Oh Ope Beach School Milestone 8

Milestone 8 2009 Template Version 1.
0 9th July 2009

Milestone Number: 8
Cluster Name eBest ICT Cluster
Contract Number 07-00166
Lead School Ohope Beach School
MoE School ID Number 1857
Date 1 February 2010
National Facilitator Tessa Gray
Project Director Simon Akroyd
Facilitator/s Lyn Ross
Milestone 8
8.1. Response to Milestone tasks
8.2 Details of the tasks to be completed by the contractor to achieve this milestone are:
8.2.1 Liaise with the National Facilitator assigned to this project;
What did we do? Date Who was involved? What was the outcome?
Principals 05/08/09 Tessa Gray, Simon Tessa met with the group and we discussed our
Management Akroyd (Director), progress to date and ideas for sustaining the momentum
Meeting. Lyn Ross once the contract finishes. It was decided that the Term
(Facilitator), the 3 & 4 meetings would include further discussion and
Tour of Ohope 05/08/09 principals of detailed planning. Following this meeting Tessa visited 3
Beach, Allandale Allandale, St schools. All the schools enjoyed her visit and valued her
& James Street Joseph’s, Apanui, praise of their achievements. The visits had a very
Schools James St & Paroa positive and motivating effect on our principals and
teachers.
Network Meeting 17/09/09 NSS national These meetings are always valuable for networking,
at Hinuera School. facilitators Tessa discussing ideas, sharing problems and learning about
Gray and Kathe new initiatives. The planning of the day was flexible
Tawhiwhirangi-Perry; enough to allow for input from members of the group.
Lyn Ross, the eBest With such an experienced group there are many ideas
facilitator attended and facilitation strategies we can share. This meeting
along with other also provided an opportunity to share and give advice on
facilitators from the PMI aspects of ICTPD cluster involvement. The
Waikato and BOP national facilitators provided helpful advice about data
collection, cluster review and milestone writing. Lyn
Ross shared her ideas for post-ICT Cluster sustainability.
Tour of Paroa, St 16/11/09 Tessa Gray, Lyn This tour of the other 3 cluster schools has developed
Joseph’s & Apanui 16/11/09 Ross, Principals, more reflective practice in all our schools. It was both a
Schools. Meeting ICT Lead Teachers, powerful motivator and a celebration. Tessa’s presence
and talking with teachers added extra sparkle to the day!
our school leaders The teachers enjoyed the opportunity to showcase their
cluster journey and classroom learning walls. Tessa’s
positive comments to the group at the end of the day
enabled people to see through new eyes the gradual
st
development of effective 21 C teaching and learning
practices which has occurred in all 6 schools..
Email contact Many Tessa Gray, Lyn Tessa always responds promptly to email. She provides
times Ross, Simon Akroyd detailed answers to any questions asked. Her feedback
each on cluster events or milestone reports is always
term thoughtful and useful for future planning. Her
suggestions, newsletters and links contribute to the
professional learning of the facilitator and eBest
educators. Her wealth of knowledge, suggestions and
useful advice has been appreciated over the three years
of the contract.
Milestone 8 2009 Template Version 1.0 9th July 2009
8.2.2 A. National Programme Goal 1. Implement the New Zealand Curriculum/Te Marautanga o
Aotearoa through the use of e-learning
Cluster Programme Goals Success Indicators

To develop a curriculum for each school that reflects 1. Schools will work towards developing an individual
st
the needs of the 21 century learner and the new ‘school curriculum’ for implementation in 2010.
curriculum. 2. Inquiry learning is a major component of the
schools curriculum.
End of programme review

a. What progress has been made towards achieving these goals?
The eBest ICT Cluster programme during 2008 and 2009 has been designed to further develop effective
pedagogy in our teachers and to assist our schools with the development of their school curriculum. During 2008
our focus was specific thinking strategies and tools; the development of teacher and student understandings and
the implementation of a thinking programme school-wide. This was achieved at the end of 2008 with each school
having a ‘Thinking Toolbox ‘in place. This showed the continuum through the school and included baseline ICT
expectations. (Example below)
This included discussion of the Key Competencies and unpacking each one with reference to Habits of Mind and
the virtues programme used in our schools. Schools also learnt the components of Inquiry Learning and looked
at a variety of models. Our school leaders now had the foundation and understandings to begin the development
of curriculum and their own personalised Inquiry Learning model.
During 2009 we have focused entirely on curriculum development, Inquiry Learning and the infusion of ICTs and
eLearning within these. We have developed leader’s understandings of the ‘why, what, when and how’ of setting
up Inquiry Learning in their schools and teachers understandings of successful inquiry practice in the classroom.
During the first six months the lead teachers of each school developed their inquiry learning model. They
compiled a teacher resource folder containing an explanation of the stages, explicit teaching ideas, thinking
resources, posters and templates.
Cluster Review and data collection for this milestone report includes:
⋅ End of Project Evaluation Survey (Core-Ed online)
⋅ ICTPD Clusters Self-Assessment Rubric (discussed and completed by each school collaboratively)
⋅ School Report Sheet (A template with questions for each school’s management team to complete)
⋅ 2009 reflections and Future Goals (Completed by teachers)
⋅ Discussion with school leaders, teachers and Tessa Gray
⋅ Anecdotal evidence, evidential photographs, our online resources and web links.
During June – December 2009 the eBest ICT Cluster goals is: ‘To develop a curriculum for each school
st
that reflects the needs of the 21 century learner and the new curriculum.’
st
During the last three years we have been identifying the needs of the 21 Century Learner, defining effective
pedagogy and the transference into classroom practice. Teachers have discussed, defined and/or used:
⋅ The Key Competencies (particularly ‘Thinking’)
⋅ Learning areas (as part of Inquiry Learning)
⋅ Learning to learn and research skills and strategies
⋅ The New Zealand Curriculum (hard copy and online)
⋅ School curriculum development (i.e. consultation, planning, compiling)
⋅ A range of ICTs and Internet environments
Schools have been consulting their Board of Trustees/community, reviewing their school, vision, goals, guiding
principles, values and defining the key competencies. They are identifying the concepts around which their
school curriculum will be based. Our schools are at various stages with curriculum implementation and the
writing of their school curriculum. However they have all made a start (See school reports page 15) and most
schools have developed their draft curriculum. The cluster programme has further developed effective teacher
pedagogy to enable them to understand the process and to make meaningful suggestions. Rex Wilson (Allandale
School) remarked ‘At our curriculum teacher only day, my teachers were able to define ‘quality teaching’ practices
really quickly. I attribute many of these understandings to involvement in the eBest ICT Cluster.’
The cluster programme and the development of a school curriculum have had a positive impact on teacher
practice in all six schools.
b. What evidence supports this?

