Kaharoa+School

= =  Term 1 & 2 2012 @ Kaharoa = **Milestone 5** =

We used www.youtube.com and www.google.com for pictures and information. NZ Forestry images on Google.
 * **//CLUSTER GOAL 1//**
 * //Akona are using e-learning and SOLO Taxonomies to support and enhance their achievement.//** ||
 * What we did: || How was it effective? ||
 * **Goal 1:**
 * Matai-** with our topic Movement( looking at forestry tracing the movement of seed to tree to truck to ship to destination) following them we used the Define Map, to develop and understand terms . Classify Map for discussing how we can group according to common characteristics.

I found the planning using Solo not helpful it is much easier to align with Writing.


 * Goal 1:**
 * Miro:** for Movement SOLO we used a define map to examine all the different aspects of movement in our lives from trees blowing in the wind, a child in the class moving to Taupo, to body and facial movement. In summary I asked what the children had learned about movement that they didn’t know before we started and one child said “I learned that Movement is all around us.

We also used a describe map. Model was movement associated with swimming, jumping. Then the chn chose another aspect of movement and drew their own describe map with branches. Miro: ICT: ICTs are useful in the class programme. The children are learning to use the flip video and use it to video each other presenting eg: plays. Then we watch the video and look at what was done well and what could be improved in the given presentation. Weekly we use the netbooks and each child has one. We are learning how to use WORD including features such as bold, italics, font and size changes, highlighting, aligning etc. We are also learning to 10 finger type. At this point we have learned where all our fingers go-which fingers do which keys. Practise is the key at the moment. At the end of each working session the children continue practise with games eg: www.learninggamesforkids.com/keyboarding_games Camera: Learning to take head and shoulder shots was the introduction for the children to using a camera. We had a parent whose hobby was photography come in and share with the children and then we went out with the cameras and took a variety of shots (all of each other).

Using Rubrics for writing.
 * Kauri and Kowhai and Rose:**
 * SOLO** We are using a SOLO unit plan that we planned as a whole school to base our technology unit on (term 2), and also used in previous terms. Using Define, Compare and Contrast, Classification and Describe maps for unit study learning.

Using the Interactive Whiteboard for maths games, writing (handwriting and story writing), e-books, sharing photos & videos. Using cameras (children using) – with a focus (eg. Close, mid, long shots). Room Kauri has 4 computers running off the one hard drive and we use these every day for free or choosing times, using simple internet games centred around the letters of the alphabet (eg. www.starfall.com), learning the typing keyboard and mouse manipulation (eg. painting). We have some CDRoms that have basic maths skills. Our laptop is used for the above and for handwriting (typing repeatedly the letter of the day instead of writing it) – the children are on a daily roster for this. As the children get more able we will use it for draft writing stories as well.
 * E-learning**:

TOTARA
 * Learning brains using, www.befunky.com, word, images and photography to create posters showing their learning brain.
 * Photostory in groups to create a ‘ thank you card’ from camp photos to thank the parents.
 * Student has been using word for their written work to improve their quality and quantity.
 * Wordle, Scholastic story starters to inspire and motivate writing http://teacher.scholastic.com/activities/storystarters/storystarter1.htm
 * Writing fun for exemplars for structure of genre http://www.writingfun.com/
 * www.mathszone.co.uk for maths games for an extension
 * Digital photography and powerpoint to show movement.
 * Youtube to introduce topics www.youtube.com
 * Pizap for production www.pizap.com

RIMU
 * Made comics with digital photography and word for term value.
 * Placemats using imagechef to encourage positive self-worth http://www.imagechef.com/
 * Big huge labs – the motivating poster with digital photography for the value that term. http://bighugelabs.com/
 * Publisher for brochures to advertise place in the world to advertise. Also used internet to search for this
 * Writing fun for structures and features of text types. Also used for shared writing.
 * IWB as a modelling book for maths that they add to.
 * Youtube as a hook lesson for technology and as a search for how or why something works (inventions is the topic). www.youtube.com
 * Pizap used to motivate writing. www.pizap.com

TAWA
 * Video for the school production for part of our show (video camera and imovie)
 * Researched a system with the internet and published using a programme of their choice (pp, word)
 * Class only2 clicks that they use for all subject areas. http://www.only2clicks.com/home.php
 * Camp posters with autocollage and word to add in speech marks.
 * www.youtube.com used for motivating, introducing and consolidating work
 * Digital for values to make nekminnit posters and 5 frame stories
 * Wordle for feedback about reading http://www.wordle.net/
 * Digital photography for all subject areas as a record.
 * Swimming - we videoed swimming styles and then watched ourselves to improve technique.
 * Using internet to research the history of flight.
 * Students have been helping to write their rubrics for technology task and writing for SOLO
 * Using the sequence map with a rubric.
 * Shared writing with netbooks and internet.
 * Used in reading for a reading rotation with stories and activities.
 * Maths games and tutorials to extend and consolidate learning.
 * Trialled my lower writers typing to aid spelling and output.
 * Photography club at lunchtime for a group to improve skill and techniques
 * Crazytalk to share writing and to improve their oral language with their slave diaries.
 * Class blog controlled by managed by the students
 * http://curioustawa2012.blogspot.co.nz/


 * Rata**
 * Maths Buddy website is a great maintenance and homework programme.
 * http://www.mathsbuddy.co.nz/


 * Learners use the camera often to capture moments in Roots of Empathy and special occasions.


