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WELCOME TO THE MANTAR CLUSTER 2010 - 2012
TENA KOUTOU KATOA
TENA KOUTOU KATOA What do we want for our young people?
TENA KOUTOU KATOA What do we want for our young people? Who and what is Mantar?
TENA KOUTOU KATOA What do we want for our young people? Who and what is Mantar? Cluster funding
TENA KOUTOU KATOA What do we want for our young people? Who and what is Mantar? Cluster funding What does this mean for teachers?
TENA KOUTOU KATOA What do we want for our young people? Who and what is Mantar? Cluster funding What does this mean for teachers? How will we do this?
TENA KOUTOU KATOA What do we want for our young people? Who and what is Mantar? Cluster funding What does this mean for teachers? How will we do this? What does this mean for our children?
TENA KOUTOU KATOA What do we want for our young people? Who and what is Mantar? Cluster funding What does this mean for teachers? How will we do this? What does this mean for our children? How do teachers make it happen?
TENA KOUTOU KATOA What do we want for our young people? Who and what is Mantar? Cluster funding What does this mean for teachers? How will we do this? What does this mean for our children? How do teachers make it happen? What does this mean for families?
TENA KOUTOU KATOA What do we want for our young people? Who and what is Mantar? Cluster funding What does this mean for teachers? How will we do this? What does this mean for our children? How do teachers make it happen? What does this mean for families? Strengthening partnerships
OUR STUDENTS
OUR STUDENTS What do we want for our young people?
OUR STUDENTS What do we want for our young people? Confident
OUR STUDENTS What do we want for our young people? Confident Connected
OUR STUDENTS What do we want for our young people? Confident Connected Actively Involved
OUR STUDENTS What do we want for our young people? Confident Connected Actively Involved Life Long Learners
OUR STUDENTS What do we want for our young people? Confident Connected Actively Involved Life Long Learners
MANTAR - WHAT IS IT?
MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua
MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua
MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua
MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua Our schools
MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua Our schools Aokautere - Val Ferry
MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua Our schools Aokautere - Val Ferry Kumeroa-Hopelands - Jo Gibbs
MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua Our schools Aokautere - Val Ferry Kumeroa-Hopelands - Jo Gibbs Linton Country - Susan Thompson
MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua Our schools Aokautere - Val Ferry Kumeroa-Hopelands - Jo Gibbs Linton Country - Susan Thompson St James - Teresa Edwards
MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua Our schools Aokautere - Val Ferry Kumeroa-Hopelands - Jo Gibbs Linton Country - Susan Thompson St James - Teresa Edwards Somerset Crescent - Robyn Tootill
MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua Our schools Aokautere - Val Ferry Kumeroa-Hopelands - Jo Gibbs Linton Country - Susan Thompson St James - Teresa Edwards Somerset Crescent - Robyn Tootill Terrace End - Sue Allomes
MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua Core-Ed Facilitator Nick Rate Our schools Aokautere - Val Ferry Kumeroa-Hopelands - Jo Gibbs Linton Country - Susan Thompson St James - Teresa Edwards Somerset Crescent - Robyn Tootill Terrace End - Sue Allomes
MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua Core-Ed Facilitator Nick Rate Our schools Aokautere - Val Ferry Kumeroa-Hopelands - Jo Gibbs Linton Country - Susan Thompson St James - Teresa Edwards Somerset Crescent - Robyn Tootill Terrace End - Sue Allomes
MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua Core-Ed Facilitator Nick Rate Our schools Aokautere - Val Ferry Kumeroa-Hopelands - Jo Gibbs Linton Country - Susan Thompson Facilitator St James - Teresa Edwards Somerset Crescent - Robyn Tootill Terrace End - Sue Allomes
MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua Core-Ed Facilitator Nick Rate Our schools Aokautere - Val Ferry Kumeroa-Hopelands - Jo Gibbs Linton Country - Susan Thompson Facilitator St James - Teresa Edwards Mary Rivers Somerset Crescent - Robyn Tootill Terrace End - Sue Allomes
CLUSTER FUNDING
CLUSTER FUNDING What Is The Background to ICT PD Cluster Funding?
CLUSTER FUNDING What Is The Background to ICT PD Cluster Funding? Ministry of Education
CLUSTER FUNDING What Is The Background to ICT PD Cluster Funding? Ministry of Education Three year contract to provide ICT professional development
CLUSTER FUNDING What Is The Background to ICT PD Cluster Funding? Ministry of Education Three year contract to provide ICT professional development Not for hardware
CLUSTER FUNDING What Is The Background to ICT PD Cluster Funding? Ministry of Education Three year contract to provide ICT professional development Not for hardware
CLUSTER FUNDING What Is The Background to ICT PD Cluster Funding? Ministry of Education Three year contract to provide ICT professional development Not for hardware National Goals:
CLUSTER FUNDING What Is The Background to ICT PD Cluster Funding? Ministry of Education Three year contract to provide ICT professional development Not for hardware National Goals: Integration of ICT
CLUSTER FUNDING What Is The Background to ICT PD Cluster Funding? Ministry of Education Three year contract to provide ICT professional development Not for hardware National Goals: Integration of ICT Increased capability
CLUSTER FUNDING What Is The Background to ICT PD Cluster Funding? Ministry of Education Three year contract to provide ICT professional development Not for hardware National Goals: Integration of ICT Increased capability Strengthened professional learning communities
CLUSTER FUNDING What Is The Background to ICT PD Cluster Funding? Ministry of Education Three year contract to provide ICT professional development Not for hardware National Goals: Integration of ICT Increased capability Strengthened professional learning communities Increased e-learning leadership
CLUSTER FUNDING What Is The Background to ICT PD Cluster Funding? Ministry of Education Three year contract to provide ICT professional development Not for hardware National Goals: Integration of ICT Increased capability Strengthened professional learning communities Increased e-learning leadership Increase school communities understanding of e-learning in education
CLUSTER FUNDING...
