oh ope beach school milestone 8

8/9/2019 Oh Ope Beach School Milestone 8

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Milestone 8 2009 Template Version 1.0 9th July 2009

Milestone Number: 8

Cluster Name eBest ICT Cluster

Contract Number 07-00166

Lead School Ohope Beach School

MoE School ID Number 1857

Date 1 February 2010

National Facilitator Tessa Gray

Project Director Simon Akroyd

Facilitator/s Lyn Ross

Milestone 8

8.1. Response to Milestone tasks

8.2 Details of the tasks to be completed by the contractor to achieve this milestone are:

8.2.1 Liaise with the National Facilitator assigned to this project;

What did we do? Date Who was involved? What was the outcome?

PrincipalsManagementMeeting.

Tour of OhopeBeach, Allandale& James StreetSchools

Network Meeting

at Hinuera School.

Tour of Paroa, StJosephs & Apanui

Schools. Meetingand talking withour school leaders

Email contact

05/08/09

05/08/09

17/09/09

16/11/0916/11/09

Manytimeseachterm

Tessa Gray, SimonAkroyd (Director),Lyn Ross(Facilitator), theprincipals ofAllandale, StJosephs, Apanui,James St & Paroa

NSS national

facilitators TessaGray and KatheTawhiwhirangi-Perry;Lyn Ross, the eBestfacilitator attendedalong with otherfacilitators fromWaikato and BOP

Tessa Gray, LynRoss, Principals,

ICT Lead Teachers,teachers

Tessa Gray, LynRoss, Simon Akroyd

Tessa met with the group and we discussed ourprogress to date and ideas for sustaining the momentumonce the contract finishes. It was decided that the Term3 & 4 meetings would include further discussion anddetailed planning. Following this meeting Tessa visited 3schools. All the schools enjoyed her visit and valued herpraise of their achievements. The visits had a verypositive and motivating effect on our principals andteachers.

These meetings are always valuable for networking,

discussing ideas, sharing problems and learning aboutnew initiatives. The planning of the day was flexibleenough to allow for input from members of the group.With such an experienced group there are many ideasand facilitation strategies we can share. This meetingalso provided an opportunity to share and give advice onthe PMI aspects of ICTPD cluster involvement. Thenational facilitators provided helpful advice about datacollection, cluster review and milestone writing. LynRoss shared her ideas for post-ICT Cluster sustainability.

This tour of the other 3 cluster schools has developedmore reflective practice in all our schools. It was both a

powerful motivator and a celebration. Tessas presenceadded extra sparkle to the day!The teachers enjoyed the opportunity to showcase theircluster journey and classroom learning walls. Tessaspositive comments to the group at the end of the dayenabled people to see through new eyes the gradualdevelopment of effective 21

stC teaching and learning

practices which has occurred in all 6 schools..

Tessa always responds promptly to email. She providesdetailed answers to any questions asked. Her feedbackon cluster events or milestone reports is alwaysthoughtful and useful for future planning. Her

suggestions, newsletters and links contribute to theprofessional learning of the facilitator and eBesteducators. Her wealth of knowledge, suggestions anduseful advice has been appreciated over the three yearsof the contract.


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8.2.2 A. National Programme Goal 1. Implement the New Zealand Curriculum/Te Marautanga oAotearoa through the use of e-learning

Cluster Programme GoalsTo develop a curriculum for each school that reflectsthe needs of the 21

stcentury learner and the new

curriculum.

Success Indicators

1. Schools will work towards developing an individualschool curriculum for implementation in 2010.

2. Inquiry learning is a major component of the

schools curriculum.

End of programme reviewa. What progress has been made towards achieving these goals?

The eBest ICT Cluster programme during 2008 and 2009 has been designed to further develop effectivepedagogy in our teachers and to assist our schools with the development of their school curriculum. During 2008our focus was specific thinking strategies and tools; the development of teacher and student understandings andthe implementation of a thinking programme school-wide. This was achieved at the end of 2008 with each schoolhaving a Thinking Toolbox in place. This showed the continuum through the school and included baseline ICTexpectations. (Example below)

This included discussion of the Key Competencies and unpacking each one with reference to Habits of Mind and

the virtues programme used in our schools. Schools also learnt the components of Inquiry Learning and lookedat a variety of models. Our school leaders now had the foundation and understandings to begin the developmentof curriculum and their own personalised Inquiry Learning model.During 2009 we have focused entirely on curriculum development, Inquiry Learning and the infusion of ICTs andeLearning within these. We have developed leaders understandings of the why, what, when and how of settingup Inquiry Learning in their schools and teachers understandings of successful inquiry practice in the classroom.During the first six months the lead teachers of each school developed their inquiry learning model. Theycompiled a teacher resource folder containing an explanation of the stages, explicit teaching ideas, thinkingresources, posters and templates.


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Cluster Review and data collection for this milestone report includes: End of Project Evaluation Survey (Core-Ed online) ICTPD Clusters Self-Assessment Rubric (discussed and completed by each school collaboratively) School Report Sheet (A template with questions for each schools management team to complete) 2009 reflections and Future Goals (Completed by teachers)

Discussion with school leaders, teachers and Tessa Gray

Anecdotal evidence, evidential photographs, our online resources and web links.

During June December 2009 the eBest ICT Cluster goals is: To develop a curriculum for each schoolthat reflects the needs of the 21

stcentury learner and the new curriculum.

During the last three years we have been identifying the needs of the 21st

Century Learner, defining effectivepedagogy and the transference into classroom practice. Teachers have discussed, defined and/or used:

The Key Competencies (particularly Thinking) Learning areas (as part of Inquiry Learning) Learning to learn and research skills and strategies The New Zealand Curriculum (hard copy and online) School curriculum development (i.e. consultation, planning, compiling) A range of ICTs and Internet environments

Schools have been consulting their Board of Trustees/community, reviewing their school, vision, goals, guiding

principles, values and defining the key competencies. They are identifying the concepts around which theirschool curriculum will be based. Our schools are at various stages with curriculum implementation and thewriting of their school curriculum. However they have all made a start (See school reports page 15) and mostschools have developed their draft curriculum. The cluster programme has further developed effective teacherpedagogy to enable them to understand the process and to make meaningful suggestions. Rex Wilson (AllandaleSchool) remarked At our curriculum teacher only day, my teachers were able to define quality teaching practicesreally quickly. I attribute many of these understandings to involvement in the eBest ICT Cluster.The cluster programme and the development of a school curriculum have had a positive impact on teacher

practice in all six schools.

b. What evidence supports this?Success indicator 1: Schools will work towards developing an individual school curriculum forimplementation in 2010.

Curriculum Development and Planning: Jo Brady, Principal of St Josephs School Whakatane, is a sectorleader for curriculum implementation and she has attended regional curriculum training workshops. During2008 and 2009 she has facilitated several curriculum workshops for our school leaders which have includedexploration of the Curriculum Online website. During our Term 3 2009 Principals Management Meeting, shespoke to our group about designing a school curriculum from the NZC. The main points covered during thesession were Principles, Key Competencies, Values, Pedagogy (including a effective practice rubric), monitoringstudent progress and the quality of teaching and learning. We discussed what all these things would look like inour schools and how people would know this e.g. procedures or hand books etc. We also briefly covered selfreviewing. While some components (Thinking Programme, Inquiry learning Model, Key Competencies Rubric)of each schools curriculum are available on the eBest ICT Cluster Website, full documents are in draft form andnot yet ready for uploading. However the photos below show the progress being made.


