Teresa cluster launch

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  • Teresa cluster launch

    1. 1. WELCOME TO THE MANTAR CLUSTER 2010 - 2012
    2. 2. TENA KOUTOU KATOA
    3. 3. TENA KOUTOU KATOA What do we want for our young people?
    4. 4. TENA KOUTOU KATOA What do we want for our young people? Who and what is Mantar?
    5. 5. TENA KOUTOU KATOA What do we want for our young people? Who and what is Mantar? Cluster funding
    6. 6. TENA KOUTOU KATOA What do we want for our young people? Who and what is Mantar? Cluster funding What does this mean for teachers?
    7. 7. TENA KOUTOU KATOA What do we want for our young people? Who and what is Mantar? Cluster funding What does this mean for teachers? How will we do this?
    8. 8. TENA KOUTOU KATOA What do we want for our young people? Who and what is Mantar? Cluster funding What does this mean for teachers? How will we do this? What does this mean for our children?
    9. 9. TENA KOUTOU KATOA What do we want for our young people? Who and what is Mantar? Cluster funding What does this mean for teachers? How will we do this? What does this mean for our children? How do teachers make it happen?
    10. 10. TENA KOUTOU KATOA What do we want for our young people? Who and what is Mantar? Cluster funding What does this mean for teachers? How will we do this? What does this mean for our children? How do teachers make it happen? What does this mean for families?
    11. 11. TENA KOUTOU KATOA What do we want for our young people? Who and what is Mantar? Cluster funding What does this mean for teachers? How will we do this? What does this mean for our children? How do teachers make it happen? What does this mean for families? Strengthening partnerships
    12. 12. OUR STUDENTS
    13. 13. OUR STUDENTS What do we want for our young people?
    14. 14. OUR STUDENTS What do we want for our young people? Confident
    15. 15. OUR STUDENTS What do we want for our young people? Confident Connected
    16. 16. OUR STUDENTS What do we want for our young people? Confident Connected Actively Involved
    17. 17. OUR STUDENTS What do we want for our young people? Confident Connected Actively Involved Life Long Learners
    18. 18. OUR STUDENTS What do we want for our young people? Confident Connected Actively Involved Life Long Learners
    19. 19. MANTAR - WHAT IS IT?
    20. 20. MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua
    21. 21. MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua
    22. 22. MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua
    23. 23. MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua Our schools
    24. 24. MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua Our schools Aokautere - Val Ferry
    25. 25. MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua Our schools Aokautere - Val Ferry Kumeroa-Hopelands - Jo Gibbs
    26. 26. MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua Our schools Aokautere - Val Ferry Kumeroa-Hopelands - Jo Gibbs Linton Country - Susan Thompson
    27. 27. MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua Our schools Aokautere - Val Ferry Kumeroa-Hopelands - Jo Gibbs Linton Country - Susan Thompson St James - Teresa Edwards
    28. 28. MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua Our schools Aokautere - Val Ferry Kumeroa-Hopelands - Jo Gibbs Linton Country - Susan Thompson St James - Teresa Edwards Somerset Crescent - Robyn Tootill
    29. 29. MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua Our schools Aokautere - Val Ferry Kumeroa-Hopelands - Jo Gibbs Linton Country - Susan Thompson St James - Teresa Edwards Somerset Crescent - Robyn Tootill Terrace End - Sue Allomes
    30. 30. MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua Core-Ed Facilitator Nick Rate Our schools Aokautere - Val Ferry Kumeroa-Hopelands - Jo Gibbs Linton Country - Susan Thompson St James - Teresa Edwards Somerset Crescent - Robyn Tootill Terrace End - Sue Allomes
    31. 31. MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua Core-Ed Facilitator Nick Rate Our schools Aokautere - Val Ferry Kumeroa-Hopelands - Jo Gibbs Linton Country - Susan Thompson St James - Teresa Edwards Somerset Crescent - Robyn Tootill Terrace End - Sue Allomes
    32. 32. MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua Core-Ed Facilitator Nick Rate Our schools Aokautere - Val Ferry Kumeroa-Hopelands - Jo Gibbs Linton Country - Susan Thompson Facilitator St James - Teresa Edwards Somerset Crescent - Robyn Tootill Terrace End - Sue Allomes
    33. 33. MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua Core-Ed Facilitator Nick Rate Our schools Aokautere - Val Ferry Kumeroa-Hopelands - Jo Gibbs Linton Country - Susan Thompson Facilitator St James - Teresa Edwards Mary Rivers Somerset Crescent - Robyn Tootill Terrace End - Sue Allomes
    34. 34. CLUSTER FUNDING
    35. 35. CLUSTER FUNDING What Is The Background to ICT PD Cluster Funding?
