Terrace+End

=Terrace End School =

Website: @http://www.terrace-end.school.nz/site/index.php
=**Milestone Goals** = []

=Milestone Two Evidence = __//**Students learning with ICT**//__

//TES Action Plan for Room 3// media type="custom" key="7350011"media type="custom" key="7350043" align="left"

TES Action Plan for Room 7 - sending an email

TES Action Plan for Room 7 - Google Earth to gather information to complete inidividual mihis.

TES Action Plan for Room 7 - Spelling City - a self managing, interactive tool that students can use to learn their personal spelling words.

TES Action Plan for Room 7 - Written Language - How digitial photogrpahy has helped focus students on events when writing recounts esp ESOL students who are having trouble to write details. TES ACTION PLAN - Using the large TV screen to model the descriptive language matrix that students can self assess against

TES ACTION PLAN Room 4 - Using Wordle, digital photography and wiki to create and show learning.

TES ACTION PLAN Room 4 - Using Wiki/Web 2.0 tool to help develop reading and writing skills - comprehension and writing

TES Action Plan - Room 7 Adding more details to writing using the flip video as a motivator.

TES Action Plan - Room 6 Using Utube to source International Dances TES Action Plan - Room 6 Learning to respond appropriately to their Blog postings

//**__ICT use for learning and teaching__**// TES Action Plan Room 7 - As a Lead Teacher I have provided the staff with instructions on how to upload a word document to the wiki

TES ACTION PLAN - QLC Term 2 -2010 TES ACTION PLAN - QLC Week 7/Term 3 -2010
 * //__Identifying staff professional learning needs__//**


 * //__Meeting individual and school ICT needs__//**

//DEVELOPMENT OF ICT INFRASTRUCTURE AT TES.[[file:TES ICT TEAM Action Plan 2 Term 3 -2010.doc]]//
//USE OF ICT IN REPORTING TO PARENTS, COLLECTING ASSESSMENT DATA ( SCHOOL MANAGMENT SYSTEM) //

TES ACTION PLAN - Designing an action plan format for reporting[[file:Template for TES Action Plan- designing an action plan for TES.doc]]
Tekids Day 4.8.10 - First day learning Avatar, Stop Motion, Wordle then sharing it with other TES students. TeKids Day 18.8.10 - Second Day learning welcome to the web
 * //__Sharing effective practice-Inquiry/Information Literacy/ICT and development of learning community__//**

TES Action Plan Room 7 - As a Lead Teacher I have provided the staff with instructions on how to upload a word document to the wiki TES ACTION PLAN- An action plan designed to support staff in their reporting of good evidence that enhances student achievement Milestone One Evidence //Community Partnerships:// Community ICT Survey - Blank survey copy Community ICT Survey - Analysis of results
 * //__Development of an ICT/elearning strategy__//**
 * Goal 5**

Board Walk Through - looking at a classroom 'in action' and the use of ICT with children:

School Newsletter - updates and information that include ICT:

Board Meeting - Principal's Report:

Evidence of ICT
the effectiveness and collaboration of the cluster learning community
 * < **Goal** || **Date** || **Progress** || **Evidence** || **Lessons**
 * (what have we learnt?)** || **Next Steps** ||
 * < Engage outside expertise to extend and strengthen

//**Success Criteria**// As a result of outside expertise teachers are confidently sharing the impact of the professional development through: reflection, problem solving and sharing best practice || and seek ideas from our communities about the ways in which e- learning improves outcomes for students
 * Effective practice workshops
 * Professional conversations/shared language
 * Quality Learning Circles/concept maps
 * Mantar wiki will be used as a forum for discussion,
 * < Engagement with the community Our schools engage

//**Success Criteria**// Community Voice journey through attending meetings, completing surveys (hard copy/online), reading newsletters, engaging in conversations, parent walk-throughs, attending information sharing evenings using experts, attending celebrations of learning
 * The community is involved in our cluster/e-learning
 * The outcomes of community engagement are reflected in the school charter document ||= 10 May 2010 ||= Community Survey || [[image:DSCF3385.JPG width="552" height="476"]]

||= 10 May 2010 ||= Whole School attended whole day ICT MANTAR Cluster PD ||= Dr Jan Gilbert shared with us how children today require a different form of education. Previous the 'industrial age' focused on knowledge needed for job skills. However, children today need a different set of skills for the 21st century.

