General+Notes+from+Year+3

The Learning@School conference in Rotorua provided a good starting point for the third year of the Southern OtagoNet ICT PD programme. 4 Educators from the cluster attended, 3 who were new to the experience. Delegates attended a variiety of sessions - which has led to discussions focused on changes in student needs and schooling of the future which has led to some fine tuning of the programme – for example more deliberately focused teaching and learning goals for teachers and a further push to encourage teachers to think about the need for change in current schooling.
 * Milestone 9**

In school PD sessions with the faciliator are underway in all three schools. These are focued on a on a variety of ICT develoments either in a one two one or samll group situtations. One to one sessions will continue as needed during the year - teacher asked for this as they felt it better targetted their individual needs. We also hope to use these sessions to target the reluctant teachers.

Where possible the ICT progamme will be linked with current initiatives within individual schools. For example one school is focusing on boys achievement and where possible will use ICT to support this.

Professional reading in the schools will be developed to suit how each school will operate. One school has started making it a feature of before school PD sessions, one school will continue their voluntary reading group and the last will be through whole staff meetings. The Lead teachers are an important part of this and link with key teachers within the schools. All Principals take part. All school will use a video presentation this term as a focal point to begin discussions.

The cluster has a group of 10 teachers will be attending the regional TUANZ conference. These teachers will be expected to share their experiences within their school and with their own group via VC.

The continued development of networking between schools is underway using the tools the schools have available – in particular My Classes and the video conferencing network. Department meetings via the VC network have begun. Schools, under the leadership of the Lead Teachers, are rotating organising and hosting the meetings. Lead Teachers and the facilitator meet once a week via VC. Other technologies, for example Skype, will be trialled during the year.

Plans are currently underway for a whole cluster PD day at the beginning of term 2. This will involve guest speakers and cross cluster curriculum meetings.

Planning for bringing a specialist secondary practitioner is under way for term 2. This teacher will work with a cross cluster group on Webquests and ICT in the English programme.

Report on cluster representation at the ‘Learning at School’ Conference. Four teacher from the cluster attended Learning at School in Rotorua. Three teachers were new to the experience. The conference generated many discussions between group members over the three days. Following the conference, participants took part in an online collaboration to review and share their thinking. This is documented in Appendix C. Quote “The whole conference really made me pull my head out of the sand and realise that we can't rely on a traditional way of teaching because our students do not learn best from these methods - we need to adapt our teaching to incorporate ICT if we want them to get the best out of their schooling years.” Each of the participants shared their experience within their own school and an example of an outcome from the conference is agreeing to share the Ken Robinson video with all cluster school staff during term 1. This will be shared in a way that models good teaching practice and allows all participants to comment. Later in the year the group will meet again to review their thoughts and identify any particular outcomes that the conference has generated.

Cluster progress has continued during this half generally as planned. While each school is working in a way that meets their own needs and focus, there are common threads that continue as a cluster. Teachers in all schools are working towards a personal goal using ICT to support teaching and learning. The cluster continues to strenghten as a group via cross cluster activies such as workshops, whole cluster meetings, video conference links, personal interactions and key focus activies. An example of a key focus activity is all staff viewing the TED Ken Robinson video with the lead teachers running a following up activity, as an example of good practice, that teachers can use within their own class. In school PD sessions with the faciliator continue in all three schools. The focus of these is a variety of ICT develoments either in one to one or small group situtations. One to one sessions are continuing as needed during the year to better targetted individual teacher needs. These are also used to build confidence of reluctant teachers.
 * Milestone 10**

Where possible the ICT programme is linked with current initiatives within individual schools. For example one school is focusing on boys achievement and where possible will use ICT to support this. Teachers are encouraged to look at options with ICT promotes engagement of boys.

Professional reading in the schools has developed to suit how each school operates. One school has started making it a feature of ‘before school’ PD sessions, one school will continue their voluntary reading group and the last will be through whole staff meetings. The Lead teachers are an important part of this and link with key teachers within the schools. All Principals take part. One school is using an online sharing space to run follow up discussions and share notes.

A highlight of the year so far has been the Special Needs programme led by a teacher from Blue Mountain College. These SN students (and teachers) can feel quite isolated and the Blue Mountain teacher wanted to give students the opportunity to mix with students of their own level and develop friendships. This teacher has set up links between students of the OtagoNet cluster through the use of video-conferencing, email contact, cluster wide eDays and school visits.

Lead teachers are taking a greater role in organisation and leadership this year with the view to developing sustainability. Teachers are being encouraged to share their expertise and become involved in supporting other collegues so sustainability is not reliant on any one person. Lead teachers are working alongside the school principal to help keep focused on supporting school developments with ICT.

The cluster continues to devlop as a community with colaborative planning by the management team and interaction of teachers using available technologies – in particular using the video conference network.