CLUSTER FUNDING... So, how much money did the Cluster receive?
CLUSTER FUNDING... So, how much money did the Cluster receive? Over three years, for six schools with around 40 staff
CLUSTER FUNDING... So, how much money did the Cluster receive? Over three years, for six schools with around 40 staff $ 179, 820 incl GST
CLUSTER FUNDING... So, how much money did the Cluster receive? Over three years, for six schools with around 40 staff $ 179, 820 incl GST Facilitator
CLUSTER FUNDING... So, how much money did the Cluster receive? Over three years, for six schools with around 40 staff $ 179, 820 incl GST Facilitator Project Mentor
CLUSTER FUNDING... So, how much money did the Cluster receive? Over three years, for six schools with around 40 staff $ 179, 820 incl GST Facilitator Project Mentor Conferences
CLUSTER FUNDING... So, how much money did the Cluster receive? Over three years, for six schools with around 40 staff $ 179, 820 incl GST Facilitator Project Mentor Conferences External Presenters/Speakers
CLUSTER FUNDING... So, how much money did the Cluster receive? Over three years, for six schools with around 40 staff $ 179, 820 incl GST Facilitator Project Mentor Conferences External Presenters/Speakers Teacher release
CLUSTER FUNDING... So, how much money did the Cluster receive? Over three years, for six schools with around 40 staff $ 179, 820 incl GST Facilitator Project Mentor Conferences External Presenters/Speakers Teacher release Project Leader - Teresa Edwards
CLUSTER FUNDING... So, how much money did the Cluster receive? Over three years, for six schools with around 40 staff $ 179, 820 incl GST Facilitator Project Mentor Conferences External Presenters/Speakers Teacher release Project Leader - Teresa Edwards Budget Management - Lori Hessell
CLUSTER FUNDING... So, how much money did the Cluster receive? Over three years, for six schools with around 40 staff $ 179, 820 incl GST Facilitator Project Mentor Conferences External Presenters/Speakers Teacher release Project Leader - Teresa Edwards Budget Management - Lori Hessell Office Support - Lesley Aylward
TEACHING STAFF
TEACHING STAFF What does this mean for teachers?
TEACHING STAFF What does this mean for teachers? The NZ Curriculum mandates:E-learning and pedagogy.
TEACHING STAFF What does this mean for teachers? The NZ Curriculum mandates:E-learning and pedagogy. Information and communication technology (ICT) has a major impact on the world in which young people live. Similarly e-learning (that is learning supported or facilitated by ICT) has considerable potential to support current teaching and learning appraoches
TEACHING STAFF What does this mean for teachers? The NZ Curriculum mandates:E-learning and pedagogy. Information and communication technology (ICT) has a major impact on the world in which young people live. Similarly e-learning (that is learning supported or facilitated by ICT) has considerable potential to support current teaching and learning appraoches If Our Cluster Vision is for our students’, teachers and school communities to be active seekers, users and creators of knowledge for the betterment of all, then we need to support each teacher and principal in our cluster to develop the knowledge and skills around our chosen areas of inquiry learning, information literacy and e-learning, to prepare our students for their future.
TEACHING STAFF What does this mean for teachers? The NZ Curriculum mandates:E-learning and pedagogy. Information and communication technology (ICT) has a major impact on the world in which young people live. Similarly e-learning (that is learning supported or facilitated by ICT) has considerable potential to support current teaching and learning appraoches If Our Cluster Vision is for our students’, teachers and school communities to be active seekers, users and creators of knowledge for the betterment of all, then we need to support each teacher and principal in our cluster to develop the knowledge and skills around our chosen areas of inquiry learning, information literacy and e-learning, to prepare our students for their future.
DOING IT
DOING IT How will we do this?
DOING IT How will we do this? Needs analysis survey
DOING IT How will we do this? Needs analysis survey Design of a professional development programme
DOING IT How will we do this? Needs analysis survey Design of a professional development programme Inquiry learning
DOING IT How will we do this? Needs analysis survey Design of a professional development programme Inquiry learning Information literacy and e-learning
DOING IT How will we do this? Needs analysis survey Design of a professional development programme Inquiry learning Information literacy and e-learning Professional readings
DOING IT How will we do this? Needs analysis survey Design of a professional development programme Inquiry learning Information literacy and e-learning Professional readings Research
DOING IT How will we do this? Needs analysis survey Design of a professional development programme Inquiry learning Information literacy and e-learning Professional readings Research Online professional learning community tools
DOING IT How will we do this? Needs analysis survey Design of a professional development programme Inquiry learning Information literacy and e-learning Professional readings Research Online professional learning community tools Coaching and mentoring opportunities
DOING IT How will we do this? Needs analysis survey Design of a professional development programme Inquiry learning Information literacy and e-learning Professional readings Research Online professional learning community tools Coaching and mentoring opportunities Conferences
DOING IT How will we do this? Needs analysis survey Design of a professional development programme Inquiry learning Information literacy and e-learning Professional readings Research Online professional learning community tools Coaching and mentoring opportunities Conferences Reflection
DOING IT How will we do this? Needs analysis survey Design of a professional development programme Inquiry learning Information literacy and e-learning Professional readings Research Online professional learning community tools Coaching and mentoring opportunities Conferences Reflection Quality Learning Circles
THE STUDENTS
THE STUDENTS What does this mean for our children?
