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Click this button to view our evidence.

Milestone 4, 2011

What did we do and how often?
Was it effective?
CLUSTER GOAL 1Akonga are using e-learning and SOLO Taxonomies to support and enhance their achievement.
Teachers are becoming more familiar with using our SOLO planning template. As a whole staff we planned our Term 3 Concept.
Our planning encouraged teachers to use higher order maps to bring about better learning outcomes. Using the planning template has increased the consistency of SOLO use in the school.
Term 3 planning.xls
Paula worked with team members to look at how we can integrate ICT into our planning and teaching of Term 3's unit.
Teachers now have a greater awareness of what ICT can be used. They learnt new ICT tools which have already been implemented in their classes.
  • Paula shared many sites that teachers can visit to supplement their Kiwiana teaching. Staff have found these very useful.
Kiwiana resource
  • Most of the middle school teachers have learnt to use a programme called Auto-collage which the children have been able to use to create their own Kiwiana posters.
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  • Students are using ICT publishing skills to present their learning visually.
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Students and teachers are using a bigger variety of ICT tools to support and enhance their learning.
Here are some teacher reflections on their use of ICT since milestone 3:



Our schools iPads are now in two pods of 3 which are rotating around all the classrooms every week.
  • Junior children have enjoyed learning letter sounds and reading books on the iPads. They are engaging and motivating for children's learning.
  • Middle and Senior children have found them very useful for learning basic facts quickly and improving their word knowledge.
  • A Year 3/4 teacher reflects on how iPads have helped her children's learning:
"The Super 7 app contributes to more instant recall of basic facts. Children love trying to better their scores and looking for different combinations of numbers to clear 7. In literacy a simple game of hangman is helping children with learning difficulties with letter sounds and spelling. He plays against the computer and also loves to challenge other children in the class".
Teachers have been using lots of SOLO rubrics to enhance writing outcomes.
Children are improving their ability to self assess based on the SOLO rubrics and can identify their next steps. The rubrics have encourage the students to extend their writing to achieve a higher learning outcome.

CLUSTER GOAL 2Principals will coordinate the development of e-learning for ALL Akonga.
The Principal and lead teachers met together in the school holidays to refocus and set goals for term three which lead to ICT lead teachers running staff meetings fortnightly to provide professional development for the rest of the staff.
ICT Staff meetings:
  • Lead teachers introduced the staff to iPads and how to use them in the classrooms. Staff explored the apps and discussed how they could use them for learning in their classrooms.
  • Paula ran a staff meeting on digital photography and shared some new ways to use digital cameras and images in the classrooms with students of all ages. Teachers have been encouraged to enter the MADE Awards.
  • COW - Staff reflected on how they are using the cow in the classrooms and shared success stories of their learning using the COW's. We discussed the management of the COW and resolved some ongoing issues which we were experiencing.
CLUSTER GOAL 3Increase teacher knowledge and expertise that will work towards raising student achievement through elearning and SOLO Taxonomy.
Lead Teachers have been running staff meetings on ICT to increase teacher knowledge.
The staff meetings as explained above (Goal 2) have increased teachers knowledge and expertise about integrating ICT into their teaching.
Every week before Team or Staff meeting one teacher shares an ICT tool, website, success story, SOLO rubric or anything to do with ICT for 10 minutes with the staff. Teachers are all expected to share at least once this term.
These are some of what has been shared so far:
  • Val H - Shared a website with all the national anthems to learn for the world cup and other teaching resources with the world cup.Website for National Anthems
  • Sue - Shared how to use the programme ript and shared examples of how her class has used it. As a staff we discussed how we could use it in our classrooms.
  • Haylee - Shared the website study ladder and how she uses it in her classroom. She also gave staff a quick overview of how it works. Staff were given the opportunity to discuss how it works further in their own time. Study Ladder Website
  • Jenny - Shared how she has used crazy talk to motivate her children's writing in her class.

