This document outlines the administrative structure and vision of the Central North Shore ICT PD Cluster, which is comprised of 5 schools. The cluster aims to promote teacher learning through professional development programs focusing on improving teaching quality and learning outcomes. Specific goals include developing teacher and student confidence and skills in using ICT, truly integrating ICT across the curriculum, and developing an online professional learning community. The cluster is facilitated by Fiona Grant and supported by lead teachers from each school. Regular contact and meetings are built into the action plan to strengthen the professional learning community.

1. Promoting Teacher Learning
Central North Shore ICT PD Cluster
Learning@School 2008

2. O R JENNIE STEWART
I RECT
D PRINCIPAL SUNNYBRAE NORMAL
J E CT
PRO
FIONA GRANT
R
ATO TEAM SOLUTIONS
ILIT
FAC FACULTY OF EDUCATION , UOA
AL MARGARET HARRIS
IN CIP
PR PRINCIPAL TAKAPUNA PRIMARY

3. O R JENNIE STEWART
I RECT
D PRINCIPAL SUNNYBRAE NORMAL
J E CT
PRO

4. Relationships
Project Director/Facilitator
Principals/Deputy Principals
Lead teachers
Teachers

5. CENTRAL NORTH SHORE ICT PD CLUSTER
ADMINISTRATIVE STRUCTURE
The cluster is comprised of 5 schools; 4 Primary Schools and an Intermediate. Sunnybrae Normal School is the Lead School and is centrally located. The
Principals belong to the same Principals' cluster group and meet regularly. There are a number of pedagogies and ideologies that the 5 schools share which
strengthen the commitment to the cluster vision and have formed the foundation for a solid union between the schools. All 5 principals are committed to
leading the way and have selected lead teachers with proven leadership skills. Each school is organised in teaching teams which will also have an identified
teacher to take a lead role in supporting professional learning.
MILFORD PRIMARY SCHOOL NORTHCOTE PRIMARY SCHOOL
Senior Teachers Principal: Deborah Heasman Senior Teachers
Principal: Peter Tapp
Individual Lead Teacher: Louise Dallimore Individual
Lead Teacher: Linda Vane
Teaching Teams Teachers: 19 Teaching Teams
Teachers: 21
LEAD SCHOOL PROJECT
MANAGER
School Intranet and
TEAM SOLUTIONS
FACILITATOR
Cluster Sunnybrae Normal School School Intranet and
Website
Website
Fiona Grant Extranet Principal: Jennie Stewart
Lead Teacher: Stephen Gordon
Teachers: 19
NORTHCOTE INTERMEDIATE
Senior Teachers SCHOOL TAKAPUNA PRIMARY SCHOOL
Senior Teachers
Individual Principal: Rose Neal Principal: Margaret Harris
Individual
Teaching Teams Lead Teacher: Annie McCabe Lead Teacher: Karen Crabb
Teaching Teams
Teachers: 16 Teachers: 15
Shared Cluster Vision for Teaching and Learning
Integrated Learning for the Future
Inquiry Learning
Gifted and
Curriculum Higher Order Differentiated
Talented
Integration Thinking Skills Learning
Education

6. Our Facilitator
can work successfully with adults
high level of expertise and passion
push people just enough
builds capacity to lead
builds confidence

7. Developing a Vision
Shared goals across all schools
Consultative approach to decisions -
inclusive culture
Regular contact built into action plan
through scheduled meetings
Involving lead teachers - DPs at 4 schools

8. Leading the learning …
Provide professional development
programmes, which focus on
improving teaching quality and
learning outcomes for all students
and strengthening communities of
professional practice.

9. and …
Increase capability of teachers and
principals to effectively use a range of
relevant ICT resources and materials.
Develop and contribute to the growing
resource of expertise, experience and
materials in the effective use of ICT.

10. Shared goals …
To develop teacher and student confidence
and skill in using ICT in the classroom and
for sharing presentations to a wider audience.
To truly integrate ICTs across the curriculum
as tools for learning.
To combine ICT knowledge with educational
pedagogy and explore learning in exciting,
interesting, and effective ways.

11. ... more shared goals
To develop a professional learning
community online using an extranet
for the sharing of resources and ideas.
To access hardware and to provide
technical support and knowledge where
needed.

