2022 May Reflections

 2022 May Reflections.

The wild, wind whipped the leaves from the trees,

Some still green and others on the autumn turn to gold,

They scattered on the tarmac and collected in gutters

And corners, by outdoor seats sodden with the rain,

The ground was sprinkled with small golden leaves,

And those of summer green intermingled with 

Leaves tipped a pastel yellow or blurred and fading

Palest green to edges gilded with the summers haze,

All stripped too early, taken before their time from branches

Shocked by sudden squalls that ripped the gently aging

Leaves and threw them to the earth, where they huddled

In small heaps of disarray, the display gave rise to

Reflections on our world where all across the globe,

Millions have been torn from their lives too early,

In the ravages of a covid pandemic we were not

Prepared for, and its savage suddenness has wrecked

Havoc in the unexpected and random selection of

Loved ones, who have been prematurely struck down,

While still summer green, expecting more time to live,

To laugh, to love and see out naturally the end of days. 

Re-entering the Workforce after Bereavement

I am in the position of currently re engaging with my career. I had a term of distracted focus as my terminally ill mother became ill, then distraught attempts to meet her needs and work pressures followed by a significant absence of many weeks when all work was frozen apart from a few texts, emails and phone calls. Now I sit trying to pull together the threads of pieces of work that have completely unravelled, partially unravelled and completely disappeared altogether.

Do schools have protocols or policies in place for these occasions? Is it a case by case situation? Relationships are key in my experience. I work across multiple schools and different schools respond in such very different ways. Transparent acknowledgement from flowers and bereavement cards to 'oh I am so sorry I didn't know why you were away?" Schools received notification of my absence via email and the reasons for my prolonged absence. Some schools passed this on to their staff who welcomed me back to work with compassion and support. Some teachers had even kept meticulous records of changes to enable me to get up to speed with current happenings rapidly. Some teachers knew nothing of why I was absent and had kept no records of any kind.

https://grief.com/10-best-worst-things-to-say-to-someone-in-grief/

I can recall every one of these response being given and inwardly wincing with the Worst and being grateful for the best. The very worst was no acknowledgement at all. No matter how bad the worst comments were, it was always clear that they were well intended. No two schools were the same. Upon reflection it seems that where the relationships were strong they became stronger and great care was demonstrated, where relationships were new or limited then care was limited or non existent. 

As I work in schools there is also the issue of thinking through how to communicate my absence and return to the students with special needs that I work with. Obviously age and cognitive ability will dictate how one communicates with students. Again some teachers will have already communicated something to students and one needs to be cognisant of this and match the tone and level of personal communication to the information shared at the school. After my return to work some students came to me with hugs and cards they had made, some did not know why I had been away and when they were told by the teacher they met me with tears and I needed to console them. Some students were remarkably empathetic and caring - even more so than adults in some circumstances. Some students were indifferent and simply annoyed that I had been away. I needed all of my emotional reserves to meet the needs of the students in those first weeks at a time when my own well of emotional strength was almost drained dry. It was hard. It was exhausting. 

At the time I recall thinking that there must be a better way to support bereaved people when they return to work. I worked with the Mercy Sisters in Hospice care before doing my training as a teacher and was blessed to have walked alongside many families as they said goodbye to loved ones. This did give me some preparation for the process although the raw impact of losing someone you love is always a unique and painful experience. The American Hospice website has an excellent section on the bereaved employee and the summary states that  " Thinking ahead will make your return to work easier and less painful. Healing from the death of a loved one is a long, slow process, but getting back into a routine is an important step in the journey". I don't recall thinking, planning or preparing ahead. I returned to work because I knew that I had to in order to keep a salary coming in to pay the bills. I was not thinking clearly enough to do anything else and this is where some guidelines or policy would have been extraordinarily helpful.  

Death is so much a part of life and as New Zealand has an aging workforce it becomes a matter of logical thinking to realise that many teachers will face the loss of parents while they are working and schools need to be compassionate and supportive to their employees for two reasons. Firstly, it is the right and ethical pathway for all  responsible employers and secondly; it will roll model to students how to respond to bereavement. Some societies and cultures have long standing cultural traditions that support the communities in times of bereavement and once the churches would have provided a structure and traditional response that would both guide and support communities during bereavements. Today in multi-cultural, pluralistic and diverse communities the historical supports are not always available and do not necessarily provide an appropriate response. It becomes even more important for schools to creatively co-construct and model compassionate and caring ways of supporting bereaved people in the workplace. This is true of all work places obviously, however my focus is on schools as this is where my experience and lifetime of work has taken place for more than forty years. 

