This document provides a quarterly update on the GP-AP Schools Learning Programme from March 2014. It describes the formation of 5 communities of practice across 4 subject areas involving 5 GP schools and 14 AP schools. Key aspects of the program include 40 hours of research partner support for each GP school, 30 hours of common professional development for teachers, and the goal of having at least one unit/topic designed or refined per school. Intended outcomes include the development of 5 ICT-pedagogical models from GP schools and 19 sets of action research findings from both GP and AP schools.

1. GP-AP Schools Learning
Programme
Quarterly Update
March 2014

2. GP-AP Schools Learning Programme
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5 CoPs formed in 4 subject areas involving 5 GP schools and 14 AP schools
40h RP support for each GP school & 20h RP support for each AP
30h common PD per teacher
4-6 teachers involved in programme per school
At least 1 unit/ topic designed/refined per school
Total of 5 ICT-pedagogical models from GP schools (by end 2014)
Total 19 sets of AR findings from GP & AP schools (by end 2014)
Process Indicators
Aim
Approach
Strategies
Outcome Indicators
Evenness in system and
enactment of ICT practices
Co-ownership
Formation of communities
of practice
How do school s adapt
practice into own system?
Research-based evidences
Categorise good practices
around learning themes
How are teachers’ ICT design
competencies strengthened?
Align the adapted practice
to school’s practice
How do CoPs facilitate the
above? Is there coownership?
Supporting schools;
development of ICTpedagogical models
Leverage existing
platforms to strengthen
teachers’ ICT design
competencies
Affirm & multiply schools’
efforts
Do learning themes help us
to understand practice
better? Lad to development
of ICT-pedagogical models?

3. GP-AP Schools Learning Programme
•
•
•
•
•
•
•
5 CoPs formed in 4 subject areas involving 5 GP schools and 14 AP schools
40h RP support for each GP school & 20h RP support for each AP
30h common PD per teacher
4-6 teachers involved in programme per school
At least 1 unit/ topic designed/refined per school
Total of 5 ICT-pedagogical models from GP schools (by end 2014)
Total 19 sets of AR findings from GP & AP schools (by end 2014)
Process Indicators
Aim
Approach
Strategies
Outcome Indicators
Evenness in system and
enactment of ICT practices
Co-ownership
Formation of communities
of practice
How do school s adapt
practice into own system?
Research-based evidences
Categorise good practices
around learning themes
How are teachers’ ICT design
competencies strengthened?
Align the adapted practice
to school’s practice
How do CoPs facilitate the
above? Is there coownership?
Supporting schools;
development of ICTpedagogical models
Leverage existing
platforms to strengthen
teachers’ ICT design
competencies
Affirm & multiply schools’
efforts
Do learning themes help us
to understand practice
better? Lad to development
of ICT-pedagogical models?

4. GP-AP Schools Learning Programme
Outcome Indicators
How do schools adapt practice into
own system?
How are teachers’ ICT design
competencies strengthened?
How do CoPs facilitate the above? Is
there co-ownership?
Evidence
T1/2 Reference made to existing school process (captured via NOM)
T2/T3 Lesson design process
T2/3 Self-reflection of impact of PD sessions on his/ her competency
T2/3 Conversation (captured via NOM) of teachers in designing
process
T2/T4 SL MY/EY report  evidence of strengthening of teacher
competency
T2/3/4 Reference made to learning made (either by ETO or school) on
learning from CoP (captured via NOM)
Do learning themes help us to
understand practice better? Lead to
development of ICT-pedagogical
models?
T2/3 Similar ideas derived as part of unit/topic planning & critique
T3/4 Evidence of how the practice has enhanced the theme. ETOs’
evaluation

5. Stages of Implementation
4 key stages in this programme:
1. Plan
• Plan I - Contextualising Practice to the school
• Plan II - Planning for implementation
2. Act & Observe
• Adapting Practice- Designing and Testing the Adapted Practice
• Adapting Practice - Implementation and Data collection
3. Reflect
• Adapting Practice - Review and analyse results
• GP-AP Learning Symposium - Classroom Practices

6. Design
Define the activities,
technologies, group processes
and roles that will support the
community’s goals
• Communicate the purpose, goals and vision of the CoP through a vision
statement
• Identify the major topic areas for community content & exploration
• Identify a core team of contributors. Are there other roles that the other
members can play? What role do you play?
• Design a series of synchronous and asynchronous scenarios for schools to
contribute based on the identified major areas. Do we then need more f2f
CoP time?
• Lay out a tentative schedule for the community.

7. Celebrate Success
‘Making the Undesirable Desirable’
• Create new experiences
• Create new motives

8. Prototype
Pilot the community with a select
group of key stakeholders to gain
commitment, test assumptions, refine
the strategy, and establish a success
story.
• Study the best practice and identify vital behaviours (e.g. teachers’
mindset/ process implementation of adaptation of practice) that sets itself
apart from the rest. Tell the whole story & make it authentic.
• Try this out with a ready school in your CoP. Measure the presence/absence
of the vital behaviour and see if this is transferable.
• What is the most appropriate technology to support the sharing of the
development of the identified topic area of your CoP?
• Facilitate conversation among other schools to encourage them to share
and explore together.
• Capture shifts in conversation to reflect:
– How AP schools adapt GP school’s practice
– Enhancement in teacher competency