Milestone2

=Milestone 2= Reflection on progress this year in the cluster Milestone 2 report
 * **Milestone Number:** || 2 ||
 * **Cluster Name** || Rotorua Town and Country Cluster ||
 * **Contract Number** || **10-0242** ||
 * **Lead School** || Mamaku ||
 * **MoE School ID Number** || 1797 ||
 * **Date** || Nov 2010 ||
 * **National Facilitator** || Jill Hammonds ||
 * **Project Director/s** || Lorraine Taylor ||
 * **Facilitator/s** || N/A ||
 * Milestone 2**
 * 2.1. Response to Milestone tasks**
 * 2.2 Details of the tasks to be completed by the contractor to achieve this milestone are:**
 * 2.2.1 Liaise with the National Facilitator assigned to this project:**
 * **What did we do?** || **Who was involved?** || **What was the outcome?** ||
 * 14th October - face to face meeting

Various emails and phone calls related to cluster development, milestones and variation || Principals, Cluster facilitator for 2011

Project Director and principals || PMI completed for the 2010 year. Milestone 2 template downloaded

Information and advice as required || **Day ONE: Wednesday 28 July 8.30am-3pm. Half day on facilitation and half a day on Web 2 tools and wiki spaces** facilitated by Lorraine Taylor. Goal this meets: **Day TWO: Friday 13 August 8.30-3pm Facilitation skills and sessions on supporting literacy with e-books**. Facilitated by Lorraine Taylor Goals this meets: **Day FOUR: Friday 10 September 8.30-3pm SOLO facilitated by Pam or Julie** Goal this meets: **Day SIX: Friday 12 November, 8.30-3pm SOLO facilitated by Pam or Julie** Goal this meets: Goal this meets: **Term 4 2010 - Cluster sharing with our BoT children’s work and progress of the cluster so far** (as we also all have new BoT members) Goal this meets: The BoT and community are informed about and engaged in e-learning Goal this meets: **2.2.3 A. National Programme Goal 1. Implement the New Zealand Curriculum/Te Marautanga o Aotearoa through the use of e-learning** All teachers know when and how to integrate ICT into their curriculum or teaching plans and do so creatively and effectively. || ** Success Indicators ** Teachers are using effective pedagogy to inform ICT use and are working collaboratively, creatively and effectively as practitioner-researchers, planners and teachers to raise achievement. Teacher planning reflects teacher inquiry from NZC. Students and teachers become increasingly digitally literate (the ability to use digital technology, communication tools or networks to locate, evaluate, use and create information; MoE, 2006) and are participating in ICT-mediated networks to become confident, connected, actively involved, life-long learners. || All learners are increasingly using ICT’s and are confident, connected and actively-involved life-long learners who investigate significant real-life issues. || Teachers are using the SOLO taxonomy in their planning to implement the NZ Curriculum/Te Marautanga o Aotearoa. SOLO planning templates have been shared across the cluster through workshops, wikis and team meetings. Various ICT tools have been integrated in authentic contexts e.g: podcasting with Chinese teachers, video recordings of children’s learning, and use of search engines to locate information. Online management systems are being developed for greater efficiency in planning, collecting, and collating data.
 * 2.2.2 Report on your programme implementation during the milestone period**
 * Programme Implementation**
 * **What did we do and how often?** || **Who was involved and how many were involved?** ||
 * **Lead Teacher Days:** See also http://townandcountry-rotorua.wikispaces.com/Lead+Teachers+Minutes
 * All staff confidently and competently utilise a range of ICTs to provide rich opportunities for creative and independent 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.
 * All teachers know when and how to integrate ICT into their curriculum or teaching plans and do so creatively and effectively.
 * Schools will develop e-learning leaders by providing targeted PD opportunities for Principals and Lead ICT Teachers
 * Day THREE: Wednesday 1 September 8.30-3pm Rocky Jensen Day **
 * Schools will develop e-learning leaders by providing targeted PD opportunities for Principals and Lead ICT Teachers
 * Teachers increasingly facilitate student decisions about when to use ICT to support their learning and foster an expectation that students become self-managing learners.
 * Day FIVE: Friday 22 October 8.30-3pm Rocky Jensen Day **
 * Schools will develop e-learning leaders by providing targeted PD opportunities for Principals and Lead ICT Teachers
 * Teachers increasingly facilitate student decisions about when to use ICT to support their learning and foster an expectation that students become self-managing learners. || 14 lead teachers from the 7 cluster schools ||
 * ** Principal Days: **
 * ** Thursday 29 and Friday 30 July. Principals trip to Auckland to visit schools and discuss where to next. **
 * ** Wednesday 11th August. Leading the learning- our role in the ICT contract first half 9-12 (Lorraine Watchhorn), Kelly Hemana – Engaging Maori learners 1-3.30pm **
 * ** Thursday 2 September and Friday 3 September. Principals trip to Wellington to visit schools. **
 * ** Thursday 14 October- 9-2pm Jill Hammonds confirmed **
 * **Planning Days including variation (2) / Milestone day (1)**
 * Schools actively engage in PLCs and e-PLCs to build capacity and enhance effective pedagogical practices.
 * Sharing the learning: **
 * Visit to RELLCo cluster end of term 3 or beginning term 4, 3.30 -5.00 on 3 consecutive weeks Junior, Middle and senior school. **
 * Authentic contexts facilitate ICT integration to support depth and rigour in meaningful learning || Principals from the 7 cluster schools ||
 * **In School Support and mentoring for teachers**
 * Term 1 & Term 2 worked with cluster facilitator on aspects related to their class or personal learning.
 * Regular staff sharing time at staff meetings.
 * Support and mentoring from lead teachers.
 * Whole cluster professional development in SOLO
 * Cluster sharing sessions out of school hours.
 * Visits to cluster schools as a follow on from cluster sharing.
 * Access to the cluster wiki for professional e-learning and sharing
 * Cluster trip to Newmarket School for teachers to observe how they are using SOLO
 * Trip by Principals to a number of Auckland Schools to observe how they are using SOLO
 * School PD session on Digistore opened to all teachers from Cluster || All teachers in all schools ||
 * ** Cluster Programme Goals **
 * Authentic contexts facilitate ICT integration to support depth and rigour in meaningful learning || Effective use of ICT in the classroom programme assists with meeting each School’s vision, developing the Key Competencies and Values and providing collaborative learning opportunities for a range of curriculum areas. The use of ICT’s will assist to reduce some of the barriers to learning
 * End of year review**
 * a. What progress has been made towards achieving these goals?**

