Term 1 2013 - Danya McKabe

AST Quiet Achiever - Term 1 2013
This terms AST Quiet Achiever is Danya McKabe from
Jamestown Community School who attained Advanced Skills
Teacher 2 status in 2012.
What Teaching means to Danya
I really do love teaching, I love the moment on a child’s face when they have learnt
something and they feel better for it; their shoulders go back a little, they sit a little
straighter, and then the ultimate reward, they assist a peer by teaching them their
new learning. However, I didn’t embark on the journey of AST 2 to acknowledge my
teaching ability even though that underpins your credibility; I began the AST2
process to acknowledge the commitment and outcomes that arose through my
leadership opportunity to lead significant literacy change across an R-12 school.
In 2007 our then principal, Kevin Mooney, asked me if I would be interested in doing
‘something’ in the way of literacy. I really had no idea as to what that ‘something’
would be; it began with the thought of upskilling staff and providing access to
literacy resources that supported our teachers in explicit instruction, spelling R-12
and maybe whole school reading time. And so the process of exploring whole school
literacy plans began. With no ideal picture in mind, I believed that whatever we
committed to essentially needed a whole staff commitment, consistency and
credibility. Our literacy results weren’t low from a lack of teaching effort, it was in
fact the opposite, but the consistency wasn’t there. As teachers we agreed that we
were time poor in the classroom and if we found a process where we all used
consistent practices we would in fact, create more teaching time.
A crucial element throughout the process was that staff were involved with all of the
decision-making, a team approach is the only way to create real, sustainable change.
It is imperative that staff know they are valued, their experience is recognised and
their input considered. Teachers are in the business of acknowledging the efforts and
progress of students inspiring their learning; ideally we would do the same for our
colleagues.

As a part time teacher and parent of 3 young children throughout this whole
process, managing literacy filled every spare moment in my head. I dreamt about it,
discussed it at dinners – what could be more important to a mum whose first child
was just embarking upon their schooling career? The other aspect was my need to
establish my ability to contribute to a school as a part time teacher. I had always felt
that part time teachers mucked up the timetables, really being an inconvenience. I
wanted to prove that philosophy wrong.
Our literacy journey pulled all our staff together; we went from working alongside
each other, to collaborative planning, supporting each other’s teaching – we became
collegiate. To know that my leadership had made that opportunity possible, was and
is a really satisfying feeling.
Going through the AST process was an enlightening experience. Initially I expected
that it would be the presentation that would be most difficult – when in fact it was
acknowledging the work that had been involved and promoting it through the
written application. For me, the evidence was really easy to find, but as I gathered
each piece I started to realise how much I wanted to get the acknowledgement –
and equally how disappointed I would be if I hadn’t done enough to be recognised. I
only told a few people that I was going for AST 2 status, so there wasn’t any
opportunity for judgement, disappointment or celebration as a result of my
application. In hindsight, the presentation wasn’t difficult in terms of time, it was
more the pressure I put on myself do present my efforts well. At that point I had
started doubting my credibility – so I felt the need to include all of the planned
details as I strived to meet each criteria. It is really important to have someone who
coaches you through these times, refocussing you as required.
Reflecting on the whole AST process makes me feel proud. You earn AST 2 based on
your proven efforts against criteria in leadership – not from filling out a form; you
develop a portfolio exemplifying all that you have been involved in; you write an
application – not to get a job, but to articulate the processes that you have been
involved in and their attributed successes; and, lastly, you get a comprehensive
written report that details your skills; a detailed, honest report acknowledging your
efforts, strategies and outcomes from an unbiased panel who determine their views
upon only what they are presented with. The AST 2 process is a credible,
professional process that really is worth the effort.
Danya McKay - Jamestown Community School