    36. 36. CLUSTER FUNDING What Is The Background to ICT PD Cluster Funding? Ministry of Education
    37. 37. CLUSTER FUNDING What Is The Background to ICT PD Cluster Funding? Ministry of Education Three year contract to provide ICT professional development
    38. 38. CLUSTER FUNDING What Is The Background to ICT PD Cluster Funding? Ministry of Education Three year contract to provide ICT professional development Not for hardware
    39. 39. CLUSTER FUNDING What Is The Background to ICT PD Cluster Funding? Ministry of Education Three year contract to provide ICT professional development Not for hardware
    40. 40. CLUSTER FUNDING What Is The Background to ICT PD Cluster Funding? Ministry of Education Three year contract to provide ICT professional development Not for hardware National Goals:
    41. 41. CLUSTER FUNDING What Is The Background to ICT PD Cluster Funding? Ministry of Education Three year contract to provide ICT professional development Not for hardware National Goals: Integration of ICT
    42. 42. CLUSTER FUNDING What Is The Background to ICT PD Cluster Funding? Ministry of Education Three year contract to provide ICT professional development Not for hardware National Goals: Integration of ICT Increased capability
    43. 43. CLUSTER FUNDING What Is The Background to ICT PD Cluster Funding? Ministry of Education Three year contract to provide ICT professional development Not for hardware National Goals: Integration of ICT Increased capability Strengthened professional learning communities
    44. 44. CLUSTER FUNDING What Is The Background to ICT PD Cluster Funding? Ministry of Education Three year contract to provide ICT professional development Not for hardware National Goals: Integration of ICT Increased capability Strengthened professional learning communities Increased e-learning leadership
    45. 45. CLUSTER FUNDING What Is The Background to ICT PD Cluster Funding? Ministry of Education Three year contract to provide ICT professional development Not for hardware National Goals: Integration of ICT Increased capability Strengthened professional learning communities Increased e-learning leadership Increase school communities understanding of e-learning in education
    46. 46. CLUSTER FUNDING...
    47. 47. CLUSTER FUNDING... So, how much money did the Cluster receive?
    48. 48. CLUSTER FUNDING... So, how much money did the Cluster receive? Over three years, for six schools with around 40 staff
    49. 49. CLUSTER FUNDING... So, how much money did the Cluster receive? Over three years, for six schools with around 40 staff $ 179, 820 incl GST
    50. 50. CLUSTER FUNDING... So, how much money did the Cluster receive? Over three years, for six schools with around 40 staff $ 179, 820 incl GST Facilitator
    51. 51. CLUSTER FUNDING... So, how much money did the Cluster receive? Over three years, for six schools with around 40 staff $ 179, 820 incl GST Facilitator Project Mentor
    52. 52. CLUSTER FUNDING... So, how much money did the Cluster receive? Over three years, for six schools with around 40 staff $ 179, 820 incl GST Facilitator Project Mentor Conferences
    53. 53. CLUSTER FUNDING... So, how much money did the Cluster receive? Over three years, for six schools with around 40 staff $ 179, 820 incl GST Facilitator Project Mentor Conferences External Presenters/Speakers
    54. 54. CLUSTER FUNDING... So, how much money did the Cluster receive? Over three years, for six schools with around 40 staff $ 179, 820 incl GST Facilitator Project Mentor Conferences External Presenters/Speakers Teacher release
    55. 55. CLUSTER FUNDING... So, how much money did the Cluster receive? Over three years, for six schools with around 40 staff $ 179, 820 incl GST Facilitator Project Mentor Conferences External Presenters/Speakers Teacher release Project Leader - Teresa Edwards
    56. 56. CLUSTER FUNDING... So, how much money did the Cluster receive? Over three years, for six schools with around 40 staff $ 179, 820 incl GST Facilitator Project Mentor Conferences External Presenters/Speakers Teacher release Project Leader - Teresa Edwards Budget Management - Lori Hessell
    57. 57. CLUSTER FUNDING... So, how much money did the Cluster receive? Over three years, for six schools with around 40 staff $ 179, 820 incl GST Facilitator Project Mentor Conferences External Presenters/Speakers Teacher release Project Leader - Teresa Edwards Budget Management - Lori Hessell Office Support - Lesley Aylward
    58. 58. TEACHING STAFF
    59. 59. TEACHING STAFF What does this mean for teachers?
    60. 60. TEACHING STAFF What does this mean for teachers? The NZ Curriculum mandates:E-learning and pedagogy.
