Contract+variation

Variation Documents  Variation 2, November 2011 This variation document highlights our Strategic Plan and Direction for 2012. It also indicates, time, frequency and budgets linked to each of our planned events.

** FUNDING AGREEMENT FOR DELIVERY OF **


 * PROFESSIONAL DEVELOPMENT PROGRAMMES **


 * Contract Number 10-042 **


 * Information & Communication Technologies (ICT) **
 * Professional Development Programme 2010–2012 **
 * (the 2010 ICT PD Cohort) **


 * Between the Ministry of Education **


 * And **


 * the Board of Trustees of Mamaku School **


 * DATE: 12 November 2010 **

** Ministry of Education **
 * PO Box 1666 **
 * 117-125 Lambton Quay **
 * Wellington 6011 **
 * Ph 04 463 7706 **
 * Fax 04 463 8392 **

** BETWEEN ** For and on behalf of the Sovereign in right of New Zealand acting by and through Howard Baldwin, Manager, e-Learning Innovation unit, Schooling Group, Ministry of Education (“the Ministry”) (Referred to in this variation as the “Ministry”)


 * AND ** The Mamaku School Board of Trustees a statutory body corporate established under the Education Act 1989 ("the Board")

** WHEREAS: **

A. The Ministry and the Contractor signed a contract dated November 12th 2010 (“the Principal Agreement”) to provide services to the Ministry in relation to a professional development programme in ICT for a cluster of schools.

B. Clause 8 of the Principal Agreement authorises the parties to vary the Contract by mutual written agreement. Any such variation shall be read together with and deemed part of the Agreement. This variation records the programme plan and budget for 2011 based on a self-review of progress carried out by the cluster.

C. This Agreement records that variation.

** THE PARTIES AGREE AS FOLLOWS: **


 * 1) Schedule One; the services are varied by: adjusting the activities/outputs to reflect the changes to the programme plan and budget for 2011 based on a self-review of progress carried out by the cluster. This schedule has the new 2011 programme inserted.


 * 1) Schedule Two; the reporting is varied by: adjusting the reporting schedule and requirements. This schedule is replaced with the new version attached.


 * 1) Schedule Three; there is no variation effect on the total programme budget provided by the Ministry. The Payment Schedule has been changed to reflect the recent change in GST to 15%. This schedule is replaced with the new version attached.


 * 1) The Ministry and the Contractor confirm in all other respects to the Principal Agreement.

** Ministry of Education **

This contract is between the Sovereign in right of New Zealand acting by and through Howard Baldwin, Manager, eLearning Innovation unit, Schooling Group // (Referred to in this contract as the “Ministry”) //

………………………………………... (Signature)

Dated at_ __this__ __day of____2010__

__ ** Lead School ** __ __ ** Signed by ** __

__ Full name and Title (Must have authority to sign on behalf of the Lead School) __

__ ………………………………………….. __ __ (Signature) __

__ For and on behalf of ___ __ Cluster Name __

__ Dated at ___ this day of2010

** FIRST SCHEDULE ** ** Schedule One ** is hereby varied by inserting the following 2011 programme details:

** Services to be provided by the Board ** Under this Funding Agreement the Board will provide an ICT professional development programme that addresses the objectives of the national programme goals.

** National Programme Goals ** Schools will use e-learning to give effect to the New Zealand Curriculum / Te Marautanga o Aotearoa by increasing the capability of: 1. students to become successful digital citizens 2. principals to lead the integration of e-learning in their schools (strategic and operational) 3. teachers to integrate e-learning effectively into their practice creating an innovative and exciting learning environment for all students 4. family and whānau to actively participate in their child’s learning 5. the sector by sharing online professional reflections to inform colleagues of the challenges and opportunities afforded by e-learning

** Programme to be provided **

The Board will provide the Programme according to the Programme Outline and Milestones set out below (A–D).

** Programme Outline **

** A. Scope of the cluster **


 * Names of the Cluster Schools || School MoE number || Number of teachers (FTTE) || Number of students ||
 * ** Mamaku School ** || ** 1797 ** ||  ||   ||
 * ** Kaharoa School ** || ** 1756 ** || 10.40 || 202 ||
 * ** Otonga School ** || ** 1875 ** || 28.7 || 545 ||
 * ** Ngongotaha School ** || ** 1852 ** || 17.30 || 336 ||
 * ** Aorangi School ** || ** 1683 ** || 7.10 || 126 ||
 * ** St. Mary’s School ** || ** 1958 ** || 19.80 || 400 ( end of year) ||
 * ** Kawaha Point School ** || ** 1766 ** || 17.3 || 335 ||

** FIRST SCHEDULE… continued **

** B ****. Roles or assigned personnel ** Note that there is a requirement for personnel in cluster leadership roles to participate and/or contribute to the Ministry’s e-learning web presence (Currently in development on TKI and VLN) in addition to the revised online milestone reporting requirements.