THE STUDENTS What does this mean for our children? The teacher in a contemporary classroom understands…
THE STUDENTS What does this mean for our children? The teacher in a contemporary classroom understands… The more powerful technology becomes the more indispensable good
THE STUDENTS What does this mean for our children? The teacher in a contemporary classroom understands… The more powerful technology becomes the more indispensable good teachers are
THE STUDENTS What does this mean for our children? The teacher in a contemporary classroom understands… The more powerful technology becomes the more indispensable good teachers are That learners must construct their own meaning for deep understanding to
THE STUDENTS What does this mean for our children? The teacher in a contemporary classroom understands… The more powerful technology becomes the more indispensable good teachers are That learners must construct their own meaning for deep understanding to occur
THE STUDENTS What does this mean for our children? The teacher in a contemporary classroom understands… The more powerful technology becomes the more indispensable good teachers are That learners must construct their own meaning for deep understanding to occur Technology generates a glut of information but is not pedagogically wise
THE STUDENTS What does this mean for our children? The teacher in a contemporary classroom understands… The more powerful technology becomes the more indispensable good teachers are That learners must construct their own meaning for deep understanding to occur Technology generates a glut of information but is not pedagogically wise Teachers must become pedagogical design experts, (leveraging) the
THE STUDENTS What does this mean for our children? The teacher in a contemporary classroom understands… The more powerful technology becomes the more indispensable good teachers are That learners must construct their own meaning for deep understanding to occur Technology generates a glut of information but is not pedagogically wise Teachers must become pedagogical design experts, (leveraging) the power of technology
THE STUDENTS What does this mean for our children? The teacher in a contemporary classroom understands… The more powerful technology becomes the more indispensable good teachers are That learners must construct their own meaning for deep understanding to occur Technology generates a glut of information but is not pedagogically wise Teachers must become pedagogical design experts, (leveraging) the power of technology
THE STUDENTS...
THE STUDENTS... It means that students will be using technology to supplement, extend, subvert and transform what they are doing.
THE STUDENTS... It means that students will be using technology to supplement, extend, subvert and transform what they are doing.
THE STUDENTS... It means that students will be using technology to supplement, extend, subvert and transform what they are doing. Our ultimate goal however is to create learning opportunities for students to learn and practice skills and strategies that will enable them to be self directed learners who are aware of the implications and responsibilities of being digital citizens and who are digitally literate
MAKING IT HAPPEN
MAKING IT HAPPEN How do teachers make it happen?
MAKING IT HAPPEN How do teachers make it happen? Information literacy skills
MAKING IT HAPPEN How do teachers make it happen? Information literacy skills Provide students with a variety of opportunities
MAKING IT HAPPEN How do teachers make it happen? Information literacy skills Provide students with a variety of opportunities Explicitly teach an Inquiry process
MAKING IT HAPPEN How do teachers make it happen? Information literacy skills Provide students with a variety of opportunities Explicitly teach an Inquiry process And because The web is now…
MAKING IT HAPPEN How do teachers make it happen? Information literacy skills Provide students with a variety of opportunities Explicitly teach an Inquiry process And because The web is now… • Challenging traditional approaches to how we learn.
MAKING IT HAPPEN How do teachers make it happen? Information literacy skills Provide students with a variety of opportunities Explicitly teach an Inquiry process And because The web is now… • Challenging traditional approaches to how we learn. • Challenging our assumptions about classrooms and teaching.
MAKING IT HAPPEN How do teachers make it happen? Information literacy skills Provide students with a variety of opportunities Explicitly teach an Inquiry process And because The web is now… • Challenging traditional approaches to how we learn. • Challenging our assumptions about classrooms and teaching. • Challenging our assumptions about knowledge, information and literacy.
MAKING IT HAPPEN How do teachers make it happen? Information literacy skills Provide students with a variety of opportunities Explicitly teach an Inquiry process And because The web is now… • Challenging traditional approaches to how we learn. • Challenging our assumptions about classrooms and teaching. • Challenging our assumptions about knowledge, information and literacy. Students will be using and choosing a variety of web 2 tools to make meaning and share knowledge.
MAKING IT HAPPEN How do teachers make it happen? Information literacy skills Provide students with a variety of opportunities Explicitly teach an Inquiry process And because The web is now… • Challenging traditional approaches to how we learn. • Challenging our assumptions about classrooms and teaching. • Challenging our assumptions about knowledge, information and literacy. Students will be using and choosing a variety of web 2 tools to make meaning and share knowledge.
FAMILIES
FAMILIES What does all of this mean for families?
FAMILIES What does all of this mean for families? You will have lots of questions
FAMILIES What does all of this mean for families? You will have lots of questions You will probably want to read articles and research about 21C learning.
