Milestone+4+Otonga

**Goal One Milestone 4** **Students to become successful digital citizens ** || media type="custom" key="10637210" 6.Teacher to feedback to others from conference. ||
 * **Akona are using e-learning and SOLO Taxonomies to**
 * support and enhance their achievement.** || **Teachers use SOLO Taxonomy and e-learning**
 * tools to enhance learning and understand next step learning.** ||
 * What we did: || How was it effective: ||
 * # senior school used pingin writer to support their learning of chinese language
 * 1) a senior school class is supporting their yr 2 buddy class in ICT skills. They have worked on files (saving, naming, finding etc) and word processing skills.
 * 2) senior school classes reflected on their learning in cycle safety by making movies in moviemaker
 * 3) Teams using SOLO rubrics and verbs in their termly planning.
 * 4) Senior students using publishing tools like Ript, and Autocollage to organise their thoughts and present memories
 * 5) Staff upskilled at team level to use school LMS system. Consistent numbers logging in to access school LMS. [[image:townandcountry-rotorua/Capture.PNG width="307" height="158"]]
 * 6) Extensive use of ICT technology in middle school: use of websites to enhance learning e.g. Rugby World Cup, Youtube, Voicethread, Voci, Photofunia etc.
 * 7) Use of Software programmes to manipulate photos e.g. Umajin (blue screening) and Photoshop.
 * 8) Use of publishing tools to ensure there is an audience for their work.
 * 9) Use of classroom cameras to teach children the tricks of photography, including how to use one, different angles and how to manipulate an image.
 * 10) Junior school have used ICT to inquire about; science, with learning links on class pages of Ultranet, their country they adopted for the RWC using Google Earth to find and then compare their own country.
 * 11) Used publishing tools to display their work and inquiries.
 * 12) Whole school children signed up for and involved on-line with mathletics and mathsweek.
 * 13) What the teachers say they are doing
 * 14) New Mimio Pads support interactive learning. media type="custom" key="10637116"
 * 15) Junior children have used Solo rubrics to self assess their inquiry about the s || # Pingin writer drew the childrens attention to macrons on the chinese letters and backed up what these meant. Example of child's chinese speech. [[file:N_ men h_o.doc]]
 * 16) This has enhanced not only the ICT skills of both parties but has helped develop the leadership and oral language of the senior students. [[image:DSCN0099.JPG width="480" height="171"]][[image:DSCN0100.JPG width="160" height="210"]][[image:townandcountry-rotorua/DSCN0098.JPG width="160" height="210"]]
 * 17) Students were able to focus on the specifics of what they had learnt,, bringing together writing skills and visual language skills, password to view 'school'.media type="custom" key="11047850"
 * 18) Planning under SOLO helps teachers to structure their teaching and childrens learning to ensure children are exposed to different levels of thinking. [[file:HOT Planning -Globalisation snr T 4.doc]] [[file:RWC - Term 3 Middle.doc]][[file:SOLO Term 3 RWC Rubric.pub]]add junior school egs here.
 * 19) visual language skills addressed, selection of images for purpose, and self management to take additional photos that are needed for their purpose.[[image:townandcountry-rotorua/My_Ript_Page.jpg width="240" height="166"]]
 * 20) All staff now updating regular class info page, photo albums and beginning to use more specific learning links areas with children in their own classes (this is a move away for just main web page learning links, into web links relating more directly to the learning in individual or team classes) Room 22, Room 5[|Room13][| room17]
 * 21) Children are learning to publish their work for an audidence in a variety of ways beyond the traditional tools of Publisher. They see how effective it is to publish on the internet, and gain a global audience. media type="custom" key="10632802"
 * 22) Classroom cameras have allowed teachers to teach the ways in which a camera can be used effectively and creatively. The children are becoming skilled at photography and ways in which to display their work, including manipulating images for a 'wow' effect. [|Room22 Photography]
 * 23) Links to websites and other activities allow teachers and children to learn about science anywhere anytime[|Room02]
 * 24) Childrens writing published in book form using youblisher [|Room05] Children have used powerpoint to display their inquires to others [[file:Ireland.pptx]]. Story Jumper has been used to create stories which can be shared in book form at home, each child having an individual login that parents can use at home to access their work. [|storyjumper]
 * x
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 * 1) Teachers and children using Mimio Pad's enable interaction with activities. [[image:townandcountry-rotorua/DSCF1366.JPG width="240" height="179"]]
 * 2) [[file:SOLO Planet Earth Assessment.doc]] ||
 * **Goal Two Milestone 4** **Principals to lead the integration of e-learning in their schools (strategic and operational) ** ||
 * **Principals will coordinate the development of e-learning for ALL Akona.** || **Cluster schools will have a current strategic plan (s) that includes a reviewable ICT annual plan.** ||
 * What we did: || How was it effective: ||
 * # ICT project team meets at least twice termly to consider and update strategic plan.
 * 1) Principal gaining feedback from community around next 5 yr plan. || # Many items in 2011 strategic plan have been achieved, especially hardware purchasing. All classes now have installed projectors and mimio interactive pads. Speakers or sound cables have been installed. [[file:ict strategic plan 2011.doc]] ||
 * **Goal Three Milestone 4** ** Teachers to integrate e-learning effectively into their practice creating an innovative and exciting learning environment for all students. ** ||