__Mamaku School__ Information on goal 1 http://townandcountry-rotorua.wikispaces.com/Mamaku+School See also [|http://www.mamaku.school.nz] for links to the school blog
 * b. What evidence supports this?**

[|Ngongotaha School]

__Kawaha Point School__ Information on Goal 1

St Mary's St Marys School All teachers at St Mary's are using SOLO and some classes are using KnowledgeNet. All classrooms now have either 4 user (Year 0/1 classes) or 6 user (Year 2-6 classes) Ncomputing units in their classrooms. They also have access to a pod of 15 Macbooks and 3 pods of 10 Classmate PC laptops. Each classroom has an interactive whiteboard and there has been PD around making sure that teachers are making effective use of these to help children learn. The teacher appraisal process involves teachers setting a goal around the use of ICT in their classrooms to aid learning and teachers demonstrating ongoing progress in their use of the interactive whiteboard. Two classes are trialing eportfolios on KnowledgeNet and one class is making extensive use of Ipods and Ipads, particularly for literacy and maths. Teachers are making progress with incorporating ICT into their planning and there is now evidence in classrooms that ICT tools are being used extensively in class programmes. Two staff members have undertaken work as part of a teacher inquiry process into "How do you shift teacher practice in terms of utilising ICT's to promote learning?" Some examples of how teachers at our school are trying to use effective pedagogy and the use of ICT's to help our students become confident, connected, actively involved lifelong learners are: See the St Mary's Catholic School Page for further examples of what has been happening in our school. Aorangi School
 * The year 6 students used a blogsite to give an update each day about what had been happening at their school camp. However there were some internet connection problems - which limited the success of this initiative. Staff learned a great deal from the experience and it was a good idea that has great potential for the future.
 * A teacher on leave and traveling overseas kept in touch with her class vis a blogsite
 * A class makes extensive use of their blogsite

