The document provides biographical information about Mary Rivers, including her education credentials in teaching and a focus on e-learning, as well as her extensive teaching experience implementing innovative ICT practices and a strong focus on inquiry, thinking, and leadership in professional development. It also outlines her role as an ICT facilitator delivering professional development to help teachers implement effective pedagogy using ICT for 21st century learners.
Am iris aide memoir - final version landscape[1]projetosinclusao
O IRIS (Melhoria através da Investigação na Escola Inclusiva) é um Projecto
Comenius Europeu com o foco na Inclusão e nos progressos escolares,
abrangendo todas as crianças numa escola para todos. O Projecto IRIS
iniciou-se no fim de 2006 e termina em 1 de Outubro de 2009. A Áustria e
a Bélgica coordenam as actividades do Projecto. A equipa Projecto IRIS é
composta por 7 parceiros a trabalhar em grupos temáticos e os membros
do grupo têm mudado, bem como os sistemas evoluído. Toda a equipa
do Projecto se reúne de 6 em 6 meses para partilhar informação sobre o
desenvolvimento, como um todo colaborativo.
Master powerpoint presentation from the 3th Annual Learning Outside the Classroom conference entitled 'Striving for Excellence in LOtC'.
The presentation containts slides from Robin Hammerton, HMI to Ofsted, Lesley Biddle from Western Springs Primary School and David Exeter from Macmillan Academy.
Acton Academy Columbus Private School KitVarun Bhatia
Acton Academy Columbus is a private, project-based learner-driven elementary school. We aim to create a positive, growth mindset environment in order to develop curious, independent students who find great joy in creating, learning, and collaborating in a tight knit community while discovering their own personal gifts and talents.
Am iris aide memoir - final version landscape[1]projetosinclusao
O IRIS (Melhoria através da Investigação na Escola Inclusiva) é um Projecto
Comenius Europeu com o foco na Inclusão e nos progressos escolares,
abrangendo todas as crianças numa escola para todos. O Projecto IRIS
iniciou-se no fim de 2006 e termina em 1 de Outubro de 2009. A Áustria e
a Bélgica coordenam as actividades do Projecto. A equipa Projecto IRIS é
composta por 7 parceiros a trabalhar em grupos temáticos e os membros
do grupo têm mudado, bem como os sistemas evoluído. Toda a equipa
do Projecto se reúne de 6 em 6 meses para partilhar informação sobre o
desenvolvimento, como um todo colaborativo.
Master powerpoint presentation from the 3th Annual Learning Outside the Classroom conference entitled 'Striving for Excellence in LOtC'.
The presentation containts slides from Robin Hammerton, HMI to Ofsted, Lesley Biddle from Western Springs Primary School and David Exeter from Macmillan Academy.
Acton Academy Columbus Private School KitVarun Bhatia
Acton Academy Columbus is a private, project-based learner-driven elementary school. We aim to create a positive, growth mindset environment in order to develop curious, independent students who find great joy in creating, learning, and collaborating in a tight knit community while discovering their own personal gifts and talents.
Educon International School (EIS) is a progressive Living school which is child centered, co-educational private school committed to providing quality education. Educon International School follows the Indian Certificate of Secondary Education (ICSE) curriculum integrated with education for Global Citizenship.
EIS envisages the concept of Play based learning as the soul of their well-researched curriculum and Teaching learning Pedagogies. This purposeful play based early learning sets the stage for future learning, health and well being.
An over view give to members of UNESCO of the Scottish education curriculum and how enterprise makes a significant contribution to underpinning the new Curriculum for Excellence
Seeking for the Best School in Noida? If yes, then you have come to the right place. ASPAM Scottish School has emerged as the most outstanding place for education where your kid is secure and learns ample of new things. Not only academics, we encourage kids to actively participate in non-academics.
Educon International School (EIS) is a progressive Living school which is child centered, co-educational private school committed to providing quality education. Educon International School follows the Indian Certificate of Secondary Education (ICSE) curriculum integrated with education for Global Citizenship.
