2. ABOUT OUR CLUSTER
Third year of cluster
Regional cluster
Context: Lead teachers, Loop trustees/principals,
attendees of conference/professional development.
4. PROGRAMME OUTCOME 1:
SENIOR LEADERS AND
DECISION-MAKERS IN
WELLINGTON SCHOOLS ARE
WELL INFORMED ABOUT THE
POTENTIAL OF THE WELLINGTON
LOOP TRUST CLUSTER AND OF
ICT TO ENABLE LEARNING
AND IMPROVE STUDENT
OUTCOMES
Visits with Principals
Development of strategic plan
5. RESEARCH MODELS
A Framework for considering Māori Educational Advancement
Educational Leadership
The School Leadership BES
6. COLLABORATIVE PATHWAY
“A third pathway is concerned more with collaborative effort than a solo
effort…. Institutional loyalty is a value worth preaching; but institutional
solitude may not be in the longer term interests of students or whānau. In
some ways the collaborative pathway seeks to create a total picture out of
several parts. …if excellent outcomes benchmarked against the best in the
world are the aim, then increasingly collaboration of effort within and
outside New Zealand will become an integral part of education.”
A Framework For Considering Māori Educational Advancement
7. THE PRINCIPLE OF INTEGRATED ACTION
“The principle of integrated action recognises the multiple players in
education. Success or failure is the result of many forces acting together -
school and community; teachers and parents; students and their peers;
Māori and the State. Lives in New Zealand are too closely intertwined to
pretend that action in one sphere does not have repercussions in another.
Unless there is some platform for integrated action, then development will
be piecemeal and progress will be uneven.”
A Framework For Considering Māori Educational Advancement
8. SCHOOL LEADERSHIP AND STUDENT OUTCOMES: IDENTIFYING
WHAT WORKS AND WHY BES
“The big finding of the BES is that when school leaders promote and/or
participate in effective teacher professional learning this has twice the
impact on student outcomes across a school than any other leadership
activity.”
9. EDUCATIONAL LEADERSHIP
“Principals can benefit from personal reflection, sharing ideas and
initiatives with their peers, and working with others to clarify situations and
solve problems. Relationship skills are embedded in every dimension of
such actions and involve much more than simply getting along with others.
They play an important part in managing conflicts of interest, supporting
and challenging teacher practices, and dealing with a range of challenges
and situations.”
Educational Leadership
10. As the Wellington Loop draws towards the end of its ICT PD contract with
the MoE, it is vital for the ongoing benefits of ICT and effective teaching
that the project is sustainable and scalable. To this end, we are developing
a strategic vision and investigating budgetary models which will support
the ICT PD work already begun.
11. VISITS WITH PRINCIPALS
Anne Coster and Calum McGonigle have visited with every principal
currently in the Wellington Loop and are liaising with other Wellington
schools.
Common threads in principal feedback: value culture of collaboration;
richer experience for e-leaders and other teachers in discussing and
deconstructing perspectives with colleagues in other schools; cross-sector
(state/private and primary/secondary) interaction mutually beneficial;
couldn’t have made current advances without involvement in ICT
12. PROGRAMME OUTCOME 3:
TEACHERS ARE PROACTIVE IN
EMBEDDING LATEST
PEDAGOGY IN ICT ENRICHED
LEARNING ENVIRONMENTS
Challenges of embedding ICT (Creative Commons)
Activities/projects (Collaboration on use of ICT, demonstrating useful
ICT)
Online PD (Blended learning)
13. RESEARCH FRAMEWORK
Diffusion of Innovation
Pedagogy and ICT
Derek Wenmoth: Effective learning, ICT and the new curriculum
Technology Adoption model
Phases of technology adoption (Fuire)
Models of change
16. WELLINGTON LOOP
People within the Wellington Loop are moving from
being ‘laggards’ to being ‘early adopters’ or
‘innovators’ through the events that are run through
the ICT PD programme.
They are moving from knowledge and awareness of
the benefits of ICT for effective learning to
‘reorientation’ and ‘implementation’.
17. ACTIVITIES/PROJECTS
‘The Loop days have been good for sharing resources and ideas. I have taken
many small ideas and used them in my classes and passed the ideas on to
others. I have also shared my resources, in particular a programming unit
standard and tricks with Google docs; live classroom voting/answer finding.’
Ben
‘Thanks to the LOOP, we had some time available during 2011 to release staff
and work together on developing our virtual classrooms on Scholaris, our LMS,
and develop our e-portfolio system using MS OneNote.
I also presented our eFolio system in a show and tell session run by the LOOP.
This enabled me to get some experience presenting to an unfamiliar audience,
and enabled other LOOP teachers to see how we did things.’
Richard
18. ONLINE PD
This year, the Wellington Loop are ‘attending’ two conferences
which are offering streamed and recorded sessions for delegates.
The first of these occurred just around ANZAC Day. Although
positive, the experience was hampered by technical difficulties.
‘I was blown away with the speakers and the imaginative way that
they were using, implementing and aiding students in online
learning. I have already used what I saw to help me write the new
OTLE delivered Level 3 Graphics programme.’
Eleanor