Otonga School click for evidence

Kaharoa School click for evidence

· Time is a key factor in implementing change. Teachers teaching teachers has been the most effective form of collaboration and this takes time. Regular sharing and revisiting needs to be built into staff meeting times. Lead teachers need regular release time to work with their teams. Teachers working from the Te Marautanga need time to meet. The different PD needs of teachers require a differentiated programme which requires thoughtful use of time. Already at the end of the first year, staff changes highlight issues around sustainability and induction. · Clearer links needed to be made between SOLO and ICT PD from the outset of our project. The staff possibly had a preconceived idea of an ICTPD contract as using lots of computer equipment and they didn't initially appreciate the strong teaching and learning emphasis. More time initially should have been spent unpacking the goals.
 * c. List any key lessons for the cluster?**

· Provide scheduled time for collaboration between the facilitator, lead teachers and principals to plan the delivery of a programme which will meet the cluster goals. The cluster goals must be clearly understood by all stakeholders. · Provide scheduled time for **all** staff to be involved in across cluster activities, and to utilise the wiki as a resource. · Provide time for the lead teachers to share, model and collaborate within their own school and across the cluster. · Provide time for staff working in te reo Maori. · Identify strengths within the cluster and utilise these by providing leadership opportunities for them.
 * d. What are the next steps towards achieving the cluster goal/s?**

**2.2.3 B. 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. || Success Indicators Staff collaborate and co-construct programmes to meet the needs of the learner and are supported by the use of ICTs. Personalised learning opportunities are provided for both teachers and students within and beyond the school. || There will be raised levels of achievement in literacy and numeracy in the foundation years. This will increase the likelihood of continued engagement and achievement throughout the students’ schooling, further education, and life. || 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) || All students are using e-learning opportunities to overcome barriers of time and distance to create new communities and embrace their unique identity, become confident participants in a global world.Students are engaging and participating in e-learning environments that are respectful and inclusive. There is evidence of increased motivation, engagement and participation in learning activities and an improvement in attendance at school. || Real-life learning occurs where students use ICTs to learn, rather than learning to use ICTs. Students have high expectations about accessing and utilising ICTs in their personalised learning. || Greater use is being made of ICT tools to: engage students, eg: skype other schools, homework challenges, conceptual maps enhance literacy and numeracy, eg: digistore, online maths competitions (Mathletics) facilitate teacher collaboration, eg: wikis, google docs assess and moderate learning eg: NZCER, e-asTTle
 * Cluster Programme Goals
 * 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. || Students are learning and using the foundation skills of literacy and numeracy. Students are able to apply these skills in a wide range of learning environments (including independent, collaborative, real-life, and online environments), both in and out of school. Evidence to demonstrate this learning is documented.
 * All teachers’ planning will be inclusive of e-learning opportunities using authentic contexts. Particular consideration will be made for the needs of Maori and Pasika students.
 * Teachers increasingly facilitate student decisions about when to use ICT to support their learning and foster an expectation that students become self-managing learners. || ICT is infused in the learning process across the curriculum and is beginning to be an integral part of the students’ self-directed learning in and out of school.
 * End of year review**
 * a. What progress has been made towards achieving these goals?**

__Mamaku School__ Information on goal 2 [|Ngongotaha School] __Kawaha Point School__Information on Goal 2 St Mary's School Teachers are making deliberate attempts to provide learning activities that use ICT's effectively to help students to learn. The main focus this year at St Mary's has been on using the Activboards effectively in all classrooms. A number of classes have been using Mathletics. Some classes have been connecting with educational institutions outside of NZ eg a class has skyped a class of students at the Western Academy of Beijing and a class has participated, via Skype, in a lesson taken by a teacher at the Greenbush Science and Technology Centre in Kansas, USA. A number of classes have participated in some of the Learnz fieldtrips offered this year. Aorangi School Otonga schools evidence Kaharoa School evidence linked
 * b. What evidence supports this?**

School infrastructure needs to be sound to eliminate barriers for using ICTs. SOLO and ICT tools need to be embedded into regular practice. Pace and focus are important if we are not to overwhelm our teachers.
 * c. List any key lessons for the cluster?**

Schools plan to review and upgrade infrastructure where necessary. Unpack the new set of goals for the cluster and expect teachers to set their own goals as part of reflective practice. Plan small steps, provide time, and make expectations explicit to teachers.
 * d. What are the next steps towards achieving the cluster goal/s?**