SOURCES AND FURTHER READING

www.comresglobal.com/wp-content/themes/comres/poll/NCPC_Bereavement_and_Employment_Survey_of_GB_adults.pdf

http://www.acas.org.uk/media/pdf/0/m/Managing-bereavement-in-the-workplace-a-good-practice-guide.pdf

www.cruse.org.uk/bereavement-at-work

http://modernloss.com/handling-and-helping-with-grief-at-work/

https://americanhospice.org/the-bereaved-employee-returning-to-work/

http://www.rcpsych.ac.uk/healthadvice/problemsdisorders/bereavement.aspx

https://www.thelossfoundation.org/

https://www.gov.mb.ca/labour/standards/doc,bereavement-leave,factsheet.html

 

Teachers' personal and professional boundaries

This short video clip raised so many issues for me and I confess to a tinge of envy that these young teachers had an opportunity, albeit a brief opportunity to talk about these issues. In my career as a teacher and RTLB (Resource Teacher of Learning and Behaviour) I have been confronted with almost every one of the ethical issues raised in the video and many other conflicting issues of mutual rights such as the right to a private life with the right of parents to teachers with the highest possible personal morals and integrity.

At times in our working life there are pressure points and any one who works in education will recognise the common ones of reports, transition, end of year class lists, school productions, parent interviews, changing classrooms, beginning a new class, student led conferences, appraisals, observations; some minor and some major. And then there are the personal tragedies and stressors that impact on our working lives. How do we manage these and maintain a professional standard of excellence in our day to day work? These can be as minor as the admittance of a grandchild in another country to hospital for a routine tonsillectomy or as major as the death of spouse. This reflection will raise more questions than answers and address issues that were never part of my teacher training.

What are the obligations and responsibilities of school management to support employees who are caring for terminally ill spouses? children? parents? The expectations for leave and procedures for time off are clear in collective agreements and contractual law. Less clear is the ongoing needs and supports for people who must continue to work to have an income while caring for a dying parent or child. I have worked through caring for a terminally ill husband and his death and been both supported and ignored in varying degrees by varying people. There is a fine line between too much of ones personal life intruding into professional world and not enough. There is a continuum of support that is intrusive to the isolation of being ignored.

As educators we are role models at all times and in all things. As educators we are also entitled to have privacy respected in our personal worlds. Who should know what is happening in our personal lives and how much should they know and when should they know? These are all profound and ethical questions that impact on us all as professionals working with young people. Honesty and integrity are essential when working with young people and it is fine to say to a class of 5 year olds that I will be away next week because I need to look after my sick mum. Do you ever say to a class that "I will be away next week to look after my terminally ill mother who has Alzheimers and needs someone with her 24 hours a day." As professional educators we have a duty of care to our students to be truthful - how truthful?


What is helpful for one person is intrusive for another, what is caring and kindly for one is overwhelmingly smothering for another. I have found that in the midst of overwhelming grief that work can be impossible and at other times essential as an anodyne from relentless grieving. Should we be attending work when we are likely to be performing at less than our best? How do we determine at what point we do or do not attend work due to ill health or emotional well being? We all know of teachers who front up to work when they should be at home taking care of themselves - and we know that rescheduling work matters can often create more more work than doing the work in the first instance.


Social media is another arena that is a minefield for teachers. I have known teachers posting material in breach of privacy through sheer ignorance of the technology and they have been very distressed by the experience. There are very few opportunities for professional development in a multitude of areas such as effective use of privacy settings, managing your digital footprint, managing storage on ipads, security of devices. As teachers we often turn to our children or our students or perhaps a sibling to demonstrate how to access different apps or music or utube accounts. The explosion of  apps such as instagram, utube  and twitter have changed forever notions of privacy and sharing. Using these apps appropriately and ethically is expected of us as teachers without training, without planning or guidelines. The NZ Teacher's Council currently has an excellent section on Social Media in response to the huge increase in issues surrounding teachers and technology. As a profession I believe we need to shift from being responsive to being proactive with our digital world. Schools are being confronted with text bullying and covert video of teachers used by students to damage the reputation of teachers. Our digital footprint grows exponentially every day sometimes with little awareness that such a footprint even exists.