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Curriculum planning staff meetings and teacher only days:While the product is important it is the discussion and thinking that is the important part of curriculumdevelopment (Rex Wilson, Allandale School). Through focused learning, discussion and collegial sharing,our teachers are developing personal understandings, shared understandings and the ability to put theirunderstandings into practice in the classroom. Our cluster programme during the last two years hasdeveloped their understandings about good practice teaching and effective learning. Many have reportedincreased student engagement, self-directed learning and improved student outcomes. Teaching as Inquiryis happening, but is not formalised yet.

Principals Management Meetings: These have been held each term and the agenda draws on theexpertise within the group. Principals enjoy belonging to a learning community with common goals andvalue these meetings for the discussion and sharing opportunities they provide.

Think Tanks and ICT Lead Teacher Days: These days have been used to develop pedagogy, curriculumunderstandings, collaborative practice and ideas for ICT integration into learning areas.

Syndicate planning sessions: Teachers have been released for either half a day or a whole day to plancollaboratively with the guidance of the facilitator. The sessions included discussion of and a chance tobecome more familiar with the New Zealand Curriculum. Included in the discussion were: the KeyCompetencies; learning area statements and objectives; effective pedagogy. Teaching as inquiry andteacher reflective practice were also discussed. During the session teacher directed inquiry units wereplanned collaboratively and uploaded to the eBest website.

Teachers were then able to mentor and support each other during the student teaching and learningprocesses. (Photos below from Syndicate Planning workshops.)

Curriculum planning teacher only day at Allandale School (20/11/09)


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The comments below are common of those from teachers and show how much they have valued ourcurriculum focus and the changes it has made to their teaching practice.

End of Contract Online Survey comments from teachers about their involvement with the eBest ICT Cluster:

It has helped me to prepare and be confidently ready for the Revised New Zealand curriculum in terms of ICTintegration, the thinking competency, being future focused and most importantly as a teacher inquiring into my own

practice in terms of teaching and learning.(St Josephs School Teacher)

I now think more about 21st century pedagogy and learning is much more clear and focussed. Children have theopportunity to use ICT in the classroom. Children work in groups and help each other when using the computer. (StJosephs School Teacher)

I was only a second year PRT when our school first began the contract; therefore, it had a very significant role indeveloping my teaching practice.(Ohope Beach Teacher)

I have developed a higher order thinking culture in my classroom. I am a coach rather than a provider of knowledgeand this concept has changed my classroom practices and thinking about teaching and learning. (Allandale Schoolteacher)

I promote a thinking classroom where children are responsible for their own learning and are encouraged to measure

their success regularly. Children are encouraged to look at information critically and recognise the learning value ofthings. (Allandale School teacher)

Success indicator 2: Inquiry learning is a major component of the schools curriculum.Our cluster focus on Inquiry learning has been very successful with the implementation of Inquiry Learning inevery cluster school and it is part of each schools curriculum. The facilitator has worked alongside school leaders to create their own unique inquiry model or to review and

modify their existing model. Every school has compiled an Inquiry folder for each teacher which contains a detailed explanation of the

stages, the explicit skills to be taught, possible reflections at each stage as well as a range of resources andtemplates. Each teacher has a copy and values it as a guide and resource bank. Paroa Schools ThinkingToolbox, Inquiry model and graphic organisers are in English and Maori. (A wonderful achievement!)

Our cluster focus on Thinking (2008) and Inquiry Learning and Curriculum (2009) has led to genuinechange in all our schools. There has been a huge increase in teacher pedagogical understandings;enthusiasm and marked change classroom practice. Students are now more responsible for their ownlearning and many knows the strategies and tools to use to do so independently.

This implementation of new teaching practice and evidence of change has been consistent across all sixcluster schools and has been noted and remarked on by Tessa Gray our National Facilitator.

(More detail on Inquiry learning in Section B below)

Inquiry teacher resource folders


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8.2.2 B. National Programme Goal 2. Increase capability of teachers and principals to improvestudents learning and achievement through e-learning

Cluster Programme GoalsEach school will develop / modify their inquiry learningprogramme, incorporating new technologies, web2.0tools and e-learning practices.

Success Indicators

1. Each school has an inquiry learning programme.2. The inquiry learning programme has deliberate

acts of teaching for each stage.

3. Schools have their own assessment for theirInquiry programme.4. Teachers, children and Principals will begin using

web 2.0 tools.

End of programme review

a. What progress has been made towards achieving these goals?All our schools have developed an inquiry learning programme. These can be seen in the eBest Schools InquiryLearning Models folderon the eBest ICT Cluster Website. During 2009 Ohope Beach, Allandale and ParoaSchools completed a review of their Inquiry models with adjustments being made collaboratively by the ICTLeader Teachers in each school. During Terms 2, 3 and 4 2009, every class in all six school have completedteacher directed Inquiries. Leadership in this area has been outstanding and most of our teachers now have anexcellent understanding of the Inquiry process. Schools are making their own decision about the scaffoldingneeded to support all their learners.The following cluster initiatives have supported school leaders and teachers in achieving this goal:

Think Tanks and ICT Lead Teacher Days helped to develop understandings. Support for ICT Lead Teachers.Staff meeting workshops by the facilitated by Lyn Ross (eBest Facilitator). These allowed schools apply the

learning to their own school. They were able to discuss and ask questions. Walk-about staff meetings. Teachers sharing and discussing student learning with their colleagues. These

have had a very positive impact on schools, giving teachers a chance to share their practice and also tolearn from each other. There was an emphasis on expectation, accountability and evidence.

Schools Tours: Term 3 Ohope Beach, Allandale, James Street Schools. Term 4 Paroa, St Josephs andApanui. All the teachers have been motivated by and have enjoyed their moment to share and shine!

Tessa Gray has visited all six schools and her observations, praise and suggestions have been very helpfuland motivating

ICT Lead Teachers presenting their schools ICT Cluster journey to a group of leaders from all our schools.Answer the question What teaching and learning practices and strategies define your school?

Teacher one to one sessions and whole syndicate planning sessions with the facilitator.

b. What evidence supports this?Success indicator 1: Each school has an inquiry learning programme.

Each schools thinking programme forms part of their inquiry model. This gives a blueprint for thedevelopment and use of thinking strategies, tools and ICTs throughout the school

The explanation documentation in each schools inquiry learning folder contains explicit teaching andsuggested reflection for each stage.

Teachers have been completing am Inquiry Reflective Journal to increase their understandings ofInquiry and to ensure success for both themselves and their students. Journals entries are discussed atsyndicate meetings with teachers learning from their own reflections and those of their colleagues.

Success indicator 2: The inquiry learning programme has deliberate acts of teaching for each stage.During the development of Inquiry Learning in our cluster, we have identified the strategies, skills and toolsneeded to ensure success as learners. (Inquiry Learning Skills to teach). This includes ICTs and a range of learning to learn, thinking, research, presentation and ICT skills.