**2.2.3 C. 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. || **Success Indicators** A range of innovative approaches utilizing e-tools are being used to develop professional learning communities. There is evidence of an increase in critical analysis of teacher beliefs and practices and attempts to improve outcomes for diverse learners. Rigorous professional learning communities lead to the sustainability of teacher capacity and improved student outcomes, within, across and beyond the cluster. Schools utilize online areas to document progress. || The Town and Country wiki and google docs have facilitated collaboration. Term 3 & 4 lead teacher workshops have consolidated cluster progress. Principals' trip to view best practice in other schools enhanced vision-building and collegiality. Phone conferences have enabled efficient use of time to address management issues. Some lead teachers are joining e-PLCs outside of the cluster and bringing that learning to the group. LMS environments are being established in some schools.
 * **Cluster Programme Goals**
 * End of year review**
 * a. What progress has been made towards achieving these goals?**

__Mamaku School__ Information on goal 3 [|Ngongotaha School] __Kawaha Point School__ Information on Goal 3 St Marys School Our staff have been involved in PLC's within our school ( we have the Thinking team, the Mathematics team, the Literacy team and the Religious Education team), within our cluster and beyond our cluster. St Mary's have participated in the BOP elearning group, the KnowledgeNet learning community and the Activstaff group (for teachers across Rotorua who are using Activboards to help children to learn) and the online Promethean Planet PLC. We have also been participating in and following the MLE reference group. Some of the PLC teams within our school have been trying to use etools to develop their Professional Learning Community eg All RE teachers are using digital resources for the teaching of their units of work this year and the Thinking Team shares ideas on google docs. We are starting to use KnowledgeNet with staff and students and parents for providing information, access to teaching resources, forums, for polls, for sharing ideas and work and for providing feedback. Two classes have eportfolios on KnowledgeNet. We have had over 13000 hits on our public page of the KnowledgeNet site since the start of Term 2. We have some parents accessing the parent portal on KnowledgeNet and a large number of parents accessing the public page of KnowledgeNet for newsletters, sports draws and general notices. We plan to make even greater use of this online site next year. We are a trial school for the interoperability of the LMS with our SMS. Attendance and assessment data is already through for some students and we hope will be through for all students soon. Teachers have to set a goal around effective pedagogy as part of their appraisal process. Aorangi School Otonga Schools evidence Kaharoa School see evidence
 * b. What evidence supports this?**

· Trusting relationships need to be built between cluster teachers as a starting point. · Face-to-face PLCs are the most motivating for teachers. · Teachers need to be confident participants in their own cluster PLC before they venture further into other e-PLCs and before e-PLCs become first choice for teacher collaboration.
 * c. List any key lessons for the cluster?**

More cross cluster face-to-face teacher collaborative activities are required to develop trusting relationships. Teachers will share their practice face-to-face in the first instance before moving into greater use of the cluster wiki. Lead teachers need to grow their leadership skills, take risks, and lead the growth of their PLC colleagues. Thought needs to be given to distributing leadership roles across schools and across the cluster in order to share the work load. This will also enhance collaboration.
 * d. What are the next steps towards achieving the cluster goal/s?**

**2.2.3 D. 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. || Success Indicators School leaders and Boards of Trustees have a clear understanding of the potential of ICT/e-learning across all areas of the school, and include this in their school development plans.
 * **Cluster Programme Goals**

Each cluster school is involved in regular self and peer review. Staff, students and the school community are consulted and a focus on the desired learning ensures a current and relevant ICT/e-strategic plan. This plan will align with the school charter and display evidence of an understanding of best practice. Internet safety is addressed. || ﻿ || Each school attended a Board of Trustees workshop on building an ICT PD vision. Schools have revised their Strategic Plans and aligned them with their School Charters. Principals and lead teacher attended a workshop on Strategic Planning run by Tessa Gray, CORE Education. Schools have revised their cybersafety agreements with students, teachers and parents, and promoted cybersafety issues. In-school self-reviews on staff capability have been conducted and analysed to identify school priorities for staff development. Principals and lead teachers attended the Learning@Schools and/or the ULearn conference.
 * Schools will develop e-learning 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.
 * End of year review**
 * a. What progress has been made towards achieving these goals?**

