10: Summarising your Postgraduate Learning Journey and your planning for the

future
It was in June 2015 when I decided to embark upon the Postgraduate Certificate in Applied Practice, a 32
week course. . My personal goals were clear. Structured learning in digital technology was my main drive
besides the strategies that the new learning will help me bring into my classroom to keep pace with the
21st century learners. The journey introduced me to a like- minded community of teachers.
The early quarter of the journey opened up a really new world for me in terms of apps, such as Arusma, 4
D aninmation, Kahoot and sites such as todays meet. I particularly enjoyed research on Leadership and
identifying myself in terms of leadership. Today, leadership roles have begun to emerge and promise real
opportunities for teachers to impact educational change-without necessarily leaving the classroom
(Dimock & McGree, 2015). As a classroom teacher I began seeing myself as a leader, doing my best to
bring about change in teaching learning practices, by taking the step in transformation of lesson planning
in the ESOL department, to prepare for 21st century learners- a necessary change. This tells me that I
have been able to demonstrate commitment to ongoing professional learning and development of
personal professional practice.
The second quarter of the 32 weeks led me to in- depth analysis of collaborative and digital approach to
teaching, learning and home school partnerships. The need analysis and the action plan of the project on
home school partnership, for a chosen group of students, based on participative leadership, was a great
learning curve. It is more than pleasing to see the plans in action this year, having set the ball rolling,
trying my best to employ successful strategies, respectfully, to strengthen the home school links to better
the learning of a few identified students. This satisfies promotion of a collaborative, inclusive and
supportive learning environment which demonstrate effective management of the learning setting that
incorporates successful strategies to engage and motivate konga, foster trust, respect and cooperation
with and among konga
The second half of my journey led me into areas I have developed very keen interest in; the literature
review on growth mindset was one that I would never have delved into, if it were not for my being a
student of mindlab. It also opened up a totally new genre of writing too in my professional journey.
Students perform better when they and their teachers believe that their intelligence is not fixed, but can be
developed (Dweck. C, 2010). These words are in the forefront and this has made me talk intermittently to
students on the plasticity of the brain. My research on strategies to develop growth mindset has positively
impacted on my feedback to students. This aspect leads me to ensure that I have met the teacher
criteria, use critical inquiry and problemsolving effectively in their professional practice.
One of my clear goals in the future is to keep constant links with the mindlab google community and
ensure that I keep my growing professional in the area of helping myself and my sudents become
valuable digital citizens.
Secondly I see myself as a transformational leader trying to bring in positive change in my students
approach to teaching and learning. This specially applies to new migrants who very often come in from
traditional schools of learning. Each unit of work will necessary have collaborative and digital aspects
embedded in them.

As a teacher I would align my goals with the Ministry of Education goal: A highly
connected, interdependent education system that equips students with skills for the
future, fosters students identity, language and culture, and prepares students to
participate as successful citizens in the 21st century (Ministry of Education 2015).

References
Boyd-Dimock and Mcgree. (1995). Leading Change From The Classroom: Teachers As
Leaders. Retrieved 1 September, 2015, from http://www.sedl.org/change/issues/issues44.html

Ministry of education . (2015). New Zealand Education in 2025. Retrieved 29 February 2016 , from
http://www.education.govt.nz/assets/Documents/Ministry/Initiatives/Lifelonglearners.pdf