  • Jessie and Katie shared their class blogs in order to encourage others to start a class blog.
They then worked with teachers who were interested in starting a blog.
Space 17's Blog
Space 5's Blog
Staff split into teams and discussed how they are using ICT in their classrooms. From there ICT leads taught their team a new tool they could use.
Junior Team - Katie created a class page on the school website for each junior teacher and taught them how to use it. Some teachers were very excited with their new learning and have added content to the school website since.
Space 4's Page on the school website
Middle Team - Sue and Val worked with their team on how to use the projector in their rooms and how to manage their files more effectively on their laptops and on the school server.
Senior Team - Jessie taught her team how to do green screening on an apple computer. Teachers took photos and created an edited green screen image. One teacher then used her image for writing with her class the next day.
CLUSTER GOAL 4Communicate changes in pedagogy and use of elearning and SOLO Taxonomy to the school community.
Two teachers have classroom blogs to share and celebrate learning in their classrooms. Students and parents are accessing their blogs at home and making comments. This has increased the connection between home and school for these classes.
Space 17 Blog
Space 5 Blog
We had a written language parent evening to share how we teach and assess written language. We also shared some ideas on how we use ICT to motivate our learners in written language with the parents.
The parents enjoyed seeing how ICT has been used to motivate their children's written work. Here are some examples we shared:
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  • Green screening - puts the children in an unusual situation and encourages them to share their ideas in writing.
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  • The website "Build your wildself" engages children hugely and encourages descriptive writing.
Build your wild self
More content has been added to our school website
The school website now has...
We recently took a survey of our school community for the next steps of our school. Our survey results show use of ICT at home, internet use at home and how our parents and community feel about ICT used in schools.

Every fortnight we have a school assembly and there has been an increased use of ICT during school assemblies.
  • Middle School sang the "Red nose day" so while being accompanied by a video clip from youtube.
  • Junior School ran a Kiwiana assembly and sang "If it weren't for your gumboots where would ya be" while the rest of the school could view lyrics on a projected slideshow.
CLUSTER GOAL 5Inter-school and acrossschool collaboration within the cluster extends professional learning and enhances pedagogical practice and culminates in a series of e-presentations for a national audience.
Katie, Jessie and Val presented on using ICT to motivate writing at Jean Batten school to 25 Lead teachers and Principals from 5 different schools which make up an Auckland ICT cluster.
The teachers gave lots of positive feedback that reinforced what we have been doing with our ICT in writing. The lead teachers who attended the workshop were from a range of levels (primary, intermediate and high school) and all felt they left with new ways to engage their students in the area of writing.
Katie, Jessie and Val visited 2 Auckland schools and saw different uses of SOLO and ICT in the schools. They took photos and put them on Teacher Read so they can be shared with the staff.
While visiting these schools, we were interested to see how other schools were implementing SOLO. One idea we could implement is to create an exemplar of each HOT map for teachers to refer to when using it with their class. This could help to encourage teachers to have a go at using new or unfamiliar maps.
Katie, Jessie and Val presented on using ICT to motivate writing at our Town and Country Cluster Conference to teachers from our cluster.
Again, we recieved a huge amount of positive feedback and we were encouraged that our learning can be shared with others to use in their schools.
ICT leads and the Principal visited the RCICT cluster schools to see how ICT and SOLO are being used in their schools, we took photos and notes which we shared with the rest of the staff.
The RCICT cluster also visited our clusters schools and saw the SOLO and ICT being used in our school. They were given a tour of our school and saw SOLO and ICT in our classrooms.
When we visited the RCICT cluster it was reinforced that we are on the right track with SOLO in our school. We have made huge gains from it's use and are able to model it to others.
The RCICT visitors were very interested in seeing our SOLO planning as they currently have not recieved PD on that aspect of SOLO and identified that it would be a good next step for them.
Some Junior school teachers from St Mary's School visited our school to see how we are using SOLO in the junior school. They talked to some of our Junior School teachers and discussed using SOLO with junior students.
The St Mary's teachers were very interested in hearing how we use SOLO in the junior school. They really appreciated the simplicity of our rubrics because they have felt a bit overwhelmed with using them with their younger children. We had an enjoyable afternoon of discussion and sharing.
Two teachers attended the ULearn conference in Rotorua in the Term 3 school holidays.
The conference sparked some new ideas and next steps in ICT for these teachers. They have some different things to trial in their classes during Term 4/2012.
4 teachers attended an iPad app harvest with Paula and other teachers from our cluster schools and shared new apps for the iPad's and how they can be used with the students.
We were introduced to many new apps and have added them to our iPads. We look forward to sharing with everyone again.



