Principals briefing feb 2011
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The document discusses plans to further implement the Ultranet digital learning platform in Victorian schools in 2011. It will prioritize bringing all users onboard and supporting teachers to integrate Ultranet into classroom practice. It also announces professional learning days on using iPads for learning and developing Ultranet implementation plans, and mentions releasing a checklist survey to identify training needs.
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1. Log into the Fuse website using your teacher login and upload the video file, providing a name and description.
2. Once uploaded, copy the embed code below the video.
3. Paste the embed code into the wiki or blog post on Ultranet and save. The video will then be displayed on the Ultranet page.
Ultranet at nhs 2012
The document discusses the Ultranet, an online learning management system used in Victorian government schools. It provides an introduction to the Ultranet team at NHS and describes key features of the Ultranet, including spaces for design, collaborative learning, and the community. It also notes that NHS is participating in a lighthouse project to help teachers and students effectively use the Ultranet and support a 1:1 computer program, with findings shared with other schools. Examples of potential school focuses and uses of design and collaborative spaces on the Ultranet are also provided.
Learning intentions prins.ppt
The document discusses the implementation of learning intentions at John Fawkner College. It formed a teaching and learning team to build a consistent approach using learning intentions in all classrooms. The team highlighted research showing that clear learning intentions improved student achievement. It surveyed staff and students, challenged resistance, supported teachers, and created accountability through observation and reviews. The goal was to establish clear, consistent, and explicit learning intentions as a whole-school approach based on research showing their educational benefits.
Banyule
The document discusses driving change in education through innovation. It notes that current practices may not be working as well as they could given changes in students' expectations and preferences. Students prefer learning with peers and through practical activities rather than copying from boards. Theories of action are proposed for whole schools and individual teachers to foster curiosity and achievement, including setting high expectations, using inquiry-based learning, establishing teaching protocols, and incorporating feedback and collaborative work. Precise teaching tailored to individual students is advocated to better engage and personalize learning.
Motion leadership
Jamie Oliver took on the challenge of improving school meals across 60 schools and 20,000 students in Greenwich. This required building relationships to overcome fears of change and risk taking. Oliver focused on a few key changes through behavior change and continuous learning. He increased transparency to build accountability and empowered peers to work together towards their shared goals of improving school meals.
Kotters change and jamie
This document outlines Kotter's 8-step model for leading change and discusses how Jamie Oliver implemented school dinner reforms. It recommends matching Oliver's actions to Kotter's model, identifying steps that could be improved. Leaders are asked to reflect on a current change effort, list strategies used, and determine how to strengthen areas like establishing urgency, empowering stakeholders, and securing short-term wins.
Pp feedbac kpresbanyulenetworkversion3
The document provides guidance on giving and receiving constructive feedback in order to improve outcomes. It discusses establishing moral purpose and ethical leadership, making decisions based on student impact, and acknowledging positive feedback. Guidelines are given for giving constructive feedback, including maintaining respect, focusing on solutions, and asking for responses. Challenges like resistance to change and defensiveness are addressed. Requesting feedback from others as a leader is also covered. The overall message is that constructive feedback done well can be a positive learning experience for improvement.
Literacy walk banyule network
Literacy Walks are designed to improve literacy teaching and student achievement through focussed classroom observations. A Literacy Walk involves a small team visiting classrooms to observe literacy practices for 15 minutes each. The team collects evidence on classroom environment, student work and teacher practices without judgement. After each visit, the team discusses their observations to identify strengths and questions, then provides feedback to teachers to guide professional learning. The goal is for schools to engage in ongoing reflective practice through Literacy Walks to continuously improve literacy instruction.
Observations types
This document describes several types of classroom observations that can be implemented in schools to improve teaching and learning: instructional rounds, literacy/numeracy walks, Japanese lesson study, peer observations/triads, peer shadowing/mentoring, and coaching. For each observation type, the document provides details on purpose, process, considerations for implementation, and potential resources. It suggests that schools select a focus, determine protocols, and allocate time for observation cycles, debriefing, and follow-up in order to successfully adopt these observation strategies.
Observations Types
This document outlines different types of classroom observation methods and provides details on how each could be implemented. It discusses instructional rounds, literacy/numeracy walks, Japanese lesson study, peer observations, peer shadowing, and coaching. For each observation type, the document describes the purpose, process, considerations for implementation, and potential benefits. It suggests that schools select a focus, establish protocols, and allocate time for observation as well as pre-briefings, debriefings and feedback when implementing these strategies.
