Term 1 2013 - Danya McKabe
Term 1 2013 - Danya McKabe
Term 1 2013 - Danya McKabe
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AST Quiet Achiever - <strong>Term</strong> 1 <strong>2013</strong><br />
This terms AST Quiet Achiever is <strong>Danya</strong> <strong>McKabe</strong> from<br />
Jamestown Community School who attained Advanced Skills<br />
Teacher 2 status in 2012.<br />
What Teaching means to <strong>Danya</strong><br />
I really do love teaching, I love the moment on a child’s face when they have learnt<br />
something and they feel better for it; their shoulders go back a little, they sit a little<br />
straighter, and then the ultimate reward, they assist a peer by teaching them their<br />
new learning. However, I didn’t embark on the journey of AST 2 to acknowledge my<br />
teaching ability even though that underpins your credibility; I began the AST2<br />
process to acknowledge the commitment and outcomes that arose through my<br />
leadership opportunity to lead significant literacy change across an R-12 school.<br />
In 2007 our then principal, Kevin Mooney, asked me if I would be interested in doing<br />
‘something’ in the way of literacy. I really had no idea as to what that ‘something’<br />
would be; it began with the thought of upskilling staff and providing access to<br />
literacy resources that supported our teachers in explicit instruction, spelling R-12<br />
and maybe whole school reading time. And so the process of exploring whole school<br />
literacy plans began. With no ideal picture in mind, I believed that whatever we<br />
committed to essentially needed a whole staff commitment, consistency and<br />
credibility. Our literacy results weren’t low from a lack of teaching effort, it was in<br />
fact the opposite, but the consistency wasn’t there. As teachers we agreed that we<br />
were time poor in the classroom and if we found a process where we all used<br />
consistent practices we would in fact, create more teaching time.<br />
A crucial element throughout the process was that staff were involved with all of the<br />
decision-making, a team approach is the only way to create real, sustainable change.<br />
It is imperative that staff know they are valued, their experience is recognised and<br />
their input considered. Teachers are in the business of acknowledging the efforts and<br />
progress of students inspiring their learning; ideally we would do the same for our<br />
colleagues.
As a part time teacher and parent of 3 young children throughout this whole<br />
process, managing literacy filled every spare moment in my head. I dreamt about it,<br />
discussed it at dinners – what could be more important to a mum whose first child<br />
was just embarking upon their schooling career? The other aspect was my need to<br />
establish my ability to contribute to a school as a part time teacher. I had always felt<br />
that part time teachers mucked up the timetables, really being an inconvenience. I<br />
wanted to prove that philosophy wrong.<br />
Our literacy journey pulled all our staff together; we went from working alongside<br />
each other, to collaborative planning, supporting each other’s teaching – we became<br />
collegiate. To know that my leadership had made that opportunity possible, was and<br />
is a really satisfying feeling.<br />
Going through the AST process was an enlightening experience. Initially I expected<br />
that it would be the presentation that would be most difficult – when in fact it was<br />
acknowledging the work that had been involved and promoting it through the<br />
written application. For me, the evidence was really easy to find, but as I gathered<br />
each piece I started to realise how much I wanted to get the acknowledgement –<br />
and equally how disappointed I would be if I hadn’t done enough to be recognised. I<br />
only told a few people that I was going for AST 2 status, so there wasn’t any<br />
opportunity for judgement, disappointment or celebration as a result of my<br />
application. In hindsight, the presentation wasn’t difficult in terms of time, it was<br />
more the pressure I put on myself do present my efforts well. At that point I had<br />
started doubting my credibility – so I felt the need to include all of the planned<br />
details as I strived to meet each criteria. It is really important to have someone who<br />
coaches you through these times, refocussing you as required.<br />
Reflecting on the whole AST process makes me feel proud. You earn AST 2 based on<br />
your proven efforts against criteria in leadership – not from filling out a form; you<br />
develop a portfolio exemplifying all that you have been involved in; you write an<br />
application – not to get a job, but to articulate the processes that you have been<br />
involved in and their attributed successes; and, lastly, you get a comprehensive<br />
written report that details your skills; a detailed, honest report acknowledging your<br />
efforts, strategies and outcomes from an unbiased panel who determine their views<br />
upon only what they are presented with. The AST 2 process is a credible,<br />
professional process that really is worth the effort.<br />
<strong>Danya</strong> McKay - Jamestown Community School