Success indicator 1: Schools will work towards developing an individual ‘school curriculum’ for
implementation in 2010.
⋅ Curriculum Development and Planning: Jo Brady, Principal of St Joseph’s School Whakatane, is a ‘sector
leader’ for curriculum implementation and she has attended regional curriculum training workshops. During
2008 and 2009 she has facilitated several curriculum workshops for our school leaders which have included
exploration of the Curriculum Online website. During our Term 3 2009 Principals’ Management Meeting, she
spoke to our group about designing a school curriculum from the NZC. The main points covered during the
session were Principles, Key Competencies, Values, Pedagogy (including a effective practice rubric), monitoring
student progress and the quality of teaching and learning. We discussed what all these things would look like in
our schools and how people would know this e.g. procedures or hand books etc. We also briefly covered self
reviewing. While some components (Thinking Programme, Inquiry learning Model, Key Competencies Rubric)
of each school’s curriculum are available on the eBest ICT Cluster Website, full documents are in draft form and
not yet ready for uploading. However the photos below show the progress being made.
Curriculum planning ‘teacher only day’ at Allandale School (20/11/09)
⋅ Curriculum planning staff meetings and teacher only days:

‘While the product is important it is the discussion and thinking that is the important part of curriculum
development’ (Rex Wilson, Allandale School). Through focused learning, discussion and collegial sharing,
our teachers are developing personal understandings, shared understandings and the ability to put their
understandings into practice in the classroom. Our cluster programme during the last two years has
developed their understandings about good practice teaching and effective learning. Many have reported
increased student engagement, self-directed learning and improved student outcomes. Teaching as Inquiry
is happening, but is not formalised yet.
⋅ Principal’s Management Meetings: These have been held each term and the agenda draws on the
expertise within the group. Principals enjoy belonging to a learning community with common goals and
value these meetings for the discussion and sharing opportunities they provide.
⋅ Think Tanks and ICT Lead Teacher Days: These days have been used to develop pedagogy, curriculum
understandings, collaborative practice and ideas for ICT integration into learning areas.
⋅ Syndicate planning sessions: Teachers have been released for either half a day or a whole day to plan
collaboratively with the guidance of the facilitator. The sessions included discussion of and a chance to
become more familiar with the New Zealand Curriculum. Included in the discussion were: the Key
Competencies; learning area statements and objectives; effective pedagogy. ‘Teaching as inquiry’ and
teacher reflective practice were also discussed. During the session teacher directed inquiry units were
planned collaboratively and uploaded to the eBest website.
⋅ Teachers were then able to mentor and support each other during the student teaching and learning
processes. (Photos below from Syndicate Planning workshops.)
⋅ The comments below are common of those from teachers and show how much they have valued our
curriculum focus and the changes it has made to their teaching practice.
End of Contract Online Survey comments from teachers about their involvement with the eBest ICT Cluster:
⋅ ‘It has helped me to prepare and be confidently ready for the Revised New Zealand curriculum in terms of ICT
integration, the thinking competency, being future focused and most importantly as a teacher inquiring into my own
practice in terms of teaching and learning.’ (St Joseph’s School Teacher)
⋅ ‘I now think more about 21st century pedagogy and learning is much more clear and focussed. Children have the
opportunity to use ICT in the classroom. Children work in groups and help each other when using the computer.’ (St
Joseph’s School Teacher)
⋅ ‘I was only a second year PRT when our school first began the contract; therefore, it had a very significant role in
developing my teaching practice.’ (Ohope Beach Teacher)
⋅ ‘I have developed a higher order thinking culture in my classroom. I am a coach rather than a provider of knowledge
and this concept has changed my classroom practices and thinking about teaching and learning.’ (Allandale School
teacher)
⋅ ‘I promote a thinking classroom where children are responsible for their own learning and are encouraged to measure
their success regularly. Children are encouraged to look at information critically and recognise the learning value of
things’. (Allandale School teacher)
Success indicator 2: Inquiry learning is a major component of the schools curriculum.

Our cluster focus on Inquiry learning has been very successful with the implementation of Inquiry Learning in
every cluster school and it is part of each school’s curriculum.
⋅ The facilitator has worked alongside school leaders to create their own unique inquiry model or to review and
modify their existing model.
⋅ Every school has compiled an ‘Inquiry folder’ for each teacher which contains a detailed explanation of the
stages, the explicit skills to be taught, possible reflections at each stage as well as a range of resources and
templates. Each teacher has a copy and values it as a guide and resource bank. Paroa School’s Thinking
Toolbox, Inquiry model and graphic organisers are in English and Maori. (A wonderful achievement!)
⋅ Our cluster focus on ‘Thinking’ (2008) and ‘Inquiry Learning’ and ‘Curriculum’ (2009) has led to genuine
change in all our schools. There has been a huge increase in teacher pedagogical understandings;
enthusiasm and marked change classroom practice. Students are now more responsible for their own
learning and many knows the strategies and tools to use to do so independently.
⋅ This implementation of new teaching practice and evidence of change has been consistent across all six
cluster schools and has been noted and remarked on by Tessa Gray our National Facilitator.
(More detail on Inquiry learning in Section B below)
Inquiry teacher resource folders

8.2.2 B. National Programme Goal 2. Increase capability of teachers and principals to improve
students’ learning and achievement through e-learning

Each school will develop / modify their inquiry learning 1. Each school has an inquiry learning programme.
programme, incorporating new technologies, web2.0 2. The inquiry learning programme has deliberate
tools and e-learning practices. acts of teaching for each stage.
3. School’s have their own assessment for their
Inquiry programme.
4. Teachers, children and Principals will begin using
web 2.0 tools.

All our schools have developed an inquiry learning programme. These can be seen in the ‘eBest Schools’ Inquiry
Learning Models’ folder on the eBest ICT Cluster Website. During 2009 Ohope Beach, Allandale and Paroa
Schools completed a review of their Inquiry models with adjustments being made collaboratively by the ICT
Leader Teachers in each school. During Terms 2, 3 and 4 2009, every class in all six school have completed
‘teacher directed’ Inquiries. Leadership in this area has been outstanding and most of our teachers now have an
excellent understanding of the Inquiry process. Schools are making their own decision about the scaffolding
needed to support all their learners.
The following cluster initiatives have supported school leaders and teachers in achieving this goal:
⋅ Think Tanks and ICT Lead Teacher Days helped to develop understandings. Support for ICT Lead Teachers.
⋅ Staff meeting workshops by the facilitated by Lyn Ross (eBest Facilitator). These allowed schools apply the
learning to their own school. They were able to discuss and ask questions.
⋅ ‘Walk-about’ staff meetings. Teachers sharing and discussing student learning with their colleagues. These
have had a very positive impact on schools, giving teachers a chance to share their practice and also to
learn from each other. There was an emphasis on ‘expectation, accountability and evidence’.
⋅ Schools Tours: Term 3 – Ohope Beach, Allandale, James Street Schools. Term 4 – Paroa, St Joseph’s and
Apanui. All the teachers have been motivated by and have enjoyed their moment to share and shine!
⋅ Tessa Gray has visited all six schools and her observations, praise and suggestions have been very helpful
and motivating
⋅ ICT Lead Teachers presenting their school’s ICT Cluster journey to a group of leaders from all our schools.
Answer the question ‘What teaching and learning practices and strategies define your school?’
⋅ Teacher one to one sessions and whole syndicate planning sessions with the facilitator.

Success indicator 1: Each school has an inquiry learning programme.
⋅ Each school’s thinking programme forms part of their inquiry model. This gives a blueprint for the
development and use of thinking strategies, tools and ICTs throughout the school
⋅ The explanation documentation in each school’s inquiry learning folder contains explicit teaching and
suggested reflection for each stage.
⋅ Teachers have been completing am ‘Inquiry Reflective Journal’ to increase their understandings of
Inquiry and to ensure success for both themselves and their students. Journals entries are discussed at
syndicate meetings with teachers learning from their own reflections and those of their colleagues.
Success indicator 2: The inquiry learning programme has deliberate acts of teaching for each stage.
During the development of Inquiry Learning in our cluster, we have identified the strategies, skills and tools
needed to ensure success as learners. (Inquiry Learning Skills to teach)
. This includes ICTs and a range of learning to learn, thinking, research, presentation and ICT skills.
Excerpt from the ‘Ignite Stage’ of Ohope Beach School’s Inquiry Programme
Teaching of explicit skills:
• Blooms Taxonomy – remembering, understanding, applying, analysing, creating and evaluating.
• Graphic organisers- Mind Map, Y Chart, T Chart, PMI, Venn Diagram, Bubble Map, Flow Chart, SWOT, POOCH,
SCAMPER, etc.
• Thinkers Keys - Questioning, Brainstorming, Alphabet, etc.
• De Bono’s Hats
• Appropriate Habits of Mind – Wonderment and Awe, Questioning, Gathering Data, Persisting,
• Various ICT Tools-Internet, You tube, Camera, Clip Art/Images, Inspiration, Kid Pix, Email/Skype, Fax, Phone
Possible Reflections at this stage
• How motivated are the learners?
• Did the graphic organisers meet the needs?
• Have the skills of ______ improved? (E.g. Questioning)
• Do I have enough information and skills to go to the next stage?
• What barriers to learning need to be overcome?
⋅ A planning template, which teachers use and value, has been developed to assist with this. It includes
learning area objectives, Key Competency focus and reflection ideas. The skills/tools to be taught are
colour coded to match the student learning and thinking activities. This provides a checking system for
the teacher. View ‘All in One’ Inquiry Learning planning template.
Teachers Inquiry planning can be seen on the eBest website in the Junior Class Teacher Resources
page, or the Middle/Senior Class Teacher Resources page.
⋅ There is an ‘Information Literacy’ wiki on the cluster website

