My Passionate Creed :

What does it look like in practice and how does it link to

Meighan’s Component Theory?

Motivated by a servant heart I want to cultivate an

invitational, holistic school culture where ALL
learners feel cared for, safe, and stimulated.

Motivated by a servant heart:​ This reminds me of why I am a teacher in

the first place and helps to keep me grounded. When my school community
spends time with me they should get a sense that I am for them, not
against them and that their success is my success. Students should sense
that I am not trying to make myself look good via their success but that I am
truly wanting them to do well for their own sake. Any “extra” work
undertaken should not be pursued because I am wanting to climb ladders
within the school leadership or impress anybody else. Relationships with
colleagues should be supportive and caring not competitive or negative.
Relationships with whanau and extended family should be warm and not
condescending in any way. I hope that my servant heart will make me very
approachable so that those I serve can feel free to talk to me about their
needs or concerns.

Connection to Meighan’s Component Theory:

The strongest links I can find are to The Theory of Teaching and the
Teachers Role, the Theory of Parents, and the Theory of Power and it’s
Distribution. As a teacher I am orienting myself to the student and their
needs and tend to steer away from the authoritarian style of teaching,
preferring a more negotiated power base. Parents are considered a vital
part of my educational program and will be treated with the respect they
deserve.
Invitational​: This is primarily based upon effective relationships built up
and maintained not only between myself and my own class but also, by
extension, the wider school community. An invitational culture in my class
means that all students will be invited to contribute and given opportunities
to do so meaningfully. The classroom environment and curriculum itself will
be designed to be inviting, enticing students into learning. Inviting is the
opposite of forcing so I want to encourage students to join me on the
journey as willing participants as much as I can so they can take ownership
of their own learning to a greater degree. In regards to the wider school
community I will proactively reach out and invite communication with
whanau and colleagues making it clear that their input is valued and
needed. I would like parents to feel welcome in our class at any time.

Connection to Meighan’s Component Theory:

Links to The Theory of Parents and The Theory of Power and it’s
Distribution, the Theory of Discipline and Order and the Theory of
Organisation of Learning Situations. Although it is good for power to be
dispersed in a democratic way there will be many cases where leadership
is needed and decisions made on behalf of others. However where
possible there should be many areas that parents and whanau are invited
to share their knowledge and ideas and at the very least be fully informed
of what is happening in matters concerning them. In New Zealand parents
are invited into the realm of school organisation in a formal way via the
Board of Trustees but there can be other less formal invitations. As a
teacher I should be active in seeking them out rather than just waiting for
them to come to me. An invitational culture can be linked to both
Democratic and Autonomous discipline whereby the student can choose or
negotiate appropriate responses to teacher invitations.

Holistic: ​I recognise that a student is made of body, soul, and spirit and I
don’t expect them to leave part of themselves at the classroom door. They
are bodies and need exercise, nourishment, and need to have their senses
stimulated. They develop physically at different rates. They are soul and
have emotions and personalities and come from different cultures and
home environments which shape their worldviews. Our souls need friends.
They are spirit and may want to make sense of the world with this part of
themselves fully engaged. These parts of ourselves are also inter
connected so I will recognise that if someone is hungry, they may have
trouble learning. Or if someone is sad they may keep to themselves.
Parents that talk to me about their child should come away with a sense
that I know them quite well and care for them over and above academic
performance.

Connection to Meighan’s Component Theory:

I link this to the Theory of Teaching and the Teaching Role because I can
see that this holistic approach positions the teacher as more of a learning
counsellor, responding to needs as they arise and also one who values
process over product to ensure the whole child is considered as much as
possible.

ALL Learners: ​This not only covers all ​types​ of learners I encounter from
students, to whanau, to colleagues, to myself but also all ​ways​ of learning.
My classes should account for multi-intelligences,strengths, educational
needs, specific learning disabilities and behavioural issues. This is inclusive
education where everybody is given opportunities to succeed. My
classroom should have many aspects of universal design for learning and
cultural competencies that are good for all learners as well as specific
interventions for particular students as needed. Students should know that I
also consider myself a learner on a journey and that we never stop
growing. Colleagues should see me as someone open to Professional
Development and critical feedback as a learner and someone that they can
have good professional dialogue with.

Connection to Meighan’s Component Theory:

I see in this part of my creed a link to the Theory of Learning and the
Learners Role, and A Theory of Aims, Objectives and Outcomes. I see
learners as individual in nature but benefitted by co-operation. In
consultation and negotiation with teachers students can learn and develop
at their own pace. In my ideal world students are explorers, however
society does deem that there are basic understandings all students must
have (maths, etc). Ultimately one of my outcomes would be to produce
people who will be participating citizens in a democracy and this is
dependent on ALL people having a voice and vote.

Cared for: ​Interactions with me will show manaakitanga and genuine

interest. I will know the student well enough to take an interest in their life
outside of the class and respond appropriately to those life events. Outward
acts of kindness and compassion should characterise me. Additionally this
care will be encouraged to develop between the students themselves so
that they grow in their ability to care for each other.

Safe: ​Learners feel safe because they are scaffolded and wise use of
formative assessment allows me to teach within their Proximal Zone of
Development. All learners feel safe enough to take risks and make
mistakes as part of their learning because I am secure enough in myself as
a teacher to give opportunities for them to do this. Growth mindset
principles are actively taught. The class is also safe because there are
clear expectations for positive behaviour and no tolerance for bullying and
put downs. Students can contribute to their own class treaty and guidelines
for behaviour. Restorative practice ensures that we can also resolve issues
in a safe and fair way. Students can trust that I will be trustworthy, have fair
expectations, and protect their right to privacy and dignity.

Stimulated:​ Lessons are well planned and engaging. Big ideas and
concepts are explored. Problems are posed and solutions explored.
Student agency and inquiry is encouraged. Students are encouraged to
explore their strengths and multiple intelligences. Students can help set
goals and success criteria and develop leadership skills. A wide mixture of
academic, visual and hands on activities planned and prepared for covering
as wider range of the curriculum as possible.

Connection to Meighan’s Component Theory: ​A Theory of Knowledge: It’s

Contents and Structure, A Theory of Teaching and the Teacher’s Role, and
A Theory of Learners and the Learners Role. I believe that we need a wide
range of subjects but that, in line with the New Zealand Curriculum, Key
competencies such as Thinking or Participating and Contributing are
actually as important as individual subject knowledge. This is probably
interpreted as predominantly future orientated, although I certainly believe
we can learn a lot from our past. Because I am more orientated to the Key
Competencies I am more likely to view learners as explorers and teachers
as facilitators especially as the rate of technology advances.

Reference

Meighan, R., & Harber, C. (2007). ​A sociology of educating​. New York, NY:
Continuum.