PRINCIPAL'S REPORT
Summary of progress that has been made towards achieving your programme goals
    • Since milestone 3 we have podded our 6 iPads into 2 pods of 3 iPads which are rotating through each of the classrooms. The lead teachers have also attended another app harvest with two Rotorua clusters to share success and problems with the iPads and continue to build our base of useful apps to download. Children are finding the iPads engaging and are enjoying using them to enhance their learning. Teachers also have the opportunity to use the iPads in personal time to become more familiar with them and find new ways to use them in their classrooms effectively.




Key lessons for the cluster



Our next steps towards achieving the cluster goal/s


Emerging issues, risks, or opportunities particularly in relation to service delivery and reporting requirements




MILESTONE 3, 2011

Click to view Principal's Report

What did we do and how often?
Was it effective?
CLUSTER GOAL 1Akonga are using e-learning and SOLO Taxonomies to support and enhance their achievement.
Term 2 - All teachers are now using a school wide unit planning template which incorporates ICT and is through the lens of SOLO Taxonomy.
All teachers are now integrating SOLO Taxonomy into the classroom and are teaching their units/concepts through SOLO Taxonomy. The plan also gives teacher direction with SOLO and is leveled to ensure higher levels of thinking is being addressed. It encourages children to think deeply about what they are learning. Children are also able to self assess their own learning and reflect on their next learning steps to improve their learning.

Students are continuing to use SOLO Taxonomy in their learning and are becoming more familiar with using SOLO and are using it as a tool to assess their learning.
Some examples of SOLO Taxonomy being used in our school.
SOLO on PhotoPeach
Students used fotobabble to record and present their camp poems for their blog.
This was easy for the students to use and record their voice for their class blog. Children now need to learn to embed this onto the blog themselves and teach other students how to use it.

Students are using a bigger variety of ICT tools to support and enhance their learning.
We used wallwisher to record the children;s thinking on 'what do we think citizenship is?' Children were very enthused and went home and shared this new learning with their parents who then added comments.
Wallwisher
Using Ript to display learning
ript.JPG
CLUSTER GOAL 2Principals will coordinate the development of e-learning for ALL Akonga.
Andrew Sinclair (Principal) Liases with lead teachers to organise release time to work with teachers and students to learn new skills and share knowledge. Lead teachers are given release to work with either teachers or model lessons with the students.
Andrew Sinclair regularly meets with lead teachers to discuss what is happening in our school and the next steps to take. Also to discuss ICT and SOLO matters.
Lead teachers run staff meetings to share learning and knowledge with the staff.
Lead Teachers meet with Andrew and feedback after undertaking any ICT PD. New learning is shared with staff.
Andrew encouraged Lead teachers to present to our school staff and then at Learning at Schools ( wider community), pushing them out of their comfort zone and undertaking new learning.
Lead Teachers are able to share their skills, knowledge and learning with the rest of the staff and help to build the skills and knowledge across the staff. Teachers are comfortable to approach the lead teachers for help and are more enthusiastic to try new learning with their students.
Lead teachers are able to voice their opinions, reflect and set goals on where to next within the school. Lead teachers are working well as a team with Andrew.
Teachers are taking what they are learning from the staff meetings and trialling more ICT tools and ideas in their classrooms.
Lead teachers have been extended and encouraged to try new things and share their failures with other teachers. Good collaborative learning.
CLUSTER GOAL 3Increase teacher knowledge and expertise that will work towards raising student achievement through elearning and SOLO Taxonomy.
We have an expectation that all teacher will attend at least two of the cluster workshops over the year. Since the workshops have been available several teachers have attended these.
Teachers have brought back what they have learnt at the workshops and have shared their new learning with other staff and have trialled some of the ideas in the classroom.
One of our teachers attended the 'click it' workshop and came back buzzing. She then created a photopeach slideshow of a recent trip. Later she took it a step further and created a photopeach quiz as part of the slideshow which the students took repeatedly before school.
Arataki trip spiral on PhotoPeach
One of our teachers attended the 'Voice Thread' workshop and came back buzzing. She then shared this with her class who really enjoyed using it. They worked on one collaboratively to learn the process and then took it one step further to create their own one independently.