FAMILIES What does all of this mean for families? You will have lots of questions You will probably want to read articles and research about 21C learning. You may want to listen to expert/s and ask them questions
FAMILIES What does all of this mean for families? You will have lots of questions You will probably want to read articles and research about 21C learning. You may want to listen to expert/s and ask them questions Your children will be sharing how they are making meaning in ways you have never experienced
FAMILIES What does all of this mean for families? You will have lots of questions You will probably want to read articles and research about 21C learning. You may want to listen to expert/s and ask them questions Your children will be sharing how they are making meaning in ways you have never experienced You will be able to give your children feedback on their learning activities 24/7
FAMILIES What does all of this mean for families? You will have lots of questions You will probably want to read articles and research about 21C learning. You may want to listen to expert/s and ask them questions Your children will be sharing how they are making meaning in ways you have never experienced You will be able to give your children feedback on their learning activities 24/7 As they are learning how to be digital citizens, so are you
FAMILIES What does all of this mean for families? You will have lots of questions You will probably want to read articles and research about 21C learning. You may want to listen to expert/s and ask them questions Your children will be sharing how they are making meaning in ways you have never experienced You will be able to give your children feedback on their learning activities 24/7 As they are learning how to be digital citizens, so are you You can learn new ways of making meaning from your children
FAMILIES What does all of this mean for families? You will have lots of questions You will probably want to read articles and research about 21C learning. You may want to listen to expert/s and ask them questions Your children will be sharing how they are making meaning in ways you have never experienced You will be able to give your children feedback on their learning activities 24/7 As they are learning how to be digital citizens, so are you You can learn new ways of making meaning from your children Maybe you might choose not for your child to make meaning in this way
FAMILIES What does all of this mean for families? You will have lots of questions You will probably want to read articles and research about 21C learning. You may want to listen to expert/s and ask them questions Your children will be sharing how they are making meaning in ways you have never experienced You will be able to give your children feedback on their learning activities 24/7 As they are learning how to be digital citizens, so are you You can learn new ways of making meaning from your children Maybe you might choose not for your child to make meaning in this way You might make decisions about improving hardware and access to the internet at home
FAMILIES What does all of this mean for families? You will have lots of questions You will probably want to read articles and research about 21C learning. You may want to listen to expert/s and ask them questions Your children will be sharing how they are making meaning in ways you have never experienced You will be able to give your children feedback on their learning activities 24/7 As they are learning how to be digital citizens, so are you You can learn new ways of making meaning from your children Maybe you might choose not for your child to make meaning in this way You might make decisions about improving hardware and access to the internet at home You might need to make decisions about PC or Apple
FAMILIES What does all of this mean for families? You will have lots of questions You will probably want to read articles and research about 21C learning. You may want to listen to expert/s and ask them questions Your children will be sharing how they are making meaning in ways you have never experienced You will be able to give your children feedback on their learning activities 24/7 As they are learning how to be digital citizens, so are you You can learn new ways of making meaning from your children Maybe you might choose not for your child to make meaning in this way You might make decisions about improving hardware and access to the internet at home You might need to make decisions about PC or Apple It ultimately means you will be observing the impact on your child’s achievement that using an inquiry learning process, an information literacy model and the integration of e-learning tools has.
PARTNERSHIP
PARTNERSHIP We want to strengthen our partnership with you by:
PARTNERSHIP We want to strengthen our partnership with you by: Collecting information and ideas from you to help make decisions.
PARTNERSHIP We want to strengthen our partnership with you by: Collecting information and ideas from you to help make decisions. Providing you with opportunities to access and experiment with the e-learning tools your children are using
PARTNERSHIP We want to strengthen our partnership with you by: Collecting information and ideas from you to help make decisions. Providing you with opportunities to access and experiment with the e-learning tools your children are using Having your children share their learning successes with you in a variety of ways
PARTNERSHIP We want to strengthen our partnership with you by: Collecting information and ideas from you to help make decisions. Providing you with opportunities to access and experiment with the e-learning tools your children are using Having your children share their learning successes with you in a variety of ways Inviting experts to speak to you so that you can ask and have your questions answered
PARTNERSHIP We want to strengthen our partnership with you by: Collecting information and ideas from you to help make decisions. Providing you with opportunities to access and experiment with the e-learning tools your children are using Having your children share their learning successes with you in a variety of ways Inviting experts to speak to you so that you can ask and have your questions answered Making plain language information available to you about information literacy, inquiry learning and e-learning
OPPORTUNITY
OPPORTUNITY So this really is an amazing opportunity for us all
OPPORTUNITY So this really is an amazing opportunity for us all Over the next three years the teachers and principals in the Mantar cluster are determined to ensure that the professional development we engage in will make our cluster vision - for our students, teachers and school communities to be active seekers, users and creators of knowledge for the betterment of all, a reality.
OPPORTUNITY So this really is an amazing opportunity for us all Over the next three years the teachers and principals in the Mantar cluster are determined to ensure that the professional development we engage in will make our cluster vision - for our students, teachers and school communities to be active seekers, users and creators of knowledge for the betterment of all, a reality.

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Teresa cluster launch

  • 1. WELCOME TO THE MANTAR CLUSTER 2010 - 2012
  • 3. TENA KOUTOU KATOA What do we want for our young people?
  • 4. TENA KOUTOU KATOA What do we want for our young people? Who and what is Mantar?
  • 5. TENA KOUTOU KATOA What do we want for our young people? Who and what is Mantar? Cluster funding
  • 6. TENA KOUTOU KATOA What do we want for our young people? Who and what is Mantar? Cluster funding What does this mean for teachers?
  • 7. TENA KOUTOU KATOA What do we want for our young people? Who and what is Mantar? Cluster funding What does this mean for teachers? How will we do this?
