BidgeGapBanner.gif

Cluster VLN Reflection

Bridging the Gap ICTPD Cluster Reflection December 2012

Title: Bridging the Gap ICTPD Cluster Reflection December 2012
Year level: Three
Cluster type: Traditional

The Context: The impact of understanding student learning outcomes through SOLO Taxonomy, and the effective integration of e-learning across cluster schools.

National Goal 3: Teachers to integrate e-learning effectively into their practice creating an innovative and exciting learning environment for all students;

Bridging the Gap Goal 3: 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.
Success Criteria: 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.
  • Learning programmes and learning environments integrating SOLO Taxonomy, the Key Competencies and e-learning.
  • Coherent planning units integrate SOLO Taxonomy (model of learning outcomes) and incorporate e-learning for teaching and assessment to raise student achievement.
  • Pedagogical approaches and student learning outcomes that show a breadth and depth of SOLO based e-learning approaches and outcomes based on the learning needs, interests and abilities of the students.

Research model used:
Guskey's Professional Development Assessment Model was used to determine the effects and effectiveness of BTG Cluster’s professional learning. Reflective questions will be asked 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


The Focus: Strengthening student learning outcomes through effective integration of e-learning and SOLO Taxonomy.

What was important for us?
Using SOLO Taxonomy to strengthen teacher planning and purposeful integration of e-learning within the cluster schools.

What did we do?
Refer BTG Cluster PL Programme

The Rationale:
Why was this important?
The myriad different potential uses of computers have led many to wax lyrical about their future. Some claim that computer-aided instruction will revolutionise how we teach and learn, and some say that computers have come and just sit there mostly unused (Cuban 2001). My own view is that, like many structural innovations in education, computers can increase the probability of learning, but there is no necessary relation between having computers, using computers, and learning outcomes. Hattie 2009 p221

As a consequence - the BTG ICTPD Cluster has used school and teacher professional inquiry into three key questions:
  • What is needed to learn how to "live well" and to learn how to "learn well"?
  • What are the conditions of value in teaching and learning that will support these learning experiences?
  • How might e-learning enhance or betray these conditions of value

Schools, teachers and students use the different levels of SOLO Taxonomy to measure the relationship between using e-learning approaches and “learning well”

What happened as a result?
Implementation of SOLO and e-learning was advocated, facilitated and supported across all levels of cluster schools.
Refer professional learning activity and outcomes over the three years on the BTG ICTPD Cluster Wiki.
Evidence of organisational support and change is seen through the following examples.

Impact on students/teachers/whanau/schools
The impact of the contract on cluster schools is seen in the shift towards teaching and learning for deep understanding. Students and teachers have moved from a reliance on surface understanding (multistructural tasks and understandings) to cognitively more challenging activities and understandings where learning outcomes show the integration of isolated ideas facts and information through teaching and learning for pattern recognition and organisation (relational understanding) - and from there to elaborative or extension of understanding through learning experiences requiring generalisation or looking at the integrated ideas in a new way (extended abstract understanding)

Lessons start with an assessment of prior learning - this can use the HOT SOLO Define Map and self-assessment rubric or discussion and SOLO hand signs or other assessment. Learning intentions are developed against SOLO outcomes using the process of constructive alignment (See HookED Learning Intention Generator) Learning experiences aligned to different levels of SOLO are supported with appropriate elearning interventions, target and technical vocabulary and SOLO coded self assessment rubrics for declarative or functioning knowledge.

Students know their next learning steps and teachers are evaluators of the effect they have on student outcomes.

Learning outcomes are visible to schools, teachers, students and whanau.

.
Refer BTG ICTPD Cluster VLN Evidence page

Students
Student voice reflecting on SOLO/e-learning:
Al-Madinah
Jean Batten School
Royal Oak Intermediate School
Waterlea School
Teachers
Teacher voice reflecting on SOLO/e-learning:
Al-Madinah School
Jean Batten School
Royal Oak Intermediate School
Waterlea School
Principals
Principal voice reflecting on SOLO/e-learning:
Al-Madinah School
Jean Batten School
Royal Oak Intermediate School
Waterlea School
Communities
Community voice BOT, Parents:
Waterlea
Jean Batten


What did we learn?
Insert link to responses from cluster principals, lead teachers, teachers, students, whanau and members of BOT.
​Refer:

Response from cluster principals.