12. FIONA GRANT
R
ATO TEAM SOLUTIONS
ILIT
FAC FACULTY OF EDUCATION, UOA

13. Taking the time to reflect critically on the things
we are doing in our classrooms is perhaps the
most effective thing we can do to ensure that
what we are doing is having the desired
outcomes, and is changing our practice in the
ways we want it to.quot; (Wenmoth, 2007)

14. Rationale for our Teacher Inquiry 2007
So we can start where we are at in terms of our own confidence and with what
interests us as teachers.
To enable teachers to engage as a learner and recognise that our professional
learning often needs a formal structure in order to develop.
To be challenged in our development as teachers.
To have time to talk with colleagues about teaching and connect teachers in
different roles across the school, cluster and ICT PD network.
To construct new knowledge and opportunities for teacher professional learning.

15. 2008
Continuing to strengthen our professional learning community to
build sustainability.
Using online tools to support F2F learning, facilitator time, cluster
shares, goal setting and teacher inquiry.
See our wikispace at www.centralnorthshore.wikispaces.com
Using research to inform our programme of professional learning.
http://educationcounts.edcentre.govt.nz/goto/BES

16. The Qualities of Professional Communities that
Promote Teacher and Student Learning
Two key qualities and several related conditions are
identified...These include participants being supported to
process new understandings and their implications for teaching,
and a focus on analysing the impact of teaching on student
learning.
Teacher Professional Learning and Development BES (2008)
http://educationcounts.edcentre.govt.nz/goto/BES

17. Teacher Professional Learning and Development BES (2008)
http://educationcounts.edcentre.govt.nz/goto/BES

18. Teacher inquiry and
knowledge-building
cycle to promote valued
student outcomes.
Teacher Professional Learning and Development BES (2008)
http://educationcounts.edcentre.govt.nz/goto/BES

19. 10.4.5 Implications for professional learning and development
Participation in professional lear ning communities can either promote
professional lear ning or work against it (by reinforcing the status quo).
Communities that promoted professional lear ning in ways that impacted
positively on student lear ning had a set of definable qualities.
These included a focus on opportunities to process new understandings
and their implications for teaching, the introduction of new
perspectives and challenging of problematic beliefs, and an
unrelenting focus on the impact of teaching on student lear ning.
Simply giving teachers time to talk was not enough to promote either
their own lear ning or that of their students.
Teacher Professional Learning and Development BES (2008)
http://educationcounts.edcentre.govt.nz/goto/BES

20. AL MARGARET HARRIS
IN CIP
PR PRINCIPAL TAKAPUNA PRIMARY

21. ICT development at Takapuna Primary
Creating a community of practice
Acceptance of the agreed cluster goals to improve teacher
capability & student use of ICT to optimise learning outcomes
Role of the Leadership team
‘Buy in & commitment to the project’

22. Share ICT contract and goals with staff – inform and communicate
Make connections between ICT contract goals and other school
goals / strategic plan
Ensure contract goals are part of school’s direction / not an ‘add-
on’ or MORE

23. Takapuna Primary School
Strategic Plan
NAG 1 CURRICULUM: Teaching and learning at Takapuna Primary School will support students to gain key skills to succeed in ever changing environment.
2008 2009 2010
1.To embed best practices in the teaching Linked to Ministry targets in Written
of Literacy & Numeracy Language (also EHSAS target)
•Undertake reviews to give specific focus for NZCER analysis of PAT’s (also EHSAS
improvement target)
1.2 To use Information Technology to Year 3 of the ICT professional development Ongoing PD and investment in ICT according
develop teacher & student confidence & skill contract to ICT plan
in using ICT to optimise learning outcomes Induct new staff member Plan to sustain the growth
Tcher ICT goals incorporated into
performance agreements
Attendance at Cluster shares & TOD
1.To implement the TPS Inquiry Learning Integrated approach to Science, Soc. Sciences, Review and update Inquiry model within Implement changes as recommended in 2009
model Technology based on TPS inquiry model Integrated curriculum
including ICT supporting student inquiry
(ICT contract)
1.4 Assessment and Evaluation. To ensure Investigate asTTLe as an assessment tool to Develop use of asTTLe Continue to use
data collected is useful& increases student be introduced during 2008 (also EHSAS) PAT’s?
achievement outcomes Continue to refine Classroom Manager
Align with EHSAS assessment goals application
Collate student achievement data to provide
basis for annual targets:
1.5 To identify Gifted & Talented students & Ensure school based identification criteria
ensure programmes challenge their learning used by Class t’s.
1.6 To identify students at risk and ensure Use IEP system as appropriate
programmes in place to improve their Allocate appropriate support hours – Teacher-
opportunity aide / RTLB / GSE /
IEP’s
1.7 To provide opportunities for regular Ensure programmes are developing identified Review programme survey community to
physical activity that develops skills and skills. Introduce MOE document ‘Physical ensure meets needs
promotes health activity for healthy confident kids’
1.8 To align and implement EHSAS goals (see EHSAS action plans attached
EHSAS action plans)