 * We have explored Learnz website together
 * http://www.learnz.org.nz/


 * SOLO learning verbs are part of all our learning conversations.


 * The IWB is used for maths games. Reading groups used IWB. We use it to brainstorm and record information.


 * You Tube is used for new waiata and songs. www.youtube.com

Junior School Photographic Evidence
media type="custom" key="18262968" || **Goal 1:**
 * Matai** - Going on a trip and experiencing all the phases of forestry was more effective than classroom discussions.

Photos were taken of the trip. If we had time at the end of the term they could have been used for a sequencing task.

I also used a lot of integration with this unit involving painting, physed, reading and writing to help in the understanding of Movement.


 * Goal 1:**
 * Miro:** SOLO: for us this was not a successful unit. I felt we were working in a very contrived situation and it was hard to find any deep learning.


 * Miro:** ICT: Using the netbooks, video and camera had been very useful in our class programme. The goal of typing is that later in the year the children will be able to write, edit and publish a piece of work using the netbooks.


 * Kauri, Kowhai and Rose:**
 * SOLO** It has been very good to do things at a whole school level but the planning is very long, repetitive and complicated and we have spent time streamlining this. In the Junior school we are still finding that teaching a single unit of high interest as opposed to a large abstract idea is far more effective. The maps can be quite repetitive when using the Define and Compare and Contrast maps at our level. Some concepts such as social movement are too hard for young children to grasp.

The children really love writing and using the interactive whiteboard. This is the same with the camera - children are always looking forward to their turn. Having a specific focus has been found to teach the children greater camera skills.
 * E-learning:**

The children love to use the computers, it can be tricky finding games that they can do completely independently (for example, when I am reading with a group). They seem to pick up computer skills very quickly (eg. where on the desktop to find these games).

TOTARA
 * For the tasks that use the ICTs there is higher engagement.
 * When using a new ICT tool they are excited and interested.
 * Motivates those that aren’t usually easy to motivate and focus.
 * Student that is typing work is able to produce a higher quality and quantity.
 * Using the web is faster to research and easily accessible.

RIMU
 * Motivation and engagement is much higher when ICT is added into the mix
 * Encourages co-operation
 * Higher quality and quantity of work because they are motivated
 * Encourages the unmotivated writers.
 * ICT encourages more avenues by giving more opportunities to write and explore.

TAWA
 * The students enjoy seeing their finished products and strive to get there.
 * Wide variety of information available at their fingertips for projects.
 * Seeing their images in their work motivates them to do it.
 * Using netbooks motivates writing with a buddy and has the info needed at their fingertips. High engagement.
 * Referred to the rubrics regularly to guide next steps or missed steps.
 * Maths games for extension and consolidation motivates students to complete work to have a go at the new games introduced.
 * Overall bringing in the ICTs to lessons excites and motivates students so there is a generally high engagement.
 * Stopped using computer for lower writers as they were getting less done and struggling with the typing side of it and used the autocorrect to incorrectly change their words.
 * Students own the blog so are keen to share it with others.

The kids love getting the certificates when they have achieved 3 of the topics at 95% or above. It covers the full level 2 curriculum and has fantastic tutorials.

The kids feel so proud. They love the display in reception.

Even though the topic we looked at was pitched at a higher level it was great to see what was available.

This is very motivating.

They love this!

= Senior School Photographic Evidence =

media type="custom" key="18263298" ||
 * **//CLUSTER GOAL 2//**
 * //Principals will coordinate the development of e-learning for ALL Akonga.//** ||
 * What we did: || How was it effective? ||
 * As Principal at Kaharoa School

I have endeavoured to keep the ICTPD contract at the forefront of what we do by
 * Meeting fortnightly and as required with the Lead Teacher.
 * Reviewing our ICT strategic plan each term.


 * Promoting the initiative of an ICT action learning team and supporting the development of this team of four teachers. The aim of this initiative is to distribute responsibility and build capability within our school. It is envisaged that this shared responsibility should support the lead teacher and ensure continuity of initiatives should key staff leave.
 * Supporting weekly ICT slots at staff meetings.
 * Supporting staff attendance at staff development sessions.
 * Attending a Principals’ trip to Nelson to look at sustainability of practice and reported back to staff.
 * Supporting whole school staff attendance at a writing ICTPD after school cluster workshop


 * Regular reporting by the ICT lead teacher to the Board of Trustees
 * Working with a group of children to develop and end of year movie for our school production


 * Supporting funding applications for hardware
 * Installing a new server
 * Promoting the benefits of the SNUP upgrade with the Board of Trustees. ||


 * Regular communication of planning, progress, initiatives, needs, reflection, next steps, resources and support required
 * The team meets fortnightly. Staff as a whole is showing a greater ownership of e-learning throughout the school. All staff contributed to this milestone.
 * Effective, timely and needs based PD
 * All staff attending sessions relevant to their needs.
 * Writing is the focus of our second action learning team. It was felt this workshop was relevant to the school goals for the whole staff to attend. It is expected discussion and sharing of practice as a staff will be a positive outcome from this PD


 * Very effective PD for me. Selected children were given a week to play with i-movie and a new camera to learn all they could. Then guidelines and support were given to them to produce an end of year movie for the production.