We have an increasingly familiar issue where the students are more fluent and competent in the digital world than their teachers. Our children of today are digital natives and the teachers are digital immigrants. The immigrants are teaching the natives about their own world and the flipped roles are disconcerting for many teachers. I am mindful of the words of  mismatch is challenging for many teachers. Early in my career I took the words of Geoffrey Chaucer (1342-1400) to heart. In his description of the Clerk in the Prologue to Canterbury Tales he penned the words "And gladly wolde he lerne and gladly teche" (line 310). I hope to gladly teach and gladly learn in my vocation as a teacher. 

Reflecting on the Words of Judge Becroft: NZ Commissioner for Children

I first heard Judge Becroft speak at an RTLB conference many years ago. I was struck by how sensible he was and how clearly he understood and articulated the the issues and impact of poverty on the lives of our children. In my work and growing understanding of restorative practice in schools and in my role as a Resource Teacher of Learning and Behaviour, I also work with the marginalised and disenfranchised youth in our country. I have been fortunate in my work to be trained as an IYT facilitator and with the UBRS programme. Combined with my training in Restorative Practices these programmes have helped to form my growing sense that we have the knowledge to work better with our children. Judge Becroft believes that we also have the capacity to do so much better for the 95,000 New Zealand children living in poverty. As our Children's Commissioner with his office of 12 dedicated people he is the voice and advocate for the 1.12 million children (18yrs and under) who our future. These young people are largely voiceless and disenfranchised. There has been no budget increase for the Children's Commissioner Office in 7 years.

                                                              Photo: RNZ / Nicole Pryor                                     
We undervalue children in our country all the time.

In a recent article titled 'Why New Zealand is failing its kids' (May 2, 2017, www.newsroom.co.nz) written by National Affairs Editor Shane Cowlishaw, Judge Becroft stated that "I suspect history will judge us quite harshly. We judge those in the Victorian era of having a very crude approach to child welfare ... well I think a lot of what we're doing right now might be judged as almost, putting it crudely, sending a blind person to prison because they can't see". Every child who comes into a classroom must be taught by age the same curriculum and be judged to be at, below, above an artificially contrived standard. It is essentially an aspiration established by a political regime. A 7 year old child from a loving two parent family living in a warm, insulated house with ready access to medical care and quality nutrition, with a bedroom of toys and books, a personal ipad; is expected to have the same educational outcomes as a 7 year old who is cold, hungry and abused by bullying siblings fighting for space and limited resources such as a bed, a sandwich, a blanket and neglected by adults who may be psychological absent due to drugs or alcohol. This hungry child is treated the SAME as the other lovingly nurtured 7 year old child. Surely this is a barbarity we should be beyond?

The natural progression of treating both children the same, judging both children by the same measures is a progression separation of outcomes. A trajectory of success for one and failure for the others. Can we afford as a society to allow 10% of our youth to be born and grow into failure from the day of their birth? I am deeply saddened by the overwhelming sense of a society that is not outraged and actively working towards changing this system that is willing to allow a new born to fail before they even begin to live. It seems on a par with the atrocity of Generals in war accepting a reasonable loss of life to achieve military goals. As a teacher I cannot accept that there is an acceptable number of children doomed to be way below standard. As a teacher I have been complicit for most of my career being a tool of a school and "Schools grade, and, therefore, they degrade". Ivan Illich wrote these words in his 1971 book "Deschooling Society". That was nearly 50 years ago and we are still treating children with a barbaric grading system. I agree with Judge Becroft  that we need to listen to the voice of our children. Many schools are working to develop student agency and then our society and the political system in Aotearoa silences the young. I do not know of any school that has asked students what they think about being graded against National Standards. I use National Standards as just one example of educational barbarity.

