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Mamaku School is a rural school about ten minutes drive from Rotorua. It is set in a lovely peaceful village with a very caring community. All the children who attend Mamaku School live in the village or the surrounding areas.
Click on the button below to visit our Milestone reflections and evidence
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Mamaku School

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What did we do and how often?
Was it effective?
Goal 1*
  • Teachers are using Solo Rubric's both generic and co-constructed in a variety of curriculum areas, each week in planned learning.
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  • All teachers are using the Solo maps in a variety of curriculum

  • Students involved in mathletics trial 2 week period

  • All students including Maori and Pacific Island have opportunities to use digital equipment on a choice basis as each classroom has wireless internet, classroom PC and digital camera.

  • All students including Maori/ Pacific Island can record ideas and use equipment during specific booked times if digital equipment in not available at the time.This is available a number times each week for each class.
  • All students including Maori and Pacific Island students are directed to previously bookmarked sites on the school server for specific purposes. Older students are given more range to search the internet however they have been learning how to choose sites that will be of use
  • We have made some advances in our learning of Solo Taxonomy into our curriculum planning

Goal 2*
Mamaku School
  • The lead teacher has set up a class blog for all classes, this is still in the early stages but teaches are beginning to post work from their class online.
  • We believe this will become a very strong way of showing our community what our students are doing in class.
  • http://www.mamaku.school.nz/class-pages/

This has been an on going process of trial and error, as we wanted and needed pages that were
easy to maintain and add content by all teachers, especially on their class blogs.
  • We have started work on a new school website this has been set up and is maintained by the ICT lead teacher http://www.mamaku.school.nz
  • We are beginning to set up a school wiki to link to our new website, this is once again in it's early stages but will be built upon over the next few months, http://mamakuschool.wikispaces.com
  • We have looked at resources on http://softwareforlearning.wikispaces.com/ and also http://digistore.tki.org.nz/ec/p/home and updated our login to the digistore resource.
  • All classes are now able to access skype for external and internal conferencing.
  • All classes can access Journal surf ( online search engine for school journal library)
  • Etap and Eastle training delivered by the principal for all staff - on going contact with etap and Eastle for support in these products.
  • Lead teacher is available to support through email, or on the job training for all staff at all levels

  • Two staff meetings are booked in term 2 to support classroom blogging and planning including ICT

  • Lead teacher and Principal attend regular PD in term 1 and 2

  • Lead Teacher co-ordinated mathletics training workshop for all staff in term 1

  • Goal 3
  • The teachers at Mamaku School provide opportunities in a Maori
medium for all students. The senior and middle school students
in the first term researched and shared their individualised pepeha.
This gave the students the opportunity to share their cultural
connections and personalities to make their classes more aware of
who they are.
They displayed and recorded these in a variety of ways both digitally
and visually. Some used recording devices to capture their Mihi
allowing for feedback by peers on pronunciation of the language.
The Year 7 and 8 class created visual mats with an explanation
using a Solo Rubric to improve
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Mihi
explanations.
Some of the junior classes have included Te Reo in their current
weekly programme. The students are making connections when
counting in English and Te Reo also when learning their colours,
through music and language. They are in the process of recording this so the
students are able to reflect on their knowledge.

Room 7 (Photos, explanations, rubric)
Room 6 ( Photos, Explanation)
Photofunia

Student voice reflection – “ I said toku wrong”
“ Clear saying of the words.”
“ Loud enough voice so you can hear me”
Students creating games in Maori – Producing material on the laptop
Room 2 ( Counting in Maori, Colours in Maori)
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Room 2 Name activity

Both teachers and students are becoming more digitally
aware and confident in making choices of when to use
a digital tool to enhance learning.
Students are coming up with I wonder questions that they are using
search engines to find answers to learning to cross reference
sources especially in the senior classes.
All teachers have the opportunity to book the laptops and the
note books for classroom use, many have now put into place
regular computer programme that runs along side the
classroom programme.
Room 2 – Spelling and keyboard skills
Room 5 – Adding to class blog
- Mathletics
- Wordle – synonyms
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- Myths and legends

  • Students creating art work, marking from a Solo rubric, sharing their reflections
  • ICT through the use of Ipads and classroom computers are beginning to be used in the class task boards, or in a system set up to run along side the class programme.
  • Students recording reflections of work, of stories
  • Rm 2 using computers

Goal 4
  • Computers in homes scheme introduced into school. Parents come in once a week to do a two hour training.