Excerpt from the Ignite Stage of Ohope Beach Schools Inquiry Programme

Teaching of explicit skills:

Blooms Taxonomy remembering, understanding, applying, analysing, creating and evaluating. Graphic organisers- Mind Map, Y Chart, T Chart, PMI, Venn Diagram, Bubble Map, Flow Chart, SWOT, POOCH,

SCAMPER, etc. Thinkers Keys - Questioning, Brainstorming, Alphabet, etc. De Bonos Hats Appropriate Habits of Mind Wonderment and Awe, Questioning, Gathering Data, Persisting,

Various ICT Tools-Internet, You tube, Camera, Clip Art/Images, Inspiration, Kid Pix, Email/Skype, Fax, PhonePossible Reflections at this stage

How motivated are the learners? Did the graphic organisers meet the needs? Have the skills of ______ improved? (E.g. Questioning) Do I have enough information and skills to go to the next stage? What barriers to learning need to be overcome?


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A planning template, which teachers use and value, has been developed to assist with this. It includeslearning area objectives, Key Competency focus and reflection ideas. The skills/tools to be taught arecolour coded to match the student learning and thinking activities. This provides a checking system forthe teacher. View All in One Inquiry Learning planning template.Teachers Inquiry planning can be seen on the eBest website in the Junior Class Teacher Resourcespage, or the Middle/Senior Class Teacher Resources page.

There is an Information Literacy wiki on the cluster websitewhich contains resources, activities, lesson plans and web links to

support the teaching of explicit skills.

Success indicator 3: Schools have their own assessmentfor their Inquiry programme.

An example rubric was shared with our school leadersduring an Inquiry Think Tank. Following this workshop,our schools have worked on developing their own rubricsfor assessing Inquiry learning.(Allandale School Inquiry Learning Rubric).Students abilities to use the strategies, skills and thinking

tools are also assessed using teacher and self-assessmenttemplates. (Inquiry reflection sheets) These can be altereddepending on the skills focus. Resources to help schoolleaders with this process are available in the Inquiry folder

on the eBest website.

Excerpts from 2 teachers Inquiry reflection journals


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Success indicator 4: Teachers, children and Principals will begin using web 2.0 tools. All schools have developed their infrastructure and/or purchased new computer hardware during 2009.

Allandale, Paroa and St Josephs Schools have new servers. Purchases include laptops, smartboards,mimios, data projectors and digital cameras.

The eBest website contains many further examples of use of web 2.0 tools. Included are: Youtube, Slide,Slideshare, Picturetrail, Voki, Voicethread (class example), class blogs, the eBest blog and sharing wikis,chatting and Skype.

Most of ourteachers have class blogs and are exploring new ways of teaching and learning using arange of Web 2.0 tools and e-learning practices and a variety of multimedia applications.

A selection of comments made by eBest teachers in the End of Project Online Surveyabout the benefits of ICT use

The students were enthusiastic abouttheir learning. The students wereengaged and motivated to completetasks using ICTs. There was evidence ofhigher ordered thinking skills being usedin relation to the inquiry process.(James Street School Teacher)

The continual development of ourconfidence in 'THINKING, The authenticlearning that occurs through ICTdevelopment. The fun and amazementthat children have when learning iswoven through ICT development.(Allandale School Teacher)

Skill development and independence,connectivity and communication betweenhome and school (blog), motivation andengagement levels raised.(Ohope Beach School Teacher)

Using ICT more in my personal life e.g.social networks and onlinecommunicating with friends and familyabroad.(St Josephs School Teacher)

Greater access to different ICT formatsfor students. Teacher confidence andgreater awareness of how ICTs can beused to facilitate student learning andplanning for their use. Using ICTs tomotivate learners, access informationand promote thinking skills.(James Street School Teacher)

Students have ownership of their ownlearning, follow up at home moreapparent, interactive and interested.(Allandale School Teacher)

Active and genuine engagement.Increase in trust - doing the right thing onthe computers, searching the rightinformation using key words etc. Wantingto write more so that they can get theirwork published on our blog and leavingcomments etc on other blogs and reallythinking about their learning andreflecting on it on our blog site. They arebecoming more fluent in their reading,due to hearing themselves and reflectingon their reading through using Audacity.(Allandale School Teacher)

Improved file management, use ofschool network, Improved confidence inown (children's) ability. An improved

awareness of the world.(Apanui School Teacher)

Motivation. A wider learningenvironment, our knowledge is not limitedto the four walls of the classroom. Wecan feel as if we are a part of the latest

current event. More regular contact withthe wider community, through our blog.(Allandale School Teacher)

Motivated to learn , learning how to bepart of web 2 technologies , blog hasgiven them a forum for their own voice.(Ohope Beach Teacher)

Engagement: Children's interest in thelearning activity increased dramatically.Skills: Many children knew the basicfunctions of the computer these wereskills they had learnt from home.Increase in confidence towards ICT.Children moving from reluctant learnersto independent workers.(Paroa School Teacher)

Allows practice of basic knowledge in away that they enjoy , become moreknowledgeable and confident in the useICTs and software programmes ,students often more excited about theirlearning when it involves ICTs.(St Josephs School Teacher)

Greater access to information, learning,researching. Tracking, planning for needsbased teaching. Finding it easier to meetthe needs of students. Spreadsheets,

Star data, Asttle, Students are moreengaged and focused when using ICTs.(James Street School Teacher)

They have increased skills andconfidence in creating using a range ofways. Enthusiasm they have for allthings DIGITAL. They are making

connections with their learning and whatthey can do with ICT and onlineenvironments.(Ohope Beach School Teacher)

Students look forward to using ICT andexperimenting. They are able to recordand listen to their own reading andassess where they can improve. They

like to have no trouble adding text to theirown photos.(Paroa School Teacher)

Supporting data from the end of contract online survey (below):

Students use of ICTs for most of the learning outcomes increased over the period of the ICTPDprogramme. At the end of the programme, the greatest student use of ICTs was for gathering informationand technical skills. The greatest increases in the use of ICTs were in the areas of multimediapresentation, processing information and technical skills.

The following table provides a summary of teachers responsesLow use = average of once or twice a year at most.

Moderate use = average of once or twice a term

High use = .average of weekly or daily


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8.2.2 C. National Programme Goal 3. Strengthen professional learning communities and increasedcollaboration within and across schools

Cluster Programme GoalsPrincipals, Facilitator and Teachers add to the portal,including self reflection, resources and with potential ofparent / child access.

Success Indicators

1. All schools use the EBest Cluster portal as avaluable resource

2. Teachers and Principals contribute resources /reflection to the EBest portal.

3. Schools assess the need to develop their owncommunity portal (eg: knowledge-net)

4. Cluster continues to share ideas through LeadTeacher Days and Best Practice visits.

5. Increase awareness of and begin to use on-lineenvironments for professional networking.


a. What progress has been made towards achieving these goals? Our school leaders and teachers all value and are very proud of our online learning community

http://www.ebest.co.nz and the eBest ICT Cluster website is also very well regarded by the widereducation community in both within New Zealand and overseas.

Over the past two years, many resources, templates, school planning, web links, teaching units andstudent learning experiences have been contributed to the portal by our teachers. They promote and

support effective teaching and learning, ICT integration, school management, curriculum design andstrategic planning.