 * To date unsuccessful in 2012
 * Installed upgraded leased solution with Smart Net.
 * Entered into initial agreement. ||
 * **Cluster GOAL 3**
 * //Increase teacher knowledge and expertise that will work towards raising student achievement through e learning and SOLO taxonomy.//** ||
 * What we did: || How was it effective? ||
 * * I have used youtube as a way to revise and support Maths topics. There are some great little jingles. Eg The Big Number to 100 song, 3D Shape song, Shape Train, 2 times table song.


 * Warwick took photos of the children and they wrote about themselves in a speech bubble. The stories were published.


 * I have used some of the sites in 2 clicks and have taken part in Julies PD sessions.


 * Goal 3: Miro**
 * Gleaning new ideas and learning more has been on going-through Julie's PD sessions weekly at Staff meetings;
 * Cluster sharing times;
 * sharing resources on Paula’s pages;
 * PD with Julie Mills helping with unit plans.
 * By upskilling myself I am then more able to use this to raise student achievement. (See specifics in Goal 1).


 * SENIORS**
 * Julie Mills in the school for 2 days for SOLO PD with the maps and help with planning.
 * We went to cluster sharing morning for SOLO with other teachers from the cluster.http://paulaspages.wikispaces.com/SOLO+Senior
 * Cluster share at Otonga for 10 minute snapshots.http://paulaspages.wikispaces.com/T%26C+Clustershare
 * Teachers presented at it from our school.
 * Lead teacher has 2 lead days a term.http://paulaspages.wikispaces.com/Lead+Teacher+Info
 * PD on e-portfolios
 * PACT programme for helping form OTJs
 * Teacher staff meeting with lead teacher for up skilling.
 * Staff meeting f or writing and ICT at St Marys.http://paulaspages.wikispaces.com/Workshop+Booking
 * An ICT team has been formed this year that half the staff are part of and meet fortnightly.
 * One on one Professional Development with Julie at lunch time. || * Very effective for some children who respond to visual musical clips.


 * The children love to look at themselves and read their stories.


 * Goal 3 Miro**
 * In terms of effective in the classroom, I find the use of ICT to be worthwhile. The children are learning skills that will useful throughout their lives.
 * It is also fun watching yourself on video and seeing how to improve how you do things eg: speaking clearly and slowly, facing the audience etc. It’s much more powerful to see yourself than to just be told.
 * Also seeing others and learning from both their successes and areas of improvement.


 * SENIORS**
 * Julie clarified how to get the students to higher order thinking with the maps.
 * At the cluster share we all came back with lots of new ideas to try out.
 * Sharing ideas at staff meetings encourages staff to try new things and to share.
 * Teachers are having some ICT/elearning accountability by having to share back with reflective partner about what was learnt/shared and said at ICT meetings.
 * This was awesome. I got a lot of questions answered and learnt a lot.

||
 * **//CLUSTER GOAL 4//**
 * //Communicate changes in pedagogy and use of elearning and SOLO Taxonomy to the school community.//** ||
 * What we did: || How was it effective? ||
 * * Meet the teacher evening where the teachers spoke about their class practice
 * School promotional material that promotes elearning and solo
 * A display in the library for parent interviews
 * At a local day care gala we had a display that showed examples of elearning and SOLO at our school
 * Blog interest and beginning to be developed a the school.
 * Evidence in the classes that parents see when they come in.
 * Reporting to the BOT
 * Targeted stuff in the school newsletter about classes and what is happening with SOLO and elearning. || * All these are helping to inform the community of what changes have happened at Kaharoa over the ICT contract so far.

||
 * **//CLUSTER GOAL 5//**
 * //Inter-school and acrossschool collaboration within the cluster extends professional learning and enhances pedagogical practice and culminates in a series of e-presentations for a national audience.//** ||
 * * Otonga School has contributed to the VLN as part of our Milestone 5 requirement.[]


 * All teachers now receive our monthly Cluster "Noticeboard" Newsletter via email. For sustainability each school in the cluster is having a turn at this on a rotation basishttps://paulaspages.wikispaces.com/Notice+Board ||

