REFLECTIVE JOURNAL
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

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.http://c1.wikicdn.com/_/ad4b0f60/i/c.gif

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.
A number of staff meetings focused onTeaching as Inquiry (effective Pedagogy CNZ pg 35), e-learning and the pedagogy behind it. From these meetings and from data/evidence analysed in the EPS it was determined that e-learning pedagogy in the school was an area for development.
To ensure effective professional development the leadership team was re-structured. This re-structuring has provided opportunities for the two deputy principals to concentrate on Future Focus Learning/ e-learning and for one team leader to focus on developing an e-learning action plan to help teams to incorporate ICT and e-learning into everyday classes.

The EBE cluster has worked with Tony Ryan. We looked closely at The Thinkers Keys, Inquiry Learning and the importance of incorporating e-learning and ICT into teaching practices. This day was of huge benefit to our school as it challenged teachers to re-think their personal teaching practices and inspired people to want to use ICT and e-learning effectively to help enhance learning. Through QLCs and informal discussions it has become very apparent just how effective this PD has been.
Over the year we have involved the community in a range of NZC consultations. Attendance at these meetings was increased through specific ethnic meetings where translators were available. The focus was on parent expectations and experiences through to the values, principles and vision of NZC.
žWillowbank School strategic direction was reviewed and changes made based on the evidence from the EPS survey (copy available on wbsleadership.wikispaces.com/)
ž We also provided opportunities for parent and whanau involvement in learning through 3 way or student lead conferences, open days, parent consultation evenings and parent involvement in EOTC events
ž Willowbank School ethnic parents meetings minutes (copy available on wbsleadership.wikispaces.com/).

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
Teachers and students have this year started to use online learning environments and resources to enhance the classroom learning. Several classes have started class Wiki pages and have used these to show learning that is happening in the class and help to breakdown the classroom walls with children being able to work on their individual pages at home as well as at school. Some specialist groups have also set up blogs to show their progression and their learning and shared this with families and friends who have been able to join the blog and leave comments for the children to read. We have also had classes using ‘delicious’ as a way of bookmarking sites used in the classroom learning so that the children can revisit these sites at home, again breaking down the classroom walls. Some of the teachers have joined the online social networking community Twitter. They have using this to share things they have done, sites they have found but have mostly used it to follow other educators who have been posting sites and success they have been having. The twitter community has been very useful for finding solutions to problems that teachers are having with using different sites, and programmes, making links etc. It has opened up the bank of “experts” we have in the school.
This year we have started using the Learning Management System KnowledgeNET. The children from years 3 to 6 all have their own KnowledgeNET pages and are able to confidently navigate around the different zones they have access to. We sent 13 teachers from our school to the KnowledgeNET conference and this helped them to see how the tool can be used and have come back and trailed some ideas they saw. We have found the ability to have online forums and polls especially useful. The children have been able to share their thoughts and discuss ideas using these. Teachers have also started using these to develop thought within the classroom and for children to express their different learning.
Jacqui Sharp sites:

http://sharpjacqui.blogspot.com/2009/10/magnetic-writing-and-telescopic-text.html
http://sharpjacqui.blogspot.com/2009/09/47-ways-to-publish-students-writing.html
http://sharpjacqui.blogspot.com/2009/07/bookmarks-interactive-learning-centres.html
http://sharpjacqui.blogspot.com/2009/05/recording-audiobooks-as-guided-reading.html
http://jacquisharp.blogspot.com/2009/10/photopeach-slideshows.html
http://jacquisharp.blogspot.com/2009/05/xtranormal-text-to-movie-publishing.html
http://jacquisharp.blogspot.com/2009/05/create-library-of-recommended-books.html
http://schoolsandmacs.blogspot.com/2009/08/how-to-create-interactive-learning.html
http://schoolsandmacs.blogspot.com/2009/08/how-to-take-screen-capture.html



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.
We have had a whole school staff meeting on Wednesday 2 September that focused on the use of knowledgeNET where staff members were assisted in the creation of a class page.
After this initial meeting came the KnowledgeNET conference where 13 teachers attended to see different ways other schools are using KnowledgeNET to help enhance student learning, this was very beneficial and the teachers came back with some great ideas.
We have had fortnightly meetings with our ICT team (Wednesday mornings, odd weeks 8.00am to 8.30am). This team is made up of a member of each Year level. At these meetings we discuss resources available in the school, the needs of the staff as far as PD goes. We also look at what e-learning is happening in each year level and give ideas of things we have seen or where to next. The teachers on this team then report back to the rest of their team during team meetings so that everyone in the school has an understand of what is happening in the wider school.
A teacher and 4 students from Willowbank School went down to Point View School to work alongside one of their class looking at the ‘Robots’ they were shown how to programme the Robots to do different actions and at the end of the session made the Robot dance to a particular piece of music.

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).
At the beginning of the year the ICT Lead teachers at Willowbank met and discussed the cluster goals and how these goals would be achieved at our school. From this we wrote a strategic direction for each goal based on the schools strategic direction for learning. This has had a positive effect and has helped to give guidance and direction to the implementation of ICT tools and e-learning in the school.
We also developed a leadership group with one person from each Year group in the school involved. This person received assistance from an outside of school facilitator to help teachers improve the integration of ICT tools and e-learning into their classroom. This has worked well with and increased enthusiasm and level of quality and purposeful use of ICT tools and e-learning in these teachers classrooms. These lead teachers have then been supporting each other with working with their teams to feed the knowledge that they have gained into their teams. We are starting to see this take effect with more teachers using e-learning to developing a higher level of communication and learning in their classrooms.
We have also had a lead teacher who has been working with all teams looking at e-learning Pedagogy and helping them to integrate the new skills they are developing into their everyday classroom life. The use of e-learning and ICT at Willowbank school has definitely benefited from all this input. We are now not only seeing a greater willingness by teachers to use the ICT tools, but a developing understanding that the implementation of e-learning into the classroom has a positive and worthwhile effect on the children’s learning and understanding.

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.
Through the schools PTA we have talked over aspects of the schools cyber-safety policy, which the children sign yearly.
We have also talked over and explained, to the schools PTA, the Learning Management system KnowledgeNET and Wikis. We have discussed how classes are using these to help enhance children’s learning and briefly discussed how these work. KnowledgeNET will have a parent/caregiver element to it that will be implemented in 2010.
Willowbank has also this year had a number of community meetings where we have addressed the new curriculum and also looked at how e-learning will interweave with it. This has given parents a brief insight into the future of education at Willowbank School.