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Cluster Goals

Table of Contents

2012

National Goals
Cluster Goals
Success Indicators for National and 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?
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.
1. Students to become successful digital citizen
Provide explicit opportunities for skilled and active development of the e-competencies. (Cobo Romani 2009)
- e-awareness
- Media literacy
- Technological Literacy
- Digital Literacy
- Informational Literacy
Evidence will show that:
  • Teachers providing opportunities for students to develop the e-competencies
  • Students become skilled and active in their use of the e-competencies.
  • Students self-assessing practices associated with the e-competencies
  • Students reflecting on the e-competencies they use to become successful digital citizens
2.Principals to lead the integration of e-learning in their schools (strategic and operational)
Strengthen leadership in the use of e-learning to enhance effective teaching and learning.

Implement strategic e-learning leadership and ICT plans for each school.
Evidence will show that:
  • There is development and implementation of action plans/policy for e-learning
For example
Development and implementation of action / strategic plans addressing e-learning leadership within schools/across schools.
Development and implementation of action plans addressing infrastructure, ICT maintenance, upgrades, purchases.
  • There is a creation of an e-learning lead team in each school that utilizes the strengths within the principals’ group.
  • In school facilitators will have leadership opportunities.
  • Principals have the opportunity to facilitate the in school facilitator workshops.
  • Consultation with BoT and communities has been part of the e-learning leadership development.
3.Teachers to integrate e-learning effectively into their practice creating an innovative and exciting learning environment for all students
Implement the principles of the New Zealand Curriculum/Te Marautanga o Aotearoa, through learning programmes that develop; an understanding of student learning outcomes through SOLO Taxonomy, and the effective integration of e-learning.
Evidence will show that
  • Schools have a planned programme of professional learning based around the effective integration of e-learning through planning learning experiences designed with the New Zealand Curriculum/Te Marautanga o Aotearoa Principles, SOLO Taxonomy, and the Key Competencies.

  • There is implementation of a model of learning (SOLO Taxonomy), the Key Competencies and e-learning in school designed learning programmes and learning environments.

  • Coherent planning units are based on the principles in the New Zealand Curriculum/Te Marautanga o Aotearoa, that integrate SOLO Taxonomy (model of learning outcomes) and incorporate e-learning for teaching and assessment to raise student achievement.

  • Schools will implement the school based curriculum developed in 2010. It shows breadth and depth of e-learning based on the learning needs, interests and abilities of the students within the scope of the New Zealand Curriculum/Te Marautanga o Aotearoa.
4.Family and whānau to actively participate in their child’s learning
Communicate changes in pedagogy and use of e-learning to the school community.

Collaborate to ensure family and whānau participate in children’s learning.
Evidence will show that:
  • The BoT and communities are informed and supportive of shifts in educational pedagogy and use of e-learning
  • Parents/caregivers are being informed of shifts in educational pedagogy and use of e-learning.
There is home school community communication, collaboration and participation in children’s learning.
5. The sector by sharing online professional reflections to inform colleagues of the challenges and opportunities afforded by e-learning
These reports will be shared with the sector online in the Virtual Learning Network [VLN] (//http://www.vln.school.nz///).
State for each of the milestone period:
  • which National goals we intend to complete a VLN reflective summary for (to be negotiated with your National Facilitator)
  • the pedagogical framework we will use to underpin those reflections
  • the format/environment that we will collate your ongoing reflections in
Refer: http://www.vln.school.nz/pg/resources/Artichoke/read/45125/bridging-the-gap-ictpd-cluster-reflection-april-2011
Evidence will show that:
Online reflections are underpinned by a framework demonstrating that an evidence based approach informs professional learning and ultimately teacher practice in the cluster.

For example,
Model of Learning Outcomes used: SOLO Taxonomy
Research model used: Guskey's Professional Development Assessment Model was used to determine the effects and effectiveness of BTG Lead Teacher activities designed to enhance the professional knowledge and skills of lead teachers so that they might improve the learning of students. Reflective questions developed at five increasing levels of sophistication:
• 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
Refer: Thomas R Guskey Evaluating Professional Development 2000 Corwin Press

2010 to 2011


Refer also - Cluster Goal Rubrics
National Goals
Cluster Goals
Success Indicators for National and Cluster Goals
1. Implement the New Zealand Curriculum / Te Marautanga o Aotearoa through the use of e-learning;
Implement the principles of the New Zealand Curriculum/Te Marautanga o Aotearoa, through learning programmes that develop; an understanding of student learning outcomes through SOLO Taxonomy, and the effective integration of e-learning.
Evidence will show that
· Schools have a planned programme of professional learning based around the effective integration of e-learning through planning learning experiences designed with the New Zealand Curriculum/Te Marautanga o Aotearoa Principles, SOLO Taxonomy, and the Key Competencies.

· There is implementation of a model of learning (SOLO Taxonomy), the Key Competencies and e-learning in school designed learning programmes and learning environments.

· Coherent planning units are based on the principles in the New Zealand Curriculum/Te Marautanga o Aotearoa, that integrate SOLO Taxonomy (model of learning outcomes) and incorporate e-learning for teaching and assessment to raise student achievement.

· Schools are developing a school based curriculum that shows breadth and depth of e-learning based on the learning needs, interests and abilities of the students within the scope of the New Zealand Curriculum/Te Marautanga o Aotearoa.
2. Increase capability of teachers and principals to improve students’ learning and achievement through e-learning;
Increase teacher knowledge and expertise in raising student achievement through effective e-learning.
Evidence will show that:
· Teachers are using a wide variety of ICT products and processes aligned to specific learning outcomes (SOLO Taxonomy) in their learning, planning, teaching and or assessment.
· Teachers are displaying clear learning intentions and students able to articulate learning outcome goals and success criteria for their learning, (SOLO Taxonomy).
· Students are using a wide variety of ICT products and processes aligned to specific learning outcomes in their learning (SOLO Taxonomy).
3. Strengthen professional learning communities and increased collaboration within and across schools;
Ensure a range of regular and open communication to build learning communities within and across cluster schools.
Evidence will show that:
· There is collaboration within and between cluster schools, focused on effective e learning.
For example
Teachers and principals are interacting and sharing ideas in face to face and online communities
Principals are meeting to discuss progress towards goals and sharing successes and issues arising.
New learning from conferences, workshops and other professional development shared and implemented in cluster schools teaching planning and practice Development of a shared cluster resource of expertise, experience and materials in effective e-learning

· There is collaboration with a wider cluster/national and international audience.
For example
Teachers are contributing to the wider education community through online resources and offering workshops at conferences
4. Increase e-learning leadership and ICT strategic planning capability of principals and teachers;
Strengthen leadership in the use of e-learning to enhance effective teaching and learning.

Develop strategic e-learning leadership and ICT plans for each school.
Evidence will show that:
· There is development and implementation of action plans/policy for e-learning
For example
Development and implementation of action / strategic plans addressing e-learning leadership within schools/across schools.
Development and implementation of action plans addressing infrastructure, ICT maintenance, upgrades, purchases.
· There is a creation of an e-learning lead team in each school that utilizes the strengths within the principals’ group.
· Consultation with BoT and communities has been part of the e-learning leadership development.
5. Increase the school community’s understanding of the educational contribution of e-learning.
Communicate changes in pedagogy and use of e-learning to the school community.
Evidence will show that:
· The BoT and communities are informed and supportive of shifts in educational pedagogy and use of e-learning
· Parents/caregivers are being informed of shifts in educational pedagogy and use of e-learning.
· There is home school community communication using ICTS