  • Radio station 88.4 FM has just gone live

  • Students have been involved in the Mathletics trial – school is in the process of
sourcing funding. Parents were very supportive of this programme as a home and school project.* Families are welcome to contact the teachers – school has an open book policy –
can see evidence of work on class blogs ( which are still in their early stages)
  • Etap is working, parents will eventually have a login to be able to access their childs data.
  • Students are aware that they do not give out personal information, contact details.
  • Lead teacher has attended Net Safe course, in discussion how this will be used to help with internet safety.

Goal 5
  • Classes share use of web2 tools, tools on the Mac
  • Teachers are other at all levels
  • Ipads being used to support learning and sharing apps.
  • Teachers using solo maps and rubric for students to inform next steps
  • All staff attended PD run by the cluster facilitator last term at least 2 courses. All staff have opted for at least 2 cources for this term run by Lead teachers.


Reflections

Teachers are pleased with the way the solo rubrics give students visual owership of their own individual out comes.Some students are opting to write rubrics for the work so they can see what needs to be done.

The solo maps have helped to extend thinking.

Students were very engaged with great results.


Works well, would be better with more hardware in each class so more students have access at once.

The school cow and calf give opportunity for this. This works well as a mobile unit.

This is very effective as searching can be very time consuming for very little results if students do not know how to look.


Very effective - obtained funding
to purchase equipment and up date current infrastructure.

Still in its early stage however their have been some contribution from people outside of the classrooms


Again early stages - it will be a great home school link when it is up and running completely.


Yes- students could
recall and talk about their individual mihi
in a variety of ways.


Displaying the information in a variety of
ways was effective, added an element
of fun, problem solving and made the
students think about their audience.
This is useful, helps with the teachers planning.
Great online tool for data collection, attendance and Eastle writing assessment tool.
This works for the staff and the lead teacher as we have problems at different times.

This will be effective as it will increase confidence in using the blog, and give opportunity to brainstorm tools for planning
Yes effective keeping up to date and in contact with the cluster.
Very effective, school wide buy into the programme due to student engagement and results.


Yes very effective


Yes effective.This gave the students the opportunity to share their cultural connections and personalities to make their classes more aware of who they are
Yes effective - all students very proud of their efforts and of being able to share.


Yes effective - students enjoy hearing themselves and their peers are able to talk about them.


Very Effective - ownership of learning and sharing with the class

Effective - a wider bank of tools to call on.

Effective - connects with learning how to search


Effective - gives a structure to the extra tools that have to be shared within the school.

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Very effective - parents are proud of there learning, bringing the wider community into school.

Very Effective - students are very keen, prepared to be part of the radio station

Very Effective - Students are very engaged.


All effective - increasing teacher confidence, use of equipment and the potential knock on effect for the students.
PRINCIPAL'S REPORT

Summary of progress that has been made towards achieving your programme goals
  • Our current strategic plan enables growth in both infrastructure and development of staff, students and the wider community. As the teachers and the students are becoming more digitally aware they are making more informed choices as to when they would like to use digital learning tools to enhance learning. This has been encouraged through teacher PD, the purchasing of some new equipment such as Ipads and a radio station, continuing use of booking systems for the laptops and notebooks, introduction of computers in homes scheme and the possibility of mathletics going live. Solo Taxonomoy is woven into the programme in each class which has developed and provided important scaffolding for students having greater ownership of their personal improvement. Teachers are required to have a goal linked to ICT and Solo as these are focuses this year for the school, these will be measured through the appraisal system. Through PD from Angus McFarlane staff will be able to make greater connections between the pedagogy and the way we link Maori, and Pacifika dimensions within the school.


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 reflect on the effective use of IT in the appraisal system.
  • Teachers will work

Emerging issues, risks, or opportunities particularly in relation to service delivery and reporting requirements
  • Risks - Funding infrastructure and equipment updates. Applications to charities have been made and the outcomes are pending.