__Mamaku School__ Information on goal 4 [|Ngongotaha School] __Kawaha Point School__ Information for Goal 4 St Marys School Both the above plans align with the school charter. All staff have a copy of these above documents and these are referred to throughout the year. A copy of the ICT cluster goals and our Thinking and ICT Plans are on the staffroom noticeboard. The BOT are kept informed on ongoing developments within our school and cluster and have supported what we are striving to do. All the BOT attended the ICT Cluster BOT meeting earlier in the year. At the October BOT meeting there was a demonstration of how we are using the Activboards and KnowledgeNet to improve learning outcomes At the November BOT meeting there will be a report provided to BOT re progress made this year in the area of ICT Staff attended conferences - Learning at Schools ( 7 staff), Ulearn ( 3 staff), IWB International Conference ( 3 staff) and KnowledgeNet ( 4 staff). At least two members of Senior Management were at three of these conferences. Principal and ICT Lead Teachers attended Eportfolio workshop. We seek advice and guidance from the Technology Centre staff - who are very aware of what we are trying to achieve. We try to maintain a good working relationship with our technicians and are not afraid to seek advice from "experts" as to the best options for how to achieve what we are striving to do. We have sought and gained funding from gaming trusts to help with the ICT infrastructure in our school. We have been named on the SNUP project and have completed documentation required for this. All students and staff have current cybersafety agreements and we have permission for the use of digital images, video footage etc in online environments. Aorangi School Otonga schools evidence Kaharoa School
 * b. What evidence supports this?**

There is a need to revisit Strategic Plans and goals regularly. Seek professional advice about the range of options available for infrastructure to guide Strategic Planning. Provide regular feedback to staff and Board of Trustees about progress against the Strategic Plan.
 * c. List any key lessons for the cluster?**

Utilise the expertise of the new facilitator to review and incorporate the new goals into Strategic Plans. Revisit cybersafety regularly to raise community awareness and access the Digital Citizenship Modules in ICTPD Online. From Strategic Plan revision, establish new priorities and set goals. Schedule Principal peer-reviews of Strategic Plans. Build a new strategic plan for 2011 that incorporates our new learning and experiences.
 * d. What are the next steps towards achieving the cluster goal/s?**

**2.2.3 E. 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-learning || ** Success Indicators ** The schools successfully interact with their communities informing them of the impact of ICTs on learning and providing opportunities for the community to actively engage in e-learning. Parents and children have access to the student’s learning journey (including e-portfolios) anywhere, anytime. Parents understand the impact of online communities on learning. Parents are supportive and informed. There is evidence of the active participation by the community in e-learning. || Increased community understanding through: Board of Trustees reports Newsletters School assemblies Parents workshops Student-led conferences Trialling e-portfolios in LMS Students increasingly presenting their learning in a range of formats using digital presentation tools. Many schools having upgraded their web sites. Mathletics proving a popular online learning tool to engage families. Many classes having established blogs. Skype having been used by some schools to collaborate with the wider school community.
 * **Cluster Programme Goals**
 * End of year review**
 * a. What progress has been made towards achieving these goals?**

__Mamaku School__ Information on goal 5 [|Ngongotaha School] Kawaha Point School Information for Goal 5 St Marys School Rooms 1 and 9 and enrichment class students have been trialing eportfolios. Parents from Rooms 1, 9 and the enrichment classes have been offered access to the parent portal on our LMS - KnowledgeNet and logins have been issued. A meeting was held with the parents from Room 9 to inform them of what KnowledgeNet offered and to provide a copy of the letter included below. The parents of enrichment classes and Room 1 had the opportunity to meet and receive their logins along with a copy of the following information sheet The school newsletter has contained a number of notices informing parents about KnowledgeNet. All parents can access the public login page of KnowledgeNet and resources has been uploaded for parents to access without a login. Photo albums were stored here but with the recent upgrade to KN2010 these are not currently accessible in the Public login area of our KnowledgeNet. Board of Trustees members have been kept informed and a hands on demonstration lesson provided to show how ICT's are being used to help children learn. There is anecdotal evidence that students using ICT's are showing increased engagement and this is impacting on student progress and learning. Teachers are analysing data and monitoring progess to ensure that increased use of ICT's in the classroom are having a positive impact on the learning of our students. We have evidence that there are improved outcomes when teachers, parents, peers and students are all involved in providing feedback to the learner. The students progress and learning are clearly evident in eportfolios. This has required a shift in thinking regarding the purpose of a portfolio/eportfolio. There is evidence of the need for teaching students how to be reflective thinkers. Teachers have realised that it is the effective pedagogy when combined with the technology that leads to improved learning outcomes. A number of teachers have indicated that they have had to rethink how they do things in their classroom particularly in the area of encouraging metacognition. Aorangi School Otonga schools evidence Kaharoa School evidence linked
 * b. What evidence supports this?**

