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National goal 3 - professional learning communities
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National goal 3 - professional learning communities

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Looking in-depth at National Goal number three in conjunction with the self-review rubric and ICT PD annual survey results.

Looking in-depth at National Goal number three in conjunction with the self-review rubric and ICT PD annual survey results.

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National goal 3 - professional learning communities National goal 3 - professional learning communities Presentation Transcript

  • Professional learning communities To what extent does your cluster operate as an active and supportive professional learning community that shares resources?
  • Self-review rubric National Goal Three - Strengthen professional learning communities and increased collaboration within and across schools Processes Level 1 Level 2 Level 3 Level 4 Level 5 Positive School community School community School community School community There are relationships has no knowledge is aware of the has reviewed the has developed transparent or understanding importance of current systems guidelines and systems and of how to build developing and identified a strategies that procedures within positive positive number of encourage positive the school that relationships. This relationships. strategies which interactions within foster positive is reflected in the There has been will be the school in order relationships. All culture of the discussion on how implemented to to develop better people in the school. best to develop develope positive relationships. school community these relationships. These are recalled feel valued and relationships or revisited in trusted. This within the school. group situations. results in successes and failures being readily shared. Everyone feels able to contribute when solving issues.
  • Self-review rubric National Goal Three - Strengthen professional learning communities and increased collaboration within and across schools Processes Level 1 Level 2 Level 3 Level 4 Level 5 Sharing Any sharing of The sharing of Individual staff The sharing of The school has effective effective effective development effective developed practice practice practice of ICT incorporates practice innovative between use is the sharing routinely approaches to individual encouraged and wider occurs across the sharing of members of during staff adoption of the school and effective staff is on an meetings but effective on a planned practice within ad hoc basis. still works only practice within and reciprocal and beyond at an individual the school. basis with the school and level. other schools. makes use of the technology to achieve this.
  • Self-review rubric National Goal Three - Strengthen professional learning communities and increased collaboration within and across schools Processes Level 1 Level 2 Level 3 Level 4 Level 5 Development There has been Staff have some Staff understand All staff are There is a fully of learning very little understanding of the importance of participating in inclusive, active community thought put into how an effective effective learning the learning learning how to develop a learning communities and community, community that is learning community a number of key though for some aligned with up- community or functions and how personnel are this is erratic. to-date theory awareness of the a learning actively Some teachers and includes benefits. community participating. This are involved in connections to impacts on their is resulting in the learning outside educators. teaching. There sharing of ideas communities The community is are pockets of and strategies beyond the continuously participation by across the school. school. The evaluated in order some school sharing of to improve personnel. information systems. The throughout the sharing of school is having a information and positive impact on ideas results in teacher increased teacher effectiveness and effectiveness and student outcomes. improved student outcomes.
  • Extent that clusters operate as active and supportive professional learning communities that shares resources Within and between schools Between clusters and the wider network 0% 20% 40% 60% 80% 100% No community Developing community Active community Highly effective community Information taken from the ICT PD Annual Survey Responses 2009
  • Extent that clusters operate as active and supportive professional learning communities that shares resources within and between schools First year cluster Second year cluster Third year cluster 0% 20% 40% 60% 80% 100% No community Developing community Active community Highly effective community Information taken from the ICT PD Annual Survey Responses 2009
  • Extent that clusters operate as active and supportive professional learning communities that shares resources between clusters and the wider network First year cluster Second year cluster Third year cluster 0% 20% 40% 60% 80% 100% No community Developing community Active community Highly effective community Information taken from the ICT PD Annual Survey Responses 2009
  • “A major focus needs to be on creating a sharing, caring cluster where people feel supported in leading change within their schools and where cross cluster sharing is actively encouraged and fostered.” Comment by ICT PD facilitator from the annual survey 09
  • Questions for discussion What would be examples of successful systems and procedures for fostering positive relationships in a school? What would constitute an innovative approach for sharing effective practice within and between clusters? How do you ensure that all cluster staff are participating in the cluster community? How do you maintain the enthusiasm and energy required to keep a community active? How do you evaluate the way a community functions in order to make improvements?