In March we purchased 6 iPads which are currently being trialled by the lead teachers in their classrooms. Children are enjoying using them in the classrooms and the apps we have found are enhancing the children’s learning.
Children are enjoying using the iPads and they are finding them easy to use. They love them and don't even realise they are doing learning activities. A lot of our apps are targeted at literacy and are very engaging for our students. The simplicity of the iPad allows young children and lesser able children to navigate their way through the iPad easily.
iPads on PhotoPeach
Staff as a whole are booking and using our current technology more frequently in their classrooms as a learning tool rather than one off lessons.
Teachers are becoming more confident at using ICT tools in the classroom and are integrating it into current learning. Children are becoming more confident at using the mini laptops and are enjoying using them.
Cow! on PhotoPeach
Our ICT Facilitator Paula has visited our school 2 times and worked with different staff members with a focus on using digital photos and iPads.
Teachers have learnt new ways to publish, edit and share photos. This has motivated our teachers to do more with the photos they take. Paula helped set up and sync our iPads so we are now able to use them in our classroom.
That was Camp Poems on PhotoPeach
After working with Paula for a block of time one teacher learnt how to set up a blog and built a framework which her class will begin to fill during term 2.
The intention is that there are two blogs linked together, one which will show the children's writing and the second to celebrate and share classroom learning experiences.
As a part of our appraisal goals each teacher has been required to set an ICT goal which they aim to achieve throughout the year.
Teachers are more focused on what their new learning needs to be and what they need to do to get there.
Some teachers have 'creating and using a class blog' as their appraisal goal and are in the process of creating them and sharing them with their students parents.
Space 5 Blog
CLUSTER GOAL 4Communicate changes in pedagogy and use of elearning and SOLO Taxonomy to the school community.
A parent evening is being planned to be held later this year to communicate the importance of ICT and SOLO Taxonomy in the classroom to our parents and wider community.
Andrew Sinclair (Principal) regularly puts information about SOLO Taxonomy and ICT in the school newsletter to inform parents what is happening in our school.
We are currently updating our school website to have a SOLO Taxonomy Page to inform our parents about SOLO.
Our new school website is up and running for parents and community members to see what is happening in our school.
Some teachers are starting blogs to share and celebrate their learning with children's parents and family.
We are in the planning stage to hold a parent/community night in the near future.
Parents often come in and discuss what is happening in the classrooms and also discuss SOLO and ICT. They also look at what is happening in our classes and discuss what is happening in the class and view learning in books on computers and work published and displayed on the walls.
School Website
CLUSTER GOAL 5Inter-school and acrossschool collaboration within the cluster extends professional learning and enhances pedagogical practice and culminates in a series of e-presentations for a national audience.