Leaders need to remain focused on cluster goals and report progress to Board of Trustees. Technical issues, including slow Broadband access, are a barrier to engaging community collaboration. Face-to-face community involvement is one way of overcoming technical barriers to community involvement.
 * c. List any key lessons for the cluster?**

Seek creative digital sharing opportunities with families and community.
 * d. What are the next steps towards achieving the cluster goal/s?**

**2.2.4 Provide a brief report on the progress of each school**.
 * __Mamaku School__**
 * Every classroom has on display SOLO taxonomy and a range of HOT maps.
 * Teachers are planning using a revised planning template which includes planning and assessing with SOLO and including an infusion of ICT.
 * A curriculum overview has been completed for the 2011 year linking with SOLO, the principles in NZC, values in NZC, key competencies and Enviroschools principles.
 * Infrastructure is being tackled as and when budgets allow. Two COWS are now available in the school and the school is fully wireless. Not being included, despite applying for the infrastructure upgrade for schools is disappointing as 4 of the other cluster schools did get access to this funding. Missing out means that ourselves and the 1 other rural school are once again left lagging behind our urban counterparts.
 * We have become part of the [|ETap @school] pilot which is an LMS equivalent which ETap are building. We have begun by allowing data on their child's achievement to be accessed from home by BoT members. This has had a few initial glitches which we have been working with ETap to tackle.
 * We have set up e-AsTTle and are moving to using this for all assessment and reporting from 2011.

__**Ngongotaha School**__

What changes have you instigated?
 * School wide implementation of SOLO Taxonomy. Every class has [|SOLO Taxonomy] displayed including the 2 Rumaki classes which have translated them into Te Reo Maori.
 * Teachers have begun to use a revised planning template on our work with SOLO (Structured Overview of Learning Outcomes). We have utilised Pam Hook to critique our draft plans and provide feedback for final copies.
 * Work has begun on developing a curriculum overview for both the mainstream and Rumaki which will include ICT integration over all curriculum areas.
 * Our school strategic plan for the next 3 years has been developed. This has been discussed and approved at Board of Trustee level.
 * 3 written reports on our progress towards meeting the contract goals and progress within ICT to date have been completed. These have been submitted to the BOT and discussed.
 * Infrastructure update as part of the 2010 annual plan has been completed and further needs identified.
 * Cyber safety policy has been reviewed at a staff meeting and will be submitted to the Board of Trustees. This includes staff and students usage agreement.

Was there an activity which has been particularly effective for your school?
 * ICT has been a regular focus in whole staff and syndicate meetings. This has involved planning, use of various ICT equipment, SOLO sharing, how ICT can help teachers to gather data to improve learning, web 2 tools, sharing walls in the staffroom, use of online assessment tools. A classroom bus tour has also been done.
 * Visit to Newmarket School in Auckland to observe effective classroom practise using SOLO and ICT. The school was visited by the Principal, then Principal and management team, The whole cluster visited and then five of our staff members also visited with an other cluster.
 * Having the expectation that teachers use and trial the new ICT equipment with students.

What percentage of your staff are making the most of the opportunities afforded by the ICT PD?
 * Staff survey results show that there has been an increase in confidence and an increase in the use of ICT within the class programmes. All staff believe that ICT and SOLO will have a positive impact on student learning.

What has the impact been for the students?
 * A range of hot maps and graphic organisers are being used to engage children in quality thinking and improve the quality of their writing.
 * Use of Rubrics are scaffolding learning, making the next steps explicit and helping them to critique their own work.
 * Students are more enthusiastic about sharing their work with visitors to the class.
 * We have set up opportunities for students to become experts in various ICT fields, eg. Lunch time rotation in the ICT suite, Senior student ICT withdrawal group project, school photographers at important events.