** Ministry of Education Contact ** Project Leader: e-Learning Capability Phone 04 463 7706 Email mailto:neil.melhuish@minedu.govt.nz || Level 5 St. Paul’s Square 45-47 Pipitea Street (PO Box 1666) Thorndon Wellington 6140 ||
 * Neil Melhuish

** Project Director/s ** – the person who will be the official contact with the ministry Name/s: Lorraine Taylor (2 days per term) Key tasks from the job description for this role:

EVIDENCE EXAMPLES || Staff. || The cluster is achieving its goals. The facilitator is supported. || Regular meetings are held. Outcomes are recorded. || 
 * KEY OBJECTIVE ||  RESULTS EXPECTED  ||  POSSIBLE
 * To be accountable to the Ministry for the expenditure of the money. || Schools are encouraged to complete data for milestones in a timely manner. Milestones are completed by the due date. || Positive feedback from ministry. ||
 * To liaise between the facilitator/ principal/
 * To provide leadership for the Cluster Management team and for the direction of PD within the cluster. || A PD programme is developed between principals and implemented to meet the needs of the individual schools within the cluster. || Wikispace, blogs, regular meetings, surveys, constant review of goals ||
 * To be a learning centred leader. || To have a clear picture of the cluster goals and be able to support and guide the cluster to stay focused on those goals.  || Prioritise decision making that supports learning outcomes for students in line with the action plan. ||
 * Promote vision and provide professional leadership to the team. || Develop a shared vision through discussion and collaboration. || Student voice, wikis, blogs, on-line learning environments (eg. KnowledgeNet, Ultranet) ||
 * To liaise with the Ministry of Education and National Facilitators on a regular basis. || All parties will be personally informed and up to date with national initiatives and cluster progress. The cluster will be challenged to reflect on practice, measure progress and adjust programme where needed. || Dedicated time at each meeting to focus on national initiatives and cluster progress, noting where to go next. ||

** Project Facilitator/s **
Name/s: Paula Jamieson (0.5 FTTE) Key tasks from the job description for this role: POSSIBLE EVIDENCE EXAMPLES  || planned meetings shared resources / learning outcomes || || Increased and effective use of ICT by teachers and students in learning. || Increased participation of students in using a wide range of software and tools in learning. || Deepening of ownership || Refining of classroom practice effective and efficient integration of ICT Growth of a professional e-learning community || 
 * KEY OBJECTIVE ||  RESULTS EXPECTED  ||
 * Deliver Professional Development - Pedagogy  ||  Staff will become confident and capable implementers of an effective pedagogy to suit the needs of 21st century learners  || An inquiry approach to learning in classrooms. ||
 * Deliver professional development and coordinate various pd across schools || A shared understanding and teacher confidence and facility across the cluster. || Students / teachers gain in skills and knowledge
 * Deliver Professional Development - ICT
 * Set up effective communication across cluster schools. Motivate and stimulate staff || Cluster informed of meetings. Shared vision. || All Cluster Schools are thinking the same. ||
 * Sustaining the use and development of ICT tools and pedagogies || Ongoing professional growth and development
 * Liaise with other clusters to ensure sharing across the clusters || Introduction and implementation of ideas shared || Teachers gaining a diverse and wide range of strategies and skills to enhance classroom practice  ||  ||
 * Collect evidence (data). || Data to reflect an improvement in pedagogy of ICT use. || Milestone Reports completed in a timely manner.  ||
 * Work with School Cluster to establish a three year strategic plan. || Each Cluster School has established a strategic plan that is reflected in the budget and enables effective use of ICT to enhance learning. || Well resourced schools and clear direction.  ||
 * To provide in-class support. || Regular visits to all classrooms || Teachers confident and increasingly skillful with technologies and effective pedagogy.  ||

Role: Financial administrator Name/s: Sandy Carroll (2 days per term) Key tasks from the job description for this role:
 * KEY OBJECTIVES ||  RESULTS EXPECTED  ||  POSSIBLE EVIDENCE EXAMPLES  ||
 * Fundholding school will manage cluster accounts effectively || Cluster accounts will be accurate and available for MoE and cluster schools to read || Accounts will be submitted to all management meetings and to MOE Via National Facilitator Milestone reports ||
 * Paying cluster invoices || Invoices to cluster schools and other businesses will be paid accurately and efficiently || Cluster schools will be reimbursed efficiently and accurately. ||
 * Invoices to MoE sent || Invoices to MoE will be submitted accurately and efficiently || Milestone will be on time along with invoice for payments. ||
 * Budget will be managed effectively || Cluster will stay within budgeted areas. || Administrator will indicate if an area of the budget is being over spent ||

