Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Volcanics - sustainability


Published on

Factors required for clusters to successfully go forward into the future, i.e. become sustainable

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

Volcanics - sustainability

  1. 1. An Online Learning Community
  2. 2. Whakapapa <ul><li>Began as an ICT PD cluster in 2003 </li></ul><ul><li>Cluster characterised by major upheavals in some member schools – changes in principals, two schools amalgamated into an area school and a Y7 to 10 College, and two schools with commissioners. Half of the cluster schools were just trying to survive. </li></ul><ul><li>Turning point was end of 2005 (and ICT PD contract), when cluster schools committed to funding a full time position for eLearning and Video conferencing. </li></ul>
  3. 3. Whakapapa (cont) <ul><li>Cluster self-sustaining for 2006 and 2007 </li></ul><ul><li>Obtained EHSAS project funding for 2008 to 2012. Logical next step – moving from learning ICT skills, to applying ICT skills to learning and improving student achievement. </li></ul><ul><li>Cluster also receiving support through the eLearning Cluster Leadership Fund for 2008 and 2009. </li></ul>
  4. 4. Challenges Leadership and changes in leadership Infrastructure and resources Funding Affecting staff change Changing the Pedagogy Real Collaboration between Schools Establishing committed cluster members
  5. 5. Elluminate Live! - DEANZ SESSIONS 20/05/2008 15:50:42 Essential Elements for e-learning success Andrew Higgins
  6. 6. Solutions <ul><li>Cluster schools have a set of common values and shared beliefs. </li></ul><ul><li>Each school in the cluster sees value in it being part of the cluster </li></ul><ul><li>Leadership in all schools are committed to the cluster and are prepared to resource cluster initiatives. Cluster leadership draw up a cluster vision and objectives. </li></ul><ul><li>Someone appointed to “drive” the cluster. Reports to leadership team. </li></ul><ul><li>Changes in Pedagogy and Practice are school wide and linked to teacher appraisal. Driven by HOD’s, etc. </li></ul><ul><li>All change is supported by PD. </li></ul><ul><li>Each school draws up an annual learning plan or vision which is aligned with the cluster vision. This is evaluated at the end of each year. </li></ul>
  7. 7. Solutions (Cont) <ul><li>Evaluations reported back to cluster leadership. Leadership team should meet twice a term. Induction process for new principals joining the team. </li></ul><ul><li>Establish a cluster website and identity. Ensure schools and their extended communities identify with the cluster. </li></ul><ul><li>Promote collaboration through cross cluster curriculum meetings and special interest group meetings, e.g. GATE, careers, counsellors, Inquiry Learning. Have common assessment tasks and share results. Peer observation between schools </li></ul><ul><li>The use of ICT forms part of formal lesson planning and schemes. </li></ul><ul><li>ICT infrastructural development is based on the needs of the learning vision. It is specifically budgeted for and forms part of an extended 5 to 10 year development plan </li></ul>
  8. 8. Cluster Cluster Leadership (Principals) New Principal induction process Cluster Vision, Goals and Values ePrincipal Schools’ Learning vision includes cluster goals. Plan includes ICT vision for Learning. Lead and modelled by SLT. Appraisal Funding PD Professional Learning groups Cluster collaboration Evaluation STUDENTS