REFLECTIVE JOURNAL
Milestone Rubric

This link provides some support for clusters when writing milestone reports. This rubric provides some guidance when collating and reporting on data/evidence/stories for your milestone report. The benchmarks indicate acceptable standards for both the process and product submitted.
NAG Rubric. This rubric written around the NAGs may also help with the writing of your comments

NATIONAL GOAL
CLUSTER GOAL
SUCCESS INDICATORS
SCHOOL PROGRESS
1. Implement the New Zealand Curriculum / Te Marautanga o Aotearoa through the use of e-learning;
Schools will explore and identify the e-learning pedagogies through the vision, values and guiding principles of the NZC 2007.

Schools will include implementation of key strategies from Ka Hikitia to achieve educational success for our Maori students.
Needs of our multi-cultural communities will also be addressed.
All schools demonstrate a shared understanding of e-learning pedagogy through the NZC 2007.

Cluster schools communicate and demonstrate an understanding of the vision, values and guiding principles to the community.

Parents and whanau will work alongside teachers in the decisions made about their children’s learning.
Through effective PD teachers will make the connection between the importance of promoting and reinforcing Maori culture in the learning context and the lifting of Maori student engagement and achievement.
Parents and families from our multi-cultural communities will share in learning opportunities promoting the New Zealand Curriculum and with decisions made about their children’s learning.
Teachers are developing a better understanding of e-learning pedagogy through discussions at syndicate and staff meetings. All unit planning includes e-learning strategies to support the NZC.
Ako principles were covered in our focus on Treasuring Ourselves in Term 1.
2. Increase capability of teachers and principals to improve students' learning and achievement through e-learning;
All staff and students will begin to explore and engage with new e-learning environments.
Teachers demonstrate increased confidence with identifying and using appropriate e-learning strategies.

Teachers are enabling students to use technology to become better information seekers, analysers, problem solvers and communicators.

Teachers demonstrate an increased ability to access e-learning resources and online environments to support learning.

Teachers demonstrate the ability to utilise strategies and tools that promote rich e-learning environments and the ability to reflect and recognise links to student learning
e.g.use of Wordle to support vocabulary and Google Sketch-up for prototypes of eco cars,

Use of Google Earth and Google maps (see Pointview School report), Google docs, school intranet,

Accessing PAT results online, Promethean Planet, Digistore, NZmaths website, TKI, NZ Online resources.

Interactive boards, digital cameras, video cameras, digital microscopes, laptops,

Netsafety staff meeting,
3. Strengthen professional learning communities and increased collaboration within and across schools;
All staff will participate in cluster learning communities.

e-learning PLGs will be established to lead teacher enquiry in defined areas.
PLGs will develop reflective practice through a cycle of goal setting and evaluation, and through the sharing of effective practice.

e-learning PLG is formed and participants have identified the potential for developing shared programmes across the schools.

Mechanisms are in place to facilitate cross-school communication and collaboration.
Links between lead teachers were strengthened at Ulearn and a QLC was formed as a result. One teacher is planning to visit another at Willowbank to further her own skills.

A DP from Somerville Intermediate led a staff meeting related to Thinking Skills

Email, iChat,
4. Increase e-learning leadership and ICT strategic planning capability of principals and teachers;
The cluster leadership team will develop a greater awareness of the opportunities provided through e- learning pedagogy .
Planning is in place for cluster schools ICT strategic planning to be aligned to cluster goals.

Leaders model and explore e-learning practice that reflects the principles of effective pedagogy.

Cluster schools share expertise on e-admin tools (assessment practices, reporting to parents, etc).
Staff attended Learning@school, Ulearn, IWB NZ and Australian conferences, Tony Ryan, activboard PD, activboard power users group, staff meeting PD workshops, syndicate sharing (refer to school report)
5. Increase the school community’s understanding of the educational contribution of e-learning.
Schools will consult with their communities and provide opportunities to develop a shared understanding of
e-learning in relation to the NZC 2007.
Partnership and shared understanding is developed between schools and their communities on net safety.
Schools share examples of the value and place of e-learning in relation to the NZC 2007.
E-learning is shared with the community through class wikis, school website, assemblies, BOT presentations, students taking home work on flash drives.