The resources can be downloaded by anyone; no password is required and anyone can become amember. Therefore it contributes to the professional learning and classroom practice of the widereducation community.

Previously the facilitator had uploaded most of the teachers planning to the portal, or has supportedteachers while they do this. However during Term 4 2009, she has worked specifically with our ICT LeadTeachers to increase their knowledge of the portal so they have the confidence to upload resourcesindependently.

b. What evidence supports this?Success indicator 1:All schools use the EBest Cluster portal as a valuable resource

Success indicator 2: Teachers and Principals contribute resources / reflection to the EBest portal. The eBest website has evolved into the focal point of our cluster. The site provides testament to the

initiatives and professional learning experienced by our teachers during 2007 2009. It is now a richresource for all New Zealand teachers.

The portal structure provides many opportunities for educators to contribute and collaborate.The Icon denotes a sharing/uploading ability available to all who are logged into the site.

Before After

Low Moderate High Low Moderate High

Communication/text and picture

presentation

44% 42% 14% 14% 33% 53%

Communication Multimediapresentation

77% 20% 3% 23% 29% 48%

Communication/Online interaction 83% 9% 8% 45% 23% 32%

Creativity 78% 22% 0% 32% 50% 18%

Information gathering/processing. 44% 38% 18% 12% 24% 64%

Problem solving 91% 5% 5% 62% 21% 17%

Curriculum practice 63% 22% 15% 25% 25% 50%

Technical skills 42% 35% 23% 9% 26% 65%

Collaborative learning and socialinteraction

79% 14% 8% 45% 24% 30%

Motivation/Reward/Engagement 46% 32% 22% 22% 28% 51%


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Success indicator 3: Schools assess the need to develop their own community portal (eg: knowledge-net)Nick Rate shared his thoughts on electronic portfolios and KnowledgeNet and LMS on 13 May 2009http://nickrate.com/2009/05/12/ebest-cluster-workshops/ . During the remainder of the year, 4 of our schoolshave developed theirschool websites and added links to class blogs. The other 2 schools are in the process ofwebsite design. This is meeting each schools needs at the moment and a more comprehensive MLE will be

investigated at a future date. However schools continue to develop teacher skills in the use of their SMS forassessment, reporting and electronic class registers.

Success indicator 4: Cluster continues to share ideas through Lead Teacher Days and Best Practicevisits.Our Lead Teacher Days during Terms 3 and 4 2009 were tours of our cluster schools. We decided againsttravelling to other schools outside Whakatane and decided instead to use the money allocated for this in ourbudget to sending 8 cluster teachers to the ULearn Conference. This decision was a very good one. Theteachers came back and shared the experience and their new learning with their staff. They used new ideas withtheir students. All are now motivated to attend more conferences, with several expressing the desire to attend theLearning@School Conference in Rotorua in February 2010. Our schools have also found visiting eBest Clusterschools provided many opportunities to observe effective teaching practice and supportive learning environmentswithout the need to travel further afield this year.

Success indicator 5: Increase awareness of and begin to use on-line environments for professionalnetworking.The eBest Website: This is valued by all our cluster members and used as regularly by most. During the threeyears of the contract, it has gradually developed into an exciting online learning community. It has a blog, severalforums (including chat) and many sharing wikis. Many teachers are contributing to the eBest blog andcommenting on others posts.The resources and networking opportunities are available to everyone - the site itself does not have a password,allowing anyone outside our cluster to become a member of our learning community and many do! eBestteachers also value and make use of the following:

Skype (voice or text) between our leaders, communicating with the facilitator, communication in schools Class blogs (gaining ideas, commenting on posts, commenting on comments.) ICT PD Online reading the newsletter and finding resources

NZ Curriculum Online watching digital stories, downloading resources

Facebook - Although this is more for personal use, however there is low level professional networking.) LeadSpace - Used for a wide range of professional learning, readings and resources.

School leaders and teachers are able to add resources to a number of wikis (seephoto, left),

Paroa School, with a large number of rumaki classrooms has established a Whakaaromo Rumaki wiki, where there are a number of resources in Te reo Maori to supportthinking skills and Inquiry Learning.

Recently a Resources from eBest Schools folder was established to provide eachschool with their own space.

Ensuring the portal continues to be a centre point of cluster resources andcollaboration is an important part of our plan to sustain our learning momentum during2010 and beyond. At our Principals' Management Meeting on 30th October 2009 aSustaining eBest plan was created which details the specific what, when, how andwho of keeping the eBest ICT Cluster learning community alive and humming during2010.

On ourGoal Setting, Planning and Reflecting wiki there are many reflectionsheets/templates which have been used by school leaders and teachers during 2008and 2009. Some were designed by the facilitator and relate to a cluster focus, whileothers are provided by ICT PD Online. Each schools management team hascompleted the ICTPD Clusters Self-assessment Rubric. (See table, Page 18) Theinformation gained from the completed rubrics has been used in this milestone report.

The Teachers Forum and School Leaders Forum on the portal are not well used.The discussion opportunities available at Think Tanks, ICT Lead Teacher Days andPrincipals Management Meetings are preferred. Leaders and teachers are stillbecoming accustomed to feeling confident in and remembering to use onlineenvironments. Those using Skype and Facebook tend to be more involved. Use ofthese forums will be a focus during 2010.


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8.2.2 D. National Programme Goal 4. Increase e-learning leadership and ICT strategic planningcapability of principals and teachers

Cluster Programme Goals

Principals and Lead Teachers develop a strategic planfor each school that incorporates ICT

Success Indicators

1. A strategic plan reflecting ICT is created by eachschool.

2. Strategic plan should include: Ongoing purchaseand maintenance of ICT equipment.3. A review of Net-Safe Practices.


a. What progress has been made towards achieving these goals?All our cluster schools have an up-to-date strategic plan which has been reviewed during 2009. Schools have avision for 21

stCentury learning and their ICT strategic plan supports this e.g. For teachers and students to be

confident, connected and actively involved users of ICT(Apanui School)

b. What evidence supports this?Success indicator 1:A strategic plan reflecting ICT is created by each school.

School leaders were asked to comment on their ICT Strategic Plan in our cluster review in October 2009.Strategic planning was also discussed at our Term 3 and 4 Principals Management Meetings.

Anecdotal evidence:- The school has an up-to-date ICT strategic plan in place. We often assess the learning needs of teachersand students and have increased the infrastructure capability of the school and the ICT equipmentavailable.(Ohope Beach School)- Our ICT strategic plan has been developed and reviewed for 2009. It reflects the schools priorities. Wehave realised that we need to be more specific in our purchasing plan so adequate funds can be allocated inthe budget (Apanui School)- A review of our 2008/09 ICT Strategic Plan has been completed. Our ICT Strategic Plan for 2010/11 is awork in progress - helpful input from cluster facilitator!(James Street School)

Other comments about strategic planning can be found in school reports pages 15 - 18The facilitator has worked alongside some school leaders to help write or review their schools ICT strategic

plan. She has provided a flow chart to help explain the process and an action plan template which can bealtered or added to depending on the schools needs.

Part of this action plan is shown below:

Teachers will promote and plan for the use e-learning in all curriculum areas

Teacher planning shows inclusion of ICT ande-learning opportunities

Classroom culture reflects a focus on and use of ICT

Teachers and students are active users of ICTsand use it to share learning with audiences

SMART Goal setting (Specific, Measurable, Action plan, Realistic, Timeframe)

Class blog regularly (at least weekly) Daily use of data projector Students use ICTs to share

learning at assemblies.