Principal attended Trevor Bond's workshop at the Learning At Schools Conference in March,2010 based on Inquiry Learning.

The Principal introduced the staff to an Integrated Learning model ... Kath Murdoch's book "Classroom Connections ...Strategies for Integrated Learning" and circulated the introduction and chapters 1-3 for staff to read. Nick Rate's workshop at the ICT Mantar Conference gave us as beginners a sound foundation of web 1.0 and web 2.0 tools.

Nick identified some tools that pedagogically supported the learning in the classroom in a collobrative way.

Principal and DP have meet 4 times with Andrew Fawcett from Schoolmaster to design programmes for assessment and reporting.

Mary Rivers' workshop focused on digital photography to support literacy.



The question in the survey ..." Is there anything you would like to see changed in the subjects we teach?" The response was 100% no change. But there was the comment 'we would like to see the use of more computers'. || We had to ask ourselves 'How do we, as a school meet the needs of these children?' As a staff we met to establish what we believed as being 'effective teaching/learning' at the beginning of February. We built on from this Formative Practice approach and were guided by our Principal's presentation from Learning At Schools Conference earlier this year about Inquiry Learning.

The next area to question was for the staff to consider if the Inquiry Learning process fitted with our beliefs about effective teaching. Staff collected their ideas on a whiteboard - which can be added to. We came to the decision that what we collected was aligned with Inquiry Learning.

After reading the introduction and strategies for tuning in, staff have implemented the inquiry process through igniting interest on their topic of energy (the Concepts and Context unit for Term 2).

As a staff we have a better understanding of what is available and how motivating it can be for children to use ICT. The staff discussed and recognised that ICT tools support the learning based on their teacher pedagogical knowledge needs to guide the learning.

Staff investigated: FLICKR Voicethread Photostory 3 Wordle

We had to decide what we wanted to tell parents and how we were going to do it. We had to design pages with Andrew that teachers would insert data that would then transfer across to our reporting system. We also needed to learn/upskill how to access the information to inform our teaching practice.

Facilitator Mary Rivers visited staff to set personal goals. She shared at a staff meeting some activities. Staff had to decide how they would use them in their planning, and present with justification.

We are looking at networking the computers we have to make the most of them. || As a staff we have reached the reaslisation that children need to know what to do when they don't know what to do: What questions to ask? (how to ask them) What resources to use? What strategies to try? How to be a self sufficient, resilent, life-long learners. Therefore, as a staff we have talked to others and are following up the Inquiry Learning Process. As a result the Senior School have planned to teach 'questioning' in Term 2.

Staff have used the activities in the classroom - like Mystery Boxes, chatterboxes, cover puzzles.

Each staff member will lead part of a staff meeting guiding staff in strategies for tuning in, strategies for finding out and sorting out.

Teachers planning now reflects a special area to identify an ICT component which specifically links with the intended learning.

Staff went to the Te Apiti Cluster workshops to strengthen their understanding of Photostory 3, Voicethread. We will invite outside experts to help with the technical know-how on Voice thread. Teachers are sharing their experiences in the classroom with Photostory 3 with other teachers in a supportive way.

We are now able to access information for individual student's Writing Journey's to formatively inform children from their moderated writing sample.

Staff have used digital photography to help sequence explanations. . Another class has been using the macro focusing technique to make cards for sale based on TEAMWORK .In another class children have been using digital photography in shared writing in their pulling/pushing unit.

The BOT has approved the use of reserves to purchase extra laptops. || and seek ideas from our communities about the ways in which e- learning improves outcomes for students
 * < Engagement with the community Our schools engage
 * < Engagement with the community Our schools engage

//**Success Criteria**// Community Voice journey through attending meetings, completing surveys (hard copy/online), reading newsletters, engaging in conversations, parent walk-throughs, attending information sharing evenings using experts, attending celebrations of learning
 * The community is involved in our cluster/e-learning
 * The outcomes of community engagement are reflected in the school charter document ||= 10 May 2010 ||= Community Survey ||  ||