 * **Increase teacher knowledge and expertise that will work towards raising student achievement through elearning and SOLO Taxonomy.** || **Teaching professionals have performance management goals linked to increased capabilities to improve students’ learning and achievement** **through e-learning and/or SOLO Taxonomy.**
 * Teachers can demonstrate how they link Maori and Pasifika dimensions to schoolwide, long term and weekly contexts and identify resources that lend themselves to the particular needs and learning styles of these students.** ||
 * What we did: || How was it effective: ||
 * # Many teachers appraisal goals linked to ICT and writing
 * 1) Teachers running regular lunchtime PD sessions for staff on Ultranet and the server.
 * 2) Teachers introduced to online Maori language support materials for their language programmes.
 * 3) Teachers planning for and using Studyladder to enhance learning.
 * 4) SOLO rubric for staff on own use of Ultranet.
 * 5) SOLO rubrics and language becoming embedded as part of the teaching and learning process.
 * 6) Teachers have created interactive Maori resources in Mimio. || # teachers beginning to have more ideas about how ICT's in conjunction with other teaching methods can support and enhance written language. Writing motivation blog started.
 * 7) staff receiving just in time learning. attendance ranges from 2-6 per session.
 * 8) teachers can access resources and use them in conjunction with projectors and interactive whiteboards Korero Pahekoheko and Te whanake
 * 9) [|studyladder]
 * 10) [[file:SOLO of Ultranet.doc]]
 * 11) Staff discussing how SOLO is supporting their learners. When and where it is most effective - especially in written language.
 * 12) Children able to use Mimio to enhance learning in Maori.[[image:townandcountry-rotorua/maori_morning.JPG width="240" height="123"]][[image:townandcountry-rotorua/waiata.JPG width="240" height="128"]]
 * **Goal Four Milestone 4** ** Family and whânau to actively participate in their child’s learning. ** ||
 * //**Communicate changes in pedagogy and use of elearning and SOLO Taxonomy to the school community**//. || **There are good information flows between home and school through well-attended community events, cluster sharing sessions (term3), newsletters and the use of Web 2.0 tools.** ||
 * What we did: || How was it effective: ||
 * # Principals page begun on school website.
 * 1) Use of Ultranet Pages and Blogs that are accessible by parents and whanau at home to share learning and achievements. Parents able to comment on blog pages.
 * 2) Junior students using Storyjumper are able to share their stories at home.
 * 3) Children have studdyladder logins, mathletics, maths week etc to use at home.
 * 4) Large screen computer/tv installed in staffroom for PD sessions for staff, cluster, families etc. || # actual website traffic unknown but have begun adding traffic counters to pages to monitor this.
 * 5) Purpose being to inform community of 21st century pedegogy and ultimately to encourage feedback and conversation in the community. Principals Page
 * 6) Parents/whanau have a direct link to school through the internet. They can see what their children are doing in class, be aware of upcoming events and in some situations comment electronically on what is happening. [|Room21 Blog] [|Room20 Ultranet] actual website traffic unknown but have begun adding traffic counters to pages to monitor this.
 * 7) [|www.stroyjumper.com]
 * 8) [|www.studyladder.co.nz]
 * 9) insert photo of staffroom tv. ||
 * **Goal Five Milestone 4** **The sector by sharing online professional reflections to inform colleagues of the challenges and opportunities afforded by e-learning ** ||
 * //**Inter-school and across school**// **collaboration** **within the cluster extends** **professional** **learning** **and enhances** **pedagogical practice and culminates in a series of e-presentations for a national** **audience.** || **Teachers are using e-learning and SOLO taxonomy to support and enhance student achievement.** ||
 * What we did: || How was it effective: ||
 * # ICT lead teacher held a cross cluster workshop on beginning moviemaker and created a blog to support the learning
 * 1) ICT lead teachers presenting at cluster workshop in Term 4
 * 2) Weekly Lunchtime workshops available to any interested teachers for upskilling on our LMS.
 * 3) Time allowed in team meetings to share and upskill in all e-learning areas.
 * 4) 4 lead teachers and principal attend a cross cluster visit to the RCICT cluster schools. Principal also hosts RCICT at our school.
 * 5) Some teachers to attend U-learn conference during October holidays || # 9 teachers attended and positive feedback was received as each teacher walked away having completed a simple movie in 30 minutes.
 * 6) Just in time teaching provided for all teachers at their level of learning. There has been a noticeable increase in the enthusiasm and application from the more reluctant teachers.
 * 7) Sharing across teams has inspired teachers to try something that they might not have otherwise done.
 * 8) Of interest to us contemplating PD opportunities: Holding fortnightly e-learning workshops with support information online. See [|www.wendysworkshops.weebly.com], Photos from visit to Malfroy and Westbrook
 * 1) Just in time teaching provided for all teachers at their level of learning. There has been a noticeable increase in the enthusiasm and application from the more reluctant teachers.
 * 2) Sharing across teams has inspired teachers to try something that they might not have otherwise done.
 * 3) Of interest to us contemplating PD opportunities: Holding fortnightly e-learning workshops with support information online. See [|www.wendysworkshops.weebly.com], Photos from visit to Malfroy and Westbrook
 * 1) Of interest to us contemplating PD opportunities: Holding fortnightly e-learning workshops with support information online. See [|www.wendysworkshops.weebly.com], Photos from visit to Malfroy and Westbrook