EIS envisages the concept of Play based learning as the soul of their well-researched curriculum and Teaching learning Pedagogies. This purposeful play based early learning sets the stage for future learning, health and well being.
An over view give to members of UNESCO of the Scottish education curriculum and how enterprise makes a significant contribution to underpinning the new Curriculum for Excellence
Seeking for the Best School in Noida? If yes, then you have come to the right place. ASPAM Scottish School has emerged as the most outstanding place for education where your kid is secure and learns ample of new things. Not only academics, we encourage kids to actively participate in non-academics.
ASPAM Scottish School is perhaps the Best School in Noida. We have exceptionally proficient and capable faculty members to teach different subjects that are instructed in our school. We put emphasis on child development as well as overall personality. Our school follows the CBSE curriculum. We have a good number of students studying at our place
North Hertfordshire College (www.nhc.ac.uk) is a large general further education
college in England with just over 4,000 students aged 16 to 18 and around 10,000
adults.
The college is located across the towns of Stevenage, Hitchin and Letchworth,
serving a population of around 200,000 people.
The college is transforming its approach to education and training to address the
growing gap between the knowledge and skills learned in school and college and those required by a rapidly changing, uncertain and fragmented workplace. It is developing its ideas in collaboration with colleges from across the country, and using leading
research in the field to address the needs of students from different backgrounds and
to coordinate the needs of both students and their local communities. The approach
requires a radical review of teacher training and development. It is founded on the development of a new pedagogical framework which will, predominantly, be a blended learning model.
The college is on a journey leading to a whole college transformation where students
will learn in a visually stimulating and collaborative environment, utilising the latest
Information and Communication Technologies and where learning will be an
experience developed with and shared by tutors and students. The college, through a targeted induction programme, will ensure all students are on the right level of the
right course for them and, in the process, will learn about their individual capabilities
and ambitions enabling it to guide the student on a truly personalised journey through
their education. Its ambition is to change the education paradigm of vocational and
Lifelong Learning-articulating, in practice, the research set out by, amongst others,
Sugata Mitra and Sir Ken Robinson.
The presentation that will be research-based but grounded in its application in the
classroom and in college initiatives for teacher training and development. It will be
informative, practical, challenging and provocative.
4. Education
Graduated with a B. Ed (Teaching - Primary) 2000 as a
Massey Scholar
Currently studying for Post-Graduate Diploma (leading to
Masters) in Education - focus on E-Learning
5. Education
Graduated with a B. Ed (Teaching - Primary) 2000 as a
Massey Scholar
Currently studying for Post-Graduate Diploma (leading to
Masters) in Education - focus on E-Learning
This year the papers I will be completing for this Degree are:
* Facing Big Questions In Education
6. Education
Graduated with a B. Ed (Teaching - Primary) 2000 as a
Massey Scholar
Currently studying for Post-Graduate Diploma (leading to
Masters) in Education - focus on E-Learning
This year the papers I will be completing for this Degree are:
* Facing Big Questions In Education
* Instructional Design for E-Learning
9. Teaching Experience
Owairaka District Primary - Mt Albert,
Auckland
Low decile, central Auckland multi-cultural school
10. Teaching Experience
Owairaka District Primary - Mt Albert,
Auckland
Low decile, central Auckland multi-cultural school
11. Teaching Experience
Owairaka District Primary - Mt Albert,
Auckland
Low decile, central Auckland multi-cultural school
Summerland Primary - Henderson Heights, Auckland
12. Teaching Experience
Owairaka District Primary - Mt Albert,
Auckland
Low decile, central Auckland multi-cultural school
