2011

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

Students acessing digital tools.

Students (including maori and Pacific Island) are using e-learning to support and enhance their achievement. || Students will conduct themselves in an appropriate cyber safe manner understanding that their online profile is as important as off line.

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

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

Students have equity in access to digital learning in school environment

Students use Solo Taxonomy and e-learning tools to enhance learning and understand next steps. ||
 * 2Principals to lead the integration of e-learning in their schools (strategic and operational) || Principals to facilitate the development and maintenance of school ICT/e-learning strategic plans.

Principals will coordinate the development of e-learning leaders by providing targeted PD opportunities for themselves and Lead ICT Teachers || All schools will have a current strategic plan that includes a reviewable annual plan.

Annual plan will be reviewed and adjusted as required, twice yearly.

Budget will be allocated annually to provide for infrastructure as required by each school.

Lead teachers will be identified in each cluster school.

Targeted professional development will be provided for lead teachers.

Budget will be allocated to ensure adequate release is provided for the lead teacher role to be carried out effectively.

Principals will regularly meet with the facilitator for targeted PD.

Lead Teachers will regularly meet with the facilitator for targeted PD ||
 * 3Teachers to integrate e-learning effectively into their practice creating an innovative and exciting learning environment for all students || All teachers integrate e-learning into their long term and weekly planning and implement authentic learning across the curriculum.

Teachers will set goals and reflect on the effective use of ICT as part of their appraisal process.

A range of ICTs will be used to engage students (paying specific cognisance to Maori and Pacifika students) and promote learning across the curriculum. || School wide, long term and weekly planning shows evidence of ICT being incorporated throughout the school.

Teachers can show evidence of ICT being used to engage students across the curriculum.

Teachers can demonstrate they are utilising a range of ICT tools.

Teachers demonstrate a willingness to try new ICTs and share ideas.

Student reflection indicates increased engagement through ICTs.

Teachers ongoing data analysis, evaluation and feedback

Teachers achieving appraisal goals

There is evidence that students have used an increasing range of ICTs. ||
 * 4Family and whānau to actively participate in their child’s learning || The BoT is informed of cluster progress.

The BoT will review the ICTPD contract in their annual budgets.

Parents and whānau will be informed of the ICTPD role in learning.

Parents and whānau will support the children’s ongoing e-learning.

Families and whanau participating in e-learning alongside their children. || The principals will report post milestone reports on cluster progress (mid and end of year).

The board will provide ongoing funding.

The parents will take part in surveys as required, support Cybersafety, allow supervised access to the internet.

There is evidence of parents and whānau accessing the child’s e-learning and responding appropriately from anywhere in the world.

Parents attending e-learning opportunites in schools. ||
 * 5The sector by sharing online professional reflections to inform colleagues of the challenges and opportunities afforded by e-learning* || Cross-school collaboration within the cluster extends professional learning and enhances pedagogical practice and culminates in a series of e-presentations for a national audience. || A range of ICT teacher inquiry projects will be made available online. These projects will reflect school-based inquiries, cross-school inquiries and cross-cluster inquiries. Each inquiry will include:
 * The purpose of the inquiry.
 * An overview of the inquiry.
 * Examples of student work.
 * Summary of learning outcomes for student and teacher learning.
 * An evaluation of the inquiry. ||
 * // * //**// In 2011 there will be an increased emphasis on professional reflection in milestone reporting. Clusters are required to develop their progress reporting (i.e. //