Lead+teachers+May+7

**Setting the scene:**
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 * Introductions and "what's on top" for everyone
 * Share stories, new happenings (classroom, school-wide), trialing of new ideas, new learning, new understandings.
 * Review of ICT PD self assessment rubric from each school - if relevant.
 * Relate back to identified cluster goals for this milestone reporting round (eyes on the prize) see below
 * Positives || Challenges || Where to from here ||
 * **Stacey:** attended L@S, and applied new working in reference to basic ideas to use with juniors in the classroom. Independently and in groups. Practical ways of managing computers in the classroom.


 * Gareth:** started down the Inquiry track, further work on vision building with senior management, syndicate leaders reshaping our vision. Been great, building ownership. Have a voice as stakeholders. Action plan in place - where to from here. Sharing new learning from L@S EG Marina View TV stories - now going to happen across the school and sharing through assemblies.


 * Kylie:** Attended workshops and shared on Tony Ryan's thinking keys, looking at assessment of Inquiry. Changing my thinking to not having every child on the computer. New learning from Ulearn, L@S, Lane Clarke. Hopefully putting together a package to help inform others. Knowledgenet - connecting between home/school, to bring the parents into schools.


 * Warren:** trialing digital portfolios.


 * Sarah:** Combination of L@S, watching Emma (mentor), working with the Mimio. Peer to peer coaching. Planning and teaching has changed. Another new thinking - allowing the children to do things, EG class photographer everyday, these are then uploaded in Knowledgenet to share learning with parents. Manageable and not out of control. Finding ways to support reluctant teachers with infusing ICT tools. EG reference to LMS (knowledgenet). Transference is wisdom.


 * Emma:** Making sure that ICT wasn't the add-on, something that is infused authentically. Skills sessions are taken in the suite. Applying new learning in other areas from skills instruction. Sharing digistore learning objects into the classroom. Students have worked collaboratively together to plan their learning. Student led learning with mimios.

The why is important. Wanted to demonstrate a movie on statistics. But Emma asked why.


 * Fiona:** Helpdesk IT for teachers in the school.


 * Jo:** Mimio, deadlines for the teachers, but the helpdesk helped. After attending L@S, we each had to share one simple thing, that others could use. Sharing examples of effective practice. Teachers were a lot more positive after we did that. Gathered evidence of pictures of new learning - very powerful.


 * Mary**: Got from L@S, be critical, discerning cyber citizens. Introduced poem about the Vietnam war. Kids planned their own learning, very powerful. Higher-order questioning techniques in a student-led Inquiry.

Why are doing that, what difference will it make? || **Gareth:** Our school is focused on literacy, numeracy and that ICT is not an add on. Trying to find to share, having a forum of trying to do that. Trying to change the teachers thinking. Teachers are at different stages of readiness and abilities.


 * Sarah:** Supporting reluctant teachers.


 * Fiona:** Tall poppy syndrome. Leading among your peers can be a tricky balance.


 * Emma:** Teachers just want to know what it looks like, what is sounds like and how they can integrate it into the classroom. How we've used it, how can we use it again. Having evidence (filmed the kids).


 * Fiona:** Privacy issues. Parents not wanting students to be public.


 * Sarah:** Infrastructure is important. Support people are needed to enable reliable, equitable access to the tools, resources, internet etc.


 * Jason:** Schools need to keep their eye on the tools, infrastructure.


 * Warren:** Infrastructure is important and can make the lessons fall down if this doesn't happen.


 * Mary:** Value for money. EG mini flip cameras. Mary did some research around the tools, research behind the use/potential/best value. || **Trevor:** How can we turn the egg boxes into egg tray? ||

media type="custom" key="5977299" //Milestone stories could show:// Prior data Intentions - Interventions  Outcomes  Evidence  Analysis  Future Intentions
 * [|Interactive whiteboard online seminar in ICT PD Online]
 * [|Whiteboard discussions in Virtual staffroom]
 * [|Ideas to inspire - Interactive whiteboards]
 * Possibly discuss and share ways to collect data. http://bop-homegroup.wikispaces.com/Data+Gathering+Processes
 * [|Google docs], [|Surveymonkey]
 * Sharing stories in milestone report. Evidence would link to urls.