Role: Cluster Principals Key tasks from the job description for this role: EVIDENCE EXAMPLES || 
 * KEY LEADERSHIP OBJECTIVE ||  RESULTS EXPECTED  ||  POSSIBLE
 * Shared vision across all schools || All principals will actively participate and model the importance attributed to this contract development, and share the cluster vision with staff

|| The vision will be reflected in: Planning and procedures Conversations within the classrooms and staffroom Classroom programmes Communication with whanau. || · Each individual school  || • Written into school annual plan • Reflect in teacher appraisal || • Report from each Principal / Lead Teacher for MS (to F & PD) || • F to communicate with P at each visit • Report to individual BOT • Feedback to community • Include in annual report || • Hold regular staff PD meetings || • Readings available in online area and discussed in staff meetings • Staff mtgs – with ICT focus at least 3x per term. || • Provide opportunities for staff to attend ICT conferences • Look @ research internationally || • Teachers/Principals – attending conference and sharing new learning at staff mtgs • Teachers/Principals attending workshops @ Lead Cluster day • Professional learning community within school • Professional learning community across cluster ||
 * Develop strategic plan ||  · For cluster as whole
 * Monitor and evaluate programme success || • Regular feedback from P/D & P/F
 * Professional development || • Initiate opportunities to provide teachers with Professional reading
 * Establishing policy and procedure || Implement cluster overview and track expected progress || Feedback and feed forward survey data ||
 * Involve in Regional & National ICTPD initiative || • Attend L@S conference

** FIRST SCHEDULE… continued ** ** C. Programme Goals and Success Indicators ** // Break your overall programme goals into specific statements of the results that you want to achieve this year. // // Be sure to align your specific statements to the National goals. // || // How will you know if your programme is achieving your goals/results? What measures will you use to evaluate your progress? // // Identify key success indicators for each result that you want to achieve. // // These will be a combination of quantitative and qualitative measures; including the learning and achievement of both teachers and students. // || - digital etiquette - digital communication and - digital literacy
 * ** Programme goals ** || ** Success Indicators for National and Cluster Goals ** ||
 * ** National goals ** || ** Cluster goals ** ||^  ||
 * ** Schools will use e-learning to give effect to the New Zealand Curriculum / Te Marautanga o Aotearoa by increasing the capability of ** :- || // What are the results you want to achieve from your programme? //
 * 1. students to become successful digital citizen || Students showing

Students accessing digital tools.

Students are using e-learning to support and enhance their achievement.

Maori and Pacific Islander students are supported and egaged through being a digital citizen || Students will conduct themselves in an appropriate cyber safe manner understanding that their online profile is as important as off line.

Create opportunities for maori medium students to use ICT to communicate with each other.

Students will be able to make choices when to communicate digitally and what is the best method.

Students engage in the use of technologies to locate, process and understand information in real life authentic applications.

Students have equity in access to digital learning in school environment

Students use Solo Taxonomy and e-learning tools to enhance learning and understand next steps.

Maori and Pacific Island students will make choices of progammes that support their learning ||
 * 2. principals to lead the integration of e-learning in their schools (strategic and operational) || Principals to facilitate the development and maintenance of school ICT/e-learning strategic plans which will include reference to meeting the needs of Maori & Pasifika students.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">Principals will coordinate the development of e-learning leaders by providing targeted PD opportunities for themselves and Lead ICT Teachers

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">Unpack Kahikitia document & explore the implications it has for teachers & Maori students.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">Principlas will co-ordinate the professional development of Maori medium teachers across clusters. || <span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">All schools will have a current strategic plan that includes a reviewable annual plan.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">Annual plan will include actions to meet thee needs of Maori & Pasifika students.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">Annual plan will be reviewed and adjusted as required, twice yearly.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">Budget will be allocated annually to provide for infrastructure, as required, by each school.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">Lead teachers will be identified in each cluster school.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">Targeted professional development will be provided for lead teachers.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">Budget will be allocated to ensure adequate release is provided for the lead teacher role to be carried out effectively.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">Lead Teachers will regularly meet with the facilitator for targeted PD

