Glenholme+Milestone+3

CLICK HERE FOR PRINCIPALS REPORT

__PLEASE NOTE:__ Glenholme School has contributed the Cluster Group Resource for the Goal 5 requirement of this Milestone, which is hosted on the Virtual Learning Network (VLN). This contribution is in the form of a reflective statement and evidence to support their journey on the implentation and use of SOLO within their school thus far. As a result, less visual evidence appears on this wiki page. Please visit [] to view this resource. Glenholme School - Milestone 3 **Learners use visual symbols to show levels of thinking.** **Classroom walls show evidence of teachers and learners using SOLO Rubrics.** media type="custom" key="9290728" align="center"
 * Examples of our learners being empowered by the new knowledge and use of SOLO have been uploaded to an album on the VLN**


 * An in class example of SOLO in Action**


 * SOLO language is becoming embedded in everyday practice. Learners are growing in confidence using both oral and visual SOLO symbols. **

**Wednesday 26th January** Hooked on Thinking RCICT Cluster Day at Westbrook School 9am - 4pm, Workshop Three with Pam Hook and Julie Mills || **GLENHOLME SCHOOL TERM ONE 2011** In 2010 many RCICT staff members and Lead Teachers suggested that whole cluster needed to complete workshop three in order to gain a wider understanding of SOLO Taxonomy and to look at Relational and Extended Abstract Hot Maps in-depth. School wide, long term and weekly planning shows evidence of e-learning and SOLO Taxonomy being incorporated school-wide. Cross-school collaboration within the cluster extends professional learning and enhances pedagogical practice. || Teachers demonstrate they are utilising a range of SOLO tools to enhance student learning outcomes such as literacy and numeracy competencies, problem solving, information literacy, presentation skills depth and rigour in thinking. Teachers demonstrate a willingness to try new learning and share ideas face to face. || Creating Professional Communities. An introduction and exploration of a variety of issues related to teams and change. Principals will coordinate the development of e-learning leaders by providing targeted PD opportunities for themselves and Lead ICT Teachers. || Teachers are exposed the e-learning tools that can enhance student learning outcomes in literacy and numeracy competencies skills and depth and rigour in thinking. Teachers demonstrate a willingness to try new e-learning and share ideas face to face with school wide community. || Support to help utilize e-Learning tools for individual staff. || Teachers can show evidence of e-learning and SOLO being used to engage students across the curriculum. ||  On reflection Glenholme School has effectively and successfully developed and implemented a number of the National and Cluster goals for 2011. The implementation of Super Clubs Plus and Mathletics to the learning programmes for students Years 3-6 demonstrates student are developing digital etiquette, digital communication, digital literacy and accessing new digital tools on a regular basis. Students are beginning to use e-learning and SOLO Taxonomies to support and enhance their achievement. This development is clearly aligned with teacher confidence and understanding of SOLO and e-Learning tools.
 * **What did we do and how often?** || **Was it effective?** ||
 * **GLENHOLME SCHOOL TERM ONE 2011**
 * **Thursday 27th January** Hooked on Thinking 9am – 10.30am, Relational a HOT Maps with Julie Mills and Term One Planning with Pam Hook || To further enhance the learning opportunities prior to school starting, the RCICT Cluster schools were given individual school time with either Pam or Julie to look at each schools SOLO journey and plot next step learning for school, staff and Lead Teachers. Teachers demonstrated evidence of SOLO being used to engage students across the curriculum.
 * **10th February** – Lead Teacher Release || Providing the Lead Teacher opportunities to move around the school and work with teachers and support them in their e-Learning, SOLO and our Maori Student achievement developments ||
 * **14th February** – Learning Community Meeting || Providing the e-Learning Community members the opportunity to get together and plan next staff meetings to look at which staff members need support in their e-Learning, SOLO and our Maori Student achievement developments ||
 * **17th February** – Lead Teacher Release || Providing the Lead Teacher opportunities to move around the school and work with teachers and support them in their e-Learning, SOLO and our Maori Student achievement developments ||
 * **21st February** – SOLO Workshop One and Two, 4 teachers attended || Providing staff members that have not been trained in SOLO Taxonomy to engage in the same professional development as the rest of the cluster and Glenholme School staff members. Ensuring that after these sessions they have completed the same amount of PD as the rest of the staff at Glenholme School and that they should be able to engage and start using SOLO Taxonomy in their classrooms ||
 * **22nd February** - SOLO Workshop One and Two, 4 teachers attended || Providing staff members that have not been trained in SOLO Taxonomy to engage in the same professional development as the rest of the cluster and Glenholme School staff members. Ensuring that after these sessions they have completed the same amount of PD as the rest of the staff at Glenholme School and that they should be able to engage and start using SOLO Taxonomy in their classrooms ||
 * **23rd February** - Learning @ Schools Conference – 2 staff, 2 management members and Principal attended || Providing staff members the opportunity as exposure to 21st century learning, developments and ideas. Staff members were able to network with cluster and national colleagues. Staff members were expected to return and deliver new learning to the staff. Attended workshops aligned with their personal or school performance management goals. ||
 * **24th February** - Learning @ Schools Conference – 2 staff, 2 management members and Principal attended || Providing staff members the opportunity as exposure to 21st century learning, developments and ideas. Staff members were able to network with cluster and national colleagues. Staff members were expected to return and deliver new learning to the staff. Attended workshops aligned with their personal or school performance management goals. ||
