Wellington loopm5 reflection

Wellington loopm5 reflection

• 1.
  www.wellingtonloop.net.nz WELLINGTON LOOP
• 2.
  ABOUT OUR CLUSTER Thirdyear of cluster Regional cluster Context: Lead teachers, Loop trustees/principals, attendees of conference/professional development.
• 3.
  WHAT IS THEWELLINGTON LOOP?
• 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  AFramework for considering Māori Educational Advancement  Educational Leadership  The School Leadership BES
• 6.
  COLLABORATIVE PATHWAY “A thirdpathway 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 OFINTEGRATED 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 ANDSTUDENT 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 canbenefit 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 WellingtonLoop 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 AnneCoster 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
• 14.
  “FUIRE” MODEL http://www.ic.arizona.edu/ic/edtech/eddm/Theoretical%20Premise.htm
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  http://www.emeraldinsight.com/content_images/fig/0880190205002.png
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  WELLINGTON LOOP People withinthe 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 dayshave 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