CARDE+Team

This is a **SAFE** space to explore ideas and tell our individual and collective stories. Have your "wonder if" thinking turned on and your judgemental thinking turned off....it's not about getting it right, it's about talking, sharing, challenging - whatever works for you.

=CARDE Team stories - DURING and AFTER the event=

1. ** that velcro connects and is reusable. ** This means that velcro acts as "the glue" that connects people, functions, skills, attitudes and tools. 2. **velcro is the relationships between** the various players, the professional learning models, the data and the pedagogy etc... 3. ** that people are the functions, attitudes and skills, ** and that people design and use the tools, signs and symbols present in any learning environment (these "things" are not disembodied) 4. ** people are not solely tied to a project or team ** - people identify, and are identified for the range of skills and functions that they provide, at any one time to best suit the project teams purpose. 5. ** people, tools and processes are arranged and connected through priority scenarios ** that are identified through the AIPF process, national and system initiatives 6. ** different people and tools are connected with throughout the length of a project. ** Feelers (velcro) are put out, and through "responses / gestures" connections are made and built on to best suit the purpose. ||
 * media type="file" key="test2.swf" || ==This interactive animation demo's the following main ideas==
 * [[image:intrcon_diagrm.jpg caption="Proposed new TL&S structure"]]

This diagram supports the ideas demonstated in the above interactive animation
|| **How it work s** For example - a priority is identified through the AIPF process re Numeracy and the Early Years (in reality this would be a lot more specific - and would include info on what schools, what numeracy skill and understanding are required etc..)

A team of people and tools and resources would be identified to work on this priority over a period of time, or times, as some priorities would be ongoing and would change shape and focus as the success intensifies and becomes more explicit and shared across teams.

Priorities bring together the most appropriate people, skills, functions, tools etc.. to best fit the purpose and the scope of the priority. These are not static teams they change to meet the needs of the priority at any one time and any operation issue such as who (skills, attitudes and relationships etc..) and what (tools and resources etc..) are available.

Directors and Managers and School Leaders (others?) take on various roles - team coordinators, connectors, strategy advisors, boundary riders and creative advocates for these ways of learning and operating.

A Design space is set up to support a range of people to create and demo multimodal, multiliterate resources, processes and practices. This is a creative learning space to think, discuss, create, trial and evaluate. **What is require d** To be increasingly explicit, intentional about what is required what learning design, data, research, technical, attitudes, skills and functions are required. What teaching and learning and professional learning models are we calling on and why. Being explicit about what determines these choices. **What are the potential benefits to school leaders and TL&S (and NTDLS, TIPS, P&L, Student Services, Schools Division, BIC etc…) ** Creating evidence and knowledge-base/s across sites. Ripple effect - the structure and movement between teams ensures that people are kept in the loop and that eureka and ahhhh (too hard moments) are shared and learnt from. Structure and processes are flexible and responsive in nature and function for a range of stakeholders. ||

=CARDE Team Stories BEFORE the event= see highlighted comments added after TL&S Business days red herring?, a steely fact?, gem of wisdom?, limitless plot?, grand gesture?, a joke?
 * media type="custom" key="849723" || ZZZZZZZZZZZ -when I will wake up I will share with you a,,,,,

In another vitual life I wake up, have a stretch and share a yarn. Somehow in this virtual space the waking up just ain't happening!!! http://images.meez.com/user/5/1/1/5/6/3/4/5115634_bodyshot_175x233.gif || [| CARDETeamVignetteDiagram.pdf] CARDE Team Vignette Story Board and overarching diagram - thanks Carol for scanning and converting to a pdf