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













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National Goal 1
Integration of ICT to give effect to the New Zealand Curriculum / Te Marautanga o Aotearoa.
National Goal 2

Increase capability of teachers and principals to improve students' learning and achievement through e-learning
National Goal 3
Strengthen professional learning communities and increased collaboration within and across schools.
National Goal 4
Increase e-learning leadership and ICT strategic planning capability of principals and teachers.
National Goal 5
Increase the school community’s understanding of the educational contribution of e-learning.
All teachers know how to integrate ICT into their curriculum or teaching plans and do so creatively and effectively.
All staff confidently and competently utilise a range of ICTs to provide rich opportunities for creative and independent learning
Schools actively engage in PLCs and e-PLCs to build capacity and enhance effective pedagogical practices.
All schools develop and maintain a current ICT/e-learning strategic plan
The BoT and community are informed about and engaged in e-leaning.
Introduced imovie to all staff. Imovie now used extensively in most classrooms to showcase learning in all curriculum areas.
Room 6
Room 5
Room 4
Room 3
Room 2
Room 1 - The very hungry catapillar

Green screening has been used across the school to link with our Enviroschools theme, and literacy

Room 3
Sonya Saddle Back
William Katipo
Zenton tuatara
Sean Tui

The junior school have been using the Easi Speak microphones to record their own reading. Only link to your own work
Room 3 - "Build Your Wild Self" site has been used extensively in the junior school this year, as has "Build Yourself a Hero" where children have used the stimulus of a superhero they create to inspire their writing.

Easi - speak- Recording digital stories for reading publishing on a eye movie Room 1

Room 2- Roger the Mascots journey across USA. Photographed and children have used this to enhance their writing.

Research/ investigations - Room 7

Room 6 blogging
This is the beginning of our blogging journey as a class.

Each class blog has also been set up ready for students to learn how to access, add and comment on
Room1
Room2
Room 3
Room4
Room5
Room6
Room7

Podcasting - Room 4 have been recording their writing work to enable them to better apply a SOLO assessment to them.
They write, record, listen, assess, edit, record, listen, assess, edit as an iterative process.
Podcasts of narrative writing from a photo of an old room as stimulus.
By losing the cluster facilitatator mid year we were thrust as a cluster to work more closely together and rely on our own internal capacity and that within the cluster. We also made use of external expertise and linked with other facilitators in the BoP for advise and guidance.
As well as our lead teachers working together we have used Rochelle Jensen, Pam Hook, Julie Mills and Lorraine Watchorn this year.
Paula Jamieson will be working with us next year and we are building our internal capacity to work online with wikispaces and Google docs to enable greater sharing from our cluster.
This has been difficult to achieve. We have had to balance the lead teachers time in working face to face with our teachers and spending time on the development of a strategic plan. For the plan to have understanding and ownership teachers levels of ICT knowledge need to increase to the level that they are able to have some impact into a strategic plan.
We will therefore be ready to draft our first ICT strategic plan over and above what is already contained in our charter by the end of term 1 2011.
Reports to the BoT from principal include information on ICT professional development opportunities and outcomes.

Extensive use of ICT in school assemblies each week.
New screen and projector in hall allow students to present their learning through the use of imovie to parents.

Do you have any online community newsletters you can link to show engagement with community around your ICT development
Authentic contexts facilitate ICT integration to support depth and rigour in meaningful learning
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.

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

The use of online areas for planning and reporting have built teacher capability in ICT PD this year.Teachers are now confident users of Google docs
  • Wikispaces
  • AsTTle
  • ETap for planning, summative assessment ans reporting in the form of mid and end of year reporting. Formative assessments in the form of OTJ's running records etc.
  • NZCER marking website

Necessity has made teachers gain confidence and expertise in the use of the above websites.
Piloting of the @school LMS from next term will further strengthen their ability to use a variety of online reporting areas and databases.
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 and Pasifika students (MoE 2008b)

  • ICT planning is contained in planning documents on ETap
  • A teacher only day planned in June 2011 with Dr. Angus MacFarlane around engagement of our Maori students.

Our programme in the second half of the year (see in programme implementation section of the milestone) has been driven by the principals group and the programme we developed mid year as a result of losing the cluster facilitator.
At Mamaku the lead teacher is currently released once a week to work with teachers or release teachers to work on an ICT task.
This has made a difference by giving enough time for the lead teacher to work with teachers.