Summerland Primary - Henderson Heights, Auckland
* Innovative use of ICT
13. Teaching Experience
Owairaka District Primary - Mt Albert,
Auckland
Low decile, central Auckland multi-cultural school
Summerland Primary - Henderson Heights, Auckland
* Innovative use of ICT
* Apple Bus Tour School
14. Teaching Experience
Owairaka District Primary - Mt Albert,
Auckland
Low decile, central Auckland multi-cultural school
Summerland Primary - Henderson Heights, Auckland
* Innovative use of ICT
* Apple Bus Tour School
* Apple Bus Tour Attendee
15. Teaching Experience
Owairaka District Primary - Mt Albert,
Auckland
Low decile, central Auckland multi-cultural school
Summerland Primary - Henderson Heights, Auckland
* Innovative use of ICT
* Apple Bus Tour School
* Apple Bus Tour Attendee
* Staff PD trip to lead ICT and Inquiry schools in Adelaide
16. Teaching Experience
Owairaka District Primary - Mt Albert,
Auckland
Low decile, central Auckland multi-cultural school
Summerland Primary - Henderson Heights, Auckland
* Innovative use of ICT
* Apple Bus Tour School
* Apple Bus Tour Attendee
* Staff PD trip to lead ICT and Inquiry schools in Adelaide
* Strong focus, PD and leadership in Inquiry, Thinking and ICT
17. Teaching Experience
Owairaka District Primary - Mt Albert,
Auckland
Low decile, central Auckland multi-cultural school
Summerland Primary - Henderson Heights, Auckland
* Innovative use of ICT
* Apple Bus Tour School
* Apple Bus Tour Attendee
* Staff PD trip to lead ICT and Inquiry schools in Adelaide
* Strong focus, PD and leadership in Inquiry, Thinking and ICT
* PD from leading Australasian educators eg, Michael Pohl, Laine Clarke, Julia Aitken
18. Teaching Experience
Owairaka District Primary - Mt Albert,
Auckland
Low decile, central Auckland multi-cultural school
Summerland Primary - Henderson Heights, Auckland
* Innovative use of ICT
* Apple Bus Tour School
* Apple Bus Tour Attendee
* Staff PD trip to lead ICT and Inquiry schools in Adelaide
* Strong focus, PD and leadership in Inquiry, Thinking and ICT
* PD from leading Australasian educators eg, Michael Pohl, Laine Clarke, Julia Aitken
23. Teaching Experience...
Most Recently I have worked in:
Russell Street School
Westmount School
Whakarongo School
24. Teaching Experience...
Most Recently I have worked in:
Russell Street School
Westmount School
Whakarongo School
Teaching children from Year levels 4-7
25. Teaching Experience...
Most Recently I have worked in:
Russell Street School
Westmount School
Whakarongo School
Teaching children from Year levels 4-7
My teaching experience has also involved:
26. Teaching Experience...
Most Recently I have worked in:
Russell Street School
Westmount School
Whakarongo School
Teaching children from Year levels 4-7
My teaching experience has also involved:
Setting up and teaching a ‘digital classroom’
27. Teaching Experience...
Most Recently I have worked in:
Russell Street School
Westmount School
Whakarongo School
Teaching children from Year levels 4-7
My teaching experience has also involved:
Setting up and teaching a ‘digital classroom’
Setting up and establishing Junior School at Westmount
28. Teaching Experience...
Most Recently I have worked in:
Russell Street School
Westmount School
Whakarongo School
Teaching children from Year levels 4-7
My teaching experience has also involved:
Setting up and teaching a ‘digital classroom’
Setting up and establishing Junior School at Westmount
Management of ESOL and joint co-ordination of Special Needs
29. Teaching Experience...
Most Recently I have worked in:
Russell Street School
Westmount School
Whakarongo School
Teaching children from Year levels 4-7
My teaching experience has also involved:
Setting up and teaching a ‘digital classroom’
Setting up and establishing Junior School at Westmount
Management of ESOL and joint co-ordination of Special Needs
32. Passion for Education
Crabapple Tree Education
In 2009 I set up a business for two main purposes:
33. Passion for Education
Crabapple Tree Education
In 2009 I set up a business for two main purposes:
1. To publish Gifted Literacy
34. Passion for Education
Crabapple Tree Education
In 2009 I set up a business for two main purposes:
1. To publish Gifted Literacy
Currently there are very few opportunities for children who have a talent for writing
to have their work shared, views and appreciated by a wider audience. Now there
is.
