Cluster+Goals

Cluster Goals 2011
On reflection our cluster goals were revisted, realigned and prioritised to ensure success and manageability moving forward. A copy of our Alignment Document can be downloadd below

Cluster Goals 2010
toc This is taken from a much larger document, but it is in essence the **three year** programme goals. Down the left hand column are the National Goals, the centre column is the Town and Country Cluster goals and the success indicators are broad definitions of what should be seen across the board in the seven schools by the end of the cluster period.


 * C. Programme Goals and Success Indicators**

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. || 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. || 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. ||
 * **Programme goals** || **Success Indicators for National and Cluster Goals** ||
 * **National goals** || **Cluster goals** ||^  ||
 * =====National Goal 1=====
 * //Integration of ICT to give effect to the New Zealand Curriculum / Te Marautanga o Aotearoa.//** || All teachers know when and how to integrate ICT into their curriculum or teaching plans and do so creatively and effectively. || 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.
 * ^  || 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
 * ===== National 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. || 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. ||
 * ^  || 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.
 * ^  || 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.
 * =====National 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. || 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.
 * //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. || 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.
 * =====National 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. || 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.
 * //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. || 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.

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. ||
 * ^  || 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.

A professional learning cluster community of eleaders is developed and strengthened to increase the capacity of the group. || 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. ||
 * =====National 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. || 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.
 * //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. || 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.