Challenges currently being worked through are • reluctant teachers - encouraging them to further develop their confidence and skills – lead teachers are personally supporting them along with one to one sessions with the facilcitator • encourageing all teachers to experience the power of the video conference network – a varielty of strategies have been identified and will be put in place in the next two terms • turn over of teachers – all schools have experienced staff turn over (some have been key ICT movers) and deliberate efforts are being made to ensure new teachers are offered support and made aware of practices and opportunites offered by ICT in each school • lack of technology in the classrooms – schools are dealing with this as funding allows. All schools have managed to make some progress in deploying new technologies such as data projectors and new computers but many teachers identify lack of teachnology as a barrier to increasing ICT use with students • time!! – teachers finding the time to work on ICT developments within an already very busy school life • timetabling and access to existing equipment • the embedding of ICT practices into classroom programmes – looking a ways of encouraging teachers to make ICT part of their natural skill set

10.2.2 Cross cluster subject area meetings underway Some subject area meetings have been held via the video conference network but there are difficulties working around the student timetable for VC use and school commitments. Other strategies, such as releasing teachers at appropriate times or only two schools using direct dial, are being considered that will allow teachers flexibility in taking part. It is hoped that every teacher in the cluster will have taken part in some form of VC by the end of the contract. Topics covered in these meetings so far have included sharing ideas, NCEA, course materials and resources resources 11 teachers from the cluster attended the TUANZ conference in Invercargill. Two teachers presented a workshop. Back at school the conference was followed up by an online discussion. Some in school PD sessions eg Podcasting have happened as a result. Sample comments from the online session are below (in Ms)

10.2.6 Teachers trial classroom strategies in line with the ICTPD programme goals

All teachers in the cluster were asked to choose a teaching and learning goal for this year. Implementation is planned to be completed by early term 4 – and teachers have been encouraged to seek support if needed. Goals are being managed in a way the suits each school. Anecdotal evidence from informal discussion shows that progress is being made by some staff using ICT strategies and that by and large the results are positive. Goals set have varied according to each teachers understanding, skill level and confidence.

10.2.7 Teachers use administrative and assessment tools more effectively Over all there has been a marked increase in the use of IT tools in admin and assessment in all schools. Several special sessions have been run with an expert in Classroom Manager and this has increased the skill level in three schools. Groups of teachers are becoming more able and are supporting other teachers. Skill and use of Asstle has grown – now being used to monitor progress in maths and literacy. Many admin tasks are now completed without paper with staff feeling more comfortable using the network and communicating via email. Staff are more aware MyClasses and learning how to use it for some administrative tasks with their class Data is shared from PD sessions in the shared drive. Blue Mountain are moving towards developing an online "staffroom" Principals routinely email out documents for teachers to read and/or comment of instead of hard copy

Principals work closely with the lead teachers in the leadership of ICT. They have attended ICT conferences with teachers to keep themselves up to date with latest trends. All principals have tried to support teacher and student needs for technology within the constraints of school budgets. Principals are taking steps of being seen to use the technology - for example presenting to BoT, staff and students using electronic medium. Where they can Principals attend cluster meetings and seminars and Audio Conf and VC with other principals. Director visited other schools and with ICT focus to look at what may be useful for Southern OtagoNet All principals take part in the professional reading groups and use such sources as the ICT area in Lead Space to support their own development and keep up to date.

Our cluster programme has continued this term as planned with individual schools making decisions and planning activities that meets their own needs while continuing to develop links between the schools. Teachers in schools across the cluster are working towards a personal goal using ICT to support teaching and learning. Where possible the ICT programme is linked with current initiatives within the schools.
 * Milestone 11**

The cluster community continues to strengthen with collaborative planning by the management team and interaction of teachers across the cluster and through activities such as workshops, whole cluster meetings, video conference links, personal interactions and key focus activities. The video conference network plays a key role in this as a way to negate a distance between schools.

A whole cluster PD day was held on the 15th June. The keynote speaker was Prof Russell Bishop, who spoke on achievement of Maori students. Following the keynote, teachers broke into groups to discuss key aspects of the talk then came back together with Russel for discussion about their thoughts and to the wrap up the session. The afternoon session involved all teachers in cross cluster subject area meetings followed by teachers from the 3 schools sharing their ICT experiences with the whole group. Russell also led a session with school management where they looked at practical ways of making some changes to cater the Maori students. As well as providing and opportunity for the schools to link, teachers were also able to share with Advisors, MOE, ERO and other local principals who were invited to attend the morning session. Each school revisited the theme back in their own schools to look at the implications for teaching and learning.

While the lead teachers are taking a greater role within their own schools, one of the core activities for all schools are the PD sessions with the facilitator. These are based on school and individual teacher identified needs with one to one or small group sessions – or within the classroom.

Lead teachers continue to work closely with the principals to keep them informed and to maintain focus on supporting school developments with ICT and continue to develop them with the view to building sustainability. It is planned to bring additional teachers into this role during term 4 to allow flexibility should personal change in the future. Teachers are being asked to share their expertise and become involved in supporting their colleagues to help build a knowledge base of ICT in the schools. Planning is underway to explore ways of further sharing expertise cluster wide – and linking with wider networks.