//Eye: The International Review of Graphic Design 67 Vol.17 Spring 2008// Had a chat the other day with a TL&S colleague which went something like this: //“How come student outcomes are not improving when so many of us are working so hard?”.// A teaching friend also raises similar sentiments - //“gee”,// they say // "it's so nice to think that all these people at TL&S and SS & P&L etc...are here to support teachers in schools.” //// (said in a cheeky tone) they go on to recommed that TL&S needs only a hand-full of people in the office - the rest need to be out in schools - working **with** teachers as teachers // ( supporting PLC's through modeling, communication flow, leveraging power in times of change from "old" worn out habits to ones that support learning and learnes etc...)   // My aim here is not to give people a hard time - it’s about raising/adding to the complex questions around what works and how – not that there is **one** answer. // ||  I made a pledge to myself approx three months ago to move, as much as I could from “writing” and “reading” linear print communication to multiliterate texts. This is proving to be an insightful experience. Basically, TL&S work structure is not set up to create such texts easily – Some of the issues are around space, compatibility of equipment, what activities are valued etc… The image to the right is about conformity and how this controlled environment goes array. To what end? Who wins, who loses? My interest is in creating environments that connect people (schools, services, parents, community, data, research) in ways that are useful and informative – that break down barriers and are transparent. This means a change in how we work; what we value (no more storing information that is useful to a wide range of people on the O:Drive); ability to work together to create shared understanding through our gestures and artifacts that can be accessed and read using a variety of modes and literacies across a wide range of contexts. This possible environment looks a lot different to the one on the right and more like the diagram above. So, how am I going with creating multiliterate texts? – well as of the end of June, I have created 3 short videos with sound, 3 interactive diagrams and mixed numerous images, have run my first RSS feeds, created an online slide show, survey and embedded numerous YouTube and TeacherTube videos on wikispaces - using primarily my own equipment and software and time. In its current form is this sustainable? Can this way of creating/learning be transferred across DEET? (so far four people have asked me to run a workshop on creating interactive animations). How can we make it sustainable as part of what we do in an increasingly image rich, narrative world? ||
 * [[image:creative.jpg caption="Elisava School of Design - adaptation"]]


 * [[image:tree_boat.jpg caption="Alice Springs - Olive Pink Sculpture Exhibition, June 2008"]]

Example of Disruption [|John G. Hedberg - Searching for Disruptive Pedagogies: Matching Pedagogies to the Technologies] || ** Thoughts and images before the TL&S Strategic Direction Days

A metal tree boat - yes, it even has holes ** Disruptive imagery, disruptive thoughts and words, disruptive actions = Change. My concerns for the Strategic Directions Days next week is that boats will remain bobbing nicely in water – we will walk away content because we have painted the boat an agreed yellow… That protocols will hammer out disruption.

//Long sail the bravely disrupt from tree to tree!!// **Thoughts after the TL&S Strategic Direction Days.** Undecided - Not sure if we didn't paint the boat green and purple (discordant colours). Interesting in seeing how we continue the collaborative interactions with the ideas presented and the tools used i.e. ongoing shared conversations with Helen Timperley, across the TL&S floor and with partners and clients on this wikispace for example.