Our school systems are riddled with 'fatted cows'. Ideas and systems that are so deeply entrenched in the notion of schools that they are reified. Not even open for discussion. The concept of compulsory schooling from 5 to 15 in New Zealand is rarely discussed. The sense of herding students into age group cohorts. The 9-3 pm time structure for school hours. The compulsory activities that students have to participate in even when it is painful or humiliating - we all know the obese child who comes last in the class race every - single - time. Children who are punished for being late to school, made to do PE, made to sit still in a classroom as a five year old, made to stay at school when it feels like a prison as a 14 year old. The arbitrary nature of many of our systems owe more to industrial British traditions that to humane responses to the needs of children.

Professor Johansson from Sweden who visited our country and (https://en.wikipedia.org/wiki/Child_poverty_in _New_Zealand) spent some time working in New Zealand, said that New Zealand needed to address child poverty as not a political question, but an ethical question, a moral question.  I agree, I suspect that Judge Becroft would agree also. This reflection is my small candlelight of moral outrage.                                                    

Strategic Thinking

Term 4 is a time of both reflection and the manic practice of reporting on the work achieved over a year and not achieved .... It is both a proactive and reactive time filled with celebrations for successes and growth and investigations where growth has not taken place. I like this time - setting aside the pressure of deadlines to complete report summaries, case closures, LSF (Learning Support Funding) reports and analyses of variances against budgets set. It is also a time for big picture thinking, vision making and strategic plans.

Strategic thinking is found in people who stand on the shoulders of those who have gone before to get a different view. These people stretch down to help the next generation to start climbing up onto their own shoulders. The active, intentional invitation to see further and think in dreams is the beginning of change.

Creative commons

Individuals, organisations and nations need to think strategically in order to articulate and manage change from a principled and proactive stance. George Bernard Shaw expressed this clearly from an individual viewpoint with the words:

"This is the true joy in life, the being used for a purpose recognised by yourself as a mighty one; the being a force of nature instead of a feverish, selfish little clod of ailments an grievances complaining that the world will not devote itself to making you happy." (cited Handy, 1995, p 266).

Strategic planning was expressed as being proactive with 'principles of personal vision' and 'beginning with the end in min' by Stephen Covey (1989) when he wrote about the habits of highly effective people. Today we could equate his concepts with Carol Dweck's concepts of a growth mindset (2006). Successful orgnaisations have strategic thinking imbedded in their culture and they recognise and value vision and visionaries, nurture stegies that extend beyond election cycles, seek out present, near future and long term future markets and nurture potential ideas and not only proven ideas. (Ellyard, 2001). 

https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve

Growing nations also follow similar principles. Singapore has a strategic vision called 'A Vision of an Intelligent Island' and Malaysia has one called 'Vision 20/20'. Handy (1995) notes that in Malaysia he experienced an excitement among business leaders who had a justification for their efforts that was greater than money. He also noted that taxi drivers had the headlines of the plan pinned up in their cabs. 

Where do schools fit into this scenario? I believe that successful, growing schools need to look further than this week, term or year. Reporting to the government on an annual basis is too small for the schools thinking strategically. Finding a way to respect and value the innovators and visionaries in schools and clusters and COL's (Communities of Learners) will mean less structure and more space for supporting potential ideas as well as proven ideas. The local secondary school would do well to spend time in the local kindergartens. This is the enrolment pool in 10 years time. How inviting will their school be to the pool of potential students? It is wise to consider the changing face of communities in the long term development of staffing, curriculum and school marketing. 

From nations, to organisations, schools, clusters and the individual person - me, myself. What are my strategic goals for the next 10 years? The next 20 years ? Have I articulated these, recorded them? How am I working towards achieving the strategic plan I am building for my own life? These are not rhetorical questions for I do not chose to be a 'selfish little clod of ailments and grievances' but a person spending my life being used for a mighty purpose, the education and nurturing of the next generation. 

Covey, S. (1989). The 7 Habits of Highly Effective People . Melbourne: The Business Library.

Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.

Ellyard, P. (2001). Ideas for the New Millenium. Melbourne: Melbourne University Press.

Handy, C. (1995). The Empty Raincoat. London: Arrow Books.

Digital Technology and the New Zealand Curriculum

On the week that I finished my last Mindlab assignment the Ministry of Education announced formal changes to the New Zealand curriculum that would see digital technologies recognised as core curriculum. I glowed with satisfaction for a brief time at feeling ahead of the game, or at least on the game given the intensive professional development that I had received over the last six months in leadership, collaboration and change alongside digital technologies. The glow faded rapidly as I read more about this announcement.

