wellington loopm5 reflection

www.wellingtonloop.net.nz

WELLINGTON LOOP

Third year of clusterRegional cluster

Context: Lead teachers, Loop trustees/principals, attendees of conference/professional development.

ABOUT OUR CLUSTER

WHAT IS THE WELLINGTON LOOP?

PROGRAMME OUTCOME 1:SENIOR LEADERS ANDDECISION-MAKERS IN

WELLINGTON SCHOOLS AREWELL INFORMED ABOUT THE

POTENTIAL OF THE WELLINGTONLOOP TRUST CLUSTER AND OF

ICT TO ENABLE LEARNINGAND IMPROVE STUDENT

OUTCOMES

Visits with PrincipalsDevelopment of strategic plan

A Framework for considering Māori Educational AdvancementEducational LeadershipThe School Leadership BES

RESEARCH MODELS

“A third pathway is concerned more with collaborative effort than a solo effort…. Institutional loyalty is a value worth preaching; but institutional solitude may not be in the longer term interests of students or whānau. In some ways the collaborative pathway seeks to create a total picture out of several parts. …if excellent outcomes benchmarked against the best in the world are the aim, then increasingly collaboration of effort within and outside New Zealand will become an integral part of education.”A Framework For Considering Māori Educational Advancement

COLLABORATIVE PATHWAY

“The principle of integrated action recognises the multiple players in education. Success or failure is the result of many forces acting together - school and community; teachers and parents; students and their peers; Māori and the State. Lives in New Zealand are too closely intertwined to pretend that action in one sphere does not have repercussions in another. Unless there is some platform for integrated action, then development will be piecemeal and progress will be uneven.”A Framework For Considering Māori Educational Advancement

THE PRINCIPLE OF INTEGRATED ACTION

“The big finding of the BES is that when school leaders promote and/or participate in effective teacher professional learning this has twice the impact on student outcomes across a school than any other leadership activity.”

SCHOOL LEADERSHIP AND STUDENT OUTCOMES: IDENTIFYING WHAT WORKS AND WHY BES

“Principals can benefit from personal reflection, sharing ideas and initiatives with their peers, and working with others to clarify situations and solve problems. Relationship skills are embedded in every dimension of such actions and involve much more than simply getting along with others. They play an important part in managing conflicts of interest, supporting and challenging teacher practices, and dealing with a range of challenges and situations.”Educational Leadership

EDUCATIONAL LEADERSHIP

As the Wellington Loop draws towards the end of its ICT PD contract with the MoE, it is vital for the ongoing benefits of ICT and effective teaching that the project is sustainable and scalable. To this end, we are developing a strategic vision and investigating budgetary models which will support the ICT PD work already begun.

Anne Coster and Calum McGonigle have visited with every principal currently in the Wellington Loop and are liaising with other Wellington schools.

Common threads in principal feedback: value culture of collaboration; richer experience for e-leaders and other teachers in discussing and deconstructing perspectives with colleagues in other schools; cross-sector (state/private and primary/secondary) interaction mutually beneficial; couldn’t have made current advances without involvement in ICT

VISITS WITH PRINCIPALS

Challenges of embedding ICT (Creative Commons)Activities/projects (Collaboration on use of ICT, demonstrating useful ICT)Online PD (Blended learning)

PROGRAMME OUTCOME 3:TEACHERS ARE PROACTIVE IN

EMBEDDING LATESTPEDAGOGY IN ICT ENRICHED

LEARNING ENVIRONMENTS

Diffusion of InnovationPedagogy and ICTDerek Wenmoth: Effective learning, ICT and the new

curriculum Technology Adoption modelPhases of technology adoption (Fuire)Models of change

RESEARCH FRAMEWORK

“FUIRE” MODEL

http://www.ic.arizona.edu/ic/edtech/eddm/Theoretical%20Premise.htm

http://www.emeraldinsight.com/content_images/fig/0880190205002.png

People within the Wellington Loop are moving from being ‘laggards’ to being ‘early adopters’ or ‘innovators’ through the events that are run through the ICT PD programme.

They are moving from knowledge and awareness of the benefits of ICT for effective learning to ‘reorientation’ and ‘implementation’.

WELLINGTON LOOP

‘The Loop days have been good for sharing resources and ideas. I have taken many small ideas and used them in my classes and passed the ideas on to others. I have also shared my resources, in particular a programming unit standard and tricks with Google docs; live classroom voting/answer finding.’ Ben‘Thanks to the LOOP, we had some time available during 2011 to release staff and work together on developing our virtual classrooms  on Scholaris, our LMS, and develop our e-portfolio system using MS OneNote.I also presented our eFolio system in a show and tell session run by the LOOP. This enabled me to get some experience presenting to an unfamiliar audience, and enabled other LOOP teachers to see how we did things.’ Richard

ACTIVITIES/PROJECTS

This year, the Wellington Loop are ‘attending’ two conferences which are offering streamed and recorded sessions for delegates. The first of these occurred just around ANZAC Day. Although positive, the experience was hampered by technical difficulties.

‘I was blown away with the speakers and the imaginative way that they were using, implementing and aiding students in online learning. I have already used what I saw to help me write the new OTLE delivered Level 3 Graphics programme.’

Eleanor

ONLINE PD