family, the community, the hapū, and iwi groups to focus on the place of the student in their own world. http://nzcurriculum.tki.org.nz/Curriculum-resources/Education-for-sustainability .

Climate change has proven to impact weather patterns, we are facing some of the most extreme weather from devastating droughts to equally devastating floods and rising sea levels. We have been impacted in New Zealand, not to the extent of some other countries however we are feeling the effects of weather patterns. In Rotorua for example we have had issues for a number of years with air quality during the winter due to extensive use of inefficiency wood burners.

Education can raise awareness of climate change and the impact it has now and the possible impacts in the future. We have the ability to influence not only the way people use resources but how many resources individuals and communities use.

If we show our students a different way of doing things, they can and will take this to their homes and communities and can initiate safer, better, less destructive practices in their own homes, which has a flow on effect.

When we teach our students simple things such as recycling paper and plastic, we instill in them an understanding on their individual and collective impact on our environment.

When we teach our students how to organically grow their own produce, we teach them skills they can take into their homes, and use throughout their life. This also lessens their impact on other resources, including fuel, packaging, and develops and understanding of how everything is connected.




.Rises of inequity between and within countries
According to Trends Shaping Education 2016 "Education has a role to play in providing the skills and competencies needed to operate in the new world. It has the potential to influence the life outcomes of the most disadvantaged and is a powerful tool to reduce inequity."

In 2015 an OECD report while acknowledging New Zealand's educational success highlighted the need to address educational inequality. The report confirms that while educational attainment has been rising for all groups, rates remain considerably lower for people from lower socio-economic backgrounds and/or of Māori or Pasifika ethnicity.




, Lochner and Moretti 2002,O’Neill 2000, and Neal and Johnson 1996) have all highlighted and demonstrated the quantification of the importance of education and how low achievement can affect late life outcomes.

There are numerous studies which show educational inequality starts early, even before a child starts school. Studies in the UK show figures show a one year gap in 'school readiness' between 3-year-olds, and a 15 month gap in vocabulary development between 5-year-olds, in the richest and poorest families.

Education is also linked with happiness, well-being, mental and physical health, life expectancy, and crime rates.

Thrupp, M. (2008) discusses how poverty effects children in a number of ways including level and nature of family resources available to them, - including poor nutrition, over crowding, transience. He also states "Low socio-economic schools often find it difficult to recruit permanent, long-term teaching staff. Teachers at low-socio-economic schools struggle more to meet the learning needs of children and spend a lot more time on pastoral care than in those middle class settings."




It seems that inequity is increasing in many cases for our kids, not reducing. This has a flow on effect into schools,and into students ability to function and achieve at school. Technology in some ways has highlighted this and at times made it even harder for some students. For students from families that do not have the resources for devices, connection to the internet they can miss out on learning. Many schools are now providing devices however, it is extremely expensive to provide devices for each student, as well as the cost of maintaining systems.
Safe, warm, dry housing and having enough food is also an area that effects some children. Hungry, cold, children can find it difficult to focus on learning.
EOTC can also be an area where inequity is very apparent. Finding extra money for trips, sports, and excursions can be impossible for some families, and again it is the children who loose.
I personally get very frustrated with those that argue that it is the parents fault - regardless of why - we have far too many students in New Zealand who are in a position of inequity. The answer to this? Now that's the debate and million dollar question.






OECD. (2016). Trends Shaping Education 2016. OECD Publishing:Paris. DOI: http://dx.doi.org/10.1787/trends_edu-2016-en

Thrupp, M. (2008). Some inconvenient truths about education in Aotearoa-New Zealand. In S. St John & D. Wynd (Eds.), Left Behind: How Social & Income Inequalities Damage New Zealand Children (pp. 109-119). Auckland, New Zealand: Child Poverty Action Group.After reading the Class Notes, create a blog post where you identify and evaluate two contemporary issues or trends that are influencing or shaping NZ or international education, which you find most relevant to your practice.

Elaborate in your own words how you would address those issues or trends in your context within your learning community or professional context.