  • 8. TENA KOUTOU KATOA What do we want for our young people? Who and what is Mantar? Cluster funding What does this mean for teachers? How will we do this? What does this mean for our children?
  • 9. TENA KOUTOU KATOA What do we want for our young people? Who and what is Mantar? Cluster funding What does this mean for teachers? How will we do this? What does this mean for our children? How do teachers make it happen?
  • 10. TENA KOUTOU KATOA What do we want for our young people? Who and what is Mantar? Cluster funding What does this mean for teachers? How will we do this? What does this mean for our children? How do teachers make it happen? What does this mean for families?
  • 11. TENA KOUTOU KATOA What do we want for our young people? Who and what is Mantar? Cluster funding What does this mean for teachers? How will we do this? What does this mean for our children? How do teachers make it happen? What does this mean for families? Strengthening partnerships
  • 13. OUR STUDENTS What do we want for our young people?
  • 14. OUR STUDENTS What do we want for our young people? Confident
  • 15. OUR STUDENTS What do we want for our young people? Confident Connected
  • 16. OUR STUDENTS What do we want for our young people? Confident Connected Actively Involved
  • 17. OUR STUDENTS What do we want for our young people? Confident Connected Actively Involved Life Long Learners
  • 18. OUR STUDENTS What do we want for our young people? Confident Connected Actively Involved Life Long Learners
  • 19. MANTAR - WHAT IS IT?
  • 20. MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua
  • 21. MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua
  • 22. MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua
  • 23. MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua Our schools
  • 24. MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua Our schools Aokautere - Val Ferry
  • 25. MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua Our schools Aokautere - Val Ferry Kumeroa-Hopelands - Jo Gibbs
  • 26. MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua Our schools Aokautere - Val Ferry Kumeroa-Hopelands - Jo Gibbs Linton Country - Susan Thompson
  • 27. MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua Our schools Aokautere - Val Ferry Kumeroa-Hopelands - Jo Gibbs Linton Country - Susan Thompson St James - Teresa Edwards
  • 28. MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua Our schools Aokautere - Val Ferry Kumeroa-Hopelands - Jo Gibbs Linton Country - Susan Thompson St James - Teresa Edwards Somerset Crescent - Robyn Tootill
  • 29. MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua Our schools Aokautere - Val Ferry Kumeroa-Hopelands - Jo Gibbs Linton Country - Susan Thompson St James - Teresa Edwards Somerset Crescent - Robyn Tootill Terrace End - Sue Allomes
  • 30. MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua Core-Ed Facilitator Nick Rate Our schools Aokautere - Val Ferry Kumeroa-Hopelands - Jo Gibbs Linton Country - Susan Thompson St James - Teresa Edwards Somerset Crescent - Robyn Tootill Terrace End - Sue Allomes
  • 31. MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua Core-Ed Facilitator Nick Rate Our schools Aokautere - Val Ferry Kumeroa-Hopelands - Jo Gibbs Linton Country - Susan Thompson St James - Teresa Edwards Somerset Crescent - Robyn Tootill Terrace End - Sue Allomes
  • 32. MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua Core-Ed Facilitator Nick Rate Our schools Aokautere - Val Ferry Kumeroa-Hopelands - Jo Gibbs Linton Country - Susan Thompson Facilitator St James - Teresa Edwards Somerset Crescent - Robyn Tootill Terrace End - Sue Allomes
  • 33. MANTAR - WHAT IS IT? Wondering what Mantar means? Manawatu/Tararua Core-Ed Facilitator Nick Rate Our schools Aokautere - Val Ferry Kumeroa-Hopelands - Jo Gibbs Linton Country - Susan Thompson Facilitator St James - Teresa Edwards Mary Rivers Somerset Crescent - Robyn Tootill Terrace End - Sue Allomes
  • 35. CLUSTER FUNDING What Is The Background to ICT PD Cluster Funding?
  • 36. CLUSTER FUNDING What Is The Background to ICT PD Cluster Funding? Ministry of Education
  • 37. CLUSTER FUNDING What Is The Background to ICT PD Cluster Funding? Ministry of Education Three year contract to provide ICT professional development
  • 38. CLUSTER FUNDING What Is The Background to ICT PD Cluster Funding? Ministry of Education Three year contract to provide ICT professional development Not for hardware
  • 39. CLUSTER FUNDING What Is The Background to ICT PD Cluster Funding? Ministry of Education Three year contract to provide ICT professional development Not for hardware
  • 40. CLUSTER FUNDING What Is The Background to ICT PD Cluster Funding? Ministry of Education Three year contract to provide ICT professional development Not for hardware National Goals:
  • 41. CLUSTER FUNDING What Is The Background to ICT PD Cluster Funding? Ministry of Education Three year contract to provide ICT professional development Not for hardware National Goals: Integration of ICT
  • 42. CLUSTER FUNDING What Is The Background to ICT PD Cluster Funding? Ministry of Education Three year contract to provide ICT professional development Not for hardware National Goals: Integration of ICT Increased capability
  • 43. CLUSTER FUNDING What Is The Background to ICT PD Cluster Funding? Ministry of Education Three year contract to provide ICT professional development Not for hardware National Goals: Integration of ICT Increased capability Strengthened professional learning communities
  • 44. CLUSTER FUNDING What Is The Background to ICT PD Cluster Funding? Ministry of Education Three year contract to provide ICT professional development Not for hardware National Goals: Integration of ICT Increased capability Strengthened professional learning communities Increased e-learning leadership
  • 45. CLUSTER FUNDING What Is The Background to ICT PD Cluster Funding? Ministry of Education Three year contract to provide ICT professional development Not for hardware National Goals: Integration of ICT Increased capability Strengthened professional learning communities Increased e-learning leadership Increase school communities understanding of e-learning in education
  • 47. CLUSTER FUNDING... So, how much money did the Cluster receive?