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">Principals will regularly meet with the facilitator for targeted PD. ||
 * <span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">3. teachers to integrate e-learning effectively into their practice creating an innovative and exciting learning environment for all students || <span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">All teachers integrate e-learning into their long term and weekly planning and implement authentic learning across the curriculum.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">Teachers will set goals and reflect on the effective use of ICT as part of their appraisal process.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">A range of ICTs will be used to engage students (paying specific cognisance to Maori and Pacifika students) and promote learning across the curriculum.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">The indigeneity and distinctiveness of Maori students should be taken into consideration to foster an understanding of the cultural identity of Maori and Pasifika students (MoE, 2008b)

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">Teachers increasingly facilitate student decisions about when to use ICT to support their learning and foster an expectation that students become self-managing learners. || <span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">School wide, long term and weekly planning shows evidence of ICT being incorporated throughout the school.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">School wide, long term & weekly planning include high interest context for Maori & Pasifika students.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">Teachers can demonstrate how they link Maori and Pasifika dimensions to school wide, long term and weekly contexts.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">Teachers can show evidence of ICT being used to engage students across the curriculum.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">Teachers can demonstrate they are utilising a range of ICT tools.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">Teachers demonstrate a willingness to try new ICTs and share ideas.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">Student reflection indicates increased engagement through ICTs.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">Identify resources that lend themselves to the particular needs and learning styles of Maori & Pasifika students.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">Teachers ongoing data analysis, evaluation and feedback

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">Teachers achieving appraisal goals

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">There is evidence that students have used an increasing range of ICTs.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">Professional development goals to incorporate aspects related to the achievement of Maori & Pasifika students. ||
 * <span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">4. family and whānau to actively participate in their child’s learning || <span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">The BoT is informed of cluster progress.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">The BoT will review the ICTPD contract in their annual budgets.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">Parents and whānau will be informed of the ICTPD role in learning.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">Parents and whānau will support the children’s ongoing e-learning.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">Families and whanau participating in e-learning alongside their children || <span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">The principals will report post milestone reports, on cluster progress (mid and end of year).

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">The board will provide ongoing funding.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">The parents will take part in surveys as required, support Cybersafety, allow supervised access to the internet.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">Organisation of community events will be evident which inform whanau of progress and development.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">Communication with Maori & Pasifika leaders, role models, experts, kaumatua, kuia through the use of Web 2 tools.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">There is evidence of parents and whānau accessing the child’s e-learning and responding appropriately from anywhere in the world.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">Parents attending e-learning opportunites in schools.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">Parents invited to attend cluster share sessions in term 3 2011. ||
 * <span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">5. the sector by sharing online professional reflections to inform colleagues of the challenges and opportunities afforded by e-learning* || <span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">Cross-school collaboration within the cluster extends professional learning and enhances pedagogical practice and culminates in a series of e-presentations for a national audience.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">Establish a forum for Maori immersion staff to reflect on challenges & opportunities afforded by e-learning. || A range of ICT teacher inquiry projects will be made available online. These projects will reflect school-based inquiries, cross-school inquiries and cross-cluster inquiries. Each inquiry will include:

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 0pt;">* The purpose of the inquiry.

**// * //**// In 2011 there will be an increased emphasis on professional reflection in milestone reporting. Clusters are required to develop their progress reporting (i.e. outcomes) for a national audience of their peers (i.e. Principal, teachers, and facilitators). These reports will be shared with the sector online in the Virtual Learning Network [VLN] ( @http://www.vln.school.nz/ ). // You will negotiate with your National facilitator the number and type of professional reflections you will complete as part of your milestone reporting in 2011. //You should state the programme goals you will address, how often this will happen, and the format/environment that you will collate your ongoing reflections in (e.g. GoogleDocs, WikiEducator, VLN, Microsoft Live@Edu etc.). Summaries will be uploaded into the VLN in the form of an article with embedded and linked multi-media artifacts. Further information on this process will be provided by the National Facilitation team.//
 * An overview of the inquiry.
 * Examples of student work.
 * Summary of learning outcomes for student and teacher learning.
 * An evaluation of the inquiry. ||

**FIRST SCHEDULE… continued**

** D. Implementation of the Programme **
 * ** National Goal ** |||||| ** Programme Professional Development activities ** || ** Measuring your success ** ||
 * ^  || ** What do we propose to do? ** || ** How much do we propose to do? ** || ** What resources do we need to carry out the programme? ** || ** What will you collect as evidence of success for each aspect of your implementation? ** ||
 * ** 1 ** || ToD with Eric Frangenheim

Afternoon workshops run by Facilitator and lead teachers using ICT in the classroom.