35. Passion for Education
Crabapple Tree Education
In 2009 I set up a business for two main purposes:
1. To publish Gifted Literacy
Currently there are very few opportunities for children who have a talent for writing
to have their work shared, views and appreciated by a wider audience. Now there
is.
2. To share my knowledge in ICT, Inquiry and Higher Order Thinking with others
37. Facilitators Role
Deliver Professional Development - Pedagogy - so that Staff will become confident and capable implementers
of an effective pedagogy to suit the needs of 21st century learners
38. Facilitators Role
Deliver Professional Development - Pedagogy - so that Staff will become confident and capable implementers
of an effective pedagogy to suit the needs of 21st century learners
Deliver professional development and coordinate various PD across schools to enable a shared
understanding (and teacher confidence) across the cluster
39. Facilitators Role
Deliver Professional Development - Pedagogy - so that Staff will become confident and capable implementers
of an effective pedagogy to suit the needs of 21st century learners
Deliver professional development and coordinate various PD across schools to enable a shared
understanding (and teacher confidence) across the cluster
Deliver Professional Development - ICT for increased and effective use of ICT by teachers and students in
learning
40. Facilitators Role
Deliver Professional Development - Pedagogy - so that Staff will become confident and capable implementers
of an effective pedagogy to suit the needs of 21st century learners
Deliver professional development and coordinate various PD across schools to enable a shared
understanding (and teacher confidence) across the cluster
Deliver Professional Development - ICT for increased and effective use of ICT by teachers and students in
learning
Set up effective communication across cluster schools and motivate/stimulate staff through keeping the
cluster informed of meetings and maintaining the shared vision
41. Facilitators Role
Deliver Professional Development - Pedagogy - so that Staff will become confident and capable implementers
of an effective pedagogy to suit the needs of 21st century learners
Deliver professional development and coordinate various PD across schools to enable a shared
understanding (and teacher confidence) across the cluster
Deliver Professional Development - ICT for increased and effective use of ICT by teachers and students in
learning
Set up effective communication across cluster schools and motivate/stimulate staff through keeping the
cluster informed of meetings and maintaining the shared vision
Sustaining the use and development of ICT tools and pedagogies to ensure ongoing professional growth,
development and deepening of ‘ownership’ of the cluster goals
42. Facilitators Role
Deliver Professional Development - Pedagogy - so that Staff will become confident and capable implementers
of an effective pedagogy to suit the needs of 21st century learners
Deliver professional development and coordinate various PD across schools to enable a shared
understanding (and teacher confidence) across the cluster
Deliver Professional Development - ICT for increased and effective use of ICT by teachers and students in
learning
Set up effective communication across cluster schools and motivate/stimulate staff through keeping the
cluster informed of meetings and maintaining the shared vision
Sustaining the use and development of ICT tools and pedagogies to ensure ongoing professional growth,
development and deepening of ‘ownership’ of the cluster goals
Liaise with other clusters to ensure sharing across the clusters with the introduction and implementation of
shared ideas
43. Facilitators Role
Deliver Professional Development - Pedagogy - so that Staff will become confident and capable implementers
of an effective pedagogy to suit the needs of 21st century learners
Deliver professional development and coordinate various PD across schools to enable a shared
understanding (and teacher confidence) across the cluster
Deliver Professional Development - ICT for increased and effective use of ICT by teachers and students in
learning
Set up effective communication across cluster schools and motivate/stimulate staff through keeping the
cluster informed of meetings and maintaining the shared vision
Sustaining the use and development of ICT tools and pedagogies to ensure ongoing professional growth,
development and deepening of ‘ownership’ of the cluster goals
Liaise with other clusters to ensure sharing across the clusters with the introduction and implementation of
shared ideas
Collect evidence and data to reflect an improvement in pedagogy of ICT use
44. Facilitators Role
Deliver Professional Development - Pedagogy - so that Staff will become confident and capable implementers