  • 48. CLUSTER FUNDING... So, how much money did the Cluster receive? Over three years, for six schools with around 40 staff
  • 49. CLUSTER FUNDING... So, how much money did the Cluster receive? Over three years, for six schools with around 40 staff $ 179, 820 incl GST
  • 50. CLUSTER FUNDING... So, how much money did the Cluster receive? Over three years, for six schools with around 40 staff $ 179, 820 incl GST Facilitator
  • 51. CLUSTER FUNDING... So, how much money did the Cluster receive? Over three years, for six schools with around 40 staff $ 179, 820 incl GST Facilitator Project Mentor
  • 52. CLUSTER FUNDING... So, how much money did the Cluster receive? Over three years, for six schools with around 40 staff $ 179, 820 incl GST Facilitator Project Mentor Conferences
  • 53. CLUSTER FUNDING... So, how much money did the Cluster receive? Over three years, for six schools with around 40 staff $ 179, 820 incl GST Facilitator Project Mentor Conferences External Presenters/Speakers
  • 54. CLUSTER FUNDING... So, how much money did the Cluster receive? Over three years, for six schools with around 40 staff $ 179, 820 incl GST Facilitator Project Mentor Conferences External Presenters/Speakers Teacher release
  • 55. CLUSTER FUNDING... So, how much money did the Cluster receive? Over three years, for six schools with around 40 staff $ 179, 820 incl GST Facilitator Project Mentor Conferences External Presenters/Speakers Teacher release Project Leader - Teresa Edwards
  • 56. CLUSTER FUNDING... So, how much money did the Cluster receive? Over three years, for six schools with around 40 staff $ 179, 820 incl GST Facilitator Project Mentor Conferences External Presenters/Speakers Teacher release Project Leader - Teresa Edwards Budget Management - Lori Hessell
  • 57. CLUSTER FUNDING... So, how much money did the Cluster receive? Over three years, for six schools with around 40 staff $ 179, 820 incl GST Facilitator Project Mentor Conferences External Presenters/Speakers Teacher release Project Leader - Teresa Edwards Budget Management - Lori Hessell Office Support - Lesley Aylward
  • 59. TEACHING STAFF What does this mean for teachers?
  • 60. TEACHING STAFF What does this mean for teachers? The NZ Curriculum mandates:E-learning and pedagogy.
  • 61. TEACHING STAFF What does this mean for teachers? The NZ Curriculum mandates:E-learning and pedagogy. Information and communication technology (ICT) has a major impact on the world in which young people live. Similarly e-learning (that is learning supported or facilitated by ICT) has considerable potential to support current teaching and learning appraoches
  • 62. TEACHING STAFF What does this mean for teachers? The NZ Curriculum mandates:E-learning and pedagogy. Information and communication technology (ICT) has a major impact on the world in which young people live. Similarly e-learning (that is learning supported or facilitated by ICT) has considerable potential to support current teaching and learning appraoches If Our Cluster Vision is for our students’, teachers and school communities to be active seekers, users and creators of knowledge for the betterment of all, then we need to support each teacher and principal in our cluster to develop the knowledge and skills around our chosen areas of inquiry learning, information literacy and e-learning, to prepare our students for their future.
  • 63. TEACHING STAFF What does this mean for teachers? The NZ Curriculum mandates:E-learning and pedagogy. Information and communication technology (ICT) has a major impact on the world in which young people live. Similarly e-learning (that is learning supported or facilitated by ICT) has considerable potential to support current teaching and learning appraoches If Our Cluster Vision is for our students’, teachers and school communities to be active seekers, users and creators of knowledge for the betterment of all, then we need to support each teacher and principal in our cluster to develop the knowledge and skills around our chosen areas of inquiry learning, information literacy and e-learning, to prepare our students for their future.
  • 65. DOING IT How will we do this?
  • 66. DOING IT How will we do this? Needs analysis survey
  • 67. DOING IT How will we do this? Needs analysis survey Design of a professional development programme
  • 68. DOING IT How will we do this? Needs analysis survey Design of a professional development programme Inquiry learning
  • 69. DOING IT How will we do this? Needs analysis survey Design of a professional development programme Inquiry learning Information literacy and e-learning
  • 70. DOING IT How will we do this? Needs analysis survey Design of a professional development programme Inquiry learning Information literacy and e-learning Professional readings
  • 71. DOING IT How will we do this? Needs analysis survey Design of a professional development programme Inquiry learning Information literacy and e-learning Professional readings Research
  • 72. DOING IT How will we do this? Needs analysis survey Design of a professional development programme Inquiry learning Information literacy and e-learning Professional readings Research Online professional learning community tools
  • 73. DOING IT How will we do this? Needs analysis survey Design of a professional development programme Inquiry learning Information literacy and e-learning Professional readings Research Online professional learning community tools Coaching and mentoring opportunities
  • 74. DOING IT How will we do this? Needs analysis survey Design of a professional development programme Inquiry learning Information literacy and e-learning Professional readings Research Online professional learning community tools Coaching and mentoring opportunities Conferences
  • 75. DOING IT How will we do this? Needs analysis survey Design of a professional development programme Inquiry learning Information literacy and e-learning Professional readings Research Online professional learning community tools Coaching and mentoring opportunities Conferences Reflection
  • 76. DOING IT How will we do this? Needs analysis survey Design of a professional development programme Inquiry learning Information literacy and e-learning Professional readings Research Online professional learning community tools Coaching and mentoring opportunities Conferences Reflection Quality Learning Circles
  • 78. THE STUDENTS What does this mean for our children?
