Otonga+2010

Hardware and Software
Feb: We reconfirgured all our school computers to have the same programmes/desktops. Recomended freeware / software was loaded so we had uniformity across the school in access to programmes. This year we managed to otain a grant to supply an n-computing kit per class in middle and senior school, so each class has 4 computers. May: We purchased 12 easispeak microphones. Our school has undergone recabling throughout as part of the ministries project. August: purchased 4 laptops for use in Gifted and talented modules/ or for special projects. September: Purchase 15 flip video cameras for digital storytelling, reflection use. Installation of projectors in 5 rooms for use with Mimio whiteboards.

**Goals Indicators Evidence**
ICT into their curriculum or teaching plans and do so creatively and effectively. || Teachers are using effective pedagogy to raise achievement Students and teachers become increasingly digitally literate || Teams have planned together using the language of SOLO verbs to guide their learning objectives, and assessment of key competencies.
 * **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

[|Junior Unit Plan Sustainability Power Down EnergyTerm 3.doc] Middle team 'Relating to Others SOLO plan [|SOLO ACTIVITIES-Relating to others.doc]

Lead teachers attend session with Pam Hook on planning using SOLO taxonomy [|Rotorua Enterprise 10Sept2010.doc]. || integration to support depth and rigour in meaningful learning || Effective use of ICT in the classroom programme
 * Authentic contexts facilitate ICT

Developing Key Competencies and Values

Collaborative learning opportunities

ICT’s will assist to reduce some of the barriers to learning Confident, connected and actively-involved || We have used Survey monkey to survey staff about ICT use, and now they are thinking about how this tool could be used in classrooms..

Improving students writing through increased motivation, and authentic audiences in a class writing blog. > [|Room 9's blog] > [|Rooms 12's blog] > [|Room 17's Blog] Improving oral language and pronunciation of languages(English,Maori and chinese) using easi-speak recorders to Improving collaboration between children by using online docs Teachers explain the impact of SOLO taxonomy on the childrens learning in their classrooms. media type="youtube" key="wEjiqodwx1Y?fs=1" height="176" width="256" align="left" || opportunities for creative and independent learning || Staff collaborate and co-construct programmes
 * Junior children practice writing and recieve feedback from peers and family
 * Children have been introduced to blogging and have there own blog pages [|Room 21's Blog]
 * engage children, practise and reflect on oral language. Examplereflection on discovery time.
 * Chinese and maori language development and pronunciation [|Chinese] and Waiata
 * reading fluency
 * junior school oral language podomatic site Otonga Sound Station
 * a special needs group has used recorder to improve and give instant feedback to children with limited speech.
 * a special needs group has used recorder to improve and give instant feedback to children with limited speech.
 * Senior children used google docs as to collaborate and contribute to<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">[|Room 12]
 * **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

Personalised learning opportunities are provided for both teachers and students within and beyond the school. || Staff and children had been learning to use SOLO taxonomy to improve depth of thinking, and reflection on learning.

Staff have had proffessional development : 1. TOD 28th February - SOLO Taxonomy with Pam Hook and Julie Mills [|SOLO Taxonomy.docx] 2.School TOD 4th June - staff share and reflect on SOLO so far [|4th June TOD.doc]

3. Lead teachers and some staff attend planning using SOLO PD with Pam and Julie

Children have used SOLO rubrics and HOT maps for
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">assessing Key competencies
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">discovery time reflection
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">oral language reflection and assessment
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">written language reflection/ peer marking
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">added to AFL folders
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">inquiry topic assessment
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">SOLO maps trialled during topic time to expand thinking
 * <span style="line-height: 0px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; overflow-x: hidden; overflow-y: hidden; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">trialled as a reading comprehension tool

[|Possible outcome.doc] [|Part whole map.doc]

[|compare and contrast map.doc] [|Describe map.doc] [|Sequence map.doc]

Using IWB's- school purchased 5 mimio interactive whiteboards especially in literacy and numeracy. || ICT's used to help raise levels of achievement in literacy and numeracy. ICT's support student engagement. . || Planning for use of SOLO taxonomy in syndicate topics. See planning
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">training to use Mimio provided by Waterman to 8 staff in term 4. training notes [|Hand out for(Basic training).pdf] ||
 * Teachers’ planning includes effective use of ICTs, as well as emerging technologies and practices in their teaching and learning programmes,

Whole school registered for and participated in Maths week on the <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">Mathletics website

Links pages set up from school website to provide learning links in literacy and<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">numeracy.