Teachers and students are proficient in digitalliteracy skills:- the language of ICT- knowing how to access, manage, integrate,interpret, evaluate and create (at the appropriatelevel.)

Develop an understanding of the computer network Actively learning ICT language through teacher modelling and specific

vocabulary and skills teaching. Learning hardware/software skills using Just in Time, not Just in case

method.Use ICTs in a variety the learning experiences

Use ICTs to share learning

Develop understandings of the key competenciesthrough use of ICTs

Use graphic organisers (from schools Thinking Toolbox) Exploring each key competency and show understandings using ICT Use ICTs to work collaboratively to further understandings

ICTs are used in our Inquiry Learning process

Complete the school Inquiry model with supporting information Prepare posters of the inquiry process for each classroom Develop a thinking toolbox which includes ICT skills required for teachers

and students (at each level of the school.)Effective pedagogy:Provide opportunities for teachers to share discussand reflect on their use of ICTs and that of theirstudents.

Teacher actions promote learning Teaching as Inquiry (NZ CurriculumPages 35 & 35)

Teachers share their planning, reflections and student learning examplesduring team and school staff meetings


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Success indicator 2: Strategic plan should include: Ongoing purchase and maintenance of ICTequipment.

From ICT strategic plan template:

Schools complete the above section of the strategic plan template and carry out the review. Our cluster emphasis on ICT strategic planning has had very positive implications for our schools. A

combination of this cluster focus and the growing expectations of their staff, led to a huge shift in school leadersawareness of ICTs and a desire to provide the equipment needed to meet 21

stcentury learning and teaching

needs. During 2008 and 2009 our schools have purchased new servers, laptops, data projectors, and digital cameras.

5 of our 6 schools now have data projector in every classroom and one in the staffroom. The sixth school

shares data projector between classes. However purchasing more laptops and data projectors has beenidentified as a priority for 2010. School leaders are now reviewing and future thinking by providing a more realistic budget to support new ICT

purchases, infrastructure upgrades and network management.The school has an up-to-date ICT/e-learning strategic plan in place. To develop the strategic plan, the school reviewed theircurrent systems and infrastructure and assessed the learning needs of teachers and students. Purchases this year include 18lap tops, a data projector and two desk top computers for our information centre. (St Josephs School)

Success indicator 3:A review of Net-Safe Practices.Although our schools have reviewed their policies and acceptable use agreements, they have acknowledged thatmore could be done educating teachers and students about net-safe practices. An Inquiry into onlineenvironments, web 2.0 applications and net-safety as part of a Keeping Ourselves Safe teaching unit has beendiscussed, with some teachers intending to do this during Term 1 2010.Reviewing net-safe practices will be an on-going focus for principals and ICT Lead Teachers during 2010 as thefollowing 2 items from the Ebest ICT Cluster Sustainability plan show:

The class blog page on our website contains an information letter about blogging which has basicinformation about net-safety and links to several net-safe websites. Many teachers have downloadedthis, made adjustments and sent it out to parents.

Each schools curriculum, e-Learning Strategy, ICT policies and Net Safety Policies will continue to befocuses during 2010. These will be part of the discussion at Principals Management Meeting.ICT & e-Learning goals will form part of teacher appraisal

March 12 ICT Lead Teacher day: Cyber-safety (Facilitated by Drew Manning, Paroa School)

Review and update hardware inventory and createa 3 year purchase plan which supports theschools vision for ICT.

Review number, age and operability of computers in classroomsand the computer suite

Decide number of computers needed in classes to achieve ICTvision and goals

Plan ongoing purchase/lease plan to keep most computers nomore than 3 - 4 years old.


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8.2.2 E. National Programme Goal 5. Increase the school communitys understanding of theeducational contribution of e-learning.

Cluster Programme GoalsEach school will outline their schools curriculum to theircommunity.

Success Indicators

1. Promotion of the Revised Curriculum throughcommunication eg: parent evenings, newsletters,

school websites, media.2. Clarify the changes / similarities between 21stCentury Education and traditional education ofthe 1970s - 2000. What changes, why the need,how will it benefit their child and what the roles are(child, parent, teacher and school).


a. What progress has been made towards achieving these goals?Our schools are working through the process of completing their school curriculum. All school leaders haveconsulted their Board of Trustees and/or communities during the process. Most have presented aspect of their

curriculum and defined 21st

Century learning and the role of e-learning within this to the community. This hasbeen done in a variety of ways (as below.) Class learning blogs are now widespread in the cluster and theenthusiasm for and use of blogging as engaging way to share learning has been a stand out success for ourteachers and students.

b. What evidence supports this?Success indicator 1: Promotion of the Revised Curriculum through communication e.g.: parent evenings,newsletters, school websites, media.

http://kotare2009.wordpress.com/

http://alexhanlen.wordpress.com/


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Class learning blogs have had a big impact on teachers and students. They have found that a blogprovides an exciting forum for sharing learning. It also:

Promotes collaborationFosters school home partnershipMotivates learnersNecessitates Just in time learning (learning ICT skills because there is a need for them.)

Class blogs contain posts sharing inquiry (containing movies, digital stories, Slide or Picturetrail,VoiceThread)

Schools share inquiry learning and ICT at parent evenings. These have been presented by ICT Leadteachers. Resources have been showcased and the events have been well attended by parents andfamilies.

Inquiry learning actions by cluster classes have featured in the local newspaper. A student movie from one of our junior class blogs was used by a school outside our region at their

teacher only day to develop teacher understandings about student led conferences.

Tuataras Blog: http://mitchley.wordpress.com/

Success indicator 2: Clarify the changes / similarities between 21st

Century Education and traditionaleducation of the 1970s - 2000. What changes, why the need, how will it benefit their child and what the rolesare (child, parent, teacher and school).

All the eBest schools have made a commitment to being a 21st

Century school. Teacher and communityexpectations are united in this vision for their childrens education.

Knowing how rather than knowing what.

The impact of the Internet has been explored. Discussion at workshops has led to deeper

understandings about 21st

C learning and effective teacher practice.Discussion question example: Most of recorded knowledge and information is now a mouse click away.In light of this, what do teachers need to teach? What do students need to learn? What do they need tomemorise?

Using ICTs and eLearning in Literacy and Numeracy Youtube videos have been viewed and discussed (e.g. Did you Know.) A collection of the videos that

have been shared are available on the Professional Learning section/Videos of the eBest website. Schools including effective 21st C pedagogy in their school curriculum

Continuing teachers professional learning in this and educating parents will be an ongoing process oflife-long learning and change.