Term 3 2011 @ KaharoaMilestone 4


 * **//CLUSTER GOAL 1//**
 * //Akona are using e-learning and SOLO Taxonomies to support and enhance their achievement.//** ||
 * What we did: || How was it effective? ||
 * * Students have been introduced to maths buddy as part of a maths programme and some classes are using it as a homework supplement.
 * School wide photography focus to get the students behind the lens
 * Flip video and easispeak in reading to enhance performance
 * Touch typing skills to improve speed and accuracy
 * Photography for sequencing
 * Children are using a variety of tools (word, publisher, internet search etc) for projects
 * Mood music for writing
 * You tube to consolidate a concept learnt in class
 * Creating posters for SOLO unit using senior ‘experts’ to help on the computers
 * Dictionary.com to help with spelling (both teacher and student)
 * Photostory used in reading group
 * Rainbow readers tapes and CDs to improve literacy
 * Powerpoint tip sheet created to promote self management when working independently.
 * Created a feelings book with photography for chinese and Maori
 * Class computers used to research SOLO unit.
 * Titles made in imagechef as an assessment to see what they already know about the topic
 * Powerpoints as speech props for seniors.
 * Writing stories on IWB
 * School wide competition to decided on finalists for the MADE awards.
 * Teachers are using more SOLO rubrics in the classes for students to self assess with.
 * Values books written by senior children for new entrants || * Photography has engaged students and the techniques have improved with shooting a good photo.
 * With the variety of different tools used the students have a larger tool box for completing tasks through elearning and will carry them onto the next class.
 * SOLO has more of a visible presence in classrooms.
 * Students and teachers are beginning to use some tools ‘second nature’
 * There is a shift from computers being only used as a publishing tool, they are now being used as part of the classroom programme. ||
 * **//CLUSTER GOAL 2//**
 * //Principals will coordinate the development of e-learning for ALL Akonga.//** ||
 * What we did: || How was it effective? ||
 * * regular slots for ICT professional development and sharing
 * fortnightly meetings with my ICT lead
 * termly review of the ICT strategic plan
 * staff setting and following through ICT goals
 * ongoing applications for funding to purchase ICT equipment needs
 * all teaching staff attending either U learn or Learning at Schools conference over the 3 years
 * release for my ICT lead to attend lead teacher meetings and to meet the PD needs of teachers || * staff recognise that ICT is a priority and are feeling supported ||
 * **//CLUSTER GOAL 3//**
 * //Increase teacher knowledge and expertise that will work towards raising student achievement through elearning and SOLO Taxonomy.//** ||
 * What we did: || How was it effective? ||
 * * Back to basics with IWB skills in staff meetings
 * Photography tips and school wide focus to improve teacher photography skills so that it will get passed onto the students.
 * Regular sharing of photography ideas and how to integrate it across the curriculum.
 * Sharing in syndicate and staff meetings of websites and ideas.
 * Julie Mills came in to further work on the concept curriculum board with the staff and had a session with seniors and juniors separately. She also went over the SOLO HOT maps.
 * Super7 conference for the cluster for teacher PD – all day with 2 keynotes and 2 breakouts of their choice.
 * Cross cluster visits that 4 staff members were involved in to share ICT and SOLO in schools. Those staff members reported back to staff.
 * Paula has worked with staff in classrooms and 1-1 with IWB tools and to make it use it interactively.
 * Created a school only2clicks account to have useful tools and websites easily accessible for the staff. || * Back to basics reminded staff of the IWB tools and how to do the basics.
 * Photography has seen a shift in who is behind the lens (the student and not the teacher)
 * It also had half the classes with entries for MADE awards.
 * Paula’s sessions have helped give teachers more ideas with using the IWB. ||
 * **//CLUSTER GOAL 4//**
 * //Communicate changes in pedagogy and use of elearning and SOLO Taxonomy to the school community.//** ||
 * What we did: || How was it effective? ||
 * * Reported to the BOT on what is happening with ICT in the school.
 * Held a parent evening for the year 5 and 6 parents that included how we are using ICT/elearning in the school
 * As part of keeping Ourselves Safe we had a parent evening and spoke of cyber safety and also sent out a pamphlet about cyber safety.
 * It keeps the BOT informed || * A good number of parents attended.
 * Good to reiterate the importance of cyber safety. ||
 * **//CLUSTER GOAL 5//**
 * //Inter-school and acrossschool collaboration within the cluster extends professional learning and enhances pedagogical practice and culminates in a series of e-presentations for a national audience.//** ||
 * **// Ngongotaha School are reporting on this goal on behalf of the cluster. //** ||

