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Central North Shore ICT PD Cluster presentation for Learning at School 2008
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Promoting Teacher Learning
Central North Shore ICT PD ClusterLearning@School 2008
JENNIE STEWART
PRINCIPAL SUNNYBRAE NORMAL
MARGARET HARRIS
PRINCIPAL TAKAPUNA PRIMARY
FIONA GRANT
TEAM SOLUTIONS
FACULTY OF EDUCATION , UOA
PROJECT DIRECTOR
FACILITATOR
PRINCIPAL
JENNIE STEWART
PRINCIPAL SUNNYBRAE NORMAL
PROJECT DIRECTOR
Relationships
Project Director/Facilitator
Principals/Deputy Principals
Lead teachers
Teachers
Cluster Extranet
CENTRAL NORTH SHORE ICT PD CLUSTER ADMINISTRATIVE STRUCTURE
The cluster is comprised of 5 schools; 4 Primary Schools and an Intermediate. Sunnybrae Normal School is the Lead School and is centrally located. The Principals belong to the same Principals' cluster group and meet regularly. There are a number of pedagogies and ideologies that the 5 schools share which strengthen the commitment to the cluster vision and have formed the foundation for a solid union between the schools. All 5 principals are committed to leading the way and have selected lead teachers with proven leadership skills. Each school is organised in teaching teams which will also have an identified teacher to take a lead role in supporting professional learning.
Curriculum
Integration
Differentiated
Learning
Higher Order
Thinking Skills
Gifted and
Talented
Education
Shared Cluster Vision for Teaching and LearningIntegrated Learning for the Future
Inquiry Learning
Senior Teachers
Individual
Teaching Teams
Senior Teachers
Individual
Teaching Teams
Senior Teachers
Individual
Teaching Teams
Senior Teachers
Individual
Teaching Teams
TAKAPUNA PRIMARY SCHOOL
Principal: Margaret Harris
Lead Teacher: Karen Crabb
Teachers: 15
NORTHCOTE PRIMARY SCHOOL
Principal: Deborah Heasman
Lead Teacher: Louise Dallimore
Teachers: 19
NORTHCOTE INTERMEDIATE
SCHOOL
Principal: Rose Neal
Lead Teacher: Annie McCabe
Teachers: 16
TEAM SOLUTIONS
FACILITATOR
Fiona Grant
LEAD SCHOOL PROJECT
MANAGER
Sunnybrae Normal School
Principal: Jennie Stewart
Lead Teacher: Stephen Gordon
Teachers: 19
MILFORD PRIMARY SCHOOL
Principal: Peter Tapp
Lead Teacher: Linda Vane
Teachers: 21
School Intranet and
Website
School Intranet and
Website
Our Facilitatorcan work successfully with adults
high level of expertise and passion
push people just enough
builds capacity to lead
builds confidence
Developing a VisionShared goals across all schools
Consultative approach to decisions - inclusive culture
Regular contact built into action plan through scheduled meetings
Involving lead teachers - DPs at 4 schools
Leading the learning …
Provide professional development programmes, which focus on improving teaching quality and learning outcomes for all students and strengthening communities of professional practice.
Increase capability of teachers and principals to effectively use a range of relevant ICT resources and materials.
Develop and contribute to the growing resource of expertise, experience and materials in the effective use of ICT.
and …
Shared goals …To develop teacher and student confidence and skill in using ICT in the classroom and for sharing presentations to a wider audience.
To truly integrate ICTs across the curriculum as tools for learning.
To combine ICT knowledge with educational pedagogy and explore learning in exciting, interesting, and effective ways.
To develop a professional learning community online using an extranet for the sharing of resources and ideas.
To access hardware and to provide technical support and knowledge where needed.
... more shared goals
FIONA GRANT
TEAM SOLUTIONS
FACULTY OF EDUCATION, UOAFACILITATOR
Taking the time to reflect critically on the things
we are doing in our classrooms is perhaps the
most effective thing we can do to ensure that
what we are doing is having the desired
outcomes, and is changing our practice in the
ways we want it to." (Wenmoth, 2007)
So we can start where we are at in terms of our own confidence and with what
interests us as teachers.
To enable teachers to engage as a learner and recognise that our professional
learning often needs a formal structure in order to develop.