of an effective pedagogy to suit the needs of 21st century learners
Deliver professional development and coordinate various PD across schools to enable a shared
understanding (and teacher confidence) across the cluster
Deliver Professional Development - ICT for increased and effective use of ICT by teachers and students in
learning
Set up effective communication across cluster schools and motivate/stimulate staff through keeping the
cluster informed of meetings and maintaining the shared vision
Sustaining the use and development of ICT tools and pedagogies to ensure ongoing professional growth,
development and deepening of ‘ownership’ of the cluster goals
Liaise with other clusters to ensure sharing across the clusters with the introduction and implementation of
shared ideas
Collect evidence and data to reflect an improvement in pedagogy of ICT use
Work with School Cluster to establish a three year strategic plan which enables effective use of ICT to enhance
learning
45. Facilitators Role
Deliver Professional Development - Pedagogy - so that Staff will become confident and capable implementers
of an effective pedagogy to suit the needs of 21st century learners
Deliver professional development and coordinate various PD across schools to enable a shared
understanding (and teacher confidence) across the cluster
Deliver Professional Development - ICT for increased and effective use of ICT by teachers and students in
learning
Set up effective communication across cluster schools and motivate/stimulate staff through keeping the
cluster informed of meetings and maintaining the shared vision
Sustaining the use and development of ICT tools and pedagogies to ensure ongoing professional growth,
development and deepening of ‘ownership’ of the cluster goals
Liaise with other clusters to ensure sharing across the clusters with the introduction and implementation of
shared ideas
Collect evidence and data to reflect an improvement in pedagogy of ICT use
Work with School Cluster to establish a three year strategic plan which enables effective use of ICT to enhance
learning
To provide in-class support through regular visits to all classrooms
47. Lead Teachers
The pivotal role of ensuring delivery of quality Professional Development for
teachers and thus the positive impact on student’s learning, falls on the Lead
Teachers in each school:
48. Lead Teachers
The pivotal role of ensuring delivery of quality Professional Development for
teachers and thus the positive impact on student’s learning, falls on the Lead
Teachers in each school:
St James Catholic School: Caroline Paynter
49. Lead Teachers
The pivotal role of ensuring delivery of quality Professional Development for
teachers and thus the positive impact on student’s learning, falls on the Lead
Teachers in each school:
St James Catholic School: Caroline Paynter
Kumeroa-Hopelands School: Moni Donaldson
50. Lead Teachers
The pivotal role of ensuring delivery of quality Professional Development for
teachers and thus the positive impact on student’s learning, falls on the Lead
Teachers in each school:
St James Catholic School: Caroline Paynter
Kumeroa-Hopelands School: Moni Donaldson
Somerset Crescent School: Matt Howard
51. Lead Teachers
The pivotal role of ensuring delivery of quality Professional Development for
teachers and thus the positive impact on student’s learning, falls on the Lead
Teachers in each school:
St James Catholic School: Caroline Paynter
Kumeroa-Hopelands School: Moni Donaldson
Somerset Crescent School: Matt Howard
Tony Greer
52. Lead Teachers
The pivotal role of ensuring delivery of quality Professional Development for
teachers and thus the positive impact on student’s learning, falls on the Lead
Teachers in each school:
St James Catholic School: Caroline Paynter
Kumeroa-Hopelands School: Moni Donaldson
Somerset Crescent School: Matt Howard
Tony Greer
Terrace End School: Kris Funnell
53. Lead Teachers
The pivotal role of ensuring delivery of quality Professional Development for
teachers and thus the positive impact on student’s learning, falls on the Lead
Teachers in each school:
St James Catholic School: Caroline Paynter
Kumeroa-Hopelands School: Moni Donaldson
Somerset Crescent School: Matt Howard
Tony Greer
Terrace End School: Kris Funnell
Aokautere School: Maria Dacre
54. Lead Teachers
The pivotal role of ensuring delivery of quality Professional Development for
teachers and thus the positive impact on student’s learning, falls on the Lead
Teachers in each school:
St James Catholic School: Caroline Paynter
Kumeroa-Hopelands School: Moni Donaldson
Somerset Crescent School: Matt Howard
Tony Greer
Terrace End School: Kris Funnell
Aokautere School: Maria Dacre
Linton Country School: Susan Thompson