St Josephs School Whakatane Draft Curriculum


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8.2.2 F. Provide a brief report on the progress of each school

Ohope Beach SchoolICT literacyICT literacy has increased greatly during the last two years with teachers and students online resources,interactive software and fully utilising all the equipment available. . All teachers use the Internet daily andmultimedia presentations are being shared at assemblies by students at all class levels. The majority use

blogs to share their learning and to communicate with the community. The school website is also used as asharing forum. Most teachers integrate ICTs into curriculum or teaching plans regularly and many staff useICTs to engage and motivate their students. Students are increasingly making informed decisions aboutwhen, what and how to use ICTs and many are able to transfer this ICT capability to new situations. Bothteachers and students have growing expectations about using ICTs to support teaching and learning Ourteachers are lie-long learners and frequently engage in professional learning conversations. School curriculumThe development of a school curriculum is well underway. The school vision has been rewritten. Staff andparents have completed surveys about the skills, virtues and learning areas to be included. We havedeveloped our inquiry model and are now testing its effectiveness. We have begun unpacking the keycompetencies and have identified key skills and strategies to be taught at each stage of our inquiry model.Reflective practice is also being developed in teachers and students as part of the inquiry process.Inquiry Learning

Our Thinking Toolbox is in place and teachers are becoming more skilled in applying it at their class level.The development of Inquiry learning has been particularly effective at Ohope Beach School. During an ICTLead Teachers planning day we have developed an Inquiry Folder which contains explanations, resourcesand planning templates to support teachers and students. During 2009 classes completed several successfulinquiries. Class learning walls showed the learning process and how a range of thinking strategies and toolswere being used capably by students. Successful actions undertaken have been fundraising for the SPCA,cleaning up the local stream, cleaning up the Ohiwa Harbour foreshore and sharing interpretations of colour aspart of the school major production. There is now a lot more teacher and student talk related to thinking withinlearning experiences.Syndicate planning workshops with the facilitator and our team approach has worked very successfully.Roberta McKelveys Inquiry song has helped develop understandings of the Inquiry modelICT Strategic PlanThe school has an up-to-date ICT strategic plan in place. We often assess the learning needs of teachers and

students and have increased the infrastructure capability of the school and the ICT equipment available.Online Learning CommunitiesStaff understand the importance of effective learning communities and a number of key personnel are activelyparticipating. This is resulting in the sharing of ideas and strategies across the school. The eBest website isused to gain new teaching/planning ideas and to share our resources with the wider education community.Unit plans and ICT integration activities have been uploaded following one to one or syndicate planningsessions with the facilitator. Teachers download resources for use in the classroom. Some teachers haveposted their own resources in the various sharing wikis or on the eBest blog. Roberts Inquiry song has beenuploaded to the News section.

Allandale SchoolICT literacyBlogging has been the most significant development. All classes have a blog and many are exciting and well

used. One of our classes has set their blog up for learning activities children can use when finished class orhome learning. These are categorized in to literacy, numeracy and inquiry sites. The teachers consistentlyengage in ICT professional learning conversations both formally and informally. Teachers reflect on teaching and learningpractices within and beyond school. Some instances of continuous learning. Teachers model life-long learning skills. Moststaff are integrating ICTs into curriculum or teaching plans. ICTs are used in authentic learning contexts and are used tosupport depth and rigor in learning. Many students make informed decisions about when to use ICT and are able totransfer their ICT capability to new situations. They have growing expectations about using ICT to support their learning.Teachers and principal have developed strategies and are running effective PD which is focused on the development oflearning programmes that use e-learning pedagogy to achieve improved outcomes for students. Personnel have decidedon measurement strategies to gauge success.

School curriculumWe have made huge strides about defining the Allandale curriculum. The integration of our school values, thekey competencies and the essential learning areas is well advanced. Inquiry and the thinking toolbox is anintegral part of this.

Inquiry LearningThis is developing well. We have an established inquiry process and as times moves on we are developing anunderstanding of how inquiry can be part of each of the essential learning areas. Initially we thought thatinquiry would be restricted to science, the social sciences, technology, health and the arts. We are now findingauthentic contexts in literacy and numeracy. Yes, we have identified skills that require explicit teaching at thevarious levels.


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ICT Strategic PlanThis year we have made huge development in the way we have used our SMS now using it extensively forachievement data and latterly as an electronic register and daily notices. We have purchased a new serverwhich has dramatically increased our capacity to use a range of software Our ICT suite built this year is usedextensively and the 15 laptops purchased this year have been supplemented by a further 13 leased laptopsdue to teacher demand. Next year we will have our first e-learning class through which we intend to develop

our e portfolios.Online Learning CommunitiesTeachers understand the importance of effective learning communities and a number of key personnel are activelyparticipating. This is resulting in the sharing of ideas and strategies across the school. The eBest online community portal

is used regularly as a reference and all classes have their blogs on the site. Our involvement andcollaboration with eBest will continue in 2010 and beyond

Apanui SchoolICT literacyThe ICT literacy of our teachers has increased greatly during 2009. This is due to:

Teachers greatly improved confidence and skills in using their laptop due in part to 1:1 sessions withthe facilitator

A data projector in all classrooms

Our school-wide focus on class blogs has been particularly effective. Becoming familiar with onlineenvironments has increased teachers ICT language and knowledge. The inserting of photos and theembedding of a variety of Web 2.0 applications in blog posts has increased their skills in a variety ofICTs.

The development and use of the Apanui School WebsiteThe resources, sharing and collaboration available on the eBest Website

Teachers are now searching for and using Internet teaching & learning resources more. They are much lessreliant on hard copy material. Some students make decisions about when and how to employ ICTs in learningexperiences. However they can lack confidence and do not always expect to use ICTs as a natural part oftheir learning.School curriculum

Curriculum committees have met for planning sessions. Each group reports back to the staff. Our Thinking Toolbox is in use in classrooms Our Apanui School Inquiry model has been developed and a teacher resource folder compiled.

Staff meeting sessions on vision & Revised mission statement in conjunction with BOT Staff have discussed ways key competencies can be implemented into planning & reports Report format for 2009 has key competencies included in end of year report format Reviewed aspects of learning environment In conjunction with ICT cluster reviewing commitment to ICT at Apanui (lead teacher etc) Term 4 2009 : workshop with Bruce Hammond on revised curriculum in pipe line 2010 Planning teacher only day to review revised curriculum

Inquiry Learning The Inquiry model has been developed and is displayed in classrooms Each teacher has a copy of the resource folder which contains the thinking toolbox and a variety of

resources and templates to scaffold successful Inquiry Learning.

All our teachers and their students completed teacher directed inquiries during Term 2, 3 and 4.Learning walls are evident in classrooms and show the use of a variety of thinking strategies and tools.

ICT Strategic PlanOur ICT strategic plan has been developed and reviewed for 2009. It reflects the schools priorities.We have realised that we need to be more specific in our purchasing plan so adequate funds can be

allocated in the budgetOnline Learning CommunitiesOur Inquiry model diagram, explanation of the stages and ideas for explicit teaching of skills at each stage hasbeen uploaded to the eBest website. Teachers have contributed teaching resources. ICT LT has workedwith the facilitator to learn more the design of the site and how to add components. Our ICT Lead Teacherswill participate in LT Days during 2010 part of which will be maintaining the eBest site and developing it furtheras a collaborative learning community.

James Street SchoolICT literacyDaily use of computers and data projectors for range of activities some used as glorified OHPs through tointeractive Maths / reading programmes, storyboards, current events, immersion stage of Inquiry. Somelimited blogging in classes. Internet used for researching where appropriate.Teachers familiar with tool box software and teaching the skills to enable children to use it in variety of ways,especially presentation of research findings and follow up to out and about learning. Many students makeinformed decisions about when to use ICT and are able to transfer their ICT capability to new situations.