ToDs with Pam Hook and Julie Mills for all relievers/new staff/ part time staff on SOLO taxonomy as a way of engaging learners deepening the thinking and selecting appropriate ICT’s

Kids conference run in early term 4 for kids by kids || All teachers (107) 1 days (28th January).

23 Thursday afternoons from 1.30-4pm

2 days at the start of the year and then 1 day term 2 and one day term 4

An interactive session where students not only share their learning but teach their peers and community. || Consultancy $2000, Travel, car hire and accommodation etc $870

Afternoon tea $1725

Consultancy costs, flights, accommodation (3 nights) & meals. $12,230 Catering/venue costs $480

$500 venue/ food || Aspects of Erics work will be evident in classrooms to enhance student engagement.

The number and variety of tools being used by students will increase significantly.

Teacher pedogogy shifts to incorporate elements of SOLO and this leads top greater student engagement and therefore greater student achievement.

For kids by kids will lead to greater student engagement evident in increased attendance during term 3 (usually the most 'sick' term). ||
 * ** 2 ** || Rocky Jensen will lead run PD for our principals group.

Visits to best practice schools

Principals to attend some lead teacher days

Principals to included aspects of the ICT PD training in teachers appraisal process for staff. || 1 day per term

A two day trip around several schools in Wellington and three bus trip s for teachers to visit Auckland and other schools

Each principal to attend at least part of a lead teacher day per term.

Goals set yearly or as required. || $700 per day consultancy fee

$6000 travel and accomodation.

No cost

No cost || Principal’s able to run staff development within their schools and model for their teachers. Principal's have a greater understanding of the potential for their school and lead the school with increased clarity and passion.

Principals are seen as more in touch with classroom practice and therefore are more accepted as a leader of learning for ICT. Principals and teachers are held accountable for their progress and for that of their students. ||
 * ** 3 ** || Staff meetings

Rocky Jensen to run PD days for lead teacher

Paula Jamieson to work as .5 FTTE facilitator

ToDs with Pam Hook and Julie Mills for all relievers/new staff/ part time staff on SOLO taxonomy as a way of engaging learners deepening the thinking and selecting appropriate ICT’s || At least two staff meetings per term per school In house lead by school staff

2 days per term

72 days across the cluster shared on a FTTE basis.

2 days at the start of the year and then 1 day term 2 and 1 day term 4 || No cost

$700 per day consultancy fee, relievers $20160

.5 FTTE salary, 1.5 units, $5000 travel, $750 towards lap top, $750 towards phone.

Consultancy costs, flights, accommodation (3 nights) & meals. $12,230 Catering/venue costs $480 || Keeping ICT in the forefront throughout the year. ICT PD learning is personalised for individual school needs

Lead teachers are able to run effective staff meetings and work in class alongside colleagues to assist their growth. Students’ engagement increases as evident through surveys, increased students achievement results etc.

Area will be created where samples can be collected and made available to for comment in the milestone. ||
 * ** 4 ** || ToD with Angus McFarlane

Cluster share activities that involve community.

Parent education evenings on cybersafety, SOLO, LMS, tools to use at home etc || All teachers (107) 1 days (3rd June).

One at the start of term 3

One per term across the cluster || Consultancy $2000, Travel, car hire and accommodation etc $870

Venue/food etc $400

Venue/food $400 || Teachers will use more culturally aware practices that increase student egagement and achievement. Community attendance is good.

Community attendance and engagement is good leading to increased parent expectation of their children- thus higher students achievement. ||
 * ** 5 ** || Online cluster space development

Using ICTPD Online community.

Combined days with Central Cluster principals

Bus trip to share the learning and see best practice schools

Learning @ School || Created by the facilitator and lead teachers

Teachers joining the online community.

1 day term 2 and 1 day term 3

Saturdays- 1 in term 2, term 3 and term 4

3 days for 21 teachers + 1 facilitator || No cost

No cost

No cost

$4500

L@S fee $12995, Relievers $11,340 || Online space includes links to resources which all cluster teachers can both access and contribute to. Utilisation of online spaces to collect, share and provide evidence for milestones Undertsanding of what others are doing leading to increased colaboration. Teachers motovated to try new things leading bto greater student engagement and achievement.