Term 1 2011 @ KaharoaMilestone 3 · Planned together and worked on SOLO rubrics together. · Kaharoa Internet guidelines are displayed in the class to remind of digital etiquette. · Students are seeing the wider world as an extension of their classroom and using it second nature in some cases to find out more information. || · More SOLO/ICT sharing has given staff ideas and confidence to give it a go and take risks · Over 70% of the staff have contributed to the Wiki. · Students are self assessing against rubrics and making own judgements of what they need to move to next level. · There is a constant reminder of what the expectations are when using the internet. || · Warwick went to visit schools in Wellington · Principal and lead teacher have reviewed school strategic plan and ICT action plan. · Funding has been applied for to gain more equipment. || · Collective problem solving, sharing, collaboration and learning in a supportive environment. · Teachers are bringing laptops to meetings. · Developing models of effective sustainable practice · Slowly becoming a natural part of practice. · Warwick reported back from trip. Realised the importance of sustainability of practice. Whatever we undertake must be purposeful, have teacher and/or learning benefits and be sustainable. · Varying levels of success with funding and will keep applying. || · More time for staff sharing of what is working in classes · Teachers are attending workshops offered by the cluster and reporting back · 3 teachers attended Learning @ Schools this year · Teachers have set goals for themselves and their classes · Meetings with lead teacher set up to work on goals to establish what they need to do and need assistance with in order to achieve their goals and where to next? · SOLO unit plans are being used and reviewed by teachers from planning sessions with Pam and Julie · Teachers are gaining more confidence with ICT’s and taking risks. · New SMS in the school – School assembly and teachers are becoming familiar with it. · Senior school teachers had a session on PATs and how to run reports to inform teaching from PATs and the link to arbs · Arbs and NZ maths being used regularly by some teachers for maths and writing ||  · Staff are gaining confidence and skills with ICT and taking more risks. · Teachers are motivated by workshops and trying things out in class. · Teachers shared back from learning @ schools to the staff that engaged staff in good dialogue. · New goals for the revised goals have directed the teachers with an area they want to improve and setting meeting times with lead teacher has given more 1-1 time that can be for individual needs. It also gives a next step for lead teacher with the staff. · More SOLO confidence through planning together and it has a visual presence in the staff room with our planning board. · Using ARBs and PATs online has helped to with next steps in maths and the ARBs gives assessment ideas for teachers that are already levelled. || · Adding onto enrolment forms an area where permission is requested for use of images, voice etc. · School cyber safety information has been published in school newsletter and after review is finished it will be published again. · Community have been informed about SOLO and what its purpose is in school newsletter. || · Good reminder for all about cyber safety and brings it back to the front of minds. · Having permissions at finger tips will help teachers access the information they need about students. · Informing community has encouraged the community to ask more questions about SOLO and elearning || · Community meeting arranged for 25th May. || · It is making staff aware of this goal and coming up with ways to report and share to wider world. ||
 * Click to view Principal's Report**
 * **//CLUSTER GOAL 1//** **//Akonga are using e-learning and SOLO Taxonomies to support and enhance their achievement.//** ||
 * What we did: || How was it effective? ||
 * · There has been a lot of SOLO/elearning sharing of ideas and planning across the school. (see class page on the WIKI)
 * **//CLUSTER GOAL 2//** **//Principals will coordinate the development of e-learning for ALL Akonga.//** ||
 * What we did: || How was it effective? ||
 * · Incorporated a weekly slot into staff meeting for SOLO and ICT.
 * **//CLUSTER GOAL 3//** **//Increase teacher knowledge and expertise that will work towards raising student achievement through elearning and SOLO Taxonomy.//** ||
 * What we did: || How was it effective? ||
 * · Regular PD sessions in Staff meetings for elearning
 * **//CLUSTER GOAL 4//** **//Communicate changes in pedagogy and use of elearning and SOLO Taxonomy to the school community.//** ||
 * What we did: || How was it effective? ||
 * · Review of cyber safety policy between principal and lead.
 * **//CLUSTER GOAL 5//** **//Inter-school and acrossschool collaboration within the cluster extends professional learning and enhances pedagogical practice and culminates in a series of e-presentations for a national audience.//** ||
 * What we did: || How was it effective? ||
 * · Teachers are thinking of ways to share what is going on with the community. Still have a bit of work to do in this area.

media type="youtube" key="38LpaScVGdc" height="302" width="366" || Camp Comic - Photo Mosiac of camp activities || || Collaboration around the computer || || Word Mosiacs for vocabulary extension and celebrating children (enhancing self esteem) ||
 * Some of the SOLO happening at Kaharoa School
 * New entrant learning letter formation and writing stories with IWB
 * Kaharoa Internet contract poster

** What has been happening in staff meetings with ICT/e-learning and SOLO? ** **Week 1** – Units were allocated and a slot every meeting was given to ICT for sharing and teaching. Teachers were also asked to bring laptops to every meeting which is new to a lot of them. MINUTES: // 2011 Responsibility Units // // Wendy/Rachael- Maori/Kapahaka // // Julie- ICT/Homework Challenge/Kokako Centre // // Jo-out of school sport // // Staff Meetings – if you wish to share please add to agenda in advance. No appointments on staff meeting days. Laptops to meetings. ICT will have a regular 10 minute slot. //

**Week 2 –** started back at basics of IWB for teacher to remind them how to turn on, connect with laptop, calibrate, open a page, use pen, rubber etc. Also School assembly was introduced to the staff for the roll and how to input data. Just introduced at this stage to get everyone familiar with the roll and how to log on.