which contains resources, activities, lesson plans and web links to
support the teaching of explicit skills.
Success indicator 3: School’s have their own assessment

for their Inquiry programme.
An example rubric was shared with our school leaders
during an Inquiry ‘Think Tank’. Following this workshop,
our schools have worked on developing their own rubrics
for assessing Inquiry learning.
(Allandale School Inquiry Learning Rubric).
Students’ abilities to use the strategies, skills and thinking
tools are also assessed using teacher and self-assessment
templates. (Inquiry reflection sheets) These can be altered
depending on the skills focus. Resources to help school
leaders with this process are available in the Inquiry folder
on the eBest website.
Excerpts from 2 teachers’ Inquiry reflection journals

Success indicator 4: Teachers, children and Principals will begin using web 2.0 tools.
⋅ All schools have developed their infrastructure and/or purchased new computer hardware during 2009.
Allandale, Paroa and St Joseph’s Schools have new servers. Purchases include laptops, smartboards,
mimios, data projectors and digital cameras.
⋅ The eBest website contains many further examples of use of web 2.0 tools. Included are: Youtube, Slide,
Slideshare, Picturetrail, Voki, Voicethread (class example), class blogs, the eBest blog and sharing wikis,
chatting and Skype.
⋅ Most of our teachers have class blogs and are exploring new ways of teaching and learning using a
range of Web 2.0 tools and e-learning practices and a variety of multimedia applications.
A selection of comments made by eBest teachers in the ‘End of Project Online Survey’
about the benefits of ICT use
‘The students were enthusiastic about ‘The continual development of our
their learning. The students were confidence in 'THINKING’, The authentic ‘Skill development and independence,
engaged and motivated to complete learning that occurs through ICT connectivity and communication between
tasks using ICTs. There was evidence of development. The fun and amazement home and school (blog), motivation and
higher ordered thinking skills being used that children have when learning is engagement levels raised.’
in relation to the inquiry process.’ woven through ICT development.’ (Ohope Beach School Teacher)
(James Street School Teacher) (Allandale School Teacher)
‘Greater access to different ICT formats
‘Active and genuine engagement. ‘Using ICT more in my personal life e.g.
for students. Teacher confidence and
Increase in trust - doing the right thing on social networks and online
greater awareness of how ICTs can be
the computers, searching the right communicating with friends and family
used to facilitate student learning and
information using key words etc. Wanting abroad.’
planning for their use. Using ICTs to (St Joseph’s School Teacher)
to write more so that they can get their
motivate learners, access information
work published on our blog and leaving ‘Students have ownership of their own
and promote thinking skills.’
(James Street School Teacher)
comments etc on other blogs and really learning, follow up at home more
thinking about their learning and apparent, interactive and interested.’
‘Motivation. A wider learning reflecting on it on our blog site. They are (Allandale School Teacher)
environment, our knowledge is not limited becoming more fluent in their reading,
due to hearing themselves and reflecting ‘Improved file management, use of
to the four walls of the classroom. We
on their reading through using Audacity.’ school network, Improved confidence in
can feel as if we are a part of the latest
(Allandale School Teacher) own (children's) ability. An improved
current event. More regular contact with
awareness of the world.’
the wider community, through our blog.’ (Apanui School Teacher)
‘Engagement: Children's interest in the
(Allandale School Teacher)
learning activity increased dramatically. ‘Allows practice of basic knowledge in a
Skills: Many children knew the basic way that they enjoy , become more
functions of the computer these were knowledgeable and confident in the use
‘Motivated to learn , learning how to be skills they had learnt from home. ICTs and software programmes ,
part of web 2 technologies , blog has Increase in confidence towards ICT. students often more excited about their
given them a forum for their own voice.’ Children moving from reluctant learners
(Ohope Beach Teacher)
learning when it involves ICTs.’
to independent workers.’ (St Joseph’s School Teacher)
(Paroa School Teacher)
‘Greater access to information, learning, ‘They have increased skills and ‘Students look forward to using ICT and
researching. Tracking, planning for needs confidence in creating using a range of experimenting. They are able to record
based teaching. Finding it easier to meet ways. Enthusiasm they have for all and listen to their own reading and
the needs of students. Spreadsheets, things DIGITAL. They are making assess where they can improve. They
Star data, Asttle, Students are more connections with their learning and what like to have no trouble adding text to their
engaged and focused when using ICTs.’ they can do with ICT and online own photos.’
(James Street School Teacher) environments.’ (Paroa School Teacher)
(Ohope Beach School Teacher)
⋅ Supporting data from the end of contract online survey (below):
Students’ use of ICTs for most of the learning outcomes increased over the period of the ICTPD
programme. At the end of the programme, the greatest student use of ICTs was for gathering information
and technical skills. The greatest increases in the use of ICTs were in the areas of multimedia
presentation, processing information and technical skills.
The following table provides a summary of teachers’ responses

Low use = average of once or twice a year at most.
Moderate use = average of once or twice a term
High use = .average of weekly or daily

Before After
Low Moderate High Low Moderate High

Communication/text and picture
44% 42% 14% 14% 33% 53%
presentation
Communication Multimedia
77% 20% 3% 23% 29% 48%
presentation
Communication/Online interaction 83% 9% 8% 45% 23% 32%
Creativity 78% 22% 0% 32% 50% 18%
Information gathering/processing. 44% 38% 18% 12% 24% 64%
Problem solving 91% 5% 5% 62% 21% 17%
Curriculum practice 63% 22% 15% 25% 25% 50%
Technical skills 42% 35% 23% 9% 26% 65%
Collaborative learning and social
79% 14% 8% 45% 24% 30%
interaction
Motivation/Reward/Engagement 46% 32% 22% 22% 28% 51%
8.2.2 C. National Programme Goal 3. Strengthen professional learning communities and increased
collaboration within and across schools

Principals, Facilitator and Teachers add to the portal, 1. All schools use the EBest Cluster portal as a
including self reflection, resources and with potential of valuable resource
parent / child access. 2. Teachers and Principals contribute resources /
reflection to the EBest portal.
3. Schools assess the need to develop their own
community portal (eg: knowledge-net)
4. Cluster continues to share ideas through Lead
Teacher Days and Best Practice visits.
5. Increase awareness of and begin to use on-line
environments for professional networking.

⋅ Our school leaders and teachers all value and are very proud of our online learning community
http://www.ebest.co.nz and the eBest ICT Cluster website is also very well regarded by the wider
education community in both within New Zealand and overseas.
⋅ Over the past two years, many resources, templates, school planning, web links, teaching units and
student learning experiences have been contributed to the portal by our teachers. They promote and
support effective teaching and learning, ICT integration, school management, curriculum design and
strategic planning.
⋅ The resources can be downloaded by anyone; no password is required and anyone can become a
member. Therefore it contributes to the professional learning and classroom practice of the wider
education community.
⋅ Previously the facilitator had uploaded most of the teachers planning to the portal, or has supported
teachers while they do this. However during Term 4 2009, she has worked specifically with our ICT Lead
Teachers to increase their knowledge of the portal so they have the confidence to upload resources
independently.