Teachers eyes are opened aboput their students' possibilities. Teachers network and locate others that they can link their classes with. ||

** SECOND SCHEDULE – Reporting **

** Schedule Two ** is hereby varied by the deletion of the existing Schedule Two and replacing it with the following:

** Non Financial Reporting **

1 The Contractor will provide a Milestone Report and Disbursements Schedule within 5 working days of the expected date of completion of each Milestone specified in the First Schedule. <span style="display: block; font-family: Arial; margin-bottom: 3pt; margin-left: 21.3pt; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -21.3pt;">2 The Contractor shall provide a report summarising the work during the milestone period, commenting on any progress on milestone tasks, successes and emerging issues, and noting any planned modifications to the programme(s) as a result of ongoing formative assessment and reflection. <span style="display: block; font-family: Arial; margin-bottom: 3pt; margin-left: 21.3pt; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -21.3pt;">3 Progress reporting must include an explanation for any variance from the milestone tasks, budget or personnel. <span style="display: block; font-family: Arial; margin-bottom: 3pt; margin-left: 21.3pt; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -21.3pt;">4 Milestone reporting shall be written in a format as specified by the Ministry which may vary in response to the requirements of the National Programme. <span style="display: block; font-family: Arial; margin-bottom: 3pt; margin-left: 21.3pt; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -21.3pt;">5 The National Support Services Facilitator assigned to your cluster will provide a report on your cluster’s progress to the ministry upon request.

** SECOND SCHEDULE…continued ** ** Milestones **

** 3 **** Activities carried out and results achieved during the Milestone 3 period. ** ** Specifically: ** 3.1 Liaise with the National Facilitator assigned by the Ministry to this project. 3.2 Report on your programme implementation during the milestone period and provide an explanation for variation from the planned programme as necessary. 3.3 Upload reflective summaries of progress into the VLN website as per your programme plan. 3.4 Provide a summary of progress towards cluster programme goals. Include any relevant information that is not recorded in your online professional reflections at this point. 3.5 Provide detail of changes to programme personnel or roles. 3.6 Provide a disbursement schedule showing expenditure to June 30th 2011 and provide an explanation for variation from budget as necessary.

<span style="display: block; font-family: Arial; font-size: 12pt; line-height: 12pt; margin-bottom: 0pt; margin-left: 26.95pt; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -26.95pt;">**Work to be completed to achieve Milestone 4 which is due on 25 November 2011**

** 4 **** Activities carried out and results achieved during the Milestone 4 period. Specifically: ** 4.1 Liaise with the National Facilitator assigned by the Ministry to this project. 4.2 Report on your programme implementation during the milestone period and provide an explanation for variation from the planned programme as necessary. 4.3 Upload reflective summaries of progress into the VLN website as per your programme plan. 4.4 Provide a summary of progress towards cluster programme goals. Include any relevant information that is not recorded in your online professional reflections at this point. 4.5 Provide detail of changes to programme personnel or roles. 4.6 Complete the contract review and variation template. 4.7 Complete any survey tool as required by the Ministry for the purpose of national programme evaluation. 4.8 Provide a disbursement schedule showing expenditure to December 31st 2011 and provide an explanation for variation from budget as necessary.

** 5 **** Work to be completed to achieve Milestone 5 ** 5.1 Expected date of completion of Milestone 5 is 3 June 2012. 5.2 Details of the tasks to be completed by the Contractor to achieve this milestone will be developed during the 2011 annual review.

** 6 **** Work to be completed to achieve Milestone 6 ** 6.1 Expected date of completion of Milestone 6 is 1 February 2013. 6.2 Details of the tasks to be completed by the Contractor to achieve this milestone will be developed during the 2011 annual review.

** SECOND SCHEDULE…continued ** ** Financial Reporting ** 1. You acknowledge the Ministry’s expectation of transparency with regard to the use of funds paid to you under this agreement and agree to submit with each milestone report a Disbursement Schedule showing how the payments made by the Ministry and the contribution made by the cluster under this Agreement have been expended. 2. The Disbursements Schedule and copy of your ICT PD programme account ledgers for the final milestone report must be accompanied by a certificate from the Board or their authorised delegate that all expenditure has been only for the purposes of delivering ICT Professional Development as specified and authorised in this agreement and does not include claims for leasing or purchasing capital items or any items that may bring the Board or the Ministry into disrepute. <span style="display: block; margin-bottom: 0pt; margin-left: 36pt; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -36pt;">** Review ** <span style="display: block; font-family: Arial; margin-bottom: 6pt; margin-left: 27pt; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -27pt; vertical-align: baseline;">1. During the term of this Agreement, the Ministry and the Board shall engage in an annual review: <span style="display: block; font-family: Arial; line-height: 12pt; margin-bottom: 6pt; margin-left: 53.9pt; margin-right: 0cm; margin-top: 4pt; text-align: justify; text-indent: -26.95pt; vertical-align: baseline;">(a) in 2011, the annual review is to begin by 1 September, and conclude by 15 December; <span style="display: block; font-family: Arial; line-height: 12pt; margin-bottom: 6pt; margin-left: 53.9pt; margin-right: 0cm; margin-top: 4pt; text-align: justify; text-indent: -26.95pt; vertical-align: baseline;">(b) there shall be a physical meeting and/or a series of virtual meetings between the National Facilitator assigned to the cluster and the Contractor in which matters specified below are to be discussed, and where possible agreed; (c) the Ministry and the Board shall be entitled to request from the other any financial or other information necessary for the purposes of the annual review.