"Digital technology will be formally made part of the New Zealand Curriculum - the first change since 2007.

Education Minister Hekia Parata said the change would prepare school students for a future in which "digital fluency" would be critial.

The change is a recommendation of the Government's science and society strategic plan "A Nation of Curious Minds".

"The information technology sector is one of the fastest growing sectors in New Zealand, with a demand for skilled graduates. This step will support young people to develop skills, confidence and interest in digital technologies," Ms Parata said.

Schools can already teach digital technologies, it has now been formalised as part of the curriculum.

Consultation will be held until the end of the year, to design new curriculum content, with changes fully integrated into the New Zealand Curriculum for next year." (Jones, 2016)

The Herald article by Jones sees the Minister of Education, Hekia Parata acknowledge the critical place of digital fluency for our children while in Wellington at the ITx Conference Ian McCrae, Ian Taylor and Frances Valintine (founder of Mindlab) released an open letter criticising the scope of changes to the digital technology curriculum, the time frame and the linking of digital technology with vocational subjects. They stated that '.. our children will continue to be educationally disadvantaged and underskilled for high paying tech jobs." (The Herald, 5-7-16)

Duncan Garner goes on to describe New Zealand as having 'an analogue education in a digital world'.

 The glow fades faster. It appears that the decision to include digital technology as a strand within the current technology curriculum is a bitter pill to swallow for many who are passionate about providing New Zealand students with a quality digital technology education. The source of outrage is the failure to provide digital technology with the status of a core subject or discipline like maths. Underpinning this is a value system that places subjects on a hierarchy with maths at the top and vocational subjects such as sewing, cooking and woodwork down the bottom in terms of status. This is dinosaur thinking surely? I have always been outraged over the artificial status given to different curriculum areas that demean one subject at the expense of elevating another. 

Digital fluency is just as important as being fed, clothed and housed. They are all fundamental to successful lives. 

Garner, D. (2016) http://www.stuff.co.nz/technology/81884876/duncan-garner-an-analogue-education-system-in-a-digital-world, Retrieved 11th July, 2016

Jones, N. (2016) http://m.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=11668961,Retrieved 11th July 2016

Pullar-Strecker, T. (2016) http://www.stuff.co.nz/business/industries/81963241/row-over-curriculum-dominates-opening-of-tech-conference Retrieved 11th July, 2016.

APC. Changes in Practice

APC. 8 Changes in Practice

Reflect on your personal 32 week learning journey through the whole postgraduate programme and provide a critical discussion of two key changes in your own research informed practice in relation to the Practising Teacher Criteria (PTC) in e-learning.

“...reflective practice is viewed as a means by which practitioners can develop a greater level of self-awareness about the nature and impact of their performance, an awareness that creates opportunities for professional growth and development.” (Osterman and Kottkamp, 1993, p 2).

In my role as a Resource Teacher of Learning and Behaviour (RTLB), I was fortunate to engage in training with reflective practice that had its focus on improved outcomes for students. One of the key words in the above quote is ‘awareness’ and it is this critical part of the reflective process that the Mindlab journey has gifted me in so many different areas, awareness. 

 Fig 1. The Four Stages of Competence by Noel Burch (Wikipedia)

In any part of reflection the key aspect is awareness. There needs to be a trigger moment of dissonance to move from unconscious incompetence to conscious incompetence. Video can be a powerful trigger for that movement to occur. In so very many ways my learning journey through Mindlab has been a great deal of time out of my comfort zone from collaborative assignments to blog posts. I have a Masters in Educational Leadership and I have become comfortable with written assignments over the years and this course has meant learning to create videos and collaborate on assignments. I loved the practical team activities in the first 16 weeks but did find collaborative assignments challenging for a raft of reasons not least because at the time we were writing the assignment I was travelling in Hong Kong and China – google drive, shared folders and google doc were great and so were the skype conversations that took place!

 I created a matrix of all the criteria and I was easily able to identify aspects of my Mindlab journey  and my professional practice that related to every criteria. Selecting just two changes in relation to the Practising Teacher Criteria was a major challenge. The two key changes in my practice that I will focus on are ones that are in the early stages and I believe they will develop and become fundamental and critical parts of my professional practice. Both of these changes relate to the following criteria:

Criteria 4: Demonstrate commitment to ongoing professional learning and development of professional personal practice.

