Cluster VLN Evidence

ms_6 Reflections: BTG Planning e-learning and SOLO Taxonomy

Planning: long term, daily, strategic, overviews as evidence to show how SOLO and e-learning has been implemented throughout the schools in different departments and areas.

Refer VLN Reflection:

NOTE: Outline- Due week 11 Term 3:

Strategic/ annual planning:

Waterlea School

Concept plan:

Jean Batten School


Team Planning:

Waterlea School

Jean Batten School


Al-Madinah School

Student voice reflecting on SOLO/e-learning:

Every school
Q What did I think about learning before SOLO?
Q How has SOLO impacted on my next learning steps?

When I am learning ...
Q How do I know what I’m doing?
Q How well am I doing?
Q How do I know what to do next?


Al-Madinah - Year 2 Student Reflections (Audio)

Al-Madinah - Year 4 Student Reflection (Audio)

Al-Madinah Year 5 Student Reflections (Audio)

Al-Madinah Year 7/8 Student Reflection (Video)

SOLO Rubrics
SOLO Learning Verbs

SOLO Levels

SOLO helps my learning
SOLO changed my learning

Al-Madinah Year 13 Student Reflection (Text)

Y13 Chemistry Reflection

Jean Batten School

Royal Oak Intermediate School

Waterlea School

Teacher voice reflecting on SOLO/e-learning:

Every school
Q How has the model of SOLO affected the way I Plan, teach and assess?

Al-Madinah School

Al-Madinah School - Primary Teacher Reflections (Audio)

Al-Madinah School - Intermediate Teacher Reflection (Video)

Jean Batten School

Royal Oak Intermediate School

Waterlea School

Teacher Voice | Deputy Principal and Librarian Voice

Principal voice reflecting on SOLO/e-learning:

Every school
Q How has being on a contract focused on SOLO and eLearning changed the outcomes in your school?

Al-Madinah School

Jean Batten School - Principal Jeff Bruce

For teaching staff
  • The development of a school-wide concept plan for integrated studies, with common driving questions, has given a consistent approach to the facilitation of learning and a vehicle for syndicate and school-wide cooperation in planning and teaching.
  • Working with the facilitators has scaffolded teacher learning. Teachers have been able to develop new pedagogy with sound support and at a pace which has been appropriate to them.
  • Leadership opportunities for staff members, within the contract, has allowed them to make accelerated progress in the development of new pedagogy along with the gaining of skills and experience in mentoring and presenting.
  • Through the development of the teaching units, staff has begun to appreciate that less is more – they have found that learning can be much more effective if the focus of a unit is much smaller.
  • The use of concept maps has given teachers a common way of teasing out student knowledge and understanding in a very logical way.
  • The use of rubrics across all areas of the curriculum has narrowed the focus on what achievement looks like and has begun to make learning conversations with students about next steps more specific.
  • The use of ICT in classroom programmes has developed markedly as teacher confidence in its use has grown.
  • Increased teacher confidence in the use of ICT tools has brought about the need for development of the school’s ICT infrastructure which has meant a more diverse range of tools for teachers to utilise to support learning.
For students
  • Development of the school ICT infrastructure and increased teacher confidence in the use of ICT tools have given students greater opportunities to use a wider range of ICT to support their learning.
  • The increased use of ICT to support learning has brought about a greater focus on safety issues that surround ICT use and students are beginning to be more aware of those issues that might affect their personal safety.
  • SOLO Taxonomy has created a common language of learning that has developed school-wide. Students are now more able to talk about their learning – where they are and what they need to do next to further their achievement.
For the community
  • The developing use of SOLO Taxonomy has given students and teachers a common language for describing achievement during triadic interviews and portfolio reporting.

Royal Oak Intermediate School

Waterlea School

Principal Margaret Palmer talks about the use of SOLO Taxonomy and eLearning across Waterlea School

Community voice BOT, Parents:

Q How has finding out about SOLO and or e-learning changed my perspective of my child’s learning?