Success indicator 1: All schools use the EBest Cluster portal as a valuable resource
Success indicator 2: Teachers and Principals contribute resources / reflection to the EBest portal.
⋅ The eBest website has evolved into the focal point of our cluster. The site provides testament to the
initiatives and professional learning experienced by our teachers during 2007 – 2009. It is now a rich
resource for all New Zealand teachers.
⋅ The portal structure provides many opportunities for educators to contribute and collaborate.
The Icon denotes a sharing/uploading ability available to all who are logged into the site.
⋅
⋅ School leaders and teachers are able to add resources to a number of wikis (see
photo, left),
⋅ Paroa School, with a large number of rumaki classrooms has established a ‘Whakaaro
mo Rumaki’ wiki, where there are a number of resources in Te reo Maori to support
thinking skills and Inquiry Learning.
⋅ Recently a ‘Resources from eBest Schools’ folder was established to provide each
school with their own space.
⋅ Ensuring the portal continues to be a centre point of cluster resources and
collaboration is an important part of our plan to sustain our learning momentum during
2010 and beyond. At our Principals' Management Meeting on 30th October 2009 a
‘Sustaining eBest’ plan was created which details the specific what, when, how and
who of keeping the eBest ICT Cluster learning community alive and humming during
2010.
⋅ On our ‘Goal Setting, Planning and Reflecting’ wiki there are many reflection
sheets/templates which have been used by school leaders and teachers during 2008
and 2009. Some were designed by the facilitator and relate to a cluster focus, while
others are provided by ICT PD Online. Each school’s management team has
completed the ‘ICTPD Clusters Self-assessment Rubric’. (See table, Page 18) The
information gained from the completed rubrics has been used in this milestone report.
⋅ The ‘Teachers Forum’ and ‘School Leaders Forum’ on the portal are not well used.
The discussion opportunities available at Think Tanks, ICT Lead Teacher Days and
Principals’ Management Meetings are preferred. Leaders and teachers are still
becoming accustomed to feeling confident in and remembering to use online
environments. Those using Skype and Facebook tend to be more involved. Use of
these forums will be a focus during 2010.
Success indicator 3: Schools assess the need to develop their own community portal (eg: knowledge-net)
Nick Rate shared his thoughts on electronic portfolios and KnowledgeNet and LMS on 13 May 2009
http://nickrate.com/2009/05/12/ebest-cluster-workshops/ . During the remainder of the year, 4 of our schools
have developed their school websites and added links to class blogs. The other 2 schools are in the process of
website design. This is meeting each schools needs at the moment and a more comprehensive MLE will be
investigated at a future date. However schools continue to develop teacher skills in the use of their SMS for
assessment, reporting and electronic class registers.
Success indicator 4: Cluster continues to share ideas through Lead Teacher Days and Best Practice
visits.
Our ‘Lead Teacher Days’ during Terms 3 and 4 2009 were tours of our cluster schools. We decided against
travelling to other schools outside Whakatane and decided instead to use the money allocated for this in our
budget to sending 8 cluster teachers to the ULearn Conference. This decision was a very good one. The
teachers came back and shared the experience and their new learning with their staff. They used new ideas with
their students. All are now motivated to attend more conferences, with several expressing the desire to attend the
Learning@School Conference in Rotorua in February 2010. Our schools have also found visiting eBest Cluster
schools provided many opportunities to observe effective teaching practice and supportive learning environments
without the need to travel further afield this year.
Success indicator 5: Increase awareness of and begin to use on-line environments for professional
networking.
The eBest Website: This is valued by all our cluster members and used as regularly by most. During the three
years of the contract, it has gradually developed into an exciting online learning community. It has a blog, several
forums (including chat) and many sharing wikis. Many teachers are contributing to the eBest blog and
commenting on others’ posts.
The resources and networking opportunities are available to everyone - the site itself does not have a password,
allowing anyone outside our cluster to become a member of our learning community … and many do! eBest
teachers also value and make use of the following:
⋅ Skype (voice or text) between our leaders, communicating with the facilitator, communication in schools
⋅ Class blogs (gaining ideas, commenting on posts, commenting on comments.)
⋅ ICT PD Online – reading the newsletter and finding resources
⋅ NZ Curriculum Online – watching digital stories, downloading resources
⋅ Facebook - Although this is more for personal use, however there is low level professional networking.)
⋅ LeadSpace - Used for a wide range of professional learning, readings and resources.
8.2.2 D. National Programme Goal 4. Increase e-learning leadership and ICT strategic planning
capability of principals and teachers
Principals and Lead Teachers develop a strategic plan 1. A strategic plan reflecting ICT is created by each
for each school that incorporates ICT school.
2. Strategic plan should include: Ongoing purchase
and maintenance of ICT equipment.
3. A review of Net-Safe Practices.

All our cluster schools have an up-to-date strategic plan which has been reviewed during 2009. Schools have a
st
vision for 21 Century learning and their ICT strategic plan supports this e.g. ‘For teachers and students to be
confident, connected and actively involved users of ICT’ (Apanui School)

Success indicator 1: A strategic plan reflecting ICT is created by each school.
⋅ School leaders were asked to comment on their ICT Strategic Plan in our cluster review in October 2009.
Strategic planning was also discussed at our Term 3 and 4 Principals Management Meetings.
⋅ Anecdotal evidence:
- ‘The school has an up-to-date ICT strategic plan in place. We often assess the learning needs of teachers
and students and have increased the infrastructure capability of the school and the ICT equipment
available.’(Ohope Beach School)
- ‘Our ICT strategic plan has been developed and reviewed for 2009. It reflects the school’s priorities. We
have realised that we need to be more specific in our purchasing plan so adequate funds can be allocated in
the budget’ (Apanui School)
- A review of our 2008/09 ICT Strategic Plan has been completed. Our ICT Strategic Plan for 2010/11 is a
work in progress - helpful input from cluster facilitator!(James Street School)
⋅ Other comments about strategic planning can be found in school reports pages 15 - 18
The facilitator has worked alongside some school leaders to help write or review their schools ICT strategic
plan. She has provided a flow chart to help explain the process and an action plan template which can be
altered or added to depending on the school’s needs.
Part of this action plan is shown below:
 Teacher planning shows inclusion of ICT and

Teachers will promote and plan for the use e- e-learning opportunities
learning in all curriculum areas  Classroom culture reflects a focus on and use of ICT
 SMART Goal setting (Specific, Measurable, Action plan, Realistic, Time

frame)
Teachers and students are active users of ICTs  Class blog regularly (at least weekly)
and use it to share learning with audiences  Daily use of data projector
 Students use ICTs to share
learning at assemblies.
 Develop an understanding of the computer network
Teachers and students are proficient in digital
 Actively learning ICT language through teacher modelling and specific
literacy skills:
vocabulary and skills teaching.
- the language of ICT
 Learning hardware/software skills using ‘Just in Time’, not ‘Just in case’
- knowing how to access, manage, integrate,
method.
interpret, evaluate and create (at the appropriate
Use ICTs in a variety the learning experiences
level.)
 Use ICTs to share learning
 Use graphic organisers (from school’s Thinking Toolbox)
Develop understandings of the key competencies  Exploring each key competency and show understandings using ICT
through use of ICTs  Use ICTs to work collaboratively to further understandings
 Complete the school Inquiry model with supporting information
 Prepare posters of the inquiry process for each classroom
ICTs are used in our Inquiry Learning process
 Develop a thinking toolbox which includes ICT skills required for teachers
and students (at each level of the school.)
Effective pedagogy:  Teacher actions promote learning – ‘Teaching as Inquiry’ (NZ Curriculum
Provide opportunities for teachers to share discuss Pages 35 & 35)
and reflect on their use of ICTs and that of their  Teachers share their planning, reflections and student learning examples
students. during team and school staff meetings
Success indicator 2: Strategic plan should include: Ongoing purchase and maintenance of ICT
equipment.
From ICT strategic plan template:
 Review number, age and operability of computers in classrooms

