Milestone 8: This Is Due No Later Than Friday 13Th November

Milestone 8: This is due no later than Friday 13th November.

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

Cluster Programme Goals Success Indicators Schools will develop and implement their  Schools will continue to dialogue own local curriculum based on the new and develop their own school-based revised curriculum. curriculum through negotiation with their stakeholders and professional learning communities (consideration on local needs including Maori) with a strong focus on Key Competencies

a. What progress has been made towards achieving these goals?

At Coley Street, the Coley Hearts are the essence of the Key Competencies. Coley Hearts are the attitudes, values, attributes, and skills for life that are considered to be a core requirement for Coley Street school children

It was agreed the Coley Hearts model that was already in place would fit with the Key Compentencies. All staff participated in Professional Development which unpacked and aligned the Key Competencies with the Coley Hearts.

The development of the handbook; Developing the Key Competencies at Coley Street School ‘The Coley Hearts’, is a result of this.

Coley Street School has continued to develop their Inquiry model - changing from the linear train to the more cyclic windmill model. The working handbook enables all staff and children to share in the language, process and understanding of Inquiry. b. What evidence supports this?

Ref: http://csstostrive.wikispaces.com/coleyhearts https://csstostrive.wikispaces.com/Inquiry

2). National Programme Goal 2. Increase capability of teachers and principals to improve students’ learning and achievement through e-learning

Cluster Programme Goals Success Indicators Schools will reflect a paradigm of e-  Evidence would show that teachers learning in a 21st Century learning can demonstrate and model the environment. effective use of e-learning tools and processes, higher order thinking, questioning) reflective of an understanding about the potential for learning through ICTs  Classroom practice will show authentic integration of e-learning throughout the school curriculum  A continued focus on publishing and presenting web 2.0 tools.

a. What progress has been made towards achieving these goals? The redevelopment of our inquiry assessment rubric has enabled all staff to have a shared understanding of the inquiry process, higher level thinking and questioning. SOLO taxonomy (Structure of Observed Learning Outcomes)is the foundation for this rubric. Professional development provided by the cluster facilitator has helped Coley Street entrenched this understanding.

Ref: csstostrive.wikispaces.com/inquiryassessmentrubric

The integration and effective use of e-learning tools has continued to be a focus. Most classes are developing wikispaces to provide children with authentic learning experiences to compliment and enhance classroom lessons.

All classes continue to publish and present web 2.0 tools. b. What evidence supports this? Ref: https://csstostrive.wikispaces.com/Class+Wikispaces Ref: https://csstostrive.wikispaces.com/classblogs

3) National Programme Goal 3. Strengthen professional learning communities and increased collaboration within and across schools Cluster Programme Goals Success Indicators Sustaining momentum in professional  Schools will continue to share their learning organizations within and between own learning through cross cluster the cluster schools activities  Schools will continue to focus on sustaining the connectivity, communication, networking and reflective practice between schools.

a. What progress has been made towards achieving these goals? The ICWC cluster community has provided an opportunity for schools to openly share ideas and resources. There is a genuine line of communication; teachers freely visit each other for ongoing professional support and development. b. What evidence supports this? Ref: https://csstostrive.wikispaces.com

4) National Programme Goal 4. Increase e-learning leadership and ICT strategic planning capability of principals and teachers

Cluster Programme Goals Success Indicators Schools will need to continue to reflect and  Schools will address ICT strategic modify the direction of strategic plans to focus on infrastructure development based on their own school (budgeting, maintenance, vision for learning. purchasing), future proofing, curriculum developemtn/delivery and professional learning opportunities.  School principals will continue to develop and mentor leadership capabilities within their schools with a focus on e-learning processes and practice. See Richard for this information 5) National Programme Goal 5. Increase the school community’s understanding of the educational contribution of e-learning.

Cluster Programme Goals Success Indicators Continue to use cluster communcation  Evidence will show an increased tools – conventional methods and web sharing of resources face to face based environments to inform and and online through blogs, wikis and communicate between schools and the other Web 2.0 environments. wider community.  Teachers confidence will increase to enable them to share at national events such as L@S and Ulearn.

a. What progress has been made towards achieving these goals? During the 3 years of the ICT Cluster, Coley Street School staff have hosted up to 20 teacher groups each year. These groups have included principal clusters, rural schools cluster, individual school, other ICT Cluster groups.

All lead teachers have presented at National Conferences.

6) Provide a brief report on the progress of each school See Richard for this information

7) Report on your programme implementation during the milestone period Programme Implementation Please comment on the workshop, and the impact or implications this generated for your school, by Cheryl Doig – Developing strong professional learning communities:

Cheryl Doig’s presentation had impact on all lead teachers as she shared her knowledge around difficult conversations, Hermann’s Whole Brain Processing Model and thinking preferences and the impact of these when working with staff.

Lead teachers are more aware that all staff have strengths that need to be taken into consideration when working in a learning environment. These strengths have been used to enhance the Coley Street School sense of community. Please comment on the workshop, and the impact or implications this generated for your school, by Suzie Vesper – Web2.0 tools.

Susie Vesper Susie shared a array of web 2.0 tools, which could be accessed through her wikispace. It was disappointing that the internet access was not working to its full potential which made it very difficult for teachers to explore and use these tools on the day.

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

The staff at Coley Street School have identified the following key lessons and areas that have had a major impact on our continued growth.

Providing a robust infrastructure is essential, as is the expectation from Leaders within the school that all teachers will deliver classroom programmes that include web2tools. A programme of professional development that provides all staff with a culture of shared understanding and language e.g. developing the Coley Street School learning community, with support documents.  Facilitator incredibly important  Access to leading educators  Motivating all staff to continue to innovate in their own classrooms  Providing professional development  ‘Have a go’ mind set

9) If you can, please provide details of your schools contribution to other schools. Resources developed and trial Handbooks for Inquiry, Key Competencies - Coley Hearts, Learning Community Unit, and Information Literacy’s have been developed and trialed. These handbooks have been shared with the cluster schools and all visiting groups. Conference presentations All lead teachers presented at Learning at Schools in Rotorua and have been involved in hosting visits to Coley Street School. 15-20 groups of teachers have toured Coley Street School every year for the 3 years of the ICT Contract. Ref: https://csstostrive.wikispaces.com/Visitors+to+Coley+Street+School