Milestone Rubric
external image msword.png MilestoneRubric.doc
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

NAG Rubric. This rubric written around the NAGs may also help with the writing of your comments

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.
Somerville is well-prepared to implement the Revised NZC. Curriculum policies and programmes have been extensively reviewed and reflect the principles, key competencies, vision and values. In reviewing each learning area due consideration has been given to the effective use of e-learning tools and strategies to support student’ learning. Key competencies are a component of class work and students are developing an awareness of their importance. Teachers can articulate how key competencies are developed in their programme and model key competencies in their teaching. Most staff are integrating ICTs into curriculum plans and regularly integrating these in the learning areas. Some have started to incorporate ICTs to strengthen formative assessment practice. In relation to e-learning, the staff consistently engages in professional learning conversations both formally and informally. Teachers reflect on teaching and learning practices within and beyond the school. Teachers model life-long learning skills and are involved in continuous learning.

The consultation process has involved parents. This has included separate consultation with our Maori parent community and the understanding and consideration of Ka Hikitia has led to this consultation process being strengthened and a clear understanding of the implications of the Treaty of Waitangi and the pedagogy that supports Maori students.

The Teacher Only Day with Tony Ryan helped to clarify some of the issues around inquiry learning and the development of fertile questions.

Teachers from each school attended the ULearn conference in October.

Key Lessons
Support professional learning groups by ensuring there is adequate time for these groups to collaborate across the cluster.
Ensure there is efficient use of expertise within the cluster.

Next Steps
Tony Ryan – further support with developing fertile questions and rich, authentic learning experiences for students.
Utilising a rubric to assess the quality of inquiry learning experiences.
Continue to use ICTs in authentic learning contexts to further develop depth and rigor in learning.
Establish clear links between the development of key competencies and e-learning practices both in planning documents and classroom implementation.
Strengthen practices that will support students in articulating their personal development in key competencies.
Further collaboration between professional learning groups across the cluster to share and review programmes and practices that will enhance student outcomes and support their transition from primary to intermediate.
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
In May the school purchased 15 data projects to create a ratio of one data projector to every 2 classes. The data projectors were distributed during a PD day in May. During the day every class with their teachers attended a 30 minute presentation on effective use of data projectors in the learning programme.These sessions were lead by three classroom teachers and the ICT facilitator. Teachers have used the data projectors across the curriculum in a variety of ways.

The Apple Bus Tour visited the school as part of the mini bus tour in June, as it has since 2007. Teachers showcase for the visiting teachers eLearning practices within their programmes.
A Whangarei EHSAS group visited in September to view eLearning in action in the school.

There has been a change in teacher behaviour regarding the use of the tki digistore and wikispaces.
Feb 2009 - 106 page hits per week. May 2009 - 1965 page hits per week
(From weekly watchdog reports)
Feb 2009 - 91 page hits per week. May 2009 - 2219 page hits per week
(From weekly watchdog reports)

Through the school daily notices wiki 40 of the 48 teachers registered have posted content online. This has been an effective method of introducing staff to collaborating in an authentic online environment.

Teachers have continued to create online learning environments for their classes. The school now has 25 classes involved in a variety of wikis and websites designed specifically to support their learning in their classrooms.
On these sites there is evidence of staff working collaboratively beside students to create more effective access to information and to create relevant content to support learning.

Next Steps
Having one data projector per classroom in 2010. Remaining specialist rooms in 2011.

In 2010 all classes will have an online environment.

Link to online learning environment plan for the next 3 years.

Within the Digital Classroom students have been trialling a wireless mouse and keyboard to create an interactive working and learning environment.

Curriculum parent information evening 15th June.
e-learning presentation to BOT in July.

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.
In October three teachers attended uLearn in Christchurch with the cluster. With the six other teachers from the cluster who attended uLearn a PLG was formed. This group has created a wikispace where they can meet and reflect upon the conference and how it will impact their teaching and learning in their classrooms and schools.

Thinking workshops have been run at Somerville to explore how e-learning supports thinking. This workshop has been shared with Point View.

A Teachers has presented at the U-learn conference.

Three e-learning Tech breckies and one thinking breckie in Term 3.

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).
An analysis of the schools strategic plan earlier in the year check that it was aligned with the cluster goals. The eLearning strategic plan is up for review in 2010.

The Associate Principals always use ICT tools during their Monday morning assemblies with year groups. The Deputy Principal also uses presentation tools when presenting to the school.

The use of ICT solutions during the weekly staff meetings provides regular opportunities to model and explore e-learning practices.
This year the school moved to electronic rolls and these were introduced and explored through a staff meeting.

WIth a large office staff within the school the focus has been on sharing expertise within the school. Preparing to use NSN numbers to identify students from 2010 throughout all the eAdmin tools. Ensuring data moves effectively between each of the eAdmin tools used with the school and with Enroll.
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.

In June a Curriculum Evening had curriculum team leaders presenting to small parent groups through a 20 minute rotation information on their area. eLearning was explored through each of the presentations in relation to the subject. (Links to two of the presentations)