    61. 61. TEACHING STAFF What does this mean for teachers? The NZ Curriculum mandates:E-learning and pedagogy. Information and communication technology (ICT) has a major impact on the world in which young people live. Similarly e-learning (that is learning supported or facilitated by ICT) has considerable potential to support current teaching and learning appraoches
    62. 62. TEACHING STAFF What does this mean for teachers? The NZ Curriculum mandates:E-learning and pedagogy. Information and communication technology (ICT) has a major impact on the world in which young people live. Similarly e-learning (that is learning supported or facilitated by ICT) has considerable potential to support current teaching and learning appraoches If Our Cluster Vision is for our students’, teachers and school communities to be active seekers, users and creators of knowledge for the betterment of all, then we need to support each teacher and principal in our cluster to develop the knowledge and skills around our chosen areas of inquiry learning, information literacy and e-learning, to prepare our students for their future.
    63. 63. TEACHING STAFF What does this mean for teachers? The NZ Curriculum mandates:E-learning and pedagogy. Information and communication technology (ICT) has a major impact on the world in which young people live. Similarly e-learning (that is learning supported or facilitated by ICT) has considerable potential to support current teaching and learning appraoches If Our Cluster Vision is for our students’, teachers and school communities to be active seekers, users and creators of knowledge for the betterment of all, then we need to support each teacher and principal in our cluster to develop the knowledge and skills around our chosen areas of inquiry learning, information literacy and e-learning, to prepare our students for their future.
    64. 64. DOING IT
    65. 65. DOING IT How will we do this?
    66. 66. DOING IT How will we do this? Needs analysis survey
    67. 67. DOING IT How will we do this? Needs analysis survey Design of a professional development programme
    68. 68. DOING IT How will we do this? Needs analysis survey Design of a professional development programme Inquiry learning
    69. 69. DOING IT How will we do this? Needs analysis survey Design of a professional development programme Inquiry learning Information literacy and e-learning
    70. 70. DOING IT How will we do this? Needs analysis survey Design of a professional development programme Inquiry learning Information literacy and e-learning Professional readings
    71. 71. DOING IT How will we do this? Needs analysis survey Design of a professional development programme Inquiry learning Information literacy and e-learning Professional readings Research
    72. 72. DOING IT How will we do this? Needs analysis survey Design of a professional development programme Inquiry learning Information literacy and e-learning Professional readings Research Online professional learning community tools
    73. 73. DOING IT How will we do this? Needs analysis survey Design of a professional development programme Inquiry learning Information literacy and e-learning Professional readings Research Online professional learning community tools Coaching and mentoring opportunities
    74. 74. DOING IT How will we do this? Needs analysis survey Design of a professional development programme Inquiry learning Information literacy and e-learning Professional readings Research Online professional learning community tools Coaching and mentoring opportunities Conferences
    75. 75. DOING IT How will we do this? Needs analysis survey Design of a professional development programme Inquiry learning Information literacy and e-learning Professional readings Research Online professional learning community tools Coaching and mentoring opportunities Conferences Reflection
    76. 76. DOING IT How will we do this? Needs analysis survey Design of a professional development programme Inquiry learning Information literacy and e-learning Professional readings Research Online professional learning community tools Coaching and mentoring opportunities Conferences Reflection Quality Learning Circles
    77. 77. THE STUDENTS
    78. 78. THE STUDENTS What does this mean for our children?
    79. 79. THE STUDENTS What does this mean for our children? The teacher in a contemporary classroom understands…
    80. 80. THE STUDENTS What does this mean for our children? The teacher in a contemporary classroom understands… The more powerful technology becomes the more indispensable good
    81. 81. THE STUDENTS What does this mean for our children? The teacher in a contemporary classroom understands… The more powerful technology becomes the more indispensable good teachers are
    82. 82. THE STUDENTS What does this mean for our children? The teacher in a contemporary classroom understands… The more powerful technology becomes the more indispensable good teachers are That learners must construct their own meaning for deep understanding to
    83. 83. THE STUDENTS What does this mean for our children? The teacher in a contemporary classroom understands… The more powerful technology becomes the more indispensable good teachers are That learners must construct their own meaning for deep understanding to occur
    84. 84. THE STUDENTS What does this mean for our children? The teacher in a contemporary classroom understands… The more powerful technology becomes the more indispensable good teachers are That learners must construct their own meaning for deep understanding to occur Technology generates a glut of information but is not pedagogically wise
    85. 85. THE STUDENTS What does this mean for our children? The teacher in a contemporary classroom understands… The more powerful technology becomes the more indispensable good teachers are That learners must construct their own meaning for deep understanding to occur Technology generates a glut of information but is not pedagogically wise Teachers must become pedagogical design experts, (leveraging) the
    86. 86. THE STUDENTS What does this mean for our children? The teacher in a contemporary classroom understands… The more powerful technology becomes the more indispensable good teachers are That learners must construct their own meaning for deep understanding to occur Technology generates a glut of information but is not pedagogically wise Teachers must become pedagogical design experts, (leveraging) the power of technology
    87. 87. THE STUDENTS What does this mean for our children? The teacher in a contemporary classroom understands… The more powerful technology becomes the more indispensable good teachers are That learners must construct their own meaning for deep understanding to occur Technology generates a glut of information but is not pedagogically wise Teachers must become pedagogical design experts, (leveraging) the power of technology
    88. 88. THE STUDENTS...