Waterlea School Parents | Waterlea Board of Trustees

Jean Batten

ms_5 Reflections: BTG eLearning Leaders Days

Participants' reactions to professional development

What happened as a result?
//Refer reports from BTG Principals and e-leading leaders on Leadership Meetings.//
Impact on students/teachers/whanau
Insert any evidence of impact of enhanced e-learning leadership or change management on students, teachers or whanau

Principals reflection on impact on teachers, students and whanau
Having teachers in each school developing strong leadership experience through PLD in e-learning has advantaged all schools.
Staff gaining benefits from contacting, sharing with and getting help from other BTG Cluster schools
As schools deal with sustainability of the PL around e-learning they have found the importance of the e-learning leadership lead teacher networks that have been set up in and across BTG Cluster schools.
Each school having its own e-learning facilitator has been beneficial for both the facilitator and the schools. This is especially so when the e-learning facilitators have been proactive and had a high level of expertise.
One way to make this e-learning leadership position more robust is to detail expectations in a comprehensive job description
The successful outcomes from the e-learning leadership mean sschools are aware of the need to appoint staff with knowledge and expertise in this work when making new appointments so that the school maintain the level of professional development currently enjoyed.
Having e-learning Lead Teams has been successful. Distributive leadership has seen these e-learning lead teachers lead staff meetings-with plenary sessions and workshops.
One successful format included a task-learn to play-plenary where leaders ask “what have we learned and how do we link our learning to our practice?” This approach has seen the development of learning communities and the fostering of a collaborative culture. The leading has not been something done “to” other staff by a single front person but many working “with” staff - working alongside each other.
Increasingly schools are looking at electronic ways to engage their parent communities – the e-learning leadership has supported initiatives so that teachers can do this.
Sharing the possibilities for e-learning with parents is still an area for improvement. Groups already working within the school such as the PTA are used to gauge parent interest and gain feedback on policies and strategic directions for e-learning.
We recognise that not all families have access to electronic media - to this end schools are using a mix of face to face and online communication - surveys, parent information evening, emails, on line booking facilities, classroom blogs, parent portals and websites.
Using the children and their e-learning outcomes has been a positive draw card to bring parents to school.

Lead Teachers reflection on impact on teachers, students and whanau
These meetings are developing strong leadership experience and qualities.
I have used a number of the strategies modelled at the meetings when I work with teachers - leadership sessions have been very useful
Being able to share a challenge and discover others had the same challenge was reassuring
We have changed in the ways we work with teachers as a result of the leadership learning experiences and strategies shared at these meeting
For example we believe we are better at

  • Becoming a good listener
  • Giving specific and constructive feedback
  • Appreciating others
  • Sharing
  • Time management
  • The process of facilitating a meeting of people who may have issues
  • Understanding the commonality of the concerns teachers have around integrating e-learning
It was surprising to see how different teachers took on board SOLO and ICT at different levels of uptake - I have had some amazing outcomes with ICT use .
When I started as a lead teachers I was surprised that some teachers at school are not prepared to learn about e-learning or SOLO.
Big change happened when the use of ICT was made an expectation across teaching and learning - led to rise in attendance of teachers at upskilling PD -
Working with teachers attending PD’s for using ICT in their classroom has bought about big changes in the integration of ICTs into classroom programmes.
I was surprised how making e-learning compulsory for teachers made many teachers adopt it - and now we have much more purposeful use of ICTs in our classrooms.
We found that a lot of ICT facilitators were having problems with staff attitudinal change.
eg: having to lead and no-one wanting to follow.
We shared and helped each other to clarify misconceptions and SOLO and expectations of us.
I took away a couple of ICT tools that could be used to enrich student learning outcomes.
I gained some new tools for managing the gaps in staff ICT competencies-e.g. the playground method where everyone brings a question and staff buddy off with another person who already has that skill.
New skills for how to solve problems/time management were shared with us.
It was helpful to learn how to lead learning when staff ask for help how to manage these issues - when time is precious-to stop doing it for them and to instead guide them through the process. At the end ask them to re iterate what they have learned during that session.

ms_4 Reflections: BTG Mini Cluster Conference 2011

Participants' reactions to professional development

How much participants learn

Evaluating organizational support and change

How participants use their new knowledge and skills

Improvement in student learning

ms_3 Reflections: BTG Lead Teacher Meetings

(Record: Evidence for the claims made in your reflections. (Use video, photographs, voice recordings, statistics, surveys, written responses).)

