Collaborative and Proactive Solutions (CPS): Embracing Discomfort to Strengthen Practice and Grow Professional Identity

The concept of evolving my own professional identity is something I candidly wrote about in one of my previous blogs. RTLB and other educators can continue to evolve their own professional identity through ongoing Collaborative and Proactive Solutions (CPS) practice, giving it a go.

Experiencing the “Learning Pit” (a concept coined by James Nottingham) is important for enacting positive change in CPS practice. Been positioned at the bottom of the Learning Pit is where ongoing CPS practice can be difficult and is often a struggle. I liken the bottom of the Learning (CPS) Pit to actually being in a sandpit filled with water-getting messy and dirty along the way. It can feel very sticky and uncomfortable. Learning the craft of a Plan B kōrero-your mind is often racing and you’re not always in the present moment, too often thinking ahead to the next thing to say.

Figure 1: The Learning Pit

Professionally, I have had those days in the learning pit where I have had many ‘mud on the face’ CPS moments, so to speak. Uncomfortable experiences! I have had multiple difficulties myself, Ross! Several times, I have had difficulty completing a CPS Plan B kōrero. I think of one occasion where the CPS Plan B kōrero went very flat where I became lost for words (where I was trying to use the most appropriate drilling strategy, in the moment). Where were my drilling strategy cue cards? I need them now! Oh, I left them in the car. Not helpful!  I felt like an actor who had just bombed their lines. At least, they can re-take the scene, again.

On another occasion, I also had difficulty engaging ākonga in the Plan B process because they were not regulated or attentive enough to engage in the process in the first place. You’d think I would pick up on this? I didn’t! The student gave me the silent treatment for a large proportion of the time until I tried, “I can see it is difficult for you to speak right now.” The student retorted, with much frustration “Yes, it is bloody hard because of that ###### at lunchtime. I am going back to class.” 

Another mud on the face moment was when I set up the physical environment for a CPS Plan B. Chairs nicely placed and a quiet, calm physical space. I was even contemplating putting a nice plant on the table.  I initiated the Plan B process, but it was cut short after around ten minutes due to others needing the space. Up to that point, it was going well. Bloody frustrating!  

Any one of these experiences sound familiar to you, as well?

Figure 2: CPS Plan B-The Empathy Step Drilling Strategies

I am actually pleased I have had these uncomfortable CPS moments. I have learned to laugh at myself, as a way to manage my own vulnerability. Even though these moments feel uncomfortable at the time, it is a natural part of evolving my own professional identity and help craft my own CPS practice.  I have also noticed that having these moments, has helped me deeply reflect on my CPS practice, enabled me to work out what it is I could do better next time. In these Learning (CPS) Pit situations, I have also subsequently obtained collegial support and feedback to ensure the next CPS practice moment is less sticky and slightly more rewarding. Most importantly, I have also learned that my colleague has had their own uncomfortable moments too! This has made me feel better. They have been in the learning sandpit as well-mud on their face and all!

Crucially, I have also had CPS “wins” along the way where the sand and mud has settled in the pit, not on my face. This is where I have been able to build a real connection with ākonga and find out the real difficulty for them. One Year 2 boy is etched in my mind who was incessantly bullied by other ākonga in the playground. He had withdrawn into himself. I believe this information would not have come to light without a structured CPS Plan B kōrero. This boy became more animated and communicative after the Plan B kōrero. It was like a weight was lifted from his shoulders. CPS “wins” help improve self-confidence.

My key message to you is this-don’t give up, even if your CPS experiences are mixed-good, bad, or even ugly (like mine). It’s part of the learning process. It’s that effort to get back up, flick the mud off your face, and try again, albeit differently next time. Having the courage to try things a bit differently, re-building and reshaping CPS practice should be the goal.

As part of evolving my own professional identity, I have also learned that CPS is a “game-changer” in terms of enacting change with ākonga and kaiako. This is with regards to using  positive, inclusive language in education settings. I have learned that we don’t always have to implement an in depth CPS Plan B kōrero. As an alternative, I have enjoyed rolling out one-liners like, “Johnny*, I have noticed that you are having difficulty moving from the mat to your desk for Maths. What’s up?” Johnny, in this moment, found it difficult because he didn’t know what he was doing in class. In other words, transitions in class were not clear. In this situation, Johnny wanted a visual schedule.  I was subsequently able to work with his kaiako on a First, Then visual schedule, implementation. I didn’t necessarily have to go “full-monty” into a Plan B kōrero. What was important, in this moment, was promoting CPS language to enact positive change for ākonga.  

Subtle language change can also occur on a face-to-face level with kaiako. I now have greater confidence to reframe an educator’s negative, deficit or labelling language. In the moment, I like to use, “ _______, has difficulty _______ “, inserting appropriate CPS verbs, as a way to reframe language. As a next step, I also want to work more intentionally with educators (e.g. Learning Support Coordinators (LSC’s) and Special Education Needs Coordinators (SENCo)) to help them identify and change their negative or labelling language used on ākonga plans or RTLB Request for Support (RfS).  CPS, I believe, is a game-changer in this regard.

There is a significant ground swell in Aotearoa to support those uncomfortable CPS moments for RTLB and educators, who are actively giving CPS process a go. This is in the form of Pathway for Educators in Aotearoa guide. This pathway is much needed to ensure quality, fidelity and safety of CPS practice across the RTLB Service and in wider school settings. Increasing the number of educators who have obtained coach or certified practitioner status will ensure RTLB and educators who have those uncomfortable CPS moments (like mine) are well supported and can navigate more confidently out of the Learning Pit.

Just remember, having uncomfortable CPS moments are crucial to help evolve your own professional CPS practice. They also help evolve your own professional identity. Enjoy your uncomfortable CPS moment- that's where the growth is!

A Metaphor for Growth (Content cited from Learning Pit Blog)

Inspired by James Nottingham's work, the Learning Pit is a metaphor for the challenges we face when learning something new. It's a place of confusion, frustration, and uncertainty. However, it's also a place of immense growth. By embracing the Learning Pit, we can develop resilience, problem-solving skills, and a deeper understanding of our subject matter.

There are six components:

• Embrace the Challenge: Acknowledge that challenges are a natural part of the learning process. Don't be afraid to dive into the Learning Pit.

• Seek Support: Reach out to colleagues, mentors, or online communities for guidance and encouragement.

• Break Down the Task: Divide large, intimidating tasks into smaller, more manageable steps.

• Reflect on Your Progress: Regularly assess your learning and celebrate your achievements, no matter how small.

• Learn from Mistakes: View mistakes as opportunities for growth and learning.

• Celebrate the Journey: The journey through the Learning Pit is as important as the destination. Enjoy the process of discovery and growth.

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References

CPS:

• Lives in the Balance

• https://livesinthebalance.org/nz/

The Learning Pit:

• The Learning Pit Website

• https://www.nzrtlb.net.nz/post/how-to-stretch-when-faced-with-a-challengeThe Learning Pit:

*=”Johnny” is a pseudonym to protect the privacy of ākonga.