To be challenged in our development as teachers.
To have time to talk with colleagues about teaching and connect teachers in
different roles across the school, cluster and ICT PD network.
To construct new knowledge and opportunities for teacher professional learning.
Rationale for our Teacher Inquiry 2007
http://educationcounts.edcentre.govt.nz/goto/BES
Continuing to strengthen our professional learning community to
build sustainability.
Using online tools to support F2F learning, facilitator time, cluster
shares, goal setting and teacher inquiry. See our wikispace at www.centralnorthshore.wikispaces.com
Using research to inform our programme of professional learning.
2008
Teacher Professional Learning and Development BES (2008)
http://educationcounts.edcentre.govt.nz/goto/BES
Two key qualities and several related conditions are
identified...These include participants being supported to
process new understandings and their implications for teaching,
and a focus on analysing the impact of teaching on student
learning.
The Qualities of Professional Communities that
Promote Teacher and Student Learning
Teacher Professional Learning and Development BES (2008)
http://educationcounts.edcentre.govt.nz/goto/BES
Teacher Professional Learning and Development BES (2008)
http://educationcounts.edcentre.govt.nz/goto/BES
Teacher inquiry and
knowledge-building
cycle to promote valued
student outcomes.
10.4.5 Implications for professional learning and development
Teacher Professional Learning and Development BES (2008)
http://educationcounts.edcentre.govt.nz/goto/BES
These included a focus on opportunities to process new understandings
and their implications for teaching, the introduction of new
perspectives and challenging of problematic beliefs, and an
unrelenting focus on the impact of teaching on student learning.
Participation in professional learning communities can either promote
professional learning or work against it (by reinforcing the status quo).
Communities that promoted professional learning in ways that impacted
positively on student learning had a set of definable qualit ies.
Simply giving teachers time to talk was not enough to promote either
their own learning or that of their students.
MARGARET HARRIS
PRINCIPAL TAKAPUNA PRIMARYPRINCIPAL
ICT development at Takapuna Primary
Creating a community of practice
Acceptance of the agreed cluster goals to improve teacher capability & student use of ICT to optimise learning outcomes
Role of the Leadership team
‘Buy in & commitment to the project’
Share ICT contract and goals with staff – inform and communicate
Make connections between ICT contract goals and other school goals / strategic plan
Ensure contract goals are part of school’s direction / not an ‘add-on’ or MORE
Takapuna Primary School
Strategic Plan
NAG 1 CURRICULUM: Teaching and learning at Takapuna Primary School will support students to gain key skills to succeed in ever changing environment.
2008 2009 2010
1.To embed best practices in the teaching
of Literacy & Numeracy•Undertake reviews to give specific focus for
improvement
Linked to Ministry targets in Written
Language (also EHSAS target)
NZCER analysis of PAT’s (also EHSAS
target)
1.2 To use Information Technology to
develop teacher & student confidence & skill
in using ICT to optimise learning outcomes
Year 3 of the ICT professional development
contract
Induct new staff member
Tcher ICT goals incorporated into
performance agreements
Attendance at Cluster shares & TOD
Ongoing PD and investment in ICT according
to ICT plan
Plan to sustain the growth
1.To implement the TPS Inquiry Learning
model
Integrated approach to Science, Soc. Sciences,
Technology based on TPS inquiry model
including ICT supporting student inquiry
(ICT contract)
Review and update Inquiry model within
Integrated curriculum
Implement changes as recommended in 2009
1.4 Assessment and Evaluation. To ensure
data collected is useful& increases student
achievement outcomes
Align with EHSAS assessment goals
Investigate asTTLe as an assessment tool to
be introduced during 2008 (also EHSAS)
Continue to refine Classroom Manager
application
Collate student achievement data to provide
basis for annual targets:
Develop use of asTTLe Continue to use
PAT’s?
1.5 To identify Gifted & Talented students &
ensure programmes challenge their learning
1.6 To identify students at risk and ensure
programmes in place to improve their
opportunity
Ensure school based identification criteria
used by Class t’s.
