Promoting Teacher Learning
Central North Shore ICT PD Cluster
         Learning@School 2008
O   R                JENNIE STEWART
                   I   RECT
               D                    PRINCIPAL SUNNYBRAE NO...
O   R                JENNIE STEWART
                   I   RECT
               D                    PRINCIPAL SUNNYBRAE NO...
Relationships
Project Director/Facilitator
Principals/Deputy Principals
Lead teachers
Teachers
CENTRAL NORTH SHORE ICT PD CLUSTER
                                                                       ADMINISTRATIVE S...
Our Facilitator
can work successfully with adults
high level of expertise and passion
push people just enough
builds capac...
Developing a Vision
Shared goals across all schools
Consultative approach to decisions -
inclusive culture
Regular contact...
Leading the learning …
Provide professional development
programmes, which focus on
improving teaching quality and
learning...
and …
Increase capability of teachers and
principals to effectively use a range of
relevant ICT resources and materials.
D...
Shared goals …
To develop teacher and student confidence
and skill in using ICT in the classroom and
for sharing presentati...
... more shared goals
To develop a professional learning
community online using an extranet
for the sharing of resources a...
FIONA GRANT
              R
          ATO               TEAM SOLUTIONS
      ILIT
FAC               FACULTY OF EDUCATION, UOA
Taking the time to reflect critically on the things
we are doing in our classrooms is perhaps the
most effective thing we ...
Rationale for our Teacher Inquiry 2007
So we can start where we are at in terms of our own confidence and with what

inter...
2008

                                      Continuing to strengthen our professional learning community to
              ...
The Qualities of Professional Communities that
          Promote Teacher and Student Learning

Two key qualities and sever...
Teacher Professional Learning and Development BES (2008)
http://educationcounts.edcentre.govt.nz/goto/BES
Teacher inquiry and
  knowledge-building
cycle to promote valued
   student outcomes.



 Teacher Professional Learning an...
10.4.5 Implications for professional learning and development
Participation in professional lear ning communities can eith...
AL              MARGARET HARRIS
     IN CIP
PR              PRINCIPAL TAKAPUNA PRIMARY
ICT development at Takapuna Primary

              Creating a community of practice

 Acceptance of the agreed cluster goa...
Share ICT contract and goals with staff – inform and communicate

 Make connections between ICT contract goals and other s...
Takapuna Primary School
                                                                                                  ...
Cluster ‘Launch’ day – all teachers from the cluster attended


     Opportunity for meeting, sharing, talking, learning,
...
Creating a community of practice for teacher learning @ Takapuna Primary

        Staff meetings & five minute sharing / p...
PERFORMANCE DEVELOPMENT OBJECTIVES
Name: TW                                                              Date: Term 2, 200...
2007: Teacher inquiry ‘action learning’ requirement –
• Part of teacher’s performance agreement –
• Trial and development ...
What has been the impact of our changed actions?
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Promoting Teacher Learning