Seven staff members attended the Learning at Schools Conference in February
Teachers all enjoyed the conference and found some practical ideas that they would like to try in their classrooms.
Liz M Reflection from Learning at Schools

Rose Henry's Reflection from Learning at Schools

Three teachers presented at the Learning at schools conference on using ICT to motivate writing with a focus on SOLO Taxonomy
The teachers who presented were put outside their comfort zones by presenting at Learning at Schools, but really benefitted from their experience. They received hugely positive feedback from those who attended and have been asked to present at other schools.
Learning at Schools Presentation on PhotoPeach
In April The lead teachers attended an app harvest with two Rotorua clusters to share how iPads have been used successfully and build our base of useful apps to download.
We were able to find out some different apps to use in our classrooms and created a list of apps to download onto our iPads to use in our classroom. We are also going to use the app harvest wiki that Paula has created to find useful learning apps to download.
iPaddle Website
app_harvest.jpg
PRINCIPAL'S REPORT

Summary of progress that has been made towards achieving your programme goals
  • Since milestone 2 we have purchased 6 iPads which are currently being trialled by the lead teachers in their classrooms. The lead teachers also attended an app harvest with two Rotorua clusters to share how iPads have been used successfully and build our base of useful apps to download. Children are enjoying using them and the apps we have found are enhancing the children’s learning.
  • We have had several staff working with Paula (ICT Facilitator) to gain ideas on how to manipulate and use photos. Our teachers have learnt a variety of programmes to use with digital photos. Teachers also looked at blogging and voice thread.
  • Staff as a whole are booking and using our current technology more frequently in their classrooms as a learning tool rather than one off lessons.
  • As a part of our appraisal goals each teacher has been required to set an ICT goal which they aim to achieve throughout the year.
  • All teachers are now incorporating SOLO into their planning and we have a school wide planning template, which is leveled to ensure higher levels of thinking is being addressed.
  • We have an expectation that all teacher will attend at least two of the cluster workshops over the year.
  • Three teachers presented at the Learning at Schools Conference in Rotorua this year on how to motivate students writing using ICT as a tool.
  • We were fortunate to receive the SNUP upgrade which will be completed within the next few weeks.
  • Our upgraded library has been set up with three new wide screen PC and two new Apple iMacs.



Key lessons for the cluster
  • Ensuring that we are clear about the strategic direction and take small achievable steps towards it. Ensuring we build sustainability into our changed pedagogies.


Our next steps towards achieving the cluster goal/s
  • Teachers will continue to set goals and relfect on the effective use of IT in the appraisal system.
  • Teachers will continue to attend cluster workshops and try new ideas.
  • Teachers will be presenting at the cluster workshops.


Emerging issues, risks, or opportunities particularly in relation to service delivery and reporting requirements

  • Opportunities - All the staff at Kawaha Point have the opportunity to attend PD that is provided by the cluster on and interest or needs base. Staff are learning at their own pace.

  • Teacher workload often hinders the ability to have regular sharing time.


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Milestone 2, 2010



Evidence towards achieving goals:

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

All teachers know how to integrate ICT into their curriculum or teaching plans and do so creatively and effectively.

A school wide planning template has been developed to encourage teachers to plan for the integration of ICT in their teaching.
  • We have created a school wide planning template which includes ICT use and is through the lens of SOLO taxonomy.
external image vnd.ms-excel.png Kawaha Planning Template1.xls
  • ICT lead teachers trialled our new planning template to introduce the plan using Term 4's concept.
external image msword.png Term 4 Plan 2010.doc
  • Staff have moved from the view of having an "ICT expert" in the school who plans and teaches for them in an isolated way to giving things a go themselves and having success! ICT is no longer viewed as a "timeslot" in the timetable but rather a tool that can be used to enhance student learning throughout their teaching and in their class environment.

Authentic contexts facilitate ICT integration to support depth and rigour in meaningful learning.