**Teacher professional learning and professional development** This can be downloaded from http://leadinglearning.wikispaces.com/Helen+Timperley+reading
 * Discussion about professional learning and professional development - follow-up from last time we met.
 * Introduce article,Teacher Professional Learning and Development by Helen Timperley (most people would have read by now)
 * Split into groups of two. Apply an area of interest (element) to each group. Go into Leading learning wiki and work through the scenarios.
 * Feedback an 'aha' to the whole group.
 * The purpose of this activity is so that leaders can understand what Helen Timperley’s current research says about teacher professional learning and development which is shown to have positive impact on valued student outcomes. Readers will have an opportunity to have reflected on their organisational practice in relation to the Timperley research and will have greater awareness of how they might apply the 10 key principles of the research to support the ICT PD programme.
 * Unpack aspects of the teacher as [|inquiry reflective cycle] (print copy) during this session and use first word/last word strategy to discuss how this can be used in schools with teachers on this contract. How might this help with data gathering processes?
 * Some powerful questions shared in [|case study 4].
 * 1) identify the students’ learning needs and how the lesson will address those needs;
 * 2) discuss the key principles underpinning the teaching;
 * 3) discuss how they will be able to tell that students are learning what they need to learn;
 * 4) identify the teacher’s goals for their own practice and learning;
 * 5) clarify the teacher’s and facilitator’s expectations of the observation.
 * Also see [|case study notes.]

**Change workshop**
Facilitated session with templates to use with others, readings, sharing of resources to support this

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**Additional resources include** Additional, useful presentation on where we are at [] More on Managing complex change matrix http://edorigami.wikispaces.com/Managing+Complex+Change More on change management http://corechangemanagement.wikispaces.com/ Links to change management material [|Change management folder in ICT PD Online] More on resources linked to current paradigm shifts http://ictpd-strategic-planning.wikispaces.com/ http://ictpd-strategic-planning.wikispaces.com/Strategic+Planning+Process

**Facilitation strategies**
Designed to help mentor adult learners. Resources to support this include rubrics, planning templates, readings **Additional resources include:** ICT PD Online resource designed to help teachers leading teachers http://facilitationstrategies.wikispaces.com/ Wiki to support lead teachers in ICT PD http://leadingict.wikispaces.com/ Resources in ICT PD Online [|Project Directors and facilitators area in ICT PD Online] Ways to plan and collect data when working with teachers http://bop-homegroup.wikispaces.com/Data+Gathering+Processes
 * What does it mean to develop a professional learning communities? Brain storm on Y chart - see/hear/feel in terms of face-to-face and online interventions. What are the norms?
 * What are our roles, responsibilities as leaders of learning? Discuss the attributes of a facilitator. For more go to [|19th June newsletter 2009]
 * For more ideas on PLCs, go to [|Notes from CNI meeting 2007] and http://oplc.wikispaces.com/. Access additional background readings such as [|Research Brief for creating and Sustaining Effective Professional Learning Communities] and []

[] [] http://toptenideas.wikispaces.com/ [] [] http://learningweb2.wikispaces.com/ http://educationalsoftware.wikispaces.com/ http://cooltoolsforschools.wikispaces.com/ [] [] http://gettingtrickywithwikis.wikispaces.com/
 * Sandpit time** - hands-on play with resources to support classroom teachers


 * Groups in the afternoon:**

[] [] [] []
 * **Wikis**: Sarah, Jason and Jo, Kylie, Stacey, Emma Warren
 * **Delicious:** Stacey, Mary
 * **Netvibes:** Emma
 * **Helen Timperley's research:** http://leadinglearning.wikispaces.com/Helen+Timperley+reading
 * Sharing at the end of the day**:
 * Kylie sharing assessment for Inquiry
 * Warren sharing his e-portfolios
 * Resources from today**

[|Computers in New Zealand Schools] - online journal Has an article "Children's Internet Searching: Where do they go wrong?". Need to get kids to evaluate how suitable the site is for them and to think critically to evaluate the information provided on a site. To illustrate: "[|Tree Octopus]" endangered animal and [|DHMO] (water) "information." Three goals to take away with us - one for self, classroom, school-wide.
 * Reflection and Where to from here**