Response from teachers.

Response from students.

Response from families and whanau.

Response from members of BOT.


What are our next steps?
Our next steps are to continue to support schools, teachers, students and the local community to evaluate the effect of teaching and the integration of elearning interventions has on student learning. The experience of cluster schools over the three year contract affirms Hattie's claim (2012 p54) that SOLO is the most powerful model for understanding surface deep and conceptual levels of understanding and integrating them into learning intentions. We will continue to support the various use of SOLO differentiated learning intentions and assessments and look for evidence (data with attitude) that can be used to assess the ongoing quality of student learning (surface and deep) in our cluster schools - and to specifically include in this critique - the influence of elearning on student outcomes.

External links
• Links to your actual reflection -
• Links to school e-learning leadership practice

Other Related Links
http://bridging-the-gap-cluster.wikispaces.com/

http://bridging-the-gap-cluster.blogspot.com/

http://pamhook.com/


Bridging the Gap ICTPD Cluster Reflection April 2011

Title: Bridging the Gap ICTPD Cluster Reflection April 2011
Year level: Two
Cluster type: Traditional

The Context: Lead Teacher Professional Learning to achieve outcomes for Cluster Goal 2
  • National Goal 2: Increase capability of teachers and principals to improve students' learning and achievement through e-learning;
  • Bridging the Gap Goal 2: Increase teacher knowledge and expertise in raising student achievement through effective e-learning.
  • Success Criteria: 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).

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

The Focus:
What was important for us?
Learning how to live well and learn well with technology is a key focus for the BTG Cluster.
Our three key cluster questions are
  • • What is needed to learn how to "live well" and to learn how to "learn well"?
  • • What are the conditions of value in teaching and learning that will support these learning experiences?
  • • How might e-learning enhance or betray these conditions of value
We use SOLO Taxonomy (Biggs and Collis 1982) as our common model of learning outcomes

The Rationale:
Why was this important?
Effective pedagogies avoid charges of technological determinism.
Cluster Goal #2 focuses on learning how to learn well with technology through purposeful acts of teaching that use technology to target explicit learning outcomes.
Identifying ways in which e-learning both enhances and betrays SOLO Taxonomy Multistructural learning outcomes will help teachers be more effective in enhancing student learning outcomes.

What did we do?
Refer: BTG Lead Teacher day 5 Agenda and Reports on BTG Wikispace

What happened as a result?
Impact on students/teachers/whanau
Use HOT Guskey PL BTG Lead Teachers Reflective Questionnaire

What did we learn?

What are our next steps?
1. PL Focus on e-learning to enhance SOLO relational outcomes: BTG Lead Teacher Meeting #6: Thursday 26 May 2011
2. PL Focus on e-learning to enhance SOLO extended abstract outcomes:
BTG Lead Teacher Meeting #7 Thursday 25 August 2011

External links
• Links to your actual reflection -
BTG Lead Teacher Meeting #5 - Agenda and Reports on BTG Wikispace
• Links to classroom practice


External Links[[@|http://bridging-the-gap-cluster.wikispaces.com/]]
http://bridging-the-gap-cluster.blogspot.com/
http://hooked-on-thinking.com/

Bridging the Gap ICTPD Cluster Reflection November 2011

Title: Bridging the Gap ICTPD Cluster Reflection November 2011
Year level: Two
Cluster type: Traditional

The Context: Bridging the Gap Mini Conference to achieve outcomes for Cluster Goal 3
  • National Goal 3: Strengthen professional learning communities and increased collaboration within and across schools;
  • Bridging the Gap Goal 3: Ensure a range of regular and open communication to build learning communities within and across cluster schools.
  • Success Criteria: Evidence will show that:- There is collaboration within and between cluster schools, focused on effective e learning.
For example
At the Teacher Only Day mini conference all teachers can experience the expertise of both a visiting speaker and those teachers within the cluster

Research model used:
Guskey's Professional Development Assessment Model was used to determine the effects and effectiveness of collaboration within the BTG cluster schools designed to strengthen the BTG professional learning community so that they might improve the learning of students. Reflective questions developed at five increasing levels of sophistication:
  • Participants' reactions to the collaboration
  • 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


The Focus:

What was important for us?

