Wellington loopm5 reflection

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This is the Milestone 5 reflection for the Wellington Loop cluster.

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Wellington loopm5 reflection

  1. 1. www.wellingtonloop.net.nzWELLINGTON LOOP
  2. 2. ABOUT OUR CLUSTERThird year of clusterRegional clusterContext: Lead teachers, Loop trustees/principals,attendees of conference/professional development.
  3. 3. WHAT IS THE WELLINGTON LOOP?
  4. 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 OUTCOMESVisits with PrincipalsDevelopment of strategic plan
  5. 5. RESEARCH MODELS A Framework for considering Māori Educational Advancement Educational Leadership The School Leadership BES
  6. 6. COLLABORATIVE PATHWAY“A third pathway is concerned more with collaborative effort than a soloeffort…. Institutional loyalty is a value worth preaching; but institutionalsolitude may not be in the longer term interests of students or whānau. Insome ways the collaborative pathway seeks to create a total picture out ofseveral parts. …if excellent outcomes benchmarked against the best in theworld are the aim, then increasingly collaboration of effort within andoutside New Zealand will become an integral part of education.”A Framework For Considering Māori Educational Advancement
  7. 7. THE PRINCIPLE OF INTEGRATED ACTION“The principle of integrated action recognises the multiple players ineducation. 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 topretend that action in one sphere does not have repercussions in another.Unless there is some platform for integrated action, then development willbe piecemeal and progress will be uneven.”A Framework For Considering Māori Educational Advancement
  8. 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/orparticipate in effective teacher professional learning this has twice theimpact on student outcomes across a school than any other leadershipactivity.”
  9. 9. EDUCATIONAL LEADERSHIP“Principals can benefit from personal reflection, sharing ideas andinitiatives with their peers, and working with others to clarify situations andsolve problems. Relationship skills are embedded in every dimension ofsuch actions and involve much more than simply getting along with others.They play an important part in managing conflicts of interest, supportingand challenging teacher practices, and dealing with a range of challengesand situations.”Educational Leadership
  10. 10. As the Wellington Loop draws towards the end of its ICT PD contract withthe MoE, it is vital for the ongoing benefits of ICT and effective teachingthat the project is sustainable and scalable. To this end, we are developinga strategic vision and investigating budgetary models which will supportthe ICT PD work already begun.
  11. 11. VISITS WITH PRINCIPALSAnne Coster and Calum McGonigle have visited with every principalcurrently in the Wellington Loop and are liaising with other Wellingtonschools.Common threads in principal feedback: value culture of collaboration;richer experience for e-leaders and other teachers in discussing anddeconstructing 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. 12. PROGRAMME OUTCOME 3: TEACHERS ARE PROACTIVE IN EMBEDDING LATEST PEDAGOGY IN ICT ENRICHED LEARNING ENVIRONMENTSChallenges of embedding ICT (Creative Commons)Activities/projects (Collaboration on use of ICT, demonstrating usefulICT)Online PD (Blended learning)
  13. 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. 14. “FUIRE” MODELhttp://www.ic.arizona.edu/ic/edtech/eddm/Theoretical%20Premise.htm
  15. 15. http://www.emeraldinsight.com/content_images/fig/0880190205002.png
  16. 16. WELLINGTON LOOPPeople within the Wellington Loop are moving frombeing ‘laggards’ to being ‘early adopters’ or‘innovators’ through the events that are run throughthe ICT PD programme.They are moving from knowledge and awareness ofthe benefits of ICT for effective learning to‘reorientation’ and ‘implementation’.
  17. 17. ACTIVITIES/PROJECTS‘The Loop days have been good for sharing resources and ideas. I have takenmany small ideas and used them in my classes and passed the ideas on toothers. I have also shared my resources, in particular a programming unitstandard and tricks with Google docs; live classroom voting/answer finding.’ Ben‘Thanks to the LOOP, we had some time available during 2011 to release staffand 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. 18. ONLINE PDThis 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

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