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School curriculumCompleted and reviewed consultation on vision, goals, guiding principles, values, key competencies.Identified five concepts around which the curriculum will be based. Developed inquiry learning model aroundwhich the concepts will be taught and the ICT skills to be taught at junior and senior levels. We have held ahome - school evening to explain use of ICT and Inquiry.Inquiry LearningShared understanding is developing through syndicate and staff sharing of progress and syndicate inquiryplanning. Skills and strategies are identified for each stage and teachers are at varying stages on thecontinuum. Next step is to develop the info literacy skills to accompany each stage. Evidence of inquirystages, skills and graphic organisers etc in each classroom. Inquiry learning, using thinking tools and thedevelopment of classroom learning walls has been particularly effective in changing or developing teacherpractice.ICT Strategic PlanA review of our 2008/09 ICT Strategic Plan has been completed. Our ICT Strategic Plan for 2010/11 is awork in progress - helpful input from cluster facilitator!Online Learning CommunitiesMost staff and management use the portal as a resource frequently. Lead teachers and some staff haveadded material to the website. Principal contributes to principals on line learning community. The sharing of

information throughout the school is having a positive impact on teacher effectiveness and student outcomes.2010: Lead teacher will frequently lead staff through recent additions to website at staff meetings and uploadexamples from current teacher practice to website regularly.

Paroa SchoolICT literacyThe ICT literacy of Proa School teachers has increased dramatically each year of our involvement in theeBEST cluster. In spite of the TELA programme, ICT use at our school was minimal at best. Essentially,teachers were the only ones with the opportunity to use ICTs, and that use was limited to email and googlesearches in order to prepare lessons. Proa School staff AND students are now keen to use a wide range ofICTs across the curriculum, including digital cameras, film-making, desktop publishing, audio recording andediting, and animation; and are beginning to have a go at establishing blogs, wikis and other Web 2.0 tools in

order to communicate their learning with the world!School curriculumDuring 2009, the ICT Lead Team at Proa have designed an Inquiry Learning programme which caters to theneeds of both our Rumaki and Auraki streams, and which involves deliberate instruction at each stage. Thisprogramme centres around a toolbox of thinking strategies and tools, and a learning model which can beimplemented and assessed at all levels of the kura in both English and Te Reo Mori. This model has beencollaboratively tested by the staff, refined and re-assessed before being delivered for independent use inclassrooms.Inquiry LearningThe development of Inquiry Learning began at Proa with the construction of our Thinking Toolbox andLearning Model in Term 1. This was followed by a school-wide guided Inquiry (How Does Our GardenGrow?) in Term 2. Once teachers had had an opportunity to work through the model together, the ICT LeadTeam made a number of revisions and re-introduced both the Toolbox and the Model to the staff in English

and Te Reo at the end of Term 3. Term 4 sees the entire staff working with the Model and Toolboxindependently under the guidance of the ICT Lead Team.ICT Strategic PlanICT and Inquiry Learning was made a priority at Proa School through our 2009 School Charter. Goals wereestablished early in Term 2 which will be assessed against at the end of the school year. Along with thesecharter goals was a resourcing needs assessment, which has led to the restructuring of our school network toenable ease of connectivity for students and staff and the purchase of a number of ICT resources (dataprojectors, network support services, SMS). It is our intention to pursue self-review against these chartergoals at the end of 2009, establish new goals and resourcing plans for 2010, and to conduct a review of theschools Net-Safe policies.Online Learning CommunitiesWhile it has taken some time for staff to build up the courage to contribute to the eBEST cluster web portal,we have been strong users of the resources and contacts for some time now. As teachers are becoming

more comfortable with Web 2.0, they are also becoming more familiar with the skills necessary to share theirwork on the portal and are quite keen to continue developing these skills in 2010. I have no doubt that theeBEST cluster site will remain a key component in the continuing development of Proa Schools InquiryLearning programme


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St Josephs School WhakataneICT literacyThe ICT literacy of our teachers has hugely increased. Teachers are now using their lap-tops, data projectorsand digital cameras on a daily basis. They are able to use a variety of software to enhance the learning of theirstudents, confidently use the internet and online applications. All teachers bar one are confident in producing

and maintaining a class blog. Most staff use ICT to enhance teaching and learning experiences withapproaches not readily accessible through more traditional methods. Many students make informed decisionsabout when to use ICT and are able to transfer their ICT capability to new situations. They have growingexpectations about using ICT to support their learning.School curriculumWe have had lots of staff meetings on planning and implementing our school curriculum. We have consultedour community (via a survey) and have a draft overview of what our school curriculum looks like. We havedeveloped a thinking toolbox and are currently trialling several ways to model and encourage Key Competencieswithin our school. School personnel have unpacked key competencies and can identify connections and e-learning opportunities across all areas of the curriculumInquiry LearningWe have revised our inquiry model and have developed a shared understanding of what this looks like in theclassroom. We are currently trialling this model and hope to review it again early next year. Our model includes

explicit skills to be taught during inquiry.ICT Strategic PlanThe school has an up-to-date ICT/e-learning strategic plan in place. To develop the strategic plan, the schoolreviewed their current systems and infrastructure and assessed the learning needs of teachers and students.Purchases this year include 18 lap tops, a data projector and two desk top computers for our information centre.Online Learning CommunitiesAll staff are participating in the learning community, though for some this is erratic. Some teachers are involvedin learning communities beyond the school. The sharing of information throughout the school is having apositive impact on teacher effectiveness and student outcomes. .All teachers have used the eBest website toassist with planning. Most teachers have contributed to the web site with units, ideas or comments.

ICT PD Clusters Self Assessment 2009

Each school was asked to complete the ICTPD Clusters Self Assessment Rubric 2009. Each school discussedthe rubric with their teachers and/or asked teacher to complete the rubric collaboratively at syndicate meetings. Insome areas there were slight differences between the assessments of management to that of teachers andassessment between some syndicates also differed. This feedback, along with the actual data has been usefulfor school leaders.Generally schools found completion of the rubric a worthwhile exercised and valued the reflective practiceopportunities it provided. It is hoped that it will be referred to as part of the review process and used for goalsetting and next steps planning.

Below is a table showing the levels from some areas our schools self assessment.

Schools' Self-assessment Rubric Level 1 Level 2 Level 3 Level 4 Level 5

Readiness for change 3 2 1

Key Competencies 2 3 1

ICT Integration in Learning areas 2 4

Pedagogy - Focus on student outcomes 2 4

Students learning with ICT 2 3 1

Reflective Practice 4 2

Sharing effective practice 3 3

Development of a Learning Community 1 3 2

Meeting individual and school ICT needs 4 2

ICT Strategic plan 3 2

Engagement with Community 1 3 2

Ownership of cluster programme by schools 2 3 1

Mentoring by cluster leaders 4 1 1

Effectiveness of cluster programme 3 3

Number of eBest ICT Cluster schools /6


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8.2.3 Report on your programme implementation during the milestone period

Programme Implementation

Date What did we do and how often? Who was involved and how many were involved?