While improved access to technology is still identified by some teachers as a need, all three schools have made significant investments in hardware to support the ICTPD programme. Planning is underway to develop processes and strategies that will allow teaching and learning to continue to benefit from this investment after the cluster programme finishes.

Professional reading is still identified as an important part in developing and broadening teachers thinking. Each school has continued with a programme that suits their own culture. Two of the schools have linked professional reading with the SCT teachers’ programme. Before school PD sessions have worked well in two of the schools with Lead teachers playing an important part and linking with other key teachers within the schools. All Principals take part. eLearning tools are being used by two of the schools to support professional readings with online discussions.

Challenges currently being worked through are

• Allocating time within an already busy workload - a constant challenge as is timetabling and access to existing equipment • Staff turnover – all schools have experienced staff turn over and loss of expertise. Deliberate efforts are being made to ensure new teachers are offered support and made aware of practices and opportunities offered by ICT in each school – strategies under consideration to support this is adding ICT to teacher induction and identifying a required skill set for teachers to be able to operate with the school - and supporting this with PD. • While schools have managed to make some progress in deploying new technologies such as data projectors and new computers some teachers identify lack of technology as a barrier to increasing ICT use with students • Embedding of ICT practices into classroom programmes – looking a ways of encouraging teachers to make ICT part of their natural skill set • Ensuring development continues after the programme finishes – schools are looking to continuing the lead teacher role.

Skills workshops have continued based around facilitator visits to each schools. Focus for these is meeting teacher needs in terms of ICT skills, and support with integrating ICT within the class room programme. Support has ranged from a variety of things depending on teacher need – from the beginner level with file management or using the data projector through to using Inspiration software or My Classes eLearning tool. Staff meetings are used for sharing ideas. Informal peer mentoring continues within staff work rooms and on shared computers available around the schools with staff asking questions of colleagues. The cluster is looking at formalising peer mentoring as a strategy to sustain development.

Professional learning groups have continued in all schools with regular readings followed by discussion. Schools have committed to a minimum of two per term. There has been a limited continuation of subject group meetings due to timetable clashes with the VC network and from within individual schools. The focus has shifted from trying to organise whole subject areas to targeting smaller key groups – or links across the cluster. The last meeting held was on the 11th September when the SCT teachers in the cluster schools met to share and discuss their school programmes. ICT lead teachers support VC meetings by liasing with personal within the school and helping with any technical training or issues. Lead Teachers have continued to meet weekly via VC and have expressed their desire for these meetings to continue beyond the ICTPD programme.

11.2.5 Teachers trial classroom strategies in line with the ICTPD programme goals

All teachers are working towards an ICT teaching goal as part of this years programme. Part of this process is for teachers to share their experience with colleagues – either school or department wide. All schools have started the ‘sharing’ process with most teachers presenting at staff meetings. This is expected to continue through term 4. Use of on-line (My Classes) tools is increasingly an integral component of the learning programme. There are a variety of gaols chosen and for some teachers the classroom changes have been quite significant. For example a teacher, who at the beginning of the contract did not know how to check her email and had an extremely low confidence level, has been observed this term taking lessons using a Mimio device to engage Y12 students and allow them to interact in the classroom. She has taken substantial risk to reach this level and can identify benefits for students in the outcome. (sample screen shot below)

11.2.6 Teachers use administrative and assessment tools more effectively

• Specific training in Musac continues in all schools as part of the ICTPD programme. This has resulted in a significant increase in teacher capability in each school. • The development and implementation of Asstle with the incorporation of data transfer to Classroom Manager allowing further analysis. • Reporting on student management through electronic media eg. Discipline, student progress. • The introduction of e-text messaging to encourage greater parent involvement in student education and enhance communication with home Admin / assessment tools being used - - ARB - classroom manager - TT5 - asTTle - NZAMT.org.nz - TKI - SSPS - English online

Principals have continued to lead ICT development in schools by

• reporting on IT trends at staff meeting • regular meetings with ICTPD Lead Teachers • professional readings • making time available in staff meetings for ICT slots • leading by example – eg using power points in staff and board meetings • Using ICT area in Lead Space to support their own development and keep up to date. • supporting teacher and student needs for technology within the constraints of school budgets. • attending cluster meetings, seminars and Audio Conf and VC with other principals.

Principals and Lead Teachers are currently developing strategies to sustain current ICT initiatives beyond the cluster programme.

11.2.8 Teachers are accessing and contributing to the online learning programme This has had limited success outside the current VC network programmes that the schools are involved with. The ICT Lead teachers have highlighted online programmes with staff but few teachers have taken opportunities offered. The Time 4 Refection online resource and been used by the Lead Teachers with some of the materials finding there way into the programme - for example the Leading Learning Self evaluation tool being used with the management group.

South Otago High School 28/11/07 - teachers taking up more sessions with David due to earlier notification of session times and reminders - still a wide variety of topics being covered - intro of a lot more wikis and blogs - less outside PD provided - a lot more ICT assisted learning occuring in classes - internal survey has shown that nearly all teachers regularly using ICT to facilitate learning in their classroom - this can attributed to the confidence gained from the PD sessions offered over the last 3 years