and the computer suite
Review and update hardware inventory and create
 Decide number of computers needed in classes to achieve ICT
a 3 year purchase plan which supports the
vision and goals
school’s vision for ICT.
 Plan ongoing purchase/lease plan to keep most computers no
more than 3 - 4 years old.
⋅ Schools complete the above section of the strategic plan template and carry out the review.
⋅ Our cluster emphasis on ICT strategic planning has had very positive implications for our schools. A
combination of this cluster focus and the growing expectations of their staff, led to a huge shift in school leaders
st
awareness of ICTs and a desire to provide the equipment needed to meet 21 century learning and teaching
needs.
⋅ During 2008 and 2009 our schools have purchased new servers, laptops, data projectors, and digital cameras.
5 of our 6 schools now have data projector in every classroom and one in the staffroom. The sixth school
shares data projector between classes. However purchasing more laptops and data projectors has been
identified as a priority for 2010.
⋅ School leaders are now reviewing and ‘future thinking’ by providing a more realistic budget to support new ICT
purchases, infrastructure upgrades and network management.
‘The school has an up-to-date ICT/e-learning strategic plan in place. To develop the strategic plan, the school reviewed their
current systems and infrastructure and assessed the learning needs of teachers and students. Purchases this year include 18
lap tops, a data projector and two desk top computers for our information centre’. (St Joseph’s School)
Success indicator 3: A review of Net-Safe Practices.

Although our schools have reviewed their policies and acceptable use agreements, they have acknowledged that
more could be done educating teachers and students about net-safe practices. An Inquiry into online
environments, web 2.0 applications and net-safety as part of a ‘Keeping Ourselves Safe’ teaching unit has been
discussed, with some teachers intending to do this during Term 1 2010.
Reviewing net-safe practices will be an on-going focus for principals and ICT Lead Teachers during 2010 as the
following 2 items from the ‘Ebest ICT Cluster Sustainability plan show:
⋅ The class blog page on our website contains an information letter about blogging which has basic
information about net-safety and links to several net-safe websites. Many teachers have downloaded
this, made adjustments and sent it out to parents.
⋅ ‘Each school’s curriculum, e-Learning Strategy, ICT policies and Net Safety Policies will continue to be
focuses during 2010. These will be part of the discussion at Principal’s Management Meeting.
ICT & e-Learning goals will form part of teacher appraisal’
⋅ ‘March 12 – ICT Lead Teacher day: Cyber-safety (Facilitated by Drew Manning, Paroa School)
8.2.2 E. National Programme Goal 5. Increase the school community’s understanding of the
educational contribution of e-learning.

Each school will outline their schools curriculum to their
community. 1. Promotion of the Revised Curriculum through
communication eg: parent evenings, newsletters,
school websites, media.
2. Clarify the changes / similarities between 21st
Century Education and ‘traditional education – of
the 1970’s - 2000’. What changes, why the need,
how will it benefit their child and what the roles are
(child, parent, teacher and school).

Our schools are working through the process of completing their school curriculum. All school leaders have
consulted their Board of Trustees and/or communities during the process. Most have presented aspect of their
st
curriculum and defined 21 Century learning and the role of e-learning within this to the community. This has
been done in a variety of ways (as below.) Class learning blogs are now widespread in the cluster and the
enthusiasm for and use of blogging as engaging way to share learning has been a stand out success for our
teachers and students.

Success indicator 1: Promotion of the Revised Curriculum through communication e.g.: parent evenings,
newsletters, school websites, media.
http://kotare2009.wordpress.com/
http://alexhanlen.wordpress.com/
⋅ Class learning blogs have had a big impact on teachers and students. They have found that a blog
provides an exciting forum for sharing learning. It also:
⋅ Promotes collaboration
⋅ Fosters school home partnership
⋅ Motivates learners
⋅ Necessitates ‘Just in time’ learning (learning ICT skills because there is a need for them.)
⋅ Class blogs contain posts sharing inquiry (containing movies, digital stories, Slide or Picturetrail,
VoiceThread)
⋅ Schools share inquiry learning and ICT at parent evenings. These have been presented by ICT Lead
teachers. Resources have been showcased and the events have been well attended by parents and
families.
⋅ Inquiry learning actions by cluster classes have featured in the local newspaper.
⋅ A student movie from one of our junior class blogs was used by a school outside our region at their
teacher only day to develop teacher understandings about student led conferences.
Tuatara’s Blog: http://mitchley.wordpress.com/
st
Success indicator 2: Clarify the changes / similarities between 21 Century Education and ‘traditional
education – of the 1970’s - 2000’. What changes, why the need, how will it benefit their child and what the roles
are (child, parent, teacher and school).
st
All the eBest schools have made a commitment to being ‘a 21 Century school’. Teacher and community
expectations are united in this vision for their children’s education.
⋅ ‘Knowing how’ rather than ‘knowing what’.
⋅ The impact of the Internet has been explored. Discussion at workshops has led to deeper
st
understandings about 21 C learning and effective teacher practice.
Discussion question example: ‘Most of recorded knowledge and information is now a mouse click away.
In light of this, what do teachers need to teach? What do students need to learn? What do they need to
memorise?’
⋅ Using ICTs and eLearning in Literacy and Numeracy
⋅ Youtube videos have been viewed and discussed (e.g. ‘Did you Know’.) A collection of the videos that
have been shared are available on the ‘Professional Learning’ section/Videos of the eBest website.
⋅ Schools including effective 21st C pedagogy in their school curriculum
St Joseph’s School Whakatane Draft Curriculum
⋅ Continuing teachers’ professional learning in this and educating parents will be an ongoing process of
life-long learning and change.
8.2.2 F. Provide a brief report on the progress of each school
Ohope Beach School