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Promoting Teacher Learning

  1. 1. Promoting Teacher Learning Central North Shore ICT PD Cluster Learning@School 2008
  2. 2. O R JENNIE STEWART I RECT D PRINCIPAL SUNNYBRAE NORMAL J E CT PRO FIONA GRANT R ATO TEAM SOLUTIONS ILIT FAC FACULTY OF EDUCATION , UOA AL MARGARET HARRIS IN CIP PR PRINCIPAL TAKAPUNA PRIMARY
  3. 3. O R JENNIE STEWART I RECT D PRINCIPAL SUNNYBRAE NORMAL J E CT PRO
  4. 4. Relationships Project Director/Facilitator Principals/Deputy Principals Lead teachers Teachers
  5. 5. CENTRAL NORTH SHORE ICT PD CLUSTER ADMINISTRATIVE STRUCTURE The cluster is comprised of 5 schools; 4 Primary Schools and an Intermediate. Sunnybrae Normal School is the Lead School and is centrally located. The Principals belong to the same Principals' cluster group and meet regularly. There are a number of pedagogies and ideologies that the 5 schools share which strengthen the commitment to the cluster vision and have formed the foundation for a solid union between the schools. All 5 principals are committed to leading the way and have selected lead teachers with proven leadership skills. Each school is organised in teaching teams which will also have an identified teacher to take a lead role in supporting professional learning. MILFORD PRIMARY SCHOOL NORTHCOTE PRIMARY SCHOOL Senior Teachers Principal: Deborah Heasman Senior Teachers Principal: Peter Tapp Individual Lead Teacher: Louise Dallimore Individual Lead Teacher: Linda Vane Teaching Teams Teachers: 19 Teaching Teams Teachers: 21 LEAD SCHOOL PROJECT MANAGER School Intranet and TEAM SOLUTIONS FACILITATOR Cluster Sunnybrae Normal School School Intranet and Website Website Fiona Grant Extranet Principal: Jennie Stewart Lead Teacher: Stephen Gordon Teachers: 19 NORTHCOTE INTERMEDIATE Senior Teachers SCHOOL TAKAPUNA PRIMARY SCHOOL Senior Teachers Individual Principal: Rose Neal Principal: Margaret Harris Individual Teaching Teams Lead Teacher: Annie McCabe Lead Teacher: Karen Crabb Teaching Teams Teachers: 16 Teachers: 15 Shared Cluster Vision for Teaching and Learning Integrated Learning for the Future Inquiry Learning Gifted and Curriculum Higher Order Differentiated Talented Integration Thinking Skills Learning Education
  6. 6. Our Facilitator can work successfully with adults high level of expertise and passion push people just enough builds capacity to lead builds confidence
  7. 7. Developing a Vision Shared goals across all schools Consultative approach to decisions - inclusive culture Regular contact built into action plan through scheduled meetings Involving lead teachers - DPs at 4 schools
  8. 8. Leading the learning … Provide professional development programmes, which focus on improving teaching quality and learning outcomes for all students and strengthening communities of professional practice.
  9. 9. and … Increase capability of teachers and principals to effectively use a range of relevant ICT resources and materials. Develop and contribute to the growing resource of expertise, experience and materials in the effective use of ICT.
  10. 10. Shared goals … To develop teacher and student confidence and skill in using ICT in the classroom and for sharing presentations to a wider audience. To truly integrate ICTs across the curriculum as tools for learning. To combine ICT knowledge with educational pedagogy and explore learning in exciting, interesting, and effective ways.
  11. 11. ... more shared goals To develop a professional learning community online using an extranet for the sharing of resources and ideas. To access hardware and to provide technical support and knowledge where needed.
  12. 12. FIONA GRANT R ATO TEAM SOLUTIONS ILIT FAC FACULTY OF EDUCATION, UOA
  13. 13. Taking the time to reflect critically on the things we are doing in our classrooms is perhaps the most effective thing we can do to ensure that what we are doing is having the desired outcomes, and is changing our practice in the ways we want it to.quot; (Wenmoth, 2007)
  14. 14. Rationale for our Teacher Inquiry 2007 So we can start where we are at in terms of our own confidence and with what interests us as teachers. To enable teachers to engage as a learner and recognise that our professional learning often needs a formal structure in order to develop. To be challenged in our development as teachers. To have time to talk with colleagues about teaching and connect teachers in different roles across the school, cluster and ICT PD network. To construct new knowledge and opportunities for teacher professional learning.
  15. 15. 2008 Continuing to strengthen our professional learning community to build sustainability. Using online tools to support F2F learning, facilitator time, cluster shares, goal setting and teacher inquiry. See our wikispace at www.centralnorthshore.wikispaces.com Using research to inform our programme of professional learning. http://educationcounts.edcentre.govt.nz/goto/BES
  16. 16. The Qualities of Professional Communities that Promote Teacher and Student Learning Two key qualities and several related conditions are identified...These include participants being supported to process new understandings and their implications for teaching, and a focus on analysing the impact of teaching on student learning. Teacher Professional Learning and Development BES (2008) http://educationcounts.edcentre.govt.nz/goto/BES
  17. 17. Teacher Professional Learning and Development BES (2008) http://educationcounts.edcentre.govt.nz/goto/BES
  18. 18. Teacher inquiry and knowledge-building cycle to promote valued student outcomes. Teacher Professional Learning and Development BES (2008) http://educationcounts.edcentre.govt.nz/goto/BES
  19. 19. 10.4.5 Implications for professional learning and development Participation in professional lear ning communities can either promote professional lear ning or work against it (by reinforcing the status quo). Communities that promoted professional lear ning in ways that impacted positively on student lear ning had a set of definable qualities. These included a focus on opportunities to process new understandings and their implications for teaching, the introduction of new perspectives and challenging of problematic beliefs, and an unrelenting focus on the impact of teaching on student lear ning. Simply giving teachers time to talk was not enough to promote either their own lear ning or that of their students. Teacher Professional Learning and Development BES (2008) http://educationcounts.edcentre.govt.nz/goto/BES
  20. 20. AL MARGARET HARRIS IN CIP PR PRINCIPAL TAKAPUNA PRIMARY