In hindsight - dissonance = disrupt =conflict. Moving between states of ease to unease, comfort to discomfort, harmony and agreement to conflict and disharmony. Did we talk about how to navigate our way through this? - have we compass and map readers to avoid, or safely sail through defensive routines, outdated, entrenched habits etc? || <span style="COLOR: rgb(239,67,67)">**What is the best of where we are now?** Things where teachers are supported to develop curriculum that is meaningful to their students in their place Our small team in Alice works very well as a team that is across lots of different areas The cross curricular perspectives having some people that are cross curricular and across all stages of schooling, and some that specialise in an age group and some that specialise in a subject area covers all bases and provides a good structure, though it could be tightened and holes plugged in a few places that they are actually investing time and money in training the new teachers that are in as a result of the intervention. <span style="COLOR: rgb(248,53,53); FONT-FAMILY: 'Comic Sans MS',cursive">**What might be?** <span style="BACKGROUND-COLOR: rgb(252,250,136)"> I (Wendy) agree here again Emma or is it Louise? - I am thinking specifically about how the world of communication (and power) changes when Web 2.0 technologies are introduced. Voila, suddenly the visual and narrative (non-linear) are the players on the fields of "writing", "reading", and "interacting". This is a multiliterate world of images (still and moving), audio, interactive gestures and spatial sense. A “whopping big” opportunity for indigenous education. Who are the brave and hearted and visionary thinkers to take these on? Are they reflected in the MYCAMP processes, cultural practices and therefore the artefacts created? (I am saying this as - reflecting on - participating in shared conversation - identifing points of agreement and dissonance etc...) <span style="COLOR: rgb(54,0,255); FONT-FAMILY: 'Comic Sans MS',cursive"> =<span style="COLOR: rgb(54,0,255); FONT-FAMILY: 'Comic Sans MS',cursive">it is Emma, Louise's comments appear to have been deleted somehow - anyone able to rescue them? (yes I have rescued them ....thanks, (Louise) = =<span style="COLOR: rgb(54,0,255); FONT-FAMILY: 'Comic Sans MS',cursive"> = <span style="COLOR: rgb(54,0,255); FONT-FAMILY: 'Comic Sans MS',cursive"> <span style="COLOR: rgb(123,247,38); FONT-FAMILY: 'Comic Sans MS',cursive"> <span style="BACKGROUND-COLOR: rgb(252,244,131)"><span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial,Helvetica,sans-serif">I (Wendy) agree here Louise and Emma - I was "surprised" to see that Sustainable Schools was not on any list of priorities that passed my ET2 positional information vision range. What is going on when all indicators are that multicultural, digital, sustainable and financial literacies are all vital for local and global survival and even prosperity (cultural, environmental, and economic)?
 * <span style="DISPLAY: block; COLOR: rgb(38,29,29); TEXT-ALIGN: left">Be more holistic
 * More of cross curricular purposeful contextualised learning focus and less of taking something like literacy or numeracy and attempting to teach it outside of any context.
 * More people based in school for at least part of their job, actually teaching and modelling and working with people on the ground (at the chalk face)
 * Looking back at some old models that worked well engaging indigenous communites with schools and providing an education that they want to have
 * more permanent positions for teachers so that they dont always feel the need to look for a new job and move on
 * other incentives to encourage people to stay
 * more emphasis on the arts including as as a means of engaging with all other curriculum areas.
 * What is our vision for TLS Division in relation to priority business and structures?**
 * learners are engaged in a meaningful education that will enable them to thrive in their communities in the future
 * <span style="DISPLAY: block; FONT-FAMILY: Arial,Helvetica,sans-serif; TEXT-ALIGN: left">What are our concerns and questions? ** <span style="FONT-FAMILY: Arial,Helvetica,sans-serif">
 * <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Calibri','sans-serif'">Different messages from different people going to schools - eg from us ,Middle years is about creating a curriulum that will engage your learners in their local context, but from CA GS perspectives it seems to be about completing booklets organised by 'subject', created by office staff and all schools have to do the same
 * <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Calibri','sans-serif'"> On this, how can we come to an agreement of what is required, needed and available so that we can support teachers without being prescriptive?
 * <span style="FONT-FAMILY: Arial,Helvetica,sans-serif"> <span style="FONT-FAMILY: Arial,Helvetica,sans-serif"><span style="DISPLAY: block; FONT-FAMILY: Arial,Helvetica,sans-serif; TEXT-ALIGN: left">How can we know which teachers are doing great things in their schools with their student and learning is meaningful? and which ones actually need a package as described above ? (as a last resort?) <span style="DISPLAY: block; FONT-FAMILY: Arial,Helvetica,sans-serif; TEXT-ALIGN: left">Different messages from different people going to schools - eg from us ,Middle years is about creating a curriulum that will engage your learners in their local context, but from CA GS perspectives it seems to be about completing booklets organised by 'subject', created by office staff and all schools have to do the same.
 * <span style="FONT-FAMILY: Arial,Helvetica,sans-serif"><span style="DISPLAY: block; FONT-FAMILY: Arial,Helvetica,sans-serif; TEXT-ALIGN: left">How can we work with communities to identify what is purposeful and meaningful for the learners, really listen, and take note of what they say rather than just imposing meaningless structures and rules which disengage people?
 * <span style="FONT-FAMILY: Arial,Helvetica,sans-serif"> <span style="FONT-FAMILY: Arial,Helvetica,sans-serif"><span style="DISPLAY: block; FONT-FAMILY: Arial,Helvetica,sans-serif; TEXT-ALIGN: left"><span style="COLOR: rgb(98,244,26)">**<span style="COLOR: rgb(91,243,57)"><span style="COLOR: rgb(0,0,0)">Sustainable schools ** is getting bigger with more schools joining and a higher profile (including the memo from Margaret Banks about how it was going to be higher on the agenda) yet the position of the person that has managed that is going - i think this really needs to be made an ET3 (it really should have been ET3 already) instead. It is a very valuable position as it is one of those cross curricular cross age ones that connects everything else we do. The loss of this role will be greater than just the loss to the Federal Gov and the schools, it will also be a loss to TLSD communications and we risk losing the connections we have with other nt gov and non government organisations that currently provide lots of support to our schools.  <span style="FONT-FAMILY: Arial,Helvetica,sans-serif">