ICT literacy
ICT literacy has increased greatly during the last two years with teachers and students online resources,
interactive software and fully utilising all the equipment available. . All teachers use the Internet daily and
multimedia presentations are being shared at assemblies by students at all class levels. The majority use
blogs to share their learning and to communicate with the community. The school website is also used as a
sharing forum. Most teachers integrate ICTs into curriculum or teaching plans regularly and many staff use
ICTs to engage and motivate their students. Students are increasingly making informed decisions about
‘when, what and how’ to use ICTs and many are able to transfer this ICT capability to new situations. Both
teachers and students have growing expectations about using ICTs to support teaching and learning Our
teachers are ‘lie-long learners’ and frequently engage in professional learning conversations.
School curriculum
The development of a school curriculum is well underway. The school vision has been rewritten. Staff and
parents have completed surveys about the skills, virtues and learning areas to be included. We have
developed our inquiry model and are now testing its effectiveness. We have begun unpacking the key
competencies and have identified key skills and strategies to be taught at each stage of our inquiry model.
Reflective practice is also being developed in teachers and students as part of the inquiry process.
Inquiry Learning
Our ‘Thinking Toolbox’ is in place and teachers are becoming more skilled in applying it at their class level.
The development of Inquiry learning has been particularly effective at Ohope Beach School. During an ICT
Lead Teachers planning day we have developed an ‘Inquiry Folder’ which contains explanations, resources
and planning templates to support teachers and students. During 2009 classes completed several successful
inquiries. Class ‘learning walls’ showed the learning process and how a range of thinking strategies and tools
were being used capably by students. Successful actions undertaken have been fundraising for the SPCA,
cleaning up the local stream, cleaning up the Ohiwa Harbour foreshore and sharing interpretations of colour as
part of the school major production. There is now a lot more teacher and student talk related to thinking within
learning experiences.
Syndicate planning workshops with the facilitator and our team approach has worked very successfully.
Roberta McKelvey’s Inquiry song has helped develop understandings of the Inquiry model
ICT Strategic Plan
The school has an up-to-date ICT strategic plan in place. We often assess the learning needs of teachers and
students and have increased the infrastructure capability of the school and the ICT equipment available.
Online Learning Communities
Staff understand the importance of effective learning communities and a number of key personnel are actively
participating. This is resulting in the sharing of ideas and strategies across the school. The eBest website is
used to gain new teaching/planning ideas and to share our resources with the wider education community.
Unit plans and ICT integration activities have been uploaded following one to one or syndicate planning
sessions with the facilitator. Teachers download resources for use in the classroom. Some teachers have
posted their own resources in the various sharing wikis or on the eBest blog. Robert’s Inquiry song has been
uploaded to the ‘News’ section.
Allandale School
ICT literacy
Blogging has been the most significant development. All classes have a blog and many are exciting and well
used. One of our classes has set their blog up for learning activities children can use when finished class or
home learning. These are categorized in to literacy, numeracy and inquiry sites. The teachers consistently
engage in ICT professional learning conversations both formally and informally. Teachers reflect on teaching and learning
practices within and beyond school. Some instances of continuous learning. Teachers model life-long learning skills. Most
staff are integrating ICTs into curriculum or teaching plans. ICTs are used in authentic learning contexts and are used to
support depth and rigor in learning. Many students make informed decisions about when to use ICT and are able to
transfer their ICT capability to new situations. They have growing expectations about using ICT to support their learning.
Teachers and principal have developed strategies and are running effective PD which is focused on the development of
learning programmes that use e-learning pedagogy to achieve improved outcomes for students. Personnel have decided
on measurement strategies to gauge success.
School curriculum
We have made huge strides about defining the Allandale curriculum. The integration of our school values, the
key competencies and the essential learning areas is well advanced. Inquiry and the thinking toolbox is an
integral part of this.
Inquiry Learning
This is developing well. We have an established inquiry process and as times moves on we are developing an
understanding of how inquiry can be part of each of the essential learning areas. Initially we thought that
inquiry would be restricted to science, the social sciences, technology, health and the arts. We are now finding
authentic contexts in literacy and numeracy. Yes, we have identified skills that require explicit teaching at the
various levels.
ICT Strategic Plan

This year we have made huge development in the way we have used our SMS – now using it extensively for
achievement data and latterly as an electronic register and daily notices. We have purchased a new server
which has dramatically increased our capacity to use a range of software Our ICT suite built this year is used
extensively and the 15 laptops purchased this year have been supplemented by a further 13 leased laptops
due to teacher demand. Next year we will have our first ‘e-learning class’ through which we intend to develop
our e portfolios.
Teachers understand the importance of effective learning communities and a number of key personnel are actively
participating. This is resulting in the sharing of ideas and strategies across the school. The eBest online community portal
is used regularly as a reference and all classes have their blogs on the site. Our involvement and
collaboration with eBest will continue in 2010 and beyond
Apanui School
ICT literacy
The ICT literacy of our teachers has increased greatly during 2009. This is due to:
⋅ Teachers greatly improved confidence and skills in using their laptop due in part to 1:1 sessions with
the facilitator
⋅ A data projector in all classrooms
⋅ Our school-wide focus on class blogs has been particularly effective. Becoming familiar with online
environments has increased teachers ICT language and knowledge. The inserting of photos and the
embedding of a variety of Web 2.0 applications in blog posts has increased their skills in a variety of
ICTs.
⋅ The development and use of the Apanui School Website
⋅ The resources, sharing and collaboration available on the eBest Website
Teachers are now searching for and using Internet teaching & learning resources more. They are much less
reliant on hard copy material. Some students make decisions about when and how to employ ICTs in learning
experiences. However they can lack confidence and do not always expect to use ICTs as a natural part of
their learning.
School curriculum
⋅ Curriculum committees have met for planning sessions. Each group reports back to the staff.
⋅ Our Thinking Toolbox is in use in classrooms
⋅ Our Apanui School Inquiry model has been developed and a teacher resource folder compiled.
⋅ Staff meeting sessions on vision & Revised mission statement in conjunction with BOT
⋅ Staff have discussed ways key competencies can be implemented into planning & reports
⋅ Report format for 2009 has key competencies included in end of year report format
⋅ Reviewed aspects of learning environment
⋅ In conjunction with ICT cluster reviewing commitment to ICT at Apanui (lead teacher etc)
⋅ Term 4 – 2009 : workshop with Bruce Hammond on revised curriculum in pipe line
⋅ 2010 – Planning teacher only day to review revised curriculum
Inquiry Learning
⋅ The Inquiry model has been developed and is displayed in classrooms
⋅ Each teacher has a copy of the resource folder which contains the thinking toolbox and a variety of
resources and templates to scaffold successful Inquiry Learning.
⋅ All our teachers and their students completed teacher directed inquiries during Term 2, 3 and 4.
Learning walls are evident in classrooms and show the use of a variety of thinking strategies and tools.
ICT Strategic Plan
Our ICT strategic plan has been developed and reviewed for 2009. It reflects the school’s priorities.
We have realised that we need to be more specific in our purchasing plan so adequate funds can be
allocated in the budget
Our Inquiry model diagram, explanation of the stages and ideas for explicit teaching of skills at each stage has
been uploaded to the eBest website. Teachers have contributed teaching resources. ICT LT has worked
with the facilitator to learn more the design of the site and how to add components. Our ICT Lead Teachers
will participate in LT Days during 2010 part of which will be maintaining the eBest site and developing it further
as a collaborative learning community.
James Street School

ICT literacy
Daily use of computers and data projectors for range of activities – some used as glorified OHP’s through to
interactive Maths / reading programmes, storyboards, current events, immersion stage of Inquiry. Some
limited blogging in classes. Internet used for researching where appropriate.
Teachers familiar with tool box software and teaching the skills to enable children to use it in variety of ways,
especially presentation of research findings and follow up to ‘out and about’ learning. Many students make
informed decisions about when to use ICT and are able to transfer their ICT capability to new situations.
They have growing expectations about using ICT to support their learning.
School curriculum
Completed and reviewed consultation on vision, goals, guiding principles, values, key competencies.
Identified five concepts around which the curriculum will be based. Developed inquiry learning model around
which the concepts will be taught and the ICT skills to be taught at junior and senior levels. We have held a
home - school evening to explain use of ICT and Inquiry.
Inquiry Learning
Shared understanding is developing through syndicate and staff sharing of progress and syndicate inquiry
planning. Skills and strategies are identified for each stage and teachers are at varying stages on the
continuum. Next step is to develop the info literacy skills to accompany each stage. Evidence of inquiry
stages, skills and graphic organisers etc in each classroom. Inquiry learning, using thinking tools and the
development of classroom learning walls has been particularly effective in changing or developing teacher
practice.
ICT Strategic Plan
A review of our 2008/09 ICT Strategic Plan has been completed. Our ICT Strategic Plan for 2010/11 is a
work in progress - helpful input from cluster facilitator!
Most staff and management use the portal as a resource frequently. Lead teachers and some staff have
added material to the website. Principal contributes to principals on line learning community. The sharing of
information throughout the school is having a positive impact on teacher effectiveness and student outcomes.
2010: Lead teacher will frequently lead staff through recent additions to website at staff meetings and upload
examples from current teacher practice to website regularly.
Paroa School
ICT literacy
The ICT literacy of Pāroa School teachers has increased dramatically each year of our involvement in the
eBEST cluster. In spite of the TELA programme, ICT use at our school was minimal at best. Essentially,
teachers were the only ones with the opportunity to use ICTs, and that use was limited to email and google
searches in order to prepare lessons. Pāroa School staff AND students are now keen to use a wide range of
ICTs across the curriculum, including digital cameras, film-making, desktop publishing, audio recording and
editing, and animation; and are beginning to have a go at establishing blogs, wikis and other Web 2.0 tools in
order to communicate their learning with the world!
School curriculum
During 2009, the ICT Lead Team at Pāroa have designed an Inquiry Learning programme which caters to the
needs of both our Rumaki and Auraki streams, and which involves deliberate instruction at each stage. This
programme centres around a toolbox of thinking strategies and tools, and a learning model which can be
implemented and assessed at all levels of the kura in both English and Te Reo Māori. This model has been
collaboratively tested by the staff, refined and re-assessed before being delivered for independent use in
classrooms.
Inquiry Learning
The development of Inquiry Learning began at Pāroa with the construction of our Thinking Toolbox and
Learning Model in Term 1. This was followed by a school-wide guided Inquiry (“How Does Our Garden
Grow?”) in Term 2. Once teachers had had an opportunity to work through the model together, the ICT Lead
Team made a number of revisions and re-introduced both the Toolbox and the Model to the staff in English
and Te Reo at the end of Term 3. Term 4 sees the entire staff working with the Model and Toolbox
independently under the guidance of the ICT Lead Team.
ICT Strategic Plan
ICT and Inquiry Learning was made a priority at Pāroa School through our 2009 School Charter. Goals were
established early in Term 2 which will be assessed against at the end of the school year. Along with these
charter goals was a resourcing needs assessment, which has led to the restructuring of our school network to
enable ease of connectivity for students and staff and the purchase of a number of ICT resources (data
projectors, network support services, SMS). It is our intention to pursue self-review against these charter
goals at the end of 2009, establish new goals and resourcing plans for 2010, and to conduct a review of the
school’s Net-Safe policies.
While it has taken some time for staff to build up the courage to contribute to the eBEST cluster web portal,
we have been strong users of the resources and contacts for some time now. As teachers are becoming
more comfortable with Web 2.0, they are also becoming more familiar with the skills necessary to share their
work on the portal and are quite keen to continue developing these skills in 2010. I have no doubt that the
eBEST cluster site will remain a key component in the continuing development of Pāroa School’s Inquiry
Learning programme
St Joseph’s School Whakatane