Learning how to live well and learn well with technology is a key focus for the BTG Cluster.

Our three key cluster questions are
  • What is needed to learn how to "live well" and to learn how to "learn well"?
  • What are the conditions of value in teaching and learning that will support these learning experiences?
  • How might e-learning enhance or betray these conditions of value
We use SOLO Taxonomy (Biggs and Collis 1982) as our common model of learning outcomes


The Rationale:

Why was this important?

Effective pedagogies avoid charges of technological determinism.
Cluster Goal #3 focuses on learning how to learn well with technology through collaboration – both within or across schools. Cluster workshops provided by cluster teachers identify ways in which e-learning integrated with SOLO can be used to raise student achievement. Cluster networking sessions in the afternoon provided opportunity for informal collaboration and sharing around effective e-learning pedagogies suited to each year level group.


What did we do?

Refer:
BTG Mini Conference November 2011
BTG Mini Conference Workshops November 2011


What happened as a result?
Year 1 and 2 Networking and Sharing Session
BTG Cluster MiniConference Survey Results
BTG Wallwisher Wall - What new learning will you take away?
Impact on students/teachers/whanau

Immediate impact on teachers - see above


What did we learn?
We learned to celebrate the expertise within and across the BTG Cluster schools.
We learned that successful outcomes arise from hard work and collaboration.
We learned that taking time to listen, to laugh and share food with others makes for powerful learning.


What are our next steps?
To actively build opportunities for informal and formal cluster school workshops and visits in 2012.


External links

Links to your actual reflection -

• Links to classroom practice
Waterlea classroom practice
Al- Madinah classroom practice
Jean Batten classroom practice
Royal Oak classroom practice

External Linkshttp://bridging-the-gap-cluster.wikispaces.com/
http://bridging-the-gap-cluster.blogspot.com/
http://hooked-on-thinking.com/

Bridging the Gap ICTPD Cluster Reflection April 2012


Title: Bridging the Gap ICTPD Cluster Reflection April 2012
Year level: Three
Cluster type: Traditional

The Context: Principal’s professional leadership and mentoring of e-learning leaders to achieve outcomes for Cluster Goal 2
  • National Goal 2: principals to lead the integration of e-learning in their schools (strategic and operational);
  • Bridging the Gap Goal 2a: principals act to strengthen leadership in the use of e-learning to enhance effective teaching and learning.
  • Success Criteria:Evidence will show that:
    • The e-learning lead team has regular planned opportunities to learn from the leadership strengths (knowledge, skills, attitudes and behaviours) within the principals’ group.
    • The principals direct and facilitate the e-learning leaders’ workshops.
    • The e-learning leaders have opportunities to practice and reflect on leadership skills.

Research model used:
Guskey's Professional Development Assessment Model was used to determine the effects and effectiveness of BTG e-learning leadership meetings. Refer: Thomas R Guskey Evaluating Professional Development 2000 Corwin Press

The Focus: Strengthening leadership in e-learning. BTG Cluster Goal #2a

What was important for us?
Strengthening e-learning leadership within the cluster schools by changing the structures, knowledge, skills, attitudes and behaviours required to lead teaching and learning in the context of e-learning.Using the experience and ability of cluster principals to support and mentor the cluster school’s e-learning leaders.

What did we do?
Cluster principals met with e-learning leaders once a term. Each principal took a turn in leading and hosting the session so that e-learning leaders could learn from the different styles of leadership and change management experience of individual principals.An important outcome of leadership is managing change. Leadership requires honest assessment and commitment – leaders have to learn how to “speak and act with intention”.
The principals used a format for PLG designed for in-school facilitators – adapted from the First Time Principal’s Programme to help e-learning leaders learn to speak and act with intention.