Participants' reactions to professional development

Did they like it?
The BTG Lead Teacher Days are most enjoyable -
54.5% agree, 45.5% strongly agree

Was their time well spent?
The BTG Lead Teacher Programme meets my expectations -
72.7% agree, 27.3% strongly agree

Will the learning be useful?

The learning from the BTG Lead Teacher Programme will be useful -
9.1% neither agree nor disagree, 36.4% agree, 54.5% strongly agree

Was the communication about the BTG Lead Teacher programme sufficient?

Neither agree nor disagree 9.1%, agree 63.6%, strongly agree 27.3%

How much participants learn

How useful were the professional readings and resources provided?

Email readings - I have followed the links and found many websites that are of use for my topic. The resources have helped with my teaching.
Very useful. Relayed, created and shared readings and resources with fellow staff members
Great readings and ideas. Science ideas for Term2 topic.
Resources are very useful in assisting me to help others and myself
Very - love getting new material to read that enhances my knowledge
Very informative
They were useful
v useful
- alot of helpful websites and resources - great that other teachers have tried resources before promoting so we can see how to apply it to enhance our lessons
I don't always find time to read them.
Basic - additional exploration independently and with small group of collegues was useful in extending my own thought processes

Were the BTG Lead Teachers knowledgeable and helpful?
Neither agree nor disagree 9.1%, agree 54.5%, strongly agree 36.4%

How have the Lead Teacher Meetings helped us learn?

Jane Sharp and Helen Smith (Waterlea School) reflect on the VLN message board

How have Lead Teacher Cluster Meetings helped us:
- Given us direction so that the whole school is moving in a similar direction
- Given us the tools to be able to support our teams
- Reviewed our strategic plan
- Exposed us to websites and software that we may not have been aware of
- Time to talk and reflect on what we are doing and what our next steps are
- Interesting finding out what the other schools in our cluster are doing.

Evaluating organizational support and change

Was implementation of e-learning advocated, facilitated and supported in schools? How?
E-Learning senior class, Senior and Middle school,
Yes at the ICT staff meetings. The school funded and built an ICT suite
Support from the syndicate teachers and principal. ICT computer suite.
Yes we have an ICT suiter and management are very supportive of going down the path of e-learning
Generally yes but not as fast as would have hoped
Yes. School has invested on mimios.
Yes, the management has started strategic planning based on e-learning. The school has invested on Mimio for the whole school
absolutely so - supported by strategic plan and in terms of our annual plan which gets filtered into our staff meetings etc and senior leadershp plan and supported.
lead teachers, teachers from other schools, co-ordinators all willing to help and support
Yes. Staff meetings held twice a term to give teachers practice at using some ICT tools. Also used as a time to discuss how these tools could be used in the classroom to inhance learning. Staff meetings have helped teachers understand good pedagogy in E-learning contexts.
Discussions between LT and Principal/Digital Team. Philosophical discussions ongoing on the nature on e-Pedagogies

Did schools develop policy on enhancing student learning outcomes, e-learning, digital citizenship or e-competencies?
ICT curriculum team reviewing the policy.
Yes looking at the milestone report and providing evidence for the report have projected the development of policy enhancing student learning outcomes..........
Developing policy through the ICT curriculum
we are in the process of developing a policy for this area
Policy was all ready in place
Yes has started learning based on e-learning and students are being guided about digital citizenship - the good and the wrong use of it.
Yes has started using learning outcomes based on e-learning, policies yet to develop.
yes - in the process of digital citizenship policies being developed and e-comp too
have changed entire planning template
Strategic plan. In the process of reviewing digital citizenship guidelines.
Strategic plan drafted and submitted to the board