Triads and pl ts
This document discusses triads and professional learning teams (PLTs) and their purpose and processes. It explains that a triad involves 3 teachers focusing on improving teaching practice through reciprocal classroom observations and feedback, while a PLT involves a larger group using data to investigate and evaluate teaching strategies to improve student outcomes. Both aim to develop teacher efficacy. The document provides guidance on forming triads, the observation and feedback process, and organizing the work of the triad to support teacher reflection and development of pedagogical skills.
Literacy walk framework sept 07 final
The 9-step literacy walk framework provides a structured process for conducting classroom observations to improve literacy teaching and learning. The framework involves preparing teachers, conducting classroom visits with a small team, discussing observations, and providing feedback. The purpose is to identify effective practices, areas for development, and support teacher growth through collaborative reflection.
Exportingandimportingacompletespace
1. To export a complete space, go to Actions > Manage Pages and select Export. This will export the space along with all pages and permissions to a .lar file that can be imported elsewhere.
2. It is best to create the space in the area it will be imported to avoid issues with mismatched banners.
3. To import the exported space, create a new space, go to Manage Pages and select Import to browse and select the .lar file. The imported space and all pages will be added.
Edutrack n378980 v1_i_pad_for_learning_classroom_ideas_final_low_res_(2)[1]
The document provides guidance for teachers on integrating iPads into classroom learning. It discusses establishing cybersafe classrooms and reinforcing cybersafety processes through home-school partnerships. It also introduces the "Me We See" framework for considering online spaces and communities. Teachers are encouraged to regularly focus on safe and responsible internet use and to explore how these practices can be supported between home and school.
Principals briefing feb 2011
The document discusses plans to further implement the Ultranet digital learning platform in Victorian schools in 2011. It will prioritize bringing all users onboard and supporting teachers to integrate Ultranet into classroom practice. It also announces professional learning days on using iPads for learning and developing Ultranet implementation plans, and provides registration numbers for casual staff and school visitors who use Ultranet.
Principals briefing feb 2011
The document discusses plans for implementing iPads and the Ultranet system in schools. It notes that in 2011 the focus will shift to fully implementing Ultranet by ensuring all users have access and supporting teachers in integrating it into classroom lessons. It also mentions an upcoming implementation planning day and that a survey was conducted to identify training needs to help schools effectively adopt Ultranet.
Generating parent guardian welcome letters
This document provides instructions for generating and printing parent/guardian welcome letters in the Identity and Access Management system. It discusses the different types of welcome letters that can be generated based on a student's living arrangements. The steps to access the delegated administrator application and select the task to generate letters are outlined. Important tips are provided around updating student information, generating letters in batches, printing and distributing the letters securely to the appropriate parents/guardians.
Parent quick-guides
The document provides a 7-step process for parents/guardians to log in to the Ultranet for the first time:
1. Obtain a welcome letter from the school with a unique key
2. Enter email details and accept terms and conditions on the Ultranet website
3. Enter the unique key and student details
4. Complete personal details and set up security questions
5. Set up an account with a secure password
6. Check email for a confirmation link and activate the account
7. Log in to the Ultranet with username and password
Portal admin elluminate
Power point from Ultranet Portal Administration elluminate session on the 2nd and 9th of December 2010
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Edutrack n378980 v1_i_pad_for_learning_classroom_ideas_final_low_res_(2)[1]
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Principals briefing feb 2011
- 1. Principals Briefing February 2011
- 4. Registration up to 7 th February Casual staff: 96 School Visitor: 28
- 6. Proxy Setting - IE8 and exceptions
Editor's Notes
- 500.000 students 800,000 parents
- Web proxy configuration- really an ISSUE 50% of the traffic not configured properly When it goes thru internet connection(100MB) rather than VicSmart(1GB) and two GB as of 12th Feb.
- Web proxy configuration- really an ISSUE 50% of the traffic not configured properly When it goes thru internet connection(100MB) rather than VicSmart(1GB) and two GB as of 12th Feb. When at home using the 100MB internet but ITD looking at that Issue with both servers and devices Have list of schools and individual teachers and ITD contact schools on a daily basis