Study notes

Trajectory your practice should be heading towards? Heard this before and often it is completely incorrect.

International context; Globalisation era = connection across platforms and settings= 21st century learners=  globally connected= actively seeking knowledege = learning extends beyond class room walls/ global phenomenon.
NZ ed context; high quality education performer+ critical issues.A report by the Education Review Office (2012) indicated that New Zealand’s education system needs to pay more attention to three key aspects including i) students-centred learning, ii) responsive and rich curriculum, and iii) assessment used for students’ learning.  
Changing  Paradigms, 
I remember our principal showing us this a few years ago - he obviously is a foreward thinker. This is still relevant

 He is correct
Why would you lower standards?




ADHD plague - interesting, kids medicated too routinely -  i actually thin this guy has hit the nail on the head there is sooooo much going on and we want them to sit still and do the same stuff I did at school = bored restless kids. I also agree we are punishing kids and far too manmy are on medication when they shouldn't be

Week 26

Week 26
 It is therefore important to explore different aspects of your community of practice and how these impact on you. Those aspects include shared assumptions, values, beliefs or, in other words, the organisational culture within which you operate socially and professionally.  

Activity 2: Your professional community

After reading the Class Notes, create a blog post where you provide a critical discussion of your professional community of practice in relation to any two of the following questions:
What is the organisational culture (collective values/principles) that underpins your practice? How would you contribute to fostering a positive professional environment in your community of practice?

I believe our school is what Rosenholtz identified as nonroutine/certain In the nonroutine/certain environment, teachers worked collaboratively, were involved in goal setting, and had opportunities for professional development. These, in turn, maximized students’ academic growth. 
Kleinsasser also found two types of school cultures: nonroutine/certain and routine/uncertain. The non-routine/certain culture promoted,collaboration within a community. In other words, his participating FL teachers collaborated not only with their colleagues in the FL department but they also worked with teachers from other subject disciplines, students, parents, administrators, and communities.

In our current technological age we also use technology and everything that enables students and teachers to discover both individually and collectively.

In our school the culture very much is based around working together collaboratively and with community, whanau, and when needed agencies to find the best learning and social possibilities for our kids. Our school is organised/grouped in whanau groups, consisting of 4-5 classes, year 7 and 8. These classes work individually and cross class. Pathways( specialist) programmes are run with students from each class in the pathways class.

Every 3 weeks we have whanau days, where the students from each class work with students from other classes in their whanau group. This occurs over the whole school.Pathways teachers are divided amongst the whanau teams for these days.

AS well as whanau teams we also have AKO teams, these are curriculum based and have teachers from across the school who lead these. Each AKO team has a member from each whanau team., and  they work together to develop programmes to further enhance and develop student learning and achievement.

Although it sounds complicated and confusing it allows and promotes collaboration and also means that teachers know all the kids in their whanau - not just their own class. It also means that students have at least 12 teachers that they are very familiar with and work with on a regular basis. This promotes and enables the students to have a number of teachers that they are able to form a relationship with and are there for them if they need someone to talk to or advise and guidance in any number of areas.

What changes are occurring in the context of your profession? How would your community of practices address them?

There is a huge amount of changes that are occurring in our community. Technology, ILE class rooms, changes in assessment and reporting. We are also in the middle of building new learning blocks.

Our community have addressed these changes by usually pulling together, looking for our strengths and leaning on others when we need support. Although not everyone is on exactly the same page for everything and at exactly the same stage of understanding and use in areas such as technology, assessment and collaboration with others, we do have a common goal and purpose and working towards a positive outcome for our students is at the forefront of every decision we make. 

There are times when we disagree with each other, as is normal and healthy, how ever this is most often a time where vigorous debate and accelerated learning happens for everyone. It is at these times when people are able to clearly identify their thoughts, and express these. Debate often brings clarity and the opportunity to find a common ground, dismiss ideas and actions that are no longer useful and introduce and reaffirm new ideas and therefore continued growth.. I have seen this occur  often in our learning community. Although sometimes uncomfortable, it has always produced a happy healthier closer staff, and positive outcomes for students.