    89. 89. THE STUDENTS... It means that students will be using technology to supplement, extend, subvert and transform what they are doing.
    90. 90. THE STUDENTS... It means that students will be using technology to supplement, extend, subvert and transform what they are doing.
    91. 91. THE STUDENTS... It means that students will be using technology to supplement, extend, subvert and transform what they are doing. Our ultimate goal however is to create learning opportunities for students to learn and practice skills and strategies that will enable them to be self directed learners who are aware of the implications and responsibilities of being digital citizens and who are digitally literate
    92. 92. MAKING IT HAPPEN
    93. 93. MAKING IT HAPPEN How do teachers make it happen?
    94. 94. MAKING IT HAPPEN How do teachers make it happen? Information literacy skills
    95. 95. MAKING IT HAPPEN How do teachers make it happen? Information literacy skills Provide students with a variety of opportunities
    96. 96. MAKING IT HAPPEN How do teachers make it happen? Information literacy skills Provide students with a variety of opportunities Explicitly teach an Inquiry process
    97. 97. MAKING IT HAPPEN How do teachers make it happen? Information literacy skills Provide students with a variety of opportunities Explicitly teach an Inquiry process And because The web is now…
    98. 98. MAKING IT HAPPEN How do teachers make it happen? Information literacy skills Provide students with a variety of opportunities Explicitly teach an Inquiry process And because The web is now… • Challenging traditional approaches to how we learn.
    99. 99. MAKING IT HAPPEN How do teachers make it happen? Information literacy skills Provide students with a variety of opportunities Explicitly teach an Inquiry process And because The web is now… • Challenging traditional approaches to how we learn. • Challenging our assumptions about classrooms and teaching.
    100. 100. MAKING IT HAPPEN How do teachers make it happen? Information literacy skills Provide students with a variety of opportunities Explicitly teach an Inquiry process And because The web is now… • Challenging traditional approaches to how we learn. • Challenging our assumptions about classrooms and teaching. • Challenging our assumptions about knowledge, information and literacy.
    101. 101. MAKING IT HAPPEN How do teachers make it happen? Information literacy skills Provide students with a variety of opportunities Explicitly teach an Inquiry process And because The web is now… • Challenging traditional approaches to how we learn. • Challenging our assumptions about classrooms and teaching. • Challenging our assumptions about knowledge, information and literacy. Students will be using and choosing a variety of web 2 tools to make meaning and share knowledge.
    102. 102. MAKING IT HAPPEN How do teachers make it happen? Information literacy skills Provide students with a variety of opportunities Explicitly teach an Inquiry process And because The web is now… • Challenging traditional approaches to how we learn. • Challenging our assumptions about classrooms and teaching. • Challenging our assumptions about knowledge, information and literacy. Students will be using and choosing a variety of web 2 tools to make meaning and share knowledge.
    103. 103. FAMILIES
    104. 104. FAMILIES What does all of this mean for families?
    105. 105. FAMILIES What does all of this mean for families? You will have lots of questions
    106. 106. FAMILIES What does all of this mean for families? You will have lots of questions You will probably want to read articles and research about 21C learning.