 * **25th February** - Learning @ Schools Conference – 2 staff, 2 management members and Principal attended || Providing staff members the opportunity as exposure to 21st century learning, developments and ideas. Staff members were able to network with cluster and national colleagues. Staff members were expected to return and deliver new learning to the staff. Attended workshops aligned with their personal or school performance management goals. ||
 * <span style="font-size: 12px; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**2nd March** – Lead Teacher and 4 Senior Leaders working with Mike Scaddan || <span style="font-family: Arial; font-size: 12px; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Understanding self including listening styles, feedback styles, action styles, personal talents, knowledge and skills. Once we know ourselves we have more confidence to develop and use our areas of strength.
 * **2nd March** – RCICT Lead Teacher meeting with Leads, Paula Jamieson and Mike Scaddan || Providing opportunity for RCICT Cluster Lead Teachers to get together and confirm and set dates for coming meetings. ||
 * **3rd March** – Lead Teacher Release || Providing the Lead Teacher opportunities to move around the school and work with teachers and support them in their e-Learning, SOLO and our Maori Student achievement developments. ||
 * **7th March** – e-Learning Community presentation – Goal Setting, Mathletics and SuperClub Plus, Survey and Audit Responses from teachers || <span style="color: #ff0000; font-size: 12px; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Teaching professionals have performance management goals linked to increased capabilities to improve students’ learning and achievement through e-learning and SOLO Taxonomy. Teachers engage in e-learning and how to engage students across the curriculum.
 * **9th March** – e-Learning Workshop at Glenholme School – blogging and photo peach - 7 staff members, 1 Lead Teacher and the Principal attended || Teachers show evidence of e-learning. Increase teacher knowledge and expertise that will work towards raising student achievement through e-learning. ||
 * **9th March** – 4 staff members released to work with Paula Jamieson on blogging and Lead teacher released to work on iPad || Teachers show evidence of e-learning. Increase teacher knowledge and expertise that will work towards raising student achievement through e-learning. ||
 * **10th March** – Two staff members released to attend cluster workshop || Teachers show evidence of e-learning. Increase teacher knowledge and expertise that will work towards raising student achievement through e-learning. ||
 * **10th March** – Lead Teacher Release || Providing the Lead Teacher opportunities to move around the school and work with teachers and support them in their e-Learning, SOLO and our Maori Student achievement developments ||
 * **17th March** – Two staff members released to attend cluster workshop || Increase teacher knowledge and expertise that will work towards raising student achievement through e-learning. ||
 * **17th March** - Lead Teacher Release || Providing the Lead Teacher opportunities to move around the school and work with teachers and support them in their e-Learning, SOLO and our Maori Student achievement developments. ||
 * **17th March** – BOT Presentation on SOLO Taxonomy by Principal || The BOT are informed and supportive of shifts in educational pedagogy and use of SOLO Taxonomy. Principal to lead the integration of e-learning in Glenholme School (strategic and operational). Principal presentation for BOT on SOLO Taxonomy. ||
 * **23rd March –** Lead Teacher Release for SOLO Observations in classrooms || Teachers can show evidence of e-learning and SOLO being used to engage students across the curriculum. ||
 * **24th March** - Two staff members released to attend cluster workshop || Teachers show evidence of e-learning. Increase teacher knowledge and expertise that will work towards raising student achievement through e-learning. ||
 * **28th March** – e-Learning presentation – Mathletics (Andrew Ellicott from Mathletics) for Year 3-6 staff and Teaching Work Stations (Morgan Sterling from Sitech Systems) for Year 0 – 2 staff || <span style="color: red; font-size: 12px; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Staff members have personal learning goals meet with targeted professional development.
 * **30th March** - Lead Teacher Release for SOLO Observations in classrooms || Teachers can show evidence of e-learning and SOLO being used to engage students across the curriculum. ||
 * **31st March** - Lead Teacher Release || Providing the Lead Teacher opportunities to move around the school and work with teachers and support them in their e-Learning, SOLO and our Maori Student achievement developments. ||
 * **5th April** - 4 staff members released to work with Paula Jamieson on blogging || Provide support for staff members in the development of their classroom blogs, tips, hints and ideas. Target staff members that have concerns regarding the development and integration of a blog into classroom practice. 1 to 1 time with facilitator to build confidence and demonstrate how it can be utilised for classroom practice. ||
 * **6th April** – Planning and preparation with Pam Hook for Term Two. Three teachers released including Lead Teacher. || Principals to facilitate the development and maintenance of school SOLO Taxonomy strategic plans. Long term planning shows evidence of SOLO Taxonomy being incorporated school-wide. ||
 * **6th April** – e-Learning presentation with reference to Term Two planning, rubrics and examples of HOT Maps – all teaching staff present. || <span style="font-size: 12px; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">School wide, long term and weekly planning shows evidence of SOLO Taxonomy being incorporated school-wide.
 * **13th April** - Lead Teacher release for SOLO Observations in classrooms || Providing the Lead Teacher opportunities to move around the school and work with teachers and support them in their e-Learning, SOLO and our Maori Student achievement developments. ||
 * **14th April** – Lead Teacher Release ||  ||
 * **14th April** – BOT Presentation – Mathletics demonstration by Lead Teacher || The BOT are informed and supportive of shifts in educational pedagogy and use of e-learning at Glenholme School. ||
 * PRINCIPAL'S REPORT**