<span style="display: block; font-family: Arial; margin-bottom: 6pt; margin-left: 27pt; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -27pt; vertical-align: baseline;">2. The matters to be discussed, and where possible agreed in the annual review are: <span style="display: block; font-family: Arial; line-height: 12pt; margin-bottom: 6pt; margin-left: 53.9pt; margin-right: 0cm; margin-top: 4pt; text-align: justify; text-indent: -26.95pt; vertical-align: baseline;">(a) the performance of the Board in the delivering and the reporting on the services are as specified in Schedules One, Two and Three; <span style="display: block; font-family: Arial; line-height: 12pt; margin-bottom: 6pt; margin-left: 53.9pt; margin-right: 0cm; margin-top: 4pt; text-align: justify; text-indent: -26.95pt; vertical-align: baseline;">(b) the financial statements prepared by the Cluster; <span style="display: block; font-family: Arial; line-height: 12pt; margin-bottom: 6pt; margin-left: 53.9pt; margin-right: 0cm; margin-top: 4pt; text-align: justify; text-indent: -26.95pt; vertical-align: baseline;">(c) renegotiation of Schedules One, Two and Three as necessary in order to incorporate in the Agreement any changes made as a result of Government policy, or as agreed by the parties.

** THIRD SCHEDULE — Finances **

** Schedule Three ** is hereby varied by the deletion of the existing Schedule Three and replacing it with the following:

** Budget ** The Ministry will provide funding to the Board up to a maximum amount of $ agreed figure GST inclusive for the three years of this contract.

** 2010 Budget variation ** Funds carried over from 2010 are $ ########. The reasons for this accrual are: ######## The actions that have been taken to ensure the accuracy of future budgeting are: #######. These funds are included in the total budget for 2011 as detailed below and will be disbursed by the 30th June 2011.

** 2011 Programme Budget ** // <<<Insert your budget from the cluster budget 2011.xls // //spreadsheet>>>//

** 2011 Budget Funding Schedule (these $ values exclude GST) **


 * ** Provider ** || ** Type ** || ** 2010 Actual Funding levels ** || ** 2011 Funding levels ** ||
 * Ministry of Education || Cash || $ || $ ||
 * ** Cluster Schools ** ||  ||   ||   ||
 * School 1. || Cash and/or Kind || $ || $ ||
 * School 2. || Cash and/or Kind || $ || $ ||
 * Etc. (insert more rows as required) ||   ||   ||   ||
 * Total Budget Funding || $ ||  ||
 * Total Budget Funding || $ ||  ||
 * Total Budget Funding || $ ||  ||


 * 1) The sources of funding for this total budget are from the Ministry (cash) and cluster schools and their partners (cash and kind).
 * 2) Ministry of Education funds are for delivering professional development services **direct** to schools only and should not be disbursed on developing, leasing or purchasing capital items (including software, digital learning objects or ICT hardware) or any items that may bring the Board or the Ministry into disrepute.