    107. 107. FAMILIES What does all of this mean for families? You will have lots of questions You will probably want to read articles and research about 21C learning. You may want to listen to expert/s and ask them questions
    108. 108. FAMILIES What does all of this mean for families? You will have lots of questions You will probably want to read articles and research about 21C learning. You may want to listen to expert/s and ask them questions Your children will be sharing how they are making meaning in ways you have never experienced
    109. 109. FAMILIES What does all of this mean for families? You will have lots of questions You will probably want to read articles and research about 21C learning. You may want to listen to expert/s and ask them questions Your children will be sharing how they are making meaning in ways you have never experienced You will be able to give your children feedback on their learning activities 24/7
    110. 110. FAMILIES What does all of this mean for families? You will have lots of questions You will probably want to read articles and research about 21C learning. You may want to listen to expert/s and ask them questions Your children will be sharing how they are making meaning in ways you have never experienced You will be able to give your children feedback on their learning activities 24/7 As they are learning how to be digital citizens, so are you
    111. 111. FAMILIES What does all of this mean for families? You will have lots of questions You will probably want to read articles and research about 21C learning. You may want to listen to expert/s and ask them questions Your children will be sharing how they are making meaning in ways you have never experienced You will be able to give your children feedback on their learning activities 24/7 As they are learning how to be digital citizens, so are you You can learn new ways of making meaning from your children
    112. 112. FAMILIES What does all of this mean for families? You will have lots of questions You will probably want to read articles and research about 21C learning. You may want to listen to expert/s and ask them questions Your children will be sharing how they are making meaning in ways you have never experienced You will be able to give your children feedback on their learning activities 24/7 As they are learning how to be digital citizens, so are you You can learn new ways of making meaning from your children Maybe you might choose not for your child to make meaning in this way
    113. 113. FAMILIES What does all of this mean for families? You will have lots of questions You will probably want to read articles and research about 21C learning. You may want to listen to expert/s and ask them questions Your children will be sharing how they are making meaning in ways you have never experienced You will be able to give your children feedback on their learning activities 24/7 As they are learning how to be digital citizens, so are you You can learn new ways of making meaning from your children Maybe you might choose not for your child to make meaning in this way You might make decisions about improving hardware and access to the internet at home
    114. 114. FAMILIES What does all of this mean for families? You will have lots of questions You will probably want to read articles and research about 21C learning. You may want to listen to expert/s and ask them questions Your children will be sharing how they are making meaning in ways you have never experienced You will be able to give your children feedback on their learning activities 24/7 As they are learning how to be digital citizens, so are you You can learn new ways of making meaning from your children Maybe you might choose not for your child to make meaning in this way You might make decisions about improving hardware and access to the internet at home You might need to make decisions about PC or Apple
    115. 115. FAMILIES What does all of this mean for families? You will have lots of questions You will probably want to read articles and research about 21C learning. You may want to listen to expert/s and ask them questions Your children will be sharing how they are making meaning in ways you have never experienced You will be able to give your children feedback on their learning activities 24/7 As they are learning how to be digital citizens, so are you You can learn new ways of making meaning from your children Maybe you might choose not for your child to make meaning in this way You might make decisions about improving hardware and access to the internet at home You might need to make decisions about PC or Apple It ultimately means you will be observing the impact on your child’s achievement that using an inquiry learning process, an information literacy model and the integration of e-learning tools has.
    116. 116. PARTNERSHIP
    117. 117. PARTNERSHIP We want to strengthen our partnership with you by:
    118. 118. PARTNERSHIP We want to strengthen our partnership with you by: Collecting information and ideas from you to help make decisions.
    119. 119. PARTNERSHIP We want to strengthen our partnership with you by: Collecting information and ideas from you to help make decisions. Providing you with opportunities to access and experiment with the e-learning tools your children are using
    120. 120. PARTNERSHIP We want to strengthen our partnership with you by: Collecting information and ideas from you to help make decisions. Providing you with opportunities to access and experiment with the e-learning tools your children are using Having your children share their learning successes with you in a variety of ways
    121. 121. PARTNERSHIP We want to strengthen our partnership with you by: Collecting information and ideas from you to help make decisions. Providing you with opportunities to access and experiment with the e-learning tools your children are using Having your children share their learning successes with you in a variety of ways Inviting experts to speak to you so that you can ask and have your questions answered
    122. 122. PARTNERSHIP We want to strengthen our partnership with you by: Collecting information and ideas from you to help make decisions. Providing you with opportunities to access and experiment with the e-learning tools your children are using Having your children share their learning successes with you in a variety of ways Inviting experts to speak to you so that you can ask and have your questions answered Making plain language information available to you about information literacy, inquiry learning and e-learning
    123. 123. OPPORTUNITY
    124. 124. OPPORTUNITY So this really is an amazing opportunity for us all
    125. 125. OPPORTUNITY So this really is an amazing opportunity for us all Over the next three years the teachers and principals in the Mantar cluster are determined to ensure that the professional development we engage in will make our cluster vision - for our students, teachers and school communities to be active seekers, users and creators of knowledge for the betterment of all, a reality.
    126. 126. OPPORTUNITY So this really is an amazing opportunity for us all Over the next three years the teachers and principals in the Mantar cluster are determined to ensure that the professional development we engage in will make our cluster vision - for our students, teachers and school communities to be active seekers, users and creators of knowledge for the betterment of all, a reality.

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