Criteria 7: Promote a collaborative, inclusive, and supportive learning environment.

The first change relates to the use of video in my practice and the second is my professional inquiry of exploring the use of google doc to increase collaboration and inclusion in my practice.

1.     The use of video for:

- collaborative reflection for my own professional development

- in class observations and collaborative reflection with teachers to reflect on and improve practice

- to teach in a flipped practice model     eg How to do a ten minute unassisted writing sample,     How   to do a KLST-2 oral language assessment, Implementing co-operative structures in junior classes to support oral language

The implementation of this has meant learning how to use imovie and how to facilitate a collaborative reflection process that promotes agency and mana for all parties. I have role modelled this with video’s of my own practice and I have started to create short one- two minute video reflections on practice to use in my professional portfolio. They are rather raw and there is plenty of room for improvement! One of change aspects has been simply getting past the cringe factor of seeing myself on film. I have not been exempt from  “… a squirmy feeling of vulnerability…” (Canning, 1991, p. 21) in shared reflection and viewing myself on screen although I note that younger teachers living in a world of Instagram and ‘selfies’ find this less of an issue.

I have a small film study group and we are all working to support each other in our skills with editing and producing quality video for professional purposes. The teachers that I have worked through using video with collaborative reflection have all found it to be extremely valuable and after the first instance they have recommended this for their colleagues. I intend to continue to extend my skill set and become fluent  in creating video for teaching, reflection and evidence of practice. I have been taking video clips of case work and included this as part of informed consent at the entry phase of my case work.

During the course and the collaborative work of the Literature Review assignment it was illuminating to note that video "...is worth at least a thousand words, and we believe that no leacture or textbook can come close to conveying the practice as well as the dynamics of a video model of exemplary classroom instruction" (Dieker, Lan, Allsopp, O'Brien, Butler, Kyger, Lovin and Fenty, 2009, p 184). I have been able to share parts of the literature research in my work with teachers and that has been satisfying to be able to link my practice to evidence based research.  

2. The use of google doc functions:

-        Shared documents with transparent access such as shared case log for ease of communication and transparency, no need to double up on written notes then typing as notes are typed straight into google doc on phone, ipad or laptop

-        Increased collaboration in planning for individual education plans and behaviour plans with simultaneous participation of teacher, SENCO (Special Education Needs Co-ordinator) and school management.

-        I have established a google site portfolio for Teacher Registration, reflection and appraisal.

The increased collaboration and partnership with teachers and parents has seen an increase in  co-operation and fidelity in implementing interventions between home and school in behaviour cases. It would be fantastic if I could research this further! Is it a coincidence, rose tinted glasses or wishful thinking?

Share your next dream regarding your future professional development.

In the dream phase, I am interested in further study, perhaps at the doctorate level in the use of technology within a universal design framework  in special education by RTLB and how it relates to increasing inclusion and collaboration with teachers and parents.

In reality I am looking forward to spending time improving on the learning from my Mindlab experience such as the use of trello to manage workload and planning, maintaining a professional blog, reviewing all the sessions and organising the resources and readings so that I can readily access them. I dream of time to breathe, walk in the forest and spend time at my bach – no internet access there. It has been sadly neglected since November 2015 and I don't regret that at all. 

Canning, C. (1991). What Teachers Say About Reflection. Educational Leadership, 18-21.

Dewey, J. (1916). Democracy and Education: An Introduction to the Philosophy of Education. New York: Macmillan.

Dieker, L., Lane, H., Allsopp, D., O'Brien, C., T.W.Butler, Kyger, M., . . . Fenty, N. (May 2009). Evaluating Video Models of Evidence-Based Instructional Practices to Enhance Teacher Learning. Teacher Education and Special Education, Volume 32, Number 2, 180-196.

Osterman, K., & Kottkamp, R. (1993). Reflective Practice for Educators. California: Cornwin Press, Inc. Retrieved June 30, 2016, from http://itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman Kottkamp extract.pdf

Wikipedia. (n.d.). Four Stages of Competence. Retrieved June 30, 2016, from https://en.wikipedia.org/wiki/Four_stages_of_competence