Teachers are trialling and experimenting using range of technologies in authentic contexts.
  • Teachers are beginning to use ICT tools (digital camera, easi-speak mics, Flip cameras, COWs) in their classroom programmes to enhance learning.
  • The new entrant class has photos of class trips and school events on a slide show in the classroom for children to view. This really encourages oral language because they are excited to see themselves and talk about what happened.
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  • Easi-speak microphones are used in most classes to help with oral language and reading fluency/expression.
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  • Easi-speak microphones were used in some classes to record singing and show progress/improvement of children's singing over a term. Children were able to listen to their recordings and make improvements from discussions about recordings.

    We're all in this together



    Ma Te Mahi Ka Ora



    Calypso



    I like the Flowers

  • We have two COWs which are used throughout the school to enhance the classroom programme, present children's learning and publish work.
caitlin and curtis.wmv
  • Senior and Junior classes are buddying up to work on projects together.
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  • Children are asking for and initiating the use of our technologies.
  • SOLO has become a core part of our school curriculum delivery. It can be seen displayed in classrooms at all levels thoughout the school. HOT maps are used for literacy and concept learning. Rubrics have been used to gain better writing outcomes.
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  • Some children have been using Artrage to share ideas on how they could improve the school environment.
johnny.jpg
johnny.jpg

  • One class used the flip camera to film their dance performance. They then viewed their performance and assessed what they were doing well and where they needed to improve on their dance before performing to the community.


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

All staff confidently and competently utilise a range of ICTs to provide rich opportunities for creative and independent learning.

Staff are gaining skills using ICT tools through Lead teachers running staff meetings and spending time in their classrooms modelling their use.
  • Staff are sharing ideas of how they are using ICTs in their classrooms.
  • Lead teachers are modelling/teaching other staff how to use different ICT tools/use of SOLO in their own class.
DSCF1324.JPGDSCF1325.JPG
  • Lead teachers have run staff workshops on using some of the technology in the school in meaningful ways. Staff made this collaborative list of ways in which they are using their digital cameras and easi-speak microphones.

Teachers’ planning includes effective use of ICTs, as well as emerging technologies and practices in their teaching and learning programmes, especially in literacy and numeracy.

New school wide planning template includes links to the use of ICT tools. There is a hunger amongst staff to learn.
  • When planning, staff are expected to think of ways in which ICT tools can be used to enhance learning. Planning templates incorporate use of ICT/SOLO taxonomy (see link under Goal 1)
  • A junior class used photostory3 to teach a new entrant class letter sounds.

  • After reading the book titled "The Snake Cake" a junior class made their own snake cake and sequenced the process using photostory3

  • As a motivation for writing several teachers used the website Build your wild selfwhere children created their own character and wrote a descriptive piece of writing about it. A SOLO rubric brought out greater learning outcomes and teachers were blown away by the quality of work produced. It was then published using CrazyTalk.

  • A Year 4 class retold a story by illustrating it and presenting it as a slideshow using powerpoint.Caleb.ppt
  • A senior class recorded the song 'Lean on me' then created a photo montage to match the words of the song.

  • Children share their maths learning using a flip camera to "teach others" external image x-msvideo.png Jun 23 2010 - VID00024.AVI
  • During maths week children competed on the internet on "Mathletics".

  • Some teachers are using "Into the book" to teach reading comprehension strategies.


    Into The Book

All teachers' planning will be inclusive of e-learning opportunities using authentic contexts. Particular consideration will be made for the needs of Maori and Pasifika students. The indigeneity and distictiveness of Maori students should be taken into consideration to foster an understanding of the cultural identity of Maori adn Pasifika students (MoE 2008b)

Both bilingual and mainstream teachers are using e-learning to compliment their teaching of Te Reo.
  • Newly developed planning template includes ICT integration.
  • Some teachers are incorporating the use of ICT to teach Te Reo Maori.
  • Junior bilingual class recorded their pepeha using CrazyTalk.

  • Children in a mainstream classroom used Moviemaker to show what they are learning in Te Reo.