<span style="background-color: transparent; color: #000000; font-family: Cambria; font-size: 11pt; text-decoration: none; vertical-align: baseline;">The principal has coordinated the development of e-learning leaders by providing targeted PD opportunities for themselves and the Lead ICT Teacher. This is evident in the 3.2 report on our school programme implementation during the milestone period. The principal and management have linked the schools performance management goals to e-learning and SOLO Taxonomy. The principal is an active participant in e-learning and SOLO Taxonomy professional development. The principal is a member of the e-Learning professional community.

<span style="background-color: transparent; color: #000000; font-family: Cambria; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Glenholme School endeavours to increase teacher knowledge and expertise that will work towards raising student achievement through e-learning and SOLO Taxonomy. We have demonstrated our commitment and development via reflecting online in the Virtual Learning Network on certain aspects of our school programme that clarifies the context of how we have approached the many facets of increasing teacher knowledge. Teaching professionals have performance management goals linked to increased capabilities to improve students’ learning and achievement through e-learning and SOLO Taxonomy. School-wide, long term and weekly planning demonstrates evidence of e-learning and SOLO Taxonomy being incorporated. Teachers can show evidence of e-learning and SOLO Taxonomy being used to engage students across the curriculum. Teachers can demonstrate they are utilising some e-learning tools to enhance student learning outcomes such as literacy, presentation skills, depth and rigour in thinking. Teachers demonstrate a willingness to try new e-learning and share ideas face to face and with teams and school community.

<span style="background-color: transparent; color: #000000; font-family: Cambria; font-size: 11pt; text-decoration: none; vertical-align: baseline;">There is evidence of parents and whānau accessing the student’s e-learning and responding appropriately from anywhere in the world. Parents are engaging in student learning via classroom blogs, Super Club Plus and Mathletics. The parents and whanau are becoming more aware of what the schools is offering in terms of e-Learning opportunities. Students are at home thoroughly engaged in Mathletics, Super Clubs Plus and Blogs on a daily basis. Parents therefore are being exposed and connected to online learning more so than they are probably aware of. However principal and management are looking at ways to ensure the school community takes part in surveys, supporting cybersafety, and supervised access to the internet. Parents are still developing an understanding of how their child is connected online; the school needs to consider provide e-learning opportunities for parents to develop their understanding to help create a safe online environment and partnership with the school.