** THIRD SCHEDULE….continued **

** Ministry’s Payment Schedule **

(due 1.4.10 ) || $17,777.67  ||  $2,222.21  ||  12.5%  ||  $19,999.88  || (due 1.10.10) || $26,666.50  ||  $3,999.98  ||  15.0%  ||  $30,666.48  || (due 1.4.11) || $26,666.50  ||  $3,999.98  ||  15.0%  ||  $30,666.48  || (due 1.10.11) || $26,666.50  ||  $3,999.98  ||  15.0%  ||  $30,666.48  || (due 1.4.12) || $26,666.50  ||  $3,999.98  ||  15.0%  ||  $30,666.48  || (due 1.10.12) || $26,666.50  ||  $3,999.98  ||  15.0%  ||  $30,666.48  ||
 * ** Payment Status ** || ** Payment ** || ** Reporting schedule ** || ** Net ** || ** GST ** || ** GST Rate ** || ** Total ** ||
 * Completed ||  1 January 2010  || Conditional on receipt and approval of **Programme Outline** ||  $17,777.67  ||  $2,222.21  ||  12.5%  ||  $19,999.88  ||
 * Completed ||  1 April 2010  || NSSF Progress report to Ministry – A
 * Completed ||  1 July 2010  || ** Milestone 1 ** (due 4.6.10)(pay period to 4/06/10)  ||  $17,777.67  ||  $2,222.21  ||  12.5%  ||  $19,999.88  ||
 * Completed ||  1 October 2010  || NSSF Progress report to Ministry – B
 * || 1 January 2011  || ** Milestone 2 ** (due 26.11.10)  ||  $26,666.50  ||  $3,999.98  ||  15.0%  ||  $30,666.48  ||
 * || 1 April 2011  || NSSF Progress report to Ministry - C
 * || 1 July 2011  || ** Milestone 3 ** (due 4.6.10) (pay period to 3/06/11)  ||  $26,666.50  ||  $3,999.98  ||  15.0%  ||  $30,666.48  ||
 * || 1 October 2011  || NSSF Progress report to Ministry - D
 * || 1 January 2012  || ** Milestone 4 ** (due 25.11.11)  ||  $26,666.50  ||  $3,999.98  ||  15.0%  ||  $30,666.48  ||
 * || 1 April 2012  || NSSF Progress report to Ministry - E
 * || 1 July 2012  || ** Milestone 5 ** (due 3.6.12) (pay period to 8/06/12)  ||  $26,666.50  ||  $3,999.98  ||  15.0%  ||  $30,666.48  ||
 * || 1 October 2012  || NSSF Progress report to Ministry - F
 * || 1 February 2013  || On receipt and approval of final **Milestone (6)** (due 30.11.12) ||  $26,666.50  ||  $3,999.98  ||  15.0%  ||  $30,666.48  ||
 * || ** Total ** ||  || ** $319,998.01 ** || ** $46,666.38 ** ||   || ** $366,664.39 ** ||

§ Payment will be made as soon as practical after the acceptance of your final milestone. This payment may not be made before January 15th 2013.

1) The Ministry will pay the Funding to the Board in accordance with the above table on the date shown when the Ministry receives and accepts to its satisfaction, reports as specified in the SECOND SCHEDULE and the services described in the FIRST SCHEDULE. 2) All payments (apart from Milestone 6) will be by automatic payment into the lead school account. The Milestone 6 payment will be on an invoice presented with the appropriate documentation and will be paid after all cluster obligations have been met. 3) You acknowledge the Ministry’s expectation of transparency with regard to the use of funds paid to you under this agreement and agree to submit regular Disbursement Schedules showing how the payments made by the Ministry under this Agreement have been expended.

** THIRD SCHEDULE…..continued ** ** Disbursements Schedule ** This Schedule details how the amounts for Professional Fees, Professional & Direct Costs, and Funds have been disbursed and actual Sources of Funds.

Use your 2011 budget (above) and 2010 expenditure figures to fill in the revised 3 year budget in the table below. You may wish to use the //cluster budget 2011.xls// spreadsheet provided to help you with this.

The schedule will include the following details:

Howard Baldwin e-Learning Unit Ministry of Education PO Box 1666 WELLINGTON |||||| From: Your School Address 1 Address 2 ||
 * ** ICT Professional Development Cluster: ** |||||| Put the name of the cluster in here ||
 * ** Contract No. ** |||||| Put your contract number in here ||
 * To:
 * To:
 * ** For Professional and Operational Costs: ** ||
 * |||| ** 3yr Budget ** || ** Actually disbursed, accrued or committed to 31 Dec 2010 ** || ** Cumulative % ** ||
 * Professional Fees |||| $ Revised 3yr budget || $ ||  ||
 * Professional Costs |||| $ Revised 3yr budget || $ ||  ||
 * Operational Costs |||| $ Revised 3yr budget || $ ||  ||
 * Teacher Development Costs (if relevant) |||| $ Revised 3yr budget || $ ||  ||
 * plus Goods and Services tax |||| $ Revised 3yr budget || $ ||  ||
 * Total |||| $360.000/ or as stated in your contract || $ ||  ||

<span style="display: block; font-family: Arial; font-size: 9pt; margin-bottom: 3pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-align: justify;">Note: <span style="display: block; font-family: Arial; font-size: 9pt; margin-bottom: 3pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-align: justify; vertical-align: baseline;">Where the variation between budget and actual is material, explanations of reasons for the variation should be in the milestone report in accordance with the Financial Statement Reporting noted within the reporting schedule, and pursuant to Board Obligations in the Principal Agreement.