National Programme Goal 3. Strengthen professional learning communities and increased collaboration within and across schools

Schools actively engage in PLCs and e-PLCs to build capacity and enhance effective pedagogical practices.

Staff have made use of each others ICT skills and knowledge to build a collaborative staff environment.
  • All staff members attended a SOLO cluster share afternoon to discuss and share ideas of how we had begun using SOLO taxonomy and deciding on our next steps as a cluster.SOLO share day .
  • A staff member has visited ST Mary's Catholic School to see ICT in action there - cool ideas!
  • Sharing across the cluster on ICT Lead Teacher days.
  • Several staff members visited New Market school who are also on ICTPD contract to see how they have incorporated SOLO taxonomy. Link Andrews photos

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

All schools develop and maintain a current ICT/e-learning strategic plan


  • Leadership team began putting together a strategic plan in Term 1. This document is a work in progress as we continually shift our thinking and see specific needs arise for PD, resourcing and the ever changing needs of the community. Link plan
  • Through our learning during this year, in 2011 we will have a much clearer view of where we are going and what we need to do to get there.

Schools will develop e-learning leaders by providing targeted PD opportunities for Principals and Lead ICT Teachers

Lead teachers have been appointed and have grown in their role within the school. They have engaged in regular professional development. Other staff members now see them as the “go to” people for ideas and support
  • ICT lead teachers have been attending PD sessions regularly
  • Lead teachers share back with the rest of the staff in order to share the learning.
  • Principal attends regular meetings with the cluster principals.
  • After working with some of the ICT lead teachers on photostory3 a class in the middle school created a photostory to share their learning from the Trustlife caravan.


National Programme Goal 5. Increase the school community’s understanding of the educational contribution of e-learning

The BoT and community are informed about and engaged in e-leaning.

Our community has received ongoing information through newsletters etc. With the change in BoT this has had a significant impact on their understanding of the value and impact quality ICTPD will have on our student's engagement and achievement. Children are going home excited about what is happening in their classes.
  • ICT lead teachers are sharing with the BOT where our school is at and where we are going on our ICTPD journey.
  • Principal has been regularly reportning to the BOT our progress.
  • The school website is currently being upgraded to better represent our current community and student needs.Our new school website
  • We are part of the pilot programme to add a parent portal to eTAP for 2011 so parents will have the ability to access their children's attendance/assessment information online.
  • School assemblies usually involve a component of ICT. Children share videos, photos and photostories of the learning in their teams or classes.
  • Examples:
In Term 1 the Senior Team went to Pauanui for camp. They made a movie of their time at camp and shared it with the school/community at assembly.





Term 4
- Lead teachers are being released to work in their teams. They are modelling the use of ICT and supporting other staff.
Term 3 2010
- Several staff members visited New Market school who are also on ICTPD contract to see how they have incorporated SOLO taxonomy
- Lead teachers ran a staff meeting and reminded teachers of our Flip cameras and demonstrated their use. Staff were given their second ICT challenge. Introduced the COWs to get staff using them.
- We created a wall in the staff room as a "Go to" place for ICT ideas, timetables and sharing zone.
Term 2 2010
-Lead teachers ran a staff meeting where all staff shared how they have used our digital cameras and easi-speaks in their class. Link document.
- Lead teacher showed staff how to use our new microscopes.
- TOD on planning with SOLO focus.
- School got two new babies :) A green calf and a blue calf! add photo
Term 1 2010
- Two Rotorua clusters attended a two day TOD on SOLO taxonomy.
- All staff trialled SOLO use in their own classrooms in varying degrees.
- Four ICT Lead teachers were appointed to lead the school's PD journey.
- Lead teachers attended 'Learning at Schools' Conference.
- The cluster set up a Ning where we recorded our learning from the conference.
- Lead teachers ran a staff meeting to bring new ideas gained from 'Learning at Schools' to staff and set a challenge for them to begin using ICT technologies.
- School purchased two digital microscopes.