  21. 21. ICT development at Takapuna Primary Creating a community of practice Acceptance of the agreed cluster goals to improve teacher capability & student use of ICT to optimise learning outcomes Role of the Leadership team ‘Buy in & commitment to the project’
  22. 22. Share ICT contract and goals with staff – inform and communicate Make connections between ICT contract goals and other school goals / strategic plan Ensure contract goals are part of school’s direction / not an ‘add- on’ or MORE
  23. 23. Takapuna Primary School Strategic Plan NAG 1 CURRICULUM: Teaching and learning at Takapuna Primary School will support students to gain key skills to succeed in ever changing environment. 2008 2009 2010 1.To embed best practices in the teaching Linked to Ministry targets in Written of Literacy & Numeracy Language (also EHSAS target) •Undertake reviews to give specific focus for NZCER analysis of PAT’s (also EHSAS improvement target) 1.2 To use Information Technology to Year 3 of the ICT professional development Ongoing PD and investment in ICT according develop teacher & student confidence & skill contract to ICT plan in using ICT to optimise learning outcomes Induct new staff member Plan to sustain the growth Tcher ICT goals incorporated into performance agreements Attendance at Cluster shares & TOD 1.To implement the TPS Inquiry Learning Integrated approach to Science, Soc. Sciences, Review and update Inquiry model within Implement changes as recommended in 2009 model Technology based on TPS inquiry model Integrated curriculum including ICT supporting student inquiry (ICT contract) 1.4 Assessment and Evaluation. To ensure Investigate asTTLe as an assessment tool to Develop use of asTTLe Continue to use data collected is useful& increases student be introduced during 2008 (also EHSAS) PAT’s? achievement outcomes Continue to refine Classroom Manager Align with EHSAS assessment goals application Collate student achievement data to provide basis for annual targets: 1.5 To identify Gifted & Talented students & Ensure school based identification criteria ensure programmes challenge their learning used by Class t’s. 1.6 To identify students at risk and ensure Use IEP system as appropriate programmes in place to improve their Allocate appropriate support hours – Teacher- opportunity aide / RTLB / GSE / IEP’s 1.7 To provide opportunities for regular Ensure programmes are developing identified Review programme survey community to physical activity that develops skills and skills. Introduce MOE document ‘Physical ensure meets needs promotes health activity for healthy confident kids’ 1.8 To align and implement EHSAS goals (see EHSAS action plans attached EHSAS action plans)
  24. 24. Cluster ‘Launch’ day – all teachers from the cluster attended Opportunity for meeting, sharing, talking, learning, questioning, clarifying Choice of Lead teacher – ability to lead, guide, communicate, plan, motivate Initial surveys show position at start of contract and follow up surveys indicate increased capability
  25. 25. Creating a community of practice for teacher learning @ Takapuna Primary Staff meetings & five minute sharing / professional readings Expected attendance @ scheduled Cluster meetings Performance agreements (example) Focus groups = ICT / Assessment / Inquiry / goals supporting the school goals Wonderful Facilitator support Online support and development Frustrations associated with technical aspects Peer support Offering of lunchtime training options School intranet / investigating LMS
  26. 26. PERFORMANCE DEVELOPMENT OBJECTIVES Name: TW Date: Term 2, 2007 Performance Dimensions: Professional Knowledge: Teaching Techniques: Motivation of Students: Classroom Management: Communication: Support and Co-operation with Colleagues: Contribution to Wider School Activities: Goals Actions, Indicators and Timeframes Support Needed Next Steps Personal Goals •Lead investigation and introduction of e-portfolios in •EHSAS lead teachers How do we want to use portfolios 1.Review & establish new ways of developing and using Middle syndicate •Fiona Grant in 2008? •Feedback from parents. Investigate e-portfolios in other student portfolios. •Review current portfolio practice by surveying teaching schools. staff. •Liaise with EHSAS to review portfolio practice undertaken at other schools •Feedback to staff Team Goal (on student performance outcomes) Log books used to inform – 1.Develop a reading log so each teacher can track their •Reading logs set up in Term1, 2007. •Share L.O.’s across syndicate so not all writing own. Reading tracking sheets students’ reading progress and show improvements •Using logs on a regular basis by end of Term 2. •Regular feed back to syndicate – what is working well, how C.M. entries 2.To up skill across the syndicate on Mimeo use, to •Feedback to team evidence of student achievement through can we support each other Reports enhance teaching programmes. (Cross-curricular) log book. •K. D. and S.B. to trial Mimeo first and feedback in Feedback to parents •Integrated regularly into some classroom programmes syndicate meetings. Be able to identify successful use – across syndicate by end of 2007. •T.W. to trial later in year. e.g. brainstorming, sequencing etc… •Confident use of the Mimeo by all teachers in syndicate. •Support each other when training to use Mimeo. •Support from other teachers in school more experienced. School Goals Observations of good practice in other schools as appropriate 1.Full participation in EHSAS contract •Take part in EHSAS sport day (Term 2) and other joint •Guidance from S.B. as EHSAS lead teacher. 2.Full participation in ICT contract ventures. •Joyce Reeves to support Assessment Focus Group •Participate effectively in designated Focus Groups. •Support from other schools •Team to develop e-portfolios with students in our •Team support and guidance syndicate •Fiona Grant •Feedback from parents (end of 2007) •Team to undertake action research on e-portfolios and feedback to school/ ICT cluster.
  27. 27. 2007: Teacher inquiry ‘action learning’ requirement – • Part of teacher’s performance agreement – • Trial and development of e-portfolios in one syndicate • Visit via wiki – include parent survey • Process – staff discussion about current model portfolios • Attendance at 2006 ‘ULearn’ Conference workshop on e-portfolios • Development by Middle syndicate through 2007 • What’s in store for 2008? Where to next? • Involvement of leadership, support, readings, discussion, staff meeting reflections • Sharing leadership, providing opportunities for teachers to take on new roles, sustaining the growth
  28. 28. What has been the impact of our changed actions?

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