102098 Contemporary Teacher Leadership – Assignment 2

In the group project, the group sessions through Zoom enabled our group members to discuss
and explore ideas, experiences and choices that are measured. This included multiple
effective online meetings (after tutorials and on weekends), explicit ponderings and
communicating (via group chat). As a group, we decided to base the project on utilising ICT
in different KLAs (Key Learning Area) to enhance the learning experience of students and
build on teaching approaches. The consistent collaboration and interaction of our team aid to
“create a meaningful project”, share information and competences and the potentials that the
team can deliver (Patesan, 2016, p.480). My group members and I had different roles to take
and be responsible for in order to achieve the project’s aspects efficiently. This also
comprised effective communication skills regarding any concerns experienced by individuals
during one’s role process. For instance, my role was measuring improvements based on the
implementation of the project ideas. At first, measuring ideas encompassed teacher-based
data collection and were general. To solve this, I researched and gathered evidence and
knowledge to make essential changes, and reflected back to my group to ensure shared
perspectives with decision-making. The change was collecting consistent data of students’
weekly use of ICT to ensure consistency and providing an opportunity to reflect on how it
supported their learning. Working as a team throughout struggles helps with exploring the
best strategies and reflects on cooperation inquiry with university pre-service teacher
colleagues (Patesan, 2016). Our team roles supported equal responsibility in decision-making
and implementation of changes in the process, which resulted in a positive outcome of
communicating effectively as a team throughout difficulties.