MINUTES:


 * // Julie // || // ICT // || // Julie went over whiteboard use tips // ||
 * // Warwick // || // School Assembly - Attendance // || // Went over – how to get into SA, passwords, attendance codes, doing roll // ||

**Week 3** – Jo attended Paula’s workshop and shared back what she had taken from it. MINUTES // Jo went to IT PD- and suggests we look at ////www.paulaspages.wikispaces.com/reflections// **Week 4** – No staff meeting due to the Christchurch Earthquake happening that day. **Week 5** – Feed back to staff from the learning at schools conference. MINUTES · // Julie, Jo and Maria shared about the e-learning course. For website references see Julie and Maria. //  · // Jo shared a resource given by Pam and Julie which has a generic plan for every curriculum subject aligned with SOLO. One will be in senior resource room and one available for juniors. // **Week 6 –** Shared websites for the staff to use in IWB as a starting point for those that are still reluctant. MINUTES // Shared 2 websites // · [|//www.smartcrossword.com//] · [|//www.echalk.co.uk//] // Reminder of echalk subscription // **Week 7 –** PTA meeting that all staff attended instead of staff meeting **Week 8 –** Staff shared what has been going on their classes with ICT. Also had feedback from Paula’s PD session on the thinkers tool box. MINUTES // Shared ICT use – // // 1 – Easy speak/flip video/photostory // // 2 – Emperor moth/flip // // 3 – U tube video ants, hand writing, mind maps photobabble // // 4 – Emperor moth, Ch Ch Earthquake // // 5 – Photographs related to camps // // 6 – Expression using easy speak – setting goals, pamphlet or poster word or publisher // // 7 – Paparazi – report photos end of week, cow movers, our week in photos – 10 to 15 to photostory. Welcome video, research an animal. // // 8 – Google – define:information – saves online dictionary // Search equations in the google search bar times /divide, conversions – measurements, dollars, shakeshpere died in *, //[|//www.prezi.com//]// - google flood – wonder wheel,

ICT Course Thinkers Tool Box – Paula’s pages – Blooms, SOLO, thinkers keys, use and laminate in class, physical toolbox in class. // **Week 9 –** Lead showed some more tools in the Interwrite workspace; the capture tool, how to change page colour, importing pictures, how to make a document into an interwrite page. // // **Week 10** – Had a SOLO share on thoughts, successes and barriers. Staff remined to email ICT goals in to Julie. // // MINUTES // __ICT__- Goals in please. __SOLO-__ Chn used rubric to self assess writing. For belonging was helpful. Next step-to incorporate maps. Planning form not useful-good to plan altogether but too wordy. Puts you off reading it. Questions were good as honed you in on what you were teaching. Some questions too easy – eg I can predict so Julie changed to I can create…. Loved all the information from Julie but for a ‘real teacher in a real classroom’ WAY too much. So cut and pasted what I needed. Don’t want to do this every term as a lot of time. Junior school ran out ideas – Jo went onto Ants-it’s a colony – can compare!! Find it hard to make rubrics. Make a rubric around writing and/or cornerstone values all together in teams or staff? My children made the link with tally marks (maths) and solo. They have tally marks too. Can’t see relevance of Solo but teach it. Can’t mesh with those 4 words. Also SOLO doesn’t carry on after us here at school unless going onto another school that teaches/uses SOLO. Use maps but not the terminology-class keeps changing and too hard. Solo aligning changing map there and helps make sense as aligns with Blooms etc. Remember we are still learning Solo as well.

Week 11 – ICT lead at camp media type="custom" key="9378268" Photo babble used for Chinese speeches. media type="youtube" key="m7b8tuO4kGw" height="285" width="367" || Recount of trip by new entrant media type="youtube" key="3iQPtNOwsLE" height="288" width="344" || media type="youtube" key="1fe-t5oA5mk" height="283" width="342" || Project a group of Students are working on. media type="youtube" key="dmUol0EBzmk" height="287" width="353" ||
 * Value for term made by year 2
 * Class Paparazzi - Our week in photos.

media type="custom" key="9293060" width="70" height="70"
 * PRINCIPAL'S REPORT**

__Summary of progress that has been made towards achieving your programme goals__
 * Have completed a termly review of the school strategic plan
 * Shared the revised goals to the staff
 * All staff have set themselves SOLO and ICT goals that are part of the appraisal process and also being reviewed with the lead teacher.
 * A further 2 teachers and the lead teacher have attended Learning @ Schools conference. It is expected that by the end of the three year contract that all teachers will have attended either learning @ schools or U learn conferences.
 * Applied for funding for net books and group station funding but was declined. Continuing to apply.
 * Lead teacher action plan regularly reviewed
 * Met with Paula once and she helped teachers set goals.
 * Staff have attended Paula’s workshops after school.
 * In the process of reviewing the school internet policy.
 * SOLO has a more visible presence in the classrooms and in planning.
 * Teachers are taking more risks with SOLO and elearning due to the amount of sharing that is going on in staff meetings.
 * Weekly slot in staff meeting for IT/SOLO sharing and up skilling.