Whether they have been actively involved in cluster administration, implementation and the variation process?
 * Ngongotaha School has hosted two lead teacher days.
 * Ngongotaha School has hosted a middle school teacher sharing session for all schools in the cluster.
 * Week 8 – our Senior School will be a bus stop for sharing of senior classes across the cluster.
 * 100% attendance at every cluster, workshop, meetings etc.
 * Regularly worked on the cluster wiki and Ning.
 * Lead teacher nominated by cluster lead teachers to represent them on interview panel for 2011 facilitator.
 * Recrafted Cluster Goal 2 and success criteria for contract variation.

Kawaha Point School

· Every class is incorporating SOLO and are making increasingly accurate and valid decisions about the use of Hotmaps. The Hotmaps are increasingly being used at higher levels to promote deeper thinking above the Multistructural level. · Infrastructure is increasing as budgets allow. We now have a digital camera per class, two COWS that connect wirelessly to the net, 1 easispeak between every two classes and 4 flip cameras within the school. We will be getting our SNUP over the next few months. · Lead teachers are working with staff on a one to one basis in-class to increase their confidence in using ICT tools and SOLO to engage our learners. · Staff are increasingly confident to use cameras, lap tops etc to promote learning and engagement. · We have upgraded our school website and we now have staff able to maintain and upgrade it as required. · We have become part of the [|ETap @school] pilot which is an LMS equivalent. · We have set up e-AsTTle and are moving to using this for all assessment and reporting from 2011. · Lead teachers are running staff meetings to share new learning. · We have a new planning template incorporating SOLO and Hotmaps. We trailed this planning in term 4 2010 and planned for two terms of 2011. · Senior students have begun peer tutoring younger students in aspects of ICT. · The community is seeing more of our students digital learning through assembly presentations etc. · The staffroom now includes and ICT ideas wall. Most staff visited New Market Primary School one Saturday to see the journey they have been one using SOLO / ICT.

St Marys School
 * Hosted cluster meeting for BOT representatives
 * Hosted cluster PD for Principals and ICT Lead teachers on SOLO
 * Hosted Junior School across cluster sharing session for SOLO
 * Hosted staff meeting for Digistore and invited cluster schools
 * Hosted visitors from Cambridge Primary, Tahatai Coast School, Kawaha Point School, St Michael's, St Joseph's Whakatane, St Mary's Putaruru, St Patrick's Te Kuiti, St Joseph's Tokoroa, St Mary's Tauranga and St Patrick's Taupo who came to see aspects of our ICT infrastructure in action
 * Trial school for interoperability for SMs ( Musac hosted) and LMS ( KnowledgeNet)
 * ICT goal for every teacher as part of appraisal process. Activboard staff competency sheet developed and integrated into appraisal process.
 * All staff using SOLO, HOT maps and attempting to plan for effective infusion of ICT's across the curriculum
 * Teachers introduced to revised planning template for use from 2011. Some teachers already using this.
 * Continuing effort to improve the infrastructure for ICT/elearning
 * Staff ICT discussion groups established based on self assessment of competency level.
 * Considerable work on developing our curriculum for 2011 -2012 to align with New Zealand Curriculum and SOLO.
 * Staff meetings constantly incorporate ICT/Elearning focus/ discussion/ Professional Development
 * Accepted for School Network Upgrade Project
 * Gained approximately $77000 in funding from gaming trusts and $20000 from the PTA for ICT infrastructure since March 2010.
 * See St Mary's School page on wiki for further details about what has been happening at our school

Aorangi School
 * School wide use of SOLO taxonomy to plan integrated units which has resulted in students becoming engaged in relevant, meaningful learning contexts.
 * Movement of teacher thinking from delivering units of work to facilitating higher order thinking through the use of SOLO HOT maps.
 * Use of HOT maps has encouraged the use of digital learning tools for learning, in contrast to using them purely as a presentation tool.
 * Greater teacher confidence has come about through teachers willing to take risks in using a range of digital learning tools.
 * Risk taking by teachers has enabled students to explore a wider range of digital tools in order to lead their own learning and the learning of other students.
 * All teachers make the most of the opportunities afforded them by the ICT PD.
 * The Principal and Lead Teacher have been actively involved in cluster administration.