24. Cluster ‘Launch’ day – all teachers from the cluster attended
Opportunity for meeting, sharing, talking, learning,
questioning, clarifying
Choice of Lead teacher – ability to lead, guide,
communicate, plan, motivate
Initial surveys show position at start of contract and follow up
surveys indicate increased capability

25. Creating a community of practice for teacher learning @ Takapuna Primary
Staff meetings & five minute sharing / professional readings
Expected attendance @ scheduled Cluster meetings
Performance agreements (example)
Focus groups = ICT / Assessment / Inquiry / goals supporting the school goals
Wonderful Facilitator support
Online support and development
Frustrations associated with technical aspects
Peer support
Offering of lunchtime training options
School intranet / investigating LMS

26. PERFORMANCE DEVELOPMENT OBJECTIVES
Name: TW Date: Term 2, 2007
Performance Dimensions: Professional Knowledge: Teaching Techniques: Motivation of Students: Classroom Management:
Communication: Support and Co-operation with Colleagues: Contribution to Wider School Activities:
Goals Actions, Indicators and Timeframes Support Needed Next Steps
Personal Goals •Lead investigation and introduction of e-portfolios in •EHSAS lead teachers How do we want to use portfolios
1.Review & establish new ways of developing and using Middle syndicate •Fiona Grant in 2008?
•Feedback from parents. Investigate e-portfolios in other
student portfolios.
•Review current portfolio practice by surveying teaching schools.
staff.
•Liaise with EHSAS to review portfolio practice undertaken
at other schools
•Feedback to staff
Team Goal (on student performance outcomes) Log books used to inform –
1.Develop a reading log so each teacher can track their •Reading logs set up in Term1, 2007. •Share L.O.’s across syndicate so not all writing own. Reading tracking sheets
students’ reading progress and show improvements •Using logs on a regular basis by end of Term 2. •Regular feed back to syndicate – what is working well, how C.M. entries
2.To up skill across the syndicate on Mimeo use, to •Feedback to team evidence of student achievement through can we support each other Reports
enhance teaching programmes. (Cross-curricular) log book. •K. D. and S.B. to trial Mimeo first and feedback in Feedback to parents
•Integrated regularly into some classroom programmes syndicate meetings. Be able to identify successful use –
across syndicate by end of 2007. •T.W. to trial later in year. e.g. brainstorming, sequencing etc…
•Confident use of the Mimeo by all teachers in syndicate. •Support each other when training to use Mimeo.
•Support from other teachers in school more experienced.
School Goals Observations of good practice in other schools as appropriate
1.Full participation in EHSAS contract •Take part in EHSAS sport day (Term 2) and other joint •Guidance from S.B. as EHSAS lead teacher.
2.Full participation in ICT contract ventures. •Joyce Reeves to support Assessment Focus Group
•Participate effectively in designated Focus Groups. •Support from other schools
•Team to develop e-portfolios with students in our •Team support and guidance
syndicate •Fiona Grant
•Feedback from parents (end of 2007)
•Team to undertake action research on e-portfolios and
feedback to school/ ICT cluster.

27. 2007: Teacher inquiry ‘action learning’ requirement –
• Part of teacher’s performance agreement –
• Trial and development of e-portfolios in one syndicate
• Visit via wiki – include parent survey
• Process – staff discussion about current model portfolios
• Attendance at 2006 ‘ULearn’ Conference workshop on e-portfolios
• Development by Middle syndicate through 2007
• What’s in store for 2008? Where to next?
• Involvement of leadership, support, readings, discussion, staff meeting
reflections
• Sharing leadership, providing opportunities for teachers to take on new roles,
sustaining the growth

28. What has been the impact of our changed actions?