Using __photostory to support literacy__ 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 distinctiveness of Maori students should be taken into consideration to foster an understanding of the cultural identity of Maori adn Pasifika students (MoE 2008b) || Students are engaging and participating in e-learning environments. Increased motivation, engagement and participation in learning activities || Children beginning to be involved in commenting on each others blogs, communicating in Uspace - our LMS's version of Facebook, and beginning to use the schools website as a portal to learning and our LMS.
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">retelling stories as comprehension strategy
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Photostory 3 to to retell a school trip [|Room 9]
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">class storywriting competition, the winners created a digital book out of their story. <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">hazels story ||
 * All teachers' planning will

Staff made aware of online Maori language support, through regular upskilling during staff meetings and links in maori planning documents. || Using ICTs to learn. High expectations about accessing and utilising ICTs || Class working on publishing as a stage of writing allows students to choose own way, resulting in 6 photostories, 10 <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">blog posts, 1 handmade book, and some typed stories. Children instigating technologies use - "Can I get the camera and take photos" "We should video our puppet shows" "Can I do mine on the computer" in response to retell exercise.
 * Teachers increasingly facilitate student decisionsabout when to use ICT to support their learning and foster an expectation that students become self-managing learners. || ICT is infused and an intergral part of students learning.

Students begin to develop their own blogs etc outside of school. Chinese boy took what he knew of blogging from class and found a chinese version. He now communicates to family in NZ and China in both languages. <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">[|Marks chinese-english blog] || Schools utilize online areas to document progress Sustainability of teacher capacity. || Staff using <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">Ultranet LMS as portal to energy resources and <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">'ask an expert'
 * **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. || Innovative approaches utilizing e-tools are being used to develop professional learning communities.

Some staff beginning class pages in the LMS - a place to record (blog) what they have been doing.__<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; color: #810081; padding-right: 10px;"> view sample __ Staff joining our ICTPD cluster wiki

Staff contributing to Interface magazine. Staff being interviewed about their SOLO implementation for the Hooked on Thinking (SOLO) Wiki (see videos under goal 1 above).

Schoolwide assessment stored in MUSAC system, with capabilities to link to parent portals through our LMS (trial beginning soon)

Online teacher's lounge developed in schools LMS to share resources, ICT things of interest. <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">SOLO information page on school website developed.

Staff attending face to face sharing sessions with cluster. - Term 2 sharing SOLO with simular level cluster teachers, and - Term 4 sharing with simular level cluster teachers || a current ICT/e-learning strategic plan || School leaders and Boards of Trustees have a clear understanding of the potential of ICT/e-learning. School is involved in regular self and peer review. Community are consulted. Internet safety is addressed. || Strategic plan 2010 [|Management plan june10.doc] Action plan and end of year review 2010 [|ict strategic plan review 2010.doc] Staff surveys on PD, and ICT capabilities, needs. Cybersafety week held in term 1, where children and teachers looked into what going online meant, and used <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">'Hectors World' to teach children online safety. We also developed new cybersafety agreements for both students and staff. Staff have all signed the new agreements and the childrens agreement will be phased in as new children join our school.Copies of the agreeements are linked below. [|student use agreement.doc] [|staff user agreement 2010.doc] || leaders by providing targeted PD opportunities for Principals and Lead ICT Teachers || School leaders have both the confidence and knowledge to assist them to design appropriate action plans for their school || 3 lead teachers attending PD days twice a term.
 * **National Programme Goal 4. Increase e-learning leadership and ICT strategic planning capability of principals and teachers** ||
 * All schools develop and maintain
 * Schools will develop e-learning

3 lead teachers appointed at each level of the school to increase to 4 in 2011

Lead teachers and principal attend Learning @ SChools in Feb 2010.

Principal attending principal meetings. Principal and one lead teacher attend strategic planning session with Tessa Gray.

In school project team meeting held each term between lead teachers and principal. || Parents and children have access to the student’s learning journey (including e-portfolios) Active participation by the community || Use of blogs to inform wider community of what is happening in classes. <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">[|Room 21's Blog] <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">[|Room 17's Blog] <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">Room 2 Blogger <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">Room 7 Blogger <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">[|Room 9's blog] <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">[|Rooms 12's blog]
 * **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 || Interact with their communities informing them of the impact of ICTs.

Community invited to cybersafety evening and <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">pamplets about cybersafety given out.

School LMS system has been introduced, children all have logins<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">. view sample class

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