Format for the Session
  • Leading e-learning Question: What are the highs, lows and hurdles you have experienced related to e-learning leadership in an ICTPD cluster (and or change management)?
  • 1. Establish group rules for confidentiality and challenge. This ensures group members feel able to talk professionally about a leadership experience without fear of misrepresentation, or quotation out of context. It clarifies the importance of challenge when pursuing academic norms rather than social norms for the group outcome.
  • 2. Identify “What’s on top”. This quick sharing time around the group updates members and establishes the reason for meeting together.
  • 3. Share Issues. Each member of the group has an equal amount of time to share their current e-learning or change management issue – a high, low or hurdle.
  • A group member introduces their issue. During this time, other group members ask facilitative questions to ensure everyone is aware of the nature of the issue. Once the nature of the issue is established, group members offer suggestions for improvement or “next steps’. The group member introducing the issue accepts all suggestions graciously and without reaction.
  • E.g. “Thank you for your suggestions. I appreciate your honesty. I would like to talk further with you about the topic.”
  • This process repeats until all members have spoken about an issue.
  • 4. Reflection. Group members reflect for 5 minutes on the issue they brought to the meeting, the observations and suggestions offered by the group, and on how (or if) the issue has changed as a result.
  • 5. Report back. Group members share their current thinking about the issue they brought to the meeting.
The Rationale:

Why was this important?
In year two of the individual cluster schools took responsibility for meeting their own e-learning needs. Structures were changed and cluster funding for an e-learning facilitator who worked across all schools (in year one of the contract) was re-allocated to enable e-learning leaders to be established within each school.These cluster e-learning leaders were charged with helping teachers use SOLO Taxonomy and emerging technologies as models and tools for deep learning and evidence based pedagogical change. They needed support from cluster principals who used their extensive experience and expertise in leading learning and change management to help e-learning leaders become effective leaders of learning in cluster schools.

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

Audio Reflection - http://vozme.com/




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

Audio Reflection - http://vozme.com/



Text reflection

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
The format for the leadership sessions itself has been very useful - it has given us a leadership approach we can use in other settings.
For example - as a result of attending the leadership sessions with the different cluster school principals we believe we are better at
· Holding comments until appropriate time.
· 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.


PLD Sessions led by lead teachers at Waterlea School

Draft ICT Skill Progressions from Jean Batten School


Reflection against the Registered Teachers Criteria (Qamar Sultana Al-Madinha School)
RTC: Professional relationships and professional values: demonstrate commitment to ongoing professional learning and development of professional practice [#4]
RTC: Professional relationships and professional values: show leadership that contributes to effective teaching and learning [#5]
RTC: Professional knowledge in practice: conceptualise plan and implement an appropriate learning programme [#6]
RTC: Professional knowledge in practice: promote a collaborative inclusive and supportive learning environment [#7]
RTC: Professional knowledge in practice: demonstrate in practice their knowledge and understanding of how akonga learn [#8]
RTC: Professional knowledge in practice: analyse and appropriately use the assessment information which has been gathered formally and informally [#11]




What did
we learn?
Leading e-learning for innovative and sustainable outcomes requires collaborative approaches – adopting approaches that think and act with teachers to co-create new understandings and behaviours around e-learning (“the logic of with” (Leadbetter 2009)) over approaches that adopt a deficit approach and think for teachers.


What are our next steps?
PL Focus for 2012 is on enhancing the ability of e-learning leaders to speak and act with intention. This includes building openness and trust in the principal e-learning leader’s discussion of issues around e-learning leadership and change management.
External links
• Links to your actual reflection -
• Links to school e-learning leadership practice
External Links[[@%20http:bridging-the-gap-cluster.blogspot.com/%20http:pamhook.com/|http://bridging-the-gap-cluster.wikispaces.com/ http://bridging-the-gap-cluster.blogspot.com/ http://pamhook.com/]]



Reference




During the course of the year your cluster will have been reflecting on the development of your capability to use ICT effectively for learning.. This reflective summary should be written for an audience of your peers. As such it should give readers some clarity for the context that your reflection was created in including:
  • What have you changed?
  • Why did this need doing?
  • What did you learn as you did this?
  • What did it achieve?
  • How do you know?
  • What advice would you give others trying to do this?
These meetings are developing strong leadership experience and qualities.
· Holding comments until appropriate time.
· 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
· Commonality