Use IEP system as appropriate
Allocate appropriate support hours – Teacher-
aide / RTLB / GSE /
IEP’s
1.7 To provide opportunities for regular
physical activity that develops skills and
promotes health
Ensure programmes are developing identified
skills. Introduce MOE document ‘Physical
activity for healthy confident kids’
Review programme survey community to
ensure meets needs
1.8 To align and implement EHSAS goals (see
EHSAS action plans)
EHSAS action plans attached
1.9 To work towards becoming a ‘Green
Gold’ Enviro school
Base activities on “Enviroschools’ awards
critieria
(see chart) Each class to identify one area to
pursue this year
Goal to become a “Green Gold School” Continue to promote Enviro schools
objectives
1.10 participate on the TravelWise programme With NSCC & ARTA develop TPS Travel
Wise goals for implementing into classroom
programmes & involving community
Cluster ‘Launch’ day – all teachers from the cluster attended
Opportunity for meeting, sharing, talking, learning, questioning, clarifying
Choice of Lead teacher – ability to lead, guide, communicate, plan, motivate
Initial surveys show position at start of contract and follow up surveys indicate increased capability
Creating a community of practice for teacher learning @ Takapuna Primary
Staff meetings & five minute sharing / professional readings
Expected attendance @ scheduled Cluster meetings
Performance agreements (example)
Focus groups = ICT / Assessment / Inquiry / goals supporting the school goals
Wonderful Facilitator support
Online support and development
Frustrations associated with technical aspects
Peer support
Offering of lunchtime training options
School intranet / investigating LMS
PERFORMANCE DEVELOPMENT OBJECTIVES
Name: TW Date: Term 2, 2007
Performance Dimensions: Professional Knowledge: Teaching Techniques: Motivation of Students: Classroom Management:
Communication: Support and Co-operation with Colleagues: Contribution to Wider School Activities:
Goals Actions, Indicators and Timeframes Support Needed Next Steps
Personal Goals 1.Review & establish new ways of developing and using
student portfolios.
•Lead investigation and introduction of e-portfolios in
Middle syndicate•Feedback from parents.•Review current portfolio practice by surveying teaching
staff.•Liaise with EHSAS to review portfolio practice undertaken
at other schools•Feedback to staff
•EHSAS lead teachers•Fiona Grant
How do we want to use portfolios
in 2008?
Investigate e-portfolios in other
schools.
Team Goal (on student performance outcomes)1.Develop a reading log so each teacher can track their
students’ reading progress and show improvements
2.To up skill across the syndicate on Mimeo use, to
enhance teaching programmes. (Cross-curricular)
•Reading logs set up in Term1, 2007.•Using logs on a regular basis by end of Term 2.•Feedback to team evidence of student achievement through
log book. •Integrated regularly into some classroom programmes
across syndicate by end of 2007.•Confident use of the Mimeo by all teachers in syndicate.
•Share L.O.’s across syndicate so not all writing own.•Regular feed back to syndicate – what is working well, how
can we support each other•K. D. and S.B. to trial Mimeo first and feedback in
syndicate meetings.•T.W. to trial later in year.•Support each other when training to use Mimeo.•Support from other teachers in school more experienced.
Log books used to inform –
Reading tracking sheets
C.M. entries
Reports
Feedback to parents
Be able to identify successful use –
e.g. brainstorming, sequencing etc…
School Goals 1.Full participation in EHSAS contract
2.Full participation in ICT contract
Observations of good practice in other schools as appropriate •Take part in EHSAS sport day (Term 2) and other joint
ventures.•Participate effectively in designated Focus Groups. •Team to develop e-portfolios with students in our
syndicate•Feedback from parents (end of 2007)•Team to undertake action research on e-portfolios and
feedback to school/ ICT cluster.
•Guidance from S.B. as EHSAS lead teacher.•Joyce Reeves to support Assessment Focus Group•Support from other schools•Team support and guidance•Fiona Grant
2007: Teacher inquiry ‘action learning’ requirement –
• Part of teacher’s performance agreement –
• Trial and development of e-portfolios in one syndicate
• Visit via wiki – include parent survey
• Process – staff discussion about current model portfolios
• Attendance at 2006 ‘ULearn’ Conference workshop on e-portfolios
• Development by Middle syndicate through 2007
• What’s in store for 2008? Where to next?
• Involvement of leadership, support, readings, discussion, staff meeting reflections
• Sharing leadership, providing opportunities for teachers to take on new roles, sustaining the growth
What has been the impact of our changed actions?