<span style="COLOR: rgb(234,72,227)"> **<span style="COLOR: rgb(234,11,38)">Louise's interpretation of the vignette task ** Individually write a story of most significant change in relation to positive changes to any or all of the following, through their work as a member of this team: - student learning outcomes - teacher knowledge, practice, engagement - school effectiveness - system effectiveness

Share and then as a team answer the bigger questions - what is the best of where we are, what might be, our concerns and questions...


 * Student learning outcomes** – only know where evaluation has been carried out eg. energy blitz, pilot sustainable schools and sustainable schools most significant change stories. Relevant authentic context for literacy and numeracy outcomes – engaged learners- comes through strongly in the evidence.


 * Teacher knowledge, practice, engagement** – ongoing professional learning and support (online-espaces and wikispace + face to face) – sustainable schools, science by doing, environorth development. Ongoing evaluations show that teachers involved in these initiatives have felt part of a learning community and have been challenged to look at current practice assumptions and beliefs – have gone out of their comfort zone to try new approaches (including integrating ICT), use an inquiry based approach incorporating understanding goals, let go and give students more control of their learning and collaborate more with the wider community.


 * School effectiveness** – school council members at stuart park initiating sustainable schools– using janison to get info and presenting to whole council. Mataranka school as an example of a whole school approach to education for sustainability with a values base. Laramba also an example of effective whole school approach.


 * System effectiveness** ?? The system is ……. a beast. Co-ordination with other divisions in DEET can be problematic and highly ineffective eg IT Services and TL &S online repository journey. Communication with schools is also highly problematic. What other management structures might be more efficient than the current one in TL&S? How might we show that people are valued? How do TL&S enact the DEET values? What incentives might encourage teachers to be more active in collaboratively inquiring into their own practice? How do we take advantage of the AGQTP action research funding opportunity? How does moderation become part of teacher plcs instead of a separate system initiative seen as being driven by DEET and another big stick approach? How might cognitive coaching become embedded into the way of working in schools? How can we use technology more efficiently so we are working more efficiently (personally, economically, environmentally) with people out of main urban areas.....are we also looking at other options besides REACT eg Adobe Connect.

After the event thoughts - is there a reality (practical how questions) stage now - after the long dreaming and imagining stage....?? It would be interesting now - after the event - to revisit the ideas and solutions put forward around identity, relationships, mythologies etc that TL&S did towards the end of last year. I am also very interested to see what comes out in the analysis Learne did of the group presentations.

**<span style="COLOR: rgb(234,72,227)">Rosita's Reflections **
<span style="COLOR: rgb(239,133,228)">I have been a staff member of TLS only for four months and 21 days. Therefore my reflections are based on shorter period of time.


 * What is the best of where we are now?**
 * <span style="COLOR: rgb(0,0,0)">a group of dedicated prfessional people who take work very seriously
 * <span style="COLOR: rgb(0,0,0)">a group of specialist teachers are amongst us
 * <span style="COLOR: rgb(0,0,0)">a good working environment

