Suggested activity

This chapter has described a theoretical base for thinking about how ISTEs can communicate with other educators in ways that foster mutually satisfying collaborative relationships. In doing so, it has touched on a number of specific skills, attributes, and practices that ISTEs need if they are to achieve their goals for professional learning and student outcomes .

Some of these skills, attributes, and practices are listed below as a starting point for critical reflection and discussion. The word “must” is intentionally provocative – the intention is for you to debate these ideas, to think about how you would prioritise them, and to ponder on what is missing.

• ISTEs must be able to build relationships with others that are focused on a shared vision, which identifies specific measurable outcomes for professional learning and considers both changes in teachers’ practices and the effect of those changes on student learning.

• ISTEs must choose ways of communicating that support the development of those relationships.

• ISTEs must understand, respect, and value the knowledge and sense-making processes of all those involved in professional learning. This must include an understanding of kaupapa Māori pedagogy. (See pages 122–124.)

• The relationships ISTEs establish must be founded on trust. Without trust, people will not take the risk of participating in critical inquiry.

• ISTEs must be reflective practitioners, taking take time to focus on their own values and beliefs both independently and collectively.

• ISTEs must make their theories of practice explicit to themselves and to each other.

• ISTEs must be open to criticism, modelling a world in which mistakes are an accepted part of the learning process and where conflict is conceived as being between competing theories of action rather than between competing people.

• ISTEs must be able to suspend their judgment and listen to what others are really saying.

• ISTEs must actively seek new ideas beyond their own communities of practice.

• ISTEs must regard diverse viewpoints as potential sources of better ideas and new breakthroughs.

• When inquiring into problems of practice, ISTEs must be able to combine rigour with respect.

• ISTEs must demonstrate emotional intelligence. (See pages 130–131.)

• ISTEs must be open-minded, responsible, and wholehearted. (See page 118.)

• ISTEs must be friendly, empathic, and honest – at times, courageously so.

• ISTEs must understand the importance of the context and purpose of learning and of getting to know and appreciate the learner.

• ISTEs must understand the difference between first- and second-order change, recognising that this can differ for different people. They must provide support for those who are finding learning and change difficult.

• ISTEs must be able to use and choose ways of talking (for example, analytical, critical, or challenging) that are appropriate to particular conversations. (See page 140.)

• ISTEs must challenge their fellow educators to make time for professional conversations and to use learning talk in their everyday professional lives.

• ISTEs must be able to provide feedback in ways that minimise defensiveness and maximise opportunities for people to reflect and to learn.

• While ISTEs must be able to confront difficult issues, they must do so with an ethic of care and interdependency in mind.

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