__**Otonga School**__
 * Each classroom displays their teaching and learning walls for ICT and SOLO. There are student and tchr generated rubrics.
 * 84% of teachers are using SOLO for student reflection, 63% for planning and 47% use it in other ways.
 * The students are using SOLO to develop deeper thinking and informs self-evaluation.
 * 84% of teachers had PD in podcasting and 63% ocassionally use it in their classroom mainly for oral language, languages and speeches. The impact has improved reading fluency and pronunciation.
 * 74% of classes have their own blog to share their learning with the wider community.The impact has been on student self-esteem and motivation to produce written work.
 * 82% of teachers maintain regular written reflection journals on teaching practice. The impact was more detailed appraisal reports at the end of the year.
 * 94% of teachers plan for their students to reflect. The impact is to empower students learning and ownership.
 * surveymonkey.com username:otonga e-mail: lwoon@otonga.school.nz for password
 * http://townandcountry-rotorua.wikispaces.com/Otonga+School for evidence

Kaharoa School
 * Most classrooms have a SOLO display.
 * All classes have experimented with HOT maps.
 * A range of rubrics have been trialled in classrooms.
 * SOLO and ICT goals have been set by teachers
 * SOLO sharing within syndicates.
 * Teachers are working on a joint vision on how they would like to see SOLO used in the school by the end of the contract.
 * All students have been exposed to the language and symbols of SOLO
 * The COW booking has gone from always being available to having to book well in advance inorder to get them.
 * The oral language task mat has motivated, reminded and inspired teachers to use the ICT tools that are currently in our school that hadn't always been utilised.
 * Most teachers are now looking for opportunites to use ICTs in their programmes.
 * Interactive whiteboards are in all classrooms and being used regularly by most.
 * School master is being used by all teaching staff to input their assessement data
 * Staff are gaining confidence and beginning risk take with ICTs.
 * Group stations have been installed in 2 classroom and are used regularly.

Is in progress and will be completed and signed by the end of term 4.
 * 2.2.5 Contract variation for 2009**
 * Have you completed the variation document?**


 * 2.2.6 Have you completed the principals, project directors and facilitators online survey?**
 * []**

Neil Melhuish e-Learning Unit Ministry of Education PO Box 1666 WELLINGTON |||||| From: Mamaku School 54 Tarena Street Mamaku 3020 Rotorua ||
 * Disbursement schedule**
 * **ICT Professional Development Cluster:** |||||| Rotorua Town and Country ICTPD Cluster ||
 * Contract No. |||||| 10-0242 ||
 * Milestone No. |||||| 2 ||
 * To:
 * **For Professional and Operational Costs:** ||
 * |||| **3yr Budget** || **Actual-to-date** || **Cumulative %** ||
 * Professional Fees |||| $230,000 || $21,777.45 || 9.4% ||
 * Professional Costs |||| $50,000 || $35,125.00 || 70% ||
 * Operational Costs |||| $6,000 || $1,477.25 || 25% ||
 * Teacher Development Costs (if relevant) |||| $34,000 || $20,450.00 || 59% ||
 * plus Goods and Services tax |||| $40,000 || $9853.72 || 24.6% ||
 * Total |||| $360,000 || $88,683.41 || 24.6% ||
 * A further $21,000 is not at this stage included in the professional fees. The facilitator returned to the UK earlier in the year and the cluster decided to manage without a facilitator as there were not suitable candidates. The lead teachers have taken on this role hence the overspend in teacher development costs and underspend in professional fees. A facilitator has been appointed for 2011 and we look forward to having some additional funds to bring in more expertise and attend more pd opportunities. The cluster goals have been worked on thoroughly so the programme has not suffered, but we do know that we need to increase the input of external expertise next year. We have therefore carried these funds through into our 2011 budget. ||
 * A further $21,000 is not at this stage included in the professional fees. The facilitator returned to the UK earlier in the year and the cluster decided to manage without a facilitator as there were not suitable candidates. The lead teachers have taken on this role hence the overspend in teacher development costs and underspend in professional fees. A facilitator has been appointed for 2011 and we look forward to having some additional funds to bring in more expertise and attend more pd opportunities. The cluster goals have been worked on thoroughly so the programme has not suffered, but we do know that we need to increase the input of external expertise next year. We have therefore carried these funds through into our 2011 budget. ||