Stoll and Fink (cited in Stoll, 1998) identified 10 influencing cultural norms of school improvement including:
“1. Shared goals - “we know where we’re going”

2. Responsibility for success - “we must succeed”

3. Collegiality - “we’re working on this together”

4. Continuous improvement - “we can get better”

5. Lifelong learning - “learning is for everyone”

6. Risk taking - “we learn by trying something new”

7. Support - “there’s always someone there to help”

8. Mutual respect - “everyone has something to offer”

9. Openness - “we can discuss our differences”

10. Celebration and humour - “we feel good about ourselves”” (p.10)

So, as a teaching professional, how does the organisational culture affect your practice? and how can you help to foster a positive environment in your community of practice?

What is school culture video
Every school has its own personality and feel. 
The climate of a school is how it feels, like a temperature, unique to each school. Needs to be a positive climate ( who decides that????) every student feels a part of it.

Culture = how school does things, values, traditions, treat each other. runs deeper, takes longer to address, important to have a positive and healthy school culture as it sets the tone for everything that happens in the school and for everyone associated with the school.

Dunkelblau: important part of school is that you ave to interact with people who are not like you and your family. you have to learn how to understand, work with and negotiate with people who are different from you, and may hold different values and beliefs, and may not agree with some of the things you hold dear or are important to you. Children learn what is important to them, what others value, and how does thsi all work out, Interesting his comment that you can't do that in any other palce. Climate is primarily make up of the people in it. Staff make the climate.

William Trusheim: all schools have a culture and a climate, often they have this by default and no one is actually driving either. if no one is driving the culture and climate develops on it's own.Positive culture and climate is more likely to occur if it is done with intention.Intention comes form the principal, and this is furthered through leadership and leaders in the school.

  Building a culture of success - MArk Wilson

Everyone wants a successful school.  Performance, excellence, an environment of success.

Begins with culture; begins with Principal, says and does things that show what it is, eventually it catches on, echoes the halls, hear it in peoples words, see it in their actions builds a culture.

Measure of success in culture?  How we do what we do and why we do what we do - CULTURE.

People have to be united, empowered, have to be able to do, act. stakeholders have to come together, who am I, who are we? what is it we wish to be, why, how do we do that.

SITUATING LEARNING IN COMMUNITIES OF PRACTICE JEAN LAVE 

Points of interest to me

 Such a view sees mind, culture, history, and the social  interrelated processes that constitute each other, and intentionally blurs social scientists' divisions among component parts of persons, their activities, and the world.  

 Learning, it seems to me, is neither wholly subjective nor fully encompassed in social interaction, and it is not constituted separately from the social world (with its own structures and meanings) of which it is part.

Interesting phrase and aspects of learning: Craft apprenticeship in West Africa and apprenticeship among Yucatec Mayan midwives, for example, are practices in which mastery comes about without didactic structuring and in such a fashion that knowledgeable skill is part of the construction of new identities of mastery in practice. 

 Developing an identity as a member of a communil.y and becoming L%~..IH Ic.Jgtably skillful are part of the same process, with the former motivating! shaping, and giving meaning to the latter, which it subsumes

 This view implies that learning and failure to learn are aspects of the same social-historical processes, and points to relationships between knowledge ability and identity as an important focus for research. 

2014 School Culture: Teachers' Beliefs, Behaviors, and Instructional Practices Chantarath Hongboontri Mahidol University, chantarath.hon@mahidol.edu Natheeporn Keawkho

School cultures are unique, created and recreated by people considered members of a context.

Influential, shape and reshape what people do, think, and feel.

 Rosenholtz identified two types of school cultures; i.e., nonroutine/certain and routine/uncertain. In the nonroutine/certain environment, teachers worked collaboratively, were involved in goal setting, and had opportunities for professional development. These, in turn, maximized students’ academic growth. In contrast, teachers in the routine/uncertain environment worked in isolation, had little (or almost no) involvement in school goal setting, and had fewer opportunities for professional development. Students’ performances were, as a consequence, minimized.