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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