On building a strategic plan for e-learning
Sheryl Wright - Royal Oak Intermediate

How participants use their new knowledge and skills

Participants use of new knowledge and skills?
Lead teachers effectively applied new knowledge and skills
Agree 63.6%, strongly agree 36.4%

Did you put into practice any of the new learning shared?
ICT Research checklist - HOT Maps - Rubrics -
Yes used it to help scaffold fellow teachers learning of SOLO in their classroom practice
ICT safe searching rules for the students - given to all teachers to implement. Using more HotMapsand rubrics in myteaching.
yes as a team we have made a stop light chart for all teachers for use on computers. (this is to assist teachers in safe and appropriate web sites also helping to scaffold teachers
Yes, anything new that I learnt from the LT day was then practised in the class
Yes, the solo taxonomy rubrics, more e-learning.
Yes, used in Reading, Writing and Numeracy Programme.
absolutely- in our schools thru our e learning staff meetings. followed up in team meetings
creating a wiki page for a technology class
As above
The Solo map strategies - using rubric with groups of teachers to explore learning intentions.

How have you used or shared the practices or knowledge learned?

The ICT Lead teachers have shared a resource - Internet research checklist, with staff at our school. My teaching practices have included more HOT Maps and Rubrics.
Yes - Shared the HOT MAPS, Rubrics and ICT digital literacy with school staff and students
ICT Lead Teacher staff meetings. ICT curriculum meetings. Classteaching - HOT maps/ Rubrics
Sharing as a team at whole school staff meetings. going over hot maps to encourage use in all learning areas. working with indivdiaul teachers to assist with their teaching
I have shared new strategies with other staff members
The ideas are forwarded to other teachers and also used in my teaching.
The ideas that were shared during these programmes are being shared and used through out the school. We have meetings in our syndicates where the knowledge is shared. Teachers have started using these in their planning and assessment.
- have become more comfortable with using ict with my teaching
I have used my learning in Solo taxonomy to develop rubrics in my classroom that support learning in writing, key competencies, maths, and topic based studies. We have trialed some of the websites/software programmes and shared with team The ICT team have lead staff meetings. We continue to support teachers through team meetings and informal contexts.
Shared with colleagues

How are you using new e-learning?

Jean Batten Teachers Reflect

Al-Madinah and Waterlea Teachers Reflect

A Waterlea Teacher Reflects

Have the workshops altered the way you do e-learning? How?
Our syndicate has started ICT specialist classes.
Yes I use more visual power point presentations in my classroom practice
ICT specialist classes in the Middle school began this term.
at present only get half hour block a week so things are limited. we run a specialist programme in senior school and the iCT facilitator is running this. the 2 computers are used in the classroom for all areas iof learning at present mainly doing research for topic info.
Yes as I have increased my e-learning skills
Yes, more of e-learning
Yes, more e-learning in class and also while planning.
yes- exploring effective pedagogy in relation to e learning. adapting classroom practice to fit. providing a forum for um teachers to share um somethings to try in the classroom thru their successes and failures.
made my teaching more practical
Beginning to.
Not really

Improvement in student learning

Refer Milestone3 Evidence pages
Waterlea School
Jean Batten School

Some students have made a slight shift with their learning.
Successful for the students to identify where their learning outcome was at and what to specifically know and do to progress to a higher learning outcome.
Students have identified with the SOLO Taxonomyand where they are with theirlearning. A slight shift in students learning
maps and rubrics are supporting students learning and I can see a slight improvement in some and good shifts in others
Slow but steady
The students are able to self assess and find out for themselves at what level they are
The students have started assessing their own learning.
students more engaged and owning their learning. Know next steps.
more comfortable with e-learning more aware of their own learning and thier thinking levels more aware of how to progress
Solo gives students a framework and language for discussing their learning. Makes next steps more explicit.
Ongoing... thoughtful practice leads to thoughtful reflection of outcome data and willingness to change programs to enhance learning