ICT literacy
The ICT literacy of our teachers has hugely increased. Teachers are now using their lap-tops, data projectors
and digital cameras on a daily basis. They are able to use a variety of software to enhance the learning of their
students, confidently use the internet and online applications. All teachers bar one are confident in producing
and maintaining a class blog. Most staff use ICT to enhance teaching and learning experiences with
approaches not readily accessible through more traditional methods. Many students make informed decisions
about when to use ICT and are able to transfer their ICT capability to new situations. They have growing
expectations about using ICT to support their learning.
School curriculum
We have had lots of staff meetings on planning and implementing our school curriculum. We have consulted
our community (via a survey) and have a draft overview of what our school curriculum looks like. We have
developed a thinking toolbox and are currently trialling several ways to model and encourage Key Competencies
within our school. School personnel have unpacked key competencies and can identify connections and e-
learning opportunities across all areas of the curriculum
Inquiry Learning
We have revised our inquiry model and have developed a shared understanding of what this looks like in the
classroom. We are currently trialling this model and hope to review it again early next year. Our model includes
explicit skills to be taught during inquiry.
ICT Strategic Plan
The school has an up-to-date ICT/e-learning strategic plan in place. To develop the strategic plan, the school
reviewed their current systems and infrastructure and assessed the learning needs of teachers and students.
Purchases this year include 18 lap tops, a data projector and two desk top computers for our information centre.
All staff are participating in the learning community, though for some this is erratic. Some teachers are involved
in learning communities beyond the school. The sharing of information throughout the school is having a
positive impact on teacher effectiveness and student outcomes. .All teachers have used the eBest website to
assist with planning. Most teachers have contributed to the web site with units, ideas or comments.
ICT PD Clusters Self Assessment 2009

Each school was asked to complete the ‘ICTPD Clusters Self Assessment Rubric 2009’. Each school discussed
the rubric with their teachers and/or asked teacher to complete the rubric collaboratively at syndicate meetings. In
some areas there were slight differences between the assessments of management to that of teachers and
assessment between some syndicates also differed. This feedback, along with the actual data has been useful
for school leaders.
Generally schools found completion of the rubric a worthwhile exercised and valued the reflective practice
opportunities it provided. It is hoped that it will be referred to as part of the review process and used for goal
setting and next steps planning.
Below is a table showing the levels from some areas our schools self assessment.
Schools' Self-assessment Rubric Level 1 Level 2 Level 3 Level 4 Level 5
Readiness for change 3 2 1

Key Competencies 2 3 1
ICT Integration in Learning areas 2 4
Pedagogy - Focus on student outcomes 2 4
Students learning with ICT 2 3 1
Reflective Practice 4 2
Sharing effective practice 3 3
Development of a Learning Community 1 3 2
Meeting individual and school ICT needs 4 2
ICT Strategic plan 3 2
Engagement with Community 1 3 2
Ownership of cluster programme by schools 2 3 1
Mentoring by cluster leaders 4 1 1
Effectiveness of cluster programme 3 3
Number of eBest ICT Cluster schools /6