<span style="COLOR: rgb(243,0,255)">What might be?
 * <span style="COLOR: rgb(243,0,255)"><span style="COLOR: rgb(8,6,45)">a culture of interconnectedness where all of us recognise the connections we have in between us in what we do
 * <span style="COLOR: rgb(243,0,255)"><span style="COLOR: rgb(8,6,45)">more time for professional conversations, so that we get to share information about what we do, which will allow connections to be made
 * <span style="COLOR: rgb(243,0,255)"><span style="COLOR: rgb(8,6,45)">increased interest and commitment to read about current research in all areas of education
 * <span style="COLOR: rgb(243,0,255)"><span style="COLOR: rgb(8,6,45)">be the face of 'knowlege and support' for teachers in schools
 * <span style="COLOR: rgb(243,0,255)"><span style="COLOR: rgb(8,6,45)">Improved car parking facilities!
 * <span style="COLOR: rgb(8,6,45)"><span style="COLOR: rgb(42,2,44)">Purchase a smaller car for Darwin runs ( I dont like the huge station wagon!!!!!!!!!!!!!!!!!!)

<span style="COLOR: rgb(196,21,198)">What is our vision for TLSD in relation to priority business and structures? <span style="COLOR: rgb(208,34,221)"> What are our concerns and questions
 * <span style="COLOR: rgb(196,21,198)"><span style="COLOR: rgb(45,6,6)">Continue the excellent work in the renewal of the NTCF
 * <span style="COLOR: rgb(196,21,198)"><span style="COLOR: rgb(45,6,6)">Share in the pleasures and pains regarding student outcomes
 * <span style="COLOR: rgb(196,21,198)"><span style="COLOR: rgb(45,6,6)">Create managable and realistic management structures (not too much on the managers' plates, so that they will be available to have quality time with thier team)
 * <span style="COLOR: rgb(45,6,6)"><span style="COLOR: rgb(60,16,60)">Structures to suit functions of people, which will allow room for interconnectedness.
 * <span style="COLOR: rgb(208,34,221)"><span style="COLOR: rgb(13,2,2)">Some have been mentioned in 'what might be'
 * <span style="COLOR: rgb(13,2,2)"><span style="COLOR: rgb(34,4,37)">I travel to work on the bus and so far four people have asked me the following question: 'The MAP (now NAP) results are poor in schools. What is DEET doing about it?'

<span style="COLOR: rgb(26,22,212)">

**<span style="COLOR: rgb(26,22,212)">Cassy's Thoughts **
<span style="COLOR: rgb(84,52,218)">What's the best of where we are now? (The "keeps") <span style="COLOR: rgb(29,28,34)"><span style="COLOR: rgb(0,1,10); BACKGROUND-COLOR: rgb(250,244,107)">Hi Cassy (Wendy) how do you see/experience yourself and the CARDE team being on the edge, taking risks, and learning as we go? <span style="COLOR: rgb(9,30,185)"> <span style="COLOR: rgb(9,30,185)"> <span style="COLOR: rgb(42,30,210)">What might be? <span style="COLOR: rgb(42,30,210)">The NTCF Renewal is an opportunity to look at Layer 2 resources with fresh eyes - what resources can be added NOW to the strands that are being piloted rather than waiting. The Digital Education Revolution began long before Kevin07's recent plan rolled out - this is an opportunity for us to support teachers in using these extra resources in innovative ways by having a larger team of CPA focussed ICT/LT "experts" in schools.. This would need to be coordinated carefully so that strong links between TLS and TIPS are forged so that the previous blockers (planning for infrastructure, lack of communication) do not continue to happen. <span style="COLOR: rgb(0,5,1); BACKGROUND-COLOR: rgb(253,240,150)">Hi Cassy (Wendy) - is this a possibility that CPA focussed ICT?LT "experts" will be based in schools because of DER?. This also the continued connection between the Tools of ICT, the process and the social practice of using ICT's - so that no one see or operates these seperately.
 * <span style="COLOR: rgb(29,28,34)"><span style="COLOR: rgb(9,30,185)">CARDE Team's willingness to take risks, be on the edge, learn as we go and model that (esp. with innovative use of ICT)
 * <span style="COLOR: rgb(9,30,185)">Professionalism, high level expertise in a variety of areas. We are bridge builders ie cross curricular perspectives
 * <span style="COLOR: rgb(0,1,10); BACKGROUND-COLOR: rgb(251,240,116)">Hi Cassy (Wendy again) how do you experience beign a "bridge builder"?