  • 79. THE STUDENTS What does this mean for our children? The teacher in a contemporary classroom understands…
  • 80. THE STUDENTS What does this mean for our children? The teacher in a contemporary classroom understands… The more powerful technology becomes the more indispensable good
  • 81. THE STUDENTS What does this mean for our children? The teacher in a contemporary classroom understands… The more powerful technology becomes the more indispensable good teachers are
  • 82. THE STUDENTS What does this mean for our children? The teacher in a contemporary classroom understands… The more powerful technology becomes the more indispensable good teachers are That learners must construct their own meaning for deep understanding to
  • 83. THE STUDENTS What does this mean for our children? The teacher in a contemporary classroom understands… The more powerful technology becomes the more indispensable good teachers are That learners must construct their own meaning for deep understanding to occur
  • 84. THE STUDENTS What does this mean for our children? The teacher in a contemporary classroom understands… The more powerful technology becomes the more indispensable good teachers are That learners must construct their own meaning for deep understanding to occur Technology generates a glut of information but is not pedagogically wise
  • 85. THE STUDENTS What does this mean for our children? The teacher in a contemporary classroom understands… The more powerful technology becomes the more indispensable good teachers are That learners must construct their own meaning for deep understanding to occur Technology generates a glut of information but is not pedagogically wise Teachers must become pedagogical design experts, (leveraging) the
  • 86. THE STUDENTS What does this mean for our children? The teacher in a contemporary classroom understands… The more powerful technology becomes the more indispensable good teachers are That learners must construct their own meaning for deep understanding to occur Technology generates a glut of information but is not pedagogically wise Teachers must become pedagogical design experts, (leveraging) the power of technology
  • 87. THE STUDENTS What does this mean for our children? The teacher in a contemporary classroom understands… The more powerful technology becomes the more indispensable good teachers are That learners must construct their own meaning for deep understanding to occur Technology generates a glut of information but is not pedagogically wise Teachers must become pedagogical design experts, (leveraging) the power of technology
  • 89. THE STUDENTS... It means that students will be using technology to supplement, extend, subvert and transform what they are doing.
  • 90. THE STUDENTS... It means that students will be using technology to supplement, extend, subvert and transform what they are doing.
  • 91. THE STUDENTS... It means that students will be using technology to supplement, extend, subvert and transform what they are doing. Our ultimate goal however is to create learning opportunities for students to learn and practice skills and strategies that will enable them to be self directed learners who are aware of the implications and responsibilities of being digital citizens and who are digitally literate
  • 93. MAKING IT HAPPEN How do teachers make it happen?
  • 94. MAKING IT HAPPEN How do teachers make it happen? Information literacy skills
  • 95. MAKING IT HAPPEN How do teachers make it happen? Information literacy skills Provide students with a variety of opportunities
  • 96. MAKING IT HAPPEN How do teachers make it happen? Information literacy skills Provide students with a variety of opportunities Explicitly teach an Inquiry process
  • 97. MAKING IT HAPPEN How do teachers make it happen? Information literacy skills Provide students with a variety of opportunities Explicitly teach an Inquiry process And because The web is now…
  • 98. MAKING IT HAPPEN How do teachers make it happen? Information literacy skills Provide students with a variety of opportunities Explicitly teach an Inquiry process And because The web is now… • Challenging traditional approaches to how we learn.
  • 99. MAKING IT HAPPEN How do teachers make it happen? Information literacy skills Provide students with a variety of opportunities Explicitly teach an Inquiry process And because The web is now… • Challenging traditional approaches to how we learn. • Challenging our assumptions about classrooms and teaching.
  • 100. MAKING IT HAPPEN How do teachers make it happen? Information literacy skills Provide students with a variety of opportunities Explicitly teach an Inquiry process And because The web is now… • Challenging traditional approaches to how we learn. • Challenging our assumptions about classrooms and teaching. • Challenging our assumptions about knowledge, information and literacy.
  • 101. MAKING IT HAPPEN How do teachers make it happen? Information literacy skills Provide students with a variety of opportunities Explicitly teach an Inquiry process And because The web is now… • Challenging traditional approaches to how we learn. • Challenging our assumptions about classrooms and teaching. • Challenging our assumptions about knowledge, information and literacy. Students will be using and choosing a variety of web 2 tools to make meaning and share knowledge.
  • 102. MAKING IT HAPPEN How do teachers make it happen? Information literacy skills Provide students with a variety of opportunities Explicitly teach an Inquiry process And because The web is now… • Challenging traditional approaches to how we learn. • Challenging our assumptions about classrooms and teaching. • Challenging our assumptions about knowledge, information and literacy. Students will be using and choosing a variety of web 2 tools to make meaning and share knowledge.
  • 104. FAMILIES What does all of this mean for families?