__KEY LESSONS FOR THE CLUSTER__
 * Keep it simple so that staff aren’t overwhelmed.
 * Ongoing opportunities, discussion, reflection and review for all in the cluster.

<span style="background-color: transparent; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-align: justify; vertical-align: baseline;">__NEXT STEPS TOWARDS ACHIEVING THE CLUSTER GOALS__
 * <span style="background-color: transparent; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-align: justify; text-decoration: none; vertical-align: baseline;">Ongoing PD for teachers that has a clear understanding of purpose.
 * <span style="background-color: transparent; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-align: justify; text-decoration: none; vertical-align: baseline;">Ensuring sustainability through careful, considered planning and clear strategic direction to enhance teaching, learning and achievement.

<span style="background-color: transparent; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-align: justify; vertical-align: baseline;">__Emerging issues, risks, or opportunities particularly in relation to service delivery and reporting requirements__
 * <span style="background-color: transparent; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-align: justify; text-decoration: none; vertical-align: baseline;">Funding of infrastructure - have had varying success with applications.
 * <span style="background-color: transparent; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-align: justify; text-decoration: none; vertical-align: baseline;">Not having the time to see the possibilities and potential teaching and learning benefits in a change in pedagogy through the use of ICT/SOLO. Teacher workload as new skills often take time to learn.

Milestone 2, 2010 =

This term (term 2 2010) we have all received new digital cameras and also flip videos per classroom. Teachers have had a session in class using the flip videos with Alan to model their uses. Teachers have been out and about having a go with these. Teachers have given themselves personal achievable ICT goals to help guide PD sessions and to give themsleves some direction. Kaharoa has purchased 2 group stations that have been put into 2 senior classrooms. These are being used across the subjects to enhance learning and engagement in lessons. After school sessions have been available for teachers to help them gain confidence. Sessions so far have been importing photos onto the PC from the digital camera, Using the IWB mobi, interwrite, creating tables and Photostory3 next session will be using Moviemaker. Those teachers that attend seem to be getting a lot out of them. The children are also enjoying the opportunities to Use ICT's and are keen to learn more. To prepare for next term the staff at Kaharoa have brainstormed what they want to do next term and next we are going to 'breath' some ICTs into their planning for next term. The hope is they will take an idea (even more would be great) and give it a try next term.