30/10/09

16/09/09

Principals management meetings5 principals (including the director), 1 DP and the

facilitator05/07/0916/11/09

Principals, the director & the facilitatormeeting with Tessa Gray

- 5 principals (including the director) and the facilitator- 5 principals (including the director) and the facilitator

02/09/0916/11/09

Leaders Day eBest schools tourThe ICT Lead Teachers from all 6 schools, some of theprincipals, teachers from some of the schools. 20 25people

2 per termper school

Staff Meeting workshopsWalk-about staff meetings

The principal and teachers of the host school. (14 20people depending on the school)

Every term Syndicate planning sessions All the teachers in the host school

Every dayOne to one sessions (1 hour each)In-school support

Teachers in the host school. 4 5 per day.

10/09 Cluster Review All the principals and teachers in the 6 cluster schools.

10/08/0925/09/09

Facilitator MeetingsThe facilitators from eBest, Bellevue, Peak, Rellco,Welcome Bay and Hinuera ICT Clusters( 5 - 6 people)

17/09/09Network Meetings The National Facilitators, facilitators and some of the

directors from the Bay of Plenty and Waikato

7-9/10/09 ULearn Conference The facilitator and 8 eBest ICT Lead Teachers

8.2.4 What were the key lessons learned over the three years of the ICT PD Programme

An ICT cluster sets about developing and supporting teacher and student use of ICTs for learning as well as their

schools awareness of the environment necessary for success. While an ICT cluster is certainly about developingindividual teachers ICT skills and knowledge of 21 Century best practice pedagogy, it is more importantly aboutdeveloping its schools into a successful learning community.

If we were starting the eBest cluster over again the following would be important for a successful programme(some of which we did, some we didnt):

Prepare for the cluster two terms beforehand hardware & network minimum (plus each schools purchase planduring the 3 years), leadership expectations, schools ICT Lead Teachers appointed, teachers informed andexcited about the opportunities ahead.

Each schools ICT strategic plan written at the start of the contract and aligned to the cluster goals and actionplan. Detail is good! Strategic plans are reviewed often and rewritten each cluster year to reflect new ideas ordirection provided by cluster initiatives.

Involve everyone right from the start How are you using e-learning in your classroom? Teacher goal setting &planning for ICT inclusion. Teaching as Inquiry.

Developing ICT literacy: schools establish Our Targets for using ICT (e.g. planning, assessment, reports,resources, network use, sharing at assemblies & concerts.) A chart is created by ICT Lead Teachers and put onthe staffroom wall. (Or a goal setting blog or wiki could be used.) Teachers add their class goals to the list.Reflecting and sharing examples when goals are met. (A school-wide theme will help e.g. Photography;Presenting to an audience; Multimedia; Digital story telling

Establish a vibrant cluster website where teachers can find resources, contribute their own, reflect, collaborateand celebrate. This will be the glue that holds the cluster together an online learning environment owned,developed and valued by everyone.

Focus for a year on teachers developing understandings of and student use of thinking strategies & tools;learning to learn, ICT and Information literacy skills. Develop pedagogical knowledge and embed new learninginto classroom practice.

Following the thinking year with a year developing Inquiry Learning. Teachers and students will understand andbe able to use the skills and strategies and tools needed to begin to be successful inquirers.

Provide opportunities for teachers to plan and work together (e.g. in syndicate groups). The teachers will shareexpertise, professional dialogue, develop common understandings and have a deeper interest in their colleaguesgoals and successes.

Provide scaffolding (examples, templates, help sheets) and professional readings/videos for all cluster focuses onthe website.


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Schools providing a realistic budget each year for upgrades and new hardware, teacher release Each schools management team and ICT lead teachers setting up expectations of teachers in their school and

provide accountability structures and opportunities. (E.g. learning circles, digital portfolios, walkabout staffmeetings, sharing sessions, using ICTs for learning assembly roster)

Every class using a learning blog as a way of sharing learning with their families, the school community and therest of the world. Blogging creates many ICT just in time learning opportunities

Providing ICT lead teachers with specific guidelines on their role in the school. This needs to be more detailedthan a job description (perhaps a rubric?) They must reflect and review their performance each term with releasetime with the facilitator provided for this.

Setting up a cluster wiki or Centre4 website forum where contributions from and dialogue between principals andICT lead teachers was expected. Specific questions are answered. E.g. How did you share conferenceexperiences with your staff? or How are you supporting and developing inquiry learning in your school? (Or useVoicethread or Google Docs.) Provide opportunities for principals to demonstrate their understanding that an ICTCluster is a three year professional learning and professional collaboration commitment.

8.2.5 Provide details of the clusters contribution to other schools.

A wealth of valuable classroom teaching resources on the eBest ICT Cluster website accessed byteachers from all other New Zealand and the world.

Whakaaro mo Rumaki resources for thinking strategies and Inquiry Learning now available to Kurathroughout New Zealand. Conference presentations by the eBest Facilitator Lyn Ross

uLearn Conferences Christchurch 2009, 2008 Learning@School Conference 2008, 2009 3 workshops submitted for L@S 2010 Waimarino ICT Cluster Conference, Tauranga 2009, 2008 PeaK-ICT Cluster Conference, Kawerau 2009 RELLCo ICT Cluster Conference, Rotorua 2008 Nelson ICT Cluster Conference 2008

8.2.6 Provide financial statements that detail all the expenditure of the ICT PD contract funds against all

cost centres. (These will be attached and sent before 1 February 2010)Your cluster is expected to submit full details of income and expenditure. The financial records are expected to beitemised - not just totals but a full transaction report. You are expected to have spent your contract funds on thetasks completed between 2006-2008. Provide financial statements that detail all the expenditure of the ICT PDcontract funds against the following cost centres.

ICT PD Funds in from the Ministry of Education Professional Fees Professional Costs Operating Costs Teacher Release

If you have less than 3% of funds remaining, then you may designate these to presenting and attending theLearning at School conference. Past clusters are welcome to attend

8.2.7 Have you completed the end of project online survey?http://surveys.hotsource.co.nz/ictpd/endofproject2009 This survey was completed by principals and teachers in the eBest ICT Cluster. The analysis has been receivedand has been referred to and evidence included when completing this milestone report.

8.2.8 Have you completed the principals, project directors and facilitators online survey?http://www.surveymonkey.com/s.aspx?sm=NU7Xypziofs2BET3cIL53g_3d_3d The director, facilitator and all our principals have completed this survey.


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Case notes optionala. Title of your change scenario

b. Describe the change

c. What supported the change?


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Disbursement scheduleCopy the figures in from your contract and variation

ICT Professional Development Cluster:

Contract No.

Milestone No. 8

To:Neil Melhuishe-Learning UnitMinistry of EducationPO Box 1666WELLINGTON

From:

For Professional and Operational Costs:

3yr Budget Actual-to-date Cumulative %

Professional Fees As stated in your contract $

Professional Costs As stated in your contract $

Operational Costs As stated in your contract $

Teacher Development Costs(if relevant)

As stated in your contract $

plus Goods and Services tax As stated in your contract $

Total$360.000/ or as stated inyour contract

$

Provide an explanation of any variation if your budget is outside of the range 7591%.Describe any contributing issues, the actions taken to rectify the situation.Note a significant change to the programme requires a formal variation.

When you have had your Milestone approved by your National Facilitator then you can email a PDF copy to:

[email protected]

oh ope beach school milestone 8

Documents