  • 105. FAMILIES What does all of this mean for families? You will have lots of questions
  • 106. FAMILIES What does all of this mean for families? You will have lots of questions You will probably want to read articles and research about 21C learning.
  • 107. FAMILIES What does all of this mean for families? You will have lots of questions You will probably want to read articles and research about 21C learning. You may want to listen to expert/s and ask them questions
  • 108. FAMILIES What does all of this mean for families? You will have lots of questions You will probably want to read articles and research about 21C learning. You may want to listen to expert/s and ask them questions Your children will be sharing how they are making meaning in ways you have never experienced
  • 109. FAMILIES What does all of this mean for families? You will have lots of questions You will probably want to read articles and research about 21C learning. You may want to listen to expert/s and ask them questions Your children will be sharing how they are making meaning in ways you have never experienced You will be able to give your children feedback on their learning activities 24/7
  • 110. FAMILIES What does all of this mean for families? You will have lots of questions You will probably want to read articles and research about 21C learning. You may want to listen to expert/s and ask them questions Your children will be sharing how they are making meaning in ways you have never experienced You will be able to give your children feedback on their learning activities 24/7 As they are learning how to be digital citizens, so are you
  • 111. FAMILIES What does all of this mean for families? You will have lots of questions You will probably want to read articles and research about 21C learning. You may want to listen to expert/s and ask them questions Your children will be sharing how they are making meaning in ways you have never experienced You will be able to give your children feedback on their learning activities 24/7 As they are learning how to be digital citizens, so are you You can learn new ways of making meaning from your children
  • 112. FAMILIES What does all of this mean for families? You will have lots of questions You will probably want to read articles and research about 21C learning. You may want to listen to expert/s and ask them questions Your children will be sharing how they are making meaning in ways you have never experienced You will be able to give your children feedback on their learning activities 24/7 As they are learning how to be digital citizens, so are you You can learn new ways of making meaning from your children Maybe you might choose not for your child to make meaning in this way
  • 113. FAMILIES What does all of this mean for families? You will have lots of questions You will probably want to read articles and research about 21C learning. You may want to listen to expert/s and ask them questions Your children will be sharing how they are making meaning in ways you have never experienced You will be able to give your children feedback on their learning activities 24/7 As they are learning how to be digital citizens, so are you You can learn new ways of making meaning from your children Maybe you might choose not for your child to make meaning in this way You might make decisions about improving hardware and access to the internet at home
  • 114. FAMILIES What does all of this mean for families? You will have lots of questions You will probably want to read articles and research about 21C learning. You may want to listen to expert/s and ask them questions Your children will be sharing how they are making meaning in ways you have never experienced You will be able to give your children feedback on their learning activities 24/7 As they are learning how to be digital citizens, so are you You can learn new ways of making meaning from your children Maybe you might choose not for your child to make meaning in this way You might make decisions about improving hardware and access to the internet at home You might need to make decisions about PC or Apple
  • 115. FAMILIES What does all of this mean for families? You will have lots of questions You will probably want to read articles and research about 21C learning. You may want to listen to expert/s and ask them questions Your children will be sharing how they are making meaning in ways you have never experienced You will be able to give your children feedback on their learning activities 24/7 As they are learning how to be digital citizens, so are you You can learn new ways of making meaning from your children Maybe you might choose not for your child to make meaning in this way You might make decisions about improving hardware and access to the internet at home You might need to make decisions about PC or Apple It ultimately means you will be observing the impact on your child’s achievement that using an inquiry learning process, an information literacy model and the integration of e-learning tools has.
  • 117. PARTNERSHIP We want to strengthen our partnership with you by:
  • 118. PARTNERSHIP We want to strengthen our partnership with you by: Collecting information and ideas from you to help make decisions.
  • 119. PARTNERSHIP We want to strengthen our partnership with you by: Collecting information and ideas from you to help make decisions. Providing you with opportunities to access and experiment with the e-learning tools your children are using
  • 120. PARTNERSHIP We want to strengthen our partnership with you by: Collecting information and ideas from you to help make decisions. Providing you with opportunities to access and experiment with the e-learning tools your children are using Having your children share their learning successes with you in a variety of ways
  • 121. PARTNERSHIP We want to strengthen our partnership with you by: Collecting information and ideas from you to help make decisions. Providing you with opportunities to access and experiment with the e-learning tools your children are using Having your children share their learning successes with you in a variety of ways Inviting experts to speak to you so that you can ask and have your questions answered
  • 122. PARTNERSHIP We want to strengthen our partnership with you by: Collecting information and ideas from you to help make decisions. Providing you with opportunities to access and experiment with the e-learning tools your children are using Having your children share their learning successes with you in a variety of ways Inviting experts to speak to you so that you can ask and have your questions answered Making plain language information available to you about information literacy, inquiry learning and e-learning
  • 124. OPPORTUNITY So this really is an amazing opportunity for us all
  • 125. OPPORTUNITY So this really is an amazing opportunity for us all Over the next three years the teachers and principals in the Mantar cluster are determined to ensure that the professional development we engage in will make our cluster vision - for our students, teachers and school communities to be active seekers, users and creators of knowledge for the betterment of all, a reality.
  • 126. OPPORTUNITY So this really is an amazing opportunity for us all Over the next three years the teachers and principals in the Mantar cluster are determined to ensure that the professional development we engage in will make our cluster vision - for our students, teachers and school communities to be active seekers, users and creators of knowledge for the betterment of all, a reality.

Editor's Notes