8.2.3 Report on your programme implementation during the milestone period
Programme Implementation
Date What did we do and how often? Who was involved and how many were involved?
30/10/09 5 principals (including the director), 1 DP and the
Principals management meetings
16/09/09 facilitator
- 5 principals (including the director) and the facilitator
05/07/09 Principals, the director & the facilitator
- 5 principals (including the director) and the facilitator
16/11/09 meeting with Tessa Gray
The ICT Lead Teachers from all 6 schools, some of the
02/09/09
Leaders’ Day – eBest schools tour principals, teachers from some of the schools. 20 – 25
16/11/09
people
2 per term Staff Meeting workshops The principal and teachers of the host school. (14 – 20
per school Walk-about staff meetings people depending on the school)
Every term Syndicate planning sessions All the teachers in the host school
One to one sessions (1 hour each)
Every day Teachers in the host school. 4 – 5 per day.
In-school support
10/09 Cluster Review All the principals and teachers in the 6 cluster schools.
The facilitators from eBest, Bellevue, Peak, Rellco,
10/08/09
Facilitator Meetings Welcome Bay and Hinuera ICT Clusters
25/09/09
( 5 - 6 people)
Network Meetings The National Facilitators, facilitators and some of the
17/09/09
directors from the Bay of Plenty and Waikato
7-9/10/09 ULearn Conference The facilitator and 8 eBest ICT Lead Teachers
8.2.4 What were the key lessons learned over the three years of the ICT PD Programme
An ICT cluster sets about developing and supporting teacher and student use of ICTs for learning as well as their
school’s awareness of the environment necessary for success. While an ICT cluster is certainly about developing
individual teachers ICT skills and knowledge of 21 Century best practice pedagogy, it is more importantly about
developing its schools into a successful learning community.
If we were starting the eBest cluster over again the following would be important for a successful programme
(some of which we did, some we didn’t):
⋅ Prepare for the cluster two terms beforehand – hardware & network minimum (plus each school’s purchase plan
during the 3 years), leadership expectations, school’s ICT Lead Teachers appointed, teachers informed and
excited about the opportunities ahead.
⋅ Each school’s ICT strategic plan written at the start of the contract and aligned to the cluster goals and action
plan. Detail is good! Strategic plans are reviewed often and rewritten each cluster year to reflect new ideas or
direction provided by cluster initiatives.
⋅ Involve everyone right from the start – ‘How are you using e-learning in your classroom?’ Teacher goal setting &
planning for ICT inclusion. Teaching as Inquiry.
⋅ Developing ICT literacy: schools establish ‘Our Targets for using ICT’ (e.g. planning, assessment, reports,
resources, network use, sharing at assemblies & concerts.) A chart is created by ICT Lead Teachers and put on
the staffroom wall. (Or a goal setting blog or wiki could be used.) Teachers add their class goals to the list.
Reflecting and sharing examples when goals are met. (A school-wide theme will help e.g. ‘Photography’;
‘Presenting to an audience’; ‘Multimedia’; ‘Digital story telling’
⋅ Establish a vibrant cluster website where teachers can find resources, contribute their own, reflect, collaborate
and celebrate. This will be the glue that holds the cluster together – an online learning environment owned,
developed and valued by everyone.
⋅ Focus for a year on teachers developing understandings of and student use of thinking strategies & tools;
learning to learn, ICT and Information literacy skills. Develop pedagogical knowledge and embed new learning
into classroom practice.
⋅ Following the ‘thinking year’ with a year developing Inquiry Learning. Teachers and students will understand and
be able to use the skills and strategies and tools needed to begin to be successful inquirers.
⋅ Provide opportunities for teachers to plan and work together (e.g. in syndicate groups). The teachers will share
expertise, professional dialogue, develop common understandings and have a deeper interest in their colleagues’
goals and successes.
⋅ Provide scaffolding (examples, templates, help sheets) and professional readings/videos for all cluster focuses on
the website.
⋅ Schools providing a realistic budget each year for upgrades and new hardware, teacher release
⋅ Each school’s management team and ICT lead teachers setting up expectations of teachers in their school and
provide accountability structures and opportunities. (E.g. learning circles, digital portfolios, walkabout staff
meetings, sharing sessions, using ICTs for learning assembly roster)
⋅ Every class using a learning blog as a way of sharing learning with their families, the school community and the
rest of the world. Blogging creates many ICT ‘just in time’ learning opportunities
⋅ Providing ICT lead teachers with specific guidelines on their role in the school. This needs to be more detailed
than a job description (perhaps a rubric?) They must reflect and review their performance each term with release
time with the facilitator provided for this.
⋅ Setting up a cluster wiki or Centre4 website forum where contributions from and dialogue between principals and
ICT lead teachers was expected. Specific questions are answered. E.g. ‘How did you share conference
experiences with your staff?’ or ‘How are you supporting and developing inquiry learning in your school?’ (Or use
Voicethread or Google Docs.) Provide opportunities for principals to demonstrate their understanding that an ICT
Cluster is a three year professional learning and professional collaboration commitment.
8.2.5 Provide details of the cluster’s contribution to other schools.
⋅ A wealth of valuable classroom teaching resources on the eBest ICT Cluster website accessed by
teachers from all other New Zealand and the world.
⋅ Whakaaro mo Rumaki resources for thinking strategies and Inquiry Learning now available to Kura
throughout New Zealand.
⋅ Conference presentations by the eBest Facilitator Lyn Ross
⋅ uLearn Conferences Christchurch 2009, 2008
⋅ Learning@School Conference 2008, 2009
⋅ 3 workshops submitted for L@S 2010
⋅ Waimarino ICT Cluster Conference, Tauranga 2009, 2008
⋅ PeaK-ICT Cluster Conference, Kawerau 2009
⋅ RELLCo ICT Cluster Conference, Rotorua 2008
⋅ Nelson ICT Cluster Conference 2008
8.2.6 Provide financial statements that detail all the expenditure of the ICT PD contract funds against all
cost centres. (These will be attached and sent before 1 February 2010)
Your cluster is expected to submit full details of income and expenditure. The financial records are expected to be
itemised - not just totals but a full transaction report. You are expected to have spent your contract funds on the
tasks completed between 2006-2008. Provide financial statements that detail all the expenditure of the ICT PD
contract funds against the following cost centres.
• ICT PD Funds in from the Ministry of Education
• Professional Fees
• Professional Costs
• Operating Costs
• Teacher Release
If you have less than 3% of funds remaining, then you may designate these to presenting and attending the
Learning at School conference. Past clusters are welcome to attend
8.2.7 Have you completed the ‘end of project online survey’?

http://surveys.hotsource.co.nz/ictpd/endofproject2009
This survey was completed by principals and teachers in the eBest ICT Cluster. The analysis has been received
and has been referred to and evidence included when completing this milestone report.
8.2.8 Have you completed the principals, project directors and facilitators online survey?
http://www.surveymonkey.com/s.aspx?sm=NU7Xypziofs2BET3cIL53g_3d_3d
The director, facilitator and all our principals have completed this survey.
Case notes – optional
a. Title of your change scenario
b. Describe the change
c. What supported the change?

Disbursement schedule
Copy the figures in from your contract and variation
ICT Professional Development Cluster:
Contract No.
Milestone No. 8
To: From:
Neil Melhuish
e-Learning Unit
Ministry of Education
PO Box 1666
WELLINGTON
For Professional and Operational Costs:

3yr Budget Actual-to-date Cumulative %
Professional Fees As stated in your contract $
Professional Costs As stated in your contract $
Operational Costs As stated in your contract $
Teacher Development Costs
As stated in your contract $
(if relevant)
plus Goods and Services tax As stated in your contract $
$360.000/ or as stated in
Total $
your contract
Provide an explanation of any variation if your budget is outside of the range 75–91%.
Describe any contributing issues, the actions taken to rectify the situation.
Note – a significant change to the programme requires a formal variation.
When you have had your Milestone approved by your National Facilitator then you can email a PDF copy to:
ictpd.milestone@minedu.govt.nz

Oh Ope Beach School Milestone 8

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Oh Ope Beach School Milestone 8

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Milestone 8 2009 Template Version 1.

0 9th July 2009

8.1. Response to Milestone tasks

8.2.1 Liaise with the National Facilitator assigned to this project;

Cluster Programme Goals Success Indicators

End of programme review

b. What evidence supports this?

Curriculum planning ‘teacher only day’ at Allandale School (20/11/09)

⋅ Curriculum planning staff meetings and teacher only days:

Success indicator 2: Inquiry learning is a major component of the schools curriculum.

(More detail on Inquiry learning in Section B below)

Inquiry teacher resource folders

Cluster Programme Goals Success Indicators

End of programme review

a. What progress has been made towards achieving these goals?

b. What evidence supports this?

⋅ There is an ‘Information Literacy’ wiki on the cluster website

Success indicator 3: School’s have their own assessment

Excerpts from 2 teachers’ Inquiry reflection journals

⋅ Supporting data from the end of contract online survey (below):

The following table provides a summary of teachers’ responses

High use = .average of weekly or daily

Low Moderate High Low Moderate High

Cluster Programme Goals Success Indicators

End of programme review

a. What progress has been made towards achieving these goals?

b. What evidence supports this?

Cluster Programme Goals Success Indicators

End of programme review

a. What progress has been made towards achieving these goals?

b. What evidence supports this?

Part of this action plan is shown below:

 Teacher planning shows inclusion of ICT and

 SMART Goal setting (Specific, Measurable, Action plan, Realistic, Time

From ICT strategic plan template:

 Review number, age and operability of computers in classrooms

Success indicator 3: A review of Net-Safe Practices.

Cluster Programme Goals Success Indicators

End of programme review

a. What progress has been made towards achieving these goals?

b. What evidence supports this?

Tuatara’s Blog: http://mitchley.wordpress.com/

St Joseph’s School Whakatane Draft Curriculum

Ohope Beach School

ICT Strategic Plan

James Street School

St Joseph’s School Whakatane

ICT PD Clusters Self Assessment 2009

Schools' Self-assessment Rubric Level 1 Level 2 Level 3 Level 4 Level 5

Readiness for change 3 2 1

8.2.3 Report on your programme implementation during the milestone period

8.2.5 Provide details of the cluster’s contribution to other schools.

8.2.7 Have you completed the ‘end of project online survey’?

b. Describe the change

c. What supported the change?

ICT Professional Development Cluster:

For Professional and Operational Costs:

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