//the New Zealand Curriculum / Te Marautanga// //o Aotearoa.// || National Goal 2 Increase capability of teachers and principals to improve students' learning and achievement through e-learning. || National Goal 3 //Strengthen professional learning communities and increased collaboration within and across schools.// || National Goal 4 //Increase e-learning leadership and ICT strategic planning capability of principals and teachers.// || National Goal 5 //Increase the school community’s understanding of the educational contribution of e-learning.// || Teacher have set themselves a goal to use ICT in oral language (a goal of one or two of the ideas from the mat to be used in the classroom - it is beginning to be included in planning. All staff are using an electronic roll twice a day. Some examples of creative and effect ICT tools used: A teacher survey was taken at the beginning of the year to see the teachers needs and feelings towards ICT. Tawa have developed a class wiki and blog that can be worked on at homes. Tawa Wiki [|Tawa Blog] Mathletics used as a challenge once a year that the students can work on at home and school to complete the challenges. SOLO homework ruberic for managing themselves in their homework. || Lead teacher regularly attends the lead teacher days and reports to principal and relevant information to staff. PLC developing in school with in school PD sessions held after school. After school sharing time happened once with other schools in the second term. Lead teacher has attended BOP elearning days in Tauranga with Rocky Jensen. Learning at schools conference attended by 4 staff members. 1 day conference held in Tauranga attended by 3 staff members. 4 staff members attended SOLO PD with Pam and Julie at St Marys. Teacher only day at Kaharoa for SOLO. All staff attending half day SOLO PD to plan Science units. Teachers are reflecting in a variety of ways eg through reflective practice, professional conversations, facebook chat and staff meetings. Teachers also sharing uses/problems and ideas in staff meetings for SOLO and ICT. || Action plans reviewed termly Strategic plan reviewed regularly Meetings with SMS provider (School master) to add in the national standards levels and also to discuss to transfer the web based system to School assembly. || Lead teacher has reported to the BOT twice this year. BOT have attended a cluster meeting SOLO has been in the parent newsletter with an explanation of what it is. Internet policy has been reviewed and parents have signed consent (some still to come in). Funding to work with Kaharoa Kokako Trust recieved to put in an LCD tv as part of the school contribution to a professionally designed interactive community display related to the trust work. || practices in their teaching and learning programmes, especially in literacy and numeracy. ||  ||  Schools will develop e-learning leaders by providing targeted PD opportunities for Principals and Lead ICT Teachers  ||   || Skype installed in all classrooms to connect first with eachother and then with the world - topic is cultures around the world and chances to connect with other cultures in the classroom. Skype a school in Japan, Zane North Elementary (Collingswood, USA), Seminole Elementary School (Florida, USA) to learn about a different cultures around the world. Skype schools in NZ; Greenpark School, Remuera Primary for comparing different areas of NZ and also as a chance to share learning with a different audience. Flip videos/video cameras are being integrated into programmes as an aid to encourage oral language. Flip videos also been used to create a video of the pupils in room Miro to share their school and culture with Pinepoint school in USA. Teachers are beginning to use You tube as motivation for lessons to engage students and make lessons more meaningful (bringing the world into the classroom). Publisher has been used in a writing/topic unit to create brochures. Purchase of echalk is giving opportunities for the learners to engage in stimulating relevant maths games Reluctant writers given opportunities to work in computers rather than writing in books (stimulating and engaging for reluctant writers and poor spellers as it word helps with the spelling) Buddy writing on netbooks to encourage collaboration. Narrative writing and then animated using crazytalk to bring character to life. media type="youtube" key="aoaoVg32k5Q?fs=1" height="125" width="181" Using assessment tools through || Teachers using the computers as a writing tool for reluctanct writers. Using cameras to aid with procedural writing. IWB used as a teaching resource with interactive math games. Model writing on IWB with students that can be revisited when needed. At this stage ICT is used more in day to day planning where they are beginning to see opportunities rather than in Long term plans or term overviews. School Master for ease of data input through out the school. NZCER marking used to look at PATs/STAR testing indepth. Creating a Kaharoa school census for a statistical investigation. Graphs, questions, predictions and analysis using microsoft word. ||  || ICT lead teacher takes inclass sessions and provides opportunities for others to observe. Thinking of distributing the leadership with ICT. ||  ||
 * National Goal 1 //Integration of ICT to give effect to//
 * All teachers know how to integrate ICT into their curriculum or teaching plans and do so creatively and effectively. || All staff confidently and competently utilise a range of ICTs to provide rich opportunities for creative and independent learning || Schools actively engage in PLCs and e-PLCs to build capacity and enhance effective pedagogical practices. || All schools develop and maintain a current ICT/e-learning strategic plan || The BoT and community are informed about and engaged in e-leaning. ||
 * Teachers issued with a mat that gives ways to use ICTs on oral language with the ICT tools we have in school.
 * Totara board games as the children used internet to get appropriate images and information, they published instructions using Word
 * Totara used imagechef.com to create a word mosiac for the cornerstone value of term 3 - compassion
 * Tawa used a digital story of inanimate Alice for a reading programme[[image:townandcountry-rotorua/DSCF0876.JPG width="183" height="136" align="left"]]
 * Tawa have videoed children swimming to view own techniques and also looked/compare professional swimmers styles.
 * Rimu used a google translate for a cultural Russian day so the students could hear their names etc in correct russian.
 * Rimu as part of report writing created a newspaper report on publisher.
 * Rata used a website about the brain for a science topic that the children investigated and explored.
 * Rata regularly uses hot maps and brainstorms on the IWB to bring back up at later times.
 * Miro created a video for a school in the US all about Kaharoa School.
 * Miro has been getting the children familiar with the netbooks and introducing touch typing.
 * Matai have used flip videos to record children and play back
 * Matai has used PM reader programme for reading.
 * Kowhai has had children using the IWB as thier books. Children have been given opportunities to write on the IWB to motivate and engage.
 * Kowhai has used ebooks to read stories to the class
 * Kauri practice their letter formation on the IWB
 * Kauri uses PM reader programme for the children. || Ongoing staff development for this area to help teachers upskill - A focus on technologies we already have in the school (webcams, digital cameras, COWS, microphones, class computers, programmes already in school)Staff meeting sessions to introduce new technologies such as skype, websites.IWB training by Breathe trainer for staff.Staff are working with lead teacher to achieve personal ICT goals set. Use of programmes to engage learners in writing and oral language see Photostory3 of cross country, art exhibitions, WW1 sharing with assembly created with and by the students.media type="youtube" key="TgxlT0u4eqQ?fs=1" height="132" width="191"Powerpoint used for chinese speeches with the students and they have put in sound bites to practice pronounciation.Visiting artists worked on photography with a group of students using paint.net and digital cameras. Children have used netbooks to buddy a report. They used the programme to aid in sentence crafting and spelling. Working with a buddy has 2 minds working together to encourage collaboration.
 * Authentic contexts facilitate ICT integration to support depth and rigour in meaningful learning || Teachers’ planning includes effective use of ICTs, as well as emerging technologies and
 * [[image:townandcountry-rotorua/DSCF0812.JPG width="198" height="125"]]
 * SOLO** displays in classrooms showing the symbols, stages of understanding and learning verbs.
 * || All teachers' planning will be inclusive of e-learning opportunities using authentic contexts. Particular consideration will be made for the needs of Maori and Pasifika students. The indigeneity and distictiveness of Maori students should be taken into consideration to foster an understanding of the cultural identity of Maori adn Pasifika students (MoE 2008b) ||  ||   ||   ||