**Principals Reflections**
The school’s Annual plan for 2011 has been regularly reviewed with the IT project team. Adjustments to programme and PD for staff have been made as a result.

The classrooms are now all fully equipped with the same level of IT hardware provision: data projectors, Mimio interactive, Mimio notepads, sound fields and speakers, connection to classroom PC, Fibre Cat 6 connection, workstation supporting 4 desktops in each class, availability of 20 mini notebooks for a class, staffroom digital interactive facility for staff PD. The computer suite and other large group teaching areas eg hall and Arts centre also have connectivity and interactive facility.

Delivery of PD and up-skilling workshops for staff at team level has been modified to give more personal support that is paced to meet individual readiness. With the introduction of the new technology the imperative for effective PD is heightened. The teachers are now seeking the PD instead of being passive recipients.

SOLO is now embedded within team planning across the school. Teachers have identified the need to spend less PD time on SOLO and more on the integration of IT for learning.

The key task for the school is clearly now to ensure clear expectations across the school for what the children will be able to do using the technology. The gap between the class use in IT lead classes as compared with the general classroom has widened. Parents are aware of the inconsistency and are also calling for all classes to have the same standard of expertise.

The draft of the school-wide and community consultation IT Reviews have been shared with the IT Project team and BOT. Final versions for staff and community will be issued in term 4. The purpose of the consultation is to inform the next 3 year plan, as we have now completed most of the current provision objectives.

The IT leads are more fully informed of the National Goals and have input into how they are being developed for our school. The expectations for teachers as well as students to use on–line tools for collaborative learning has meant a focus on extending the class presence on Ultranet. Each class now has an active blog.

Teachers worked with a professional buddy to carry out a Teaching as Inquiry project- in the area of written English (the school’s main area of need). They have been given 5 minutes of staff meeting time for weekly personal reflection on the progress of their target group.

The teachers have had the option of using Ultranet to record their professional reflections with a view to sharing with a peer. There has been little uptake by the teachers using Ultranet for shared reflections this year, and it may be something for development next year. It would require a clarification of expectations around the desirable criteria for an end of year teaching enquiry report eg Introduction, Sample group named and initial data, Observations and basis for OTJs, research findings, Actions, evidence collected (photos, samples), and conclusion. Perhaps such teaching enquiries would need to be conducted in pairs. We would need to work within school before encouraging cluster –wide collaboration.

On-line research is another area for future development, so that teachers build an on-line library of preferred professional sites that are useful in providing case studies, methods and discussion around common areas of need. Currently staff tend to use the internet mostly for resources rather than professional development.

The Te Reo Maori project team have used on-line references to build resources for each classroom to deliver the MOE resource” He Reo Tupu, He Reo Ora”.

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