Sunset+Primary

**Diary of E-Learning experiences and events**
 * Please click on the button below to view our**

= **Milestone 5 Reflections,** 2012 = Students showing - digital etiquette - digital communication and - digital literacy -accessing digital tools. Students are using e-learning and SOLO Taxonomies to support and enhance their achievement. ||
 * **National Goals** || **RCICT Cluster Goals** ||
 * **Goal 1:**
 * Students to become successful digital citizens** || **Goal 1:**
 * **Evidence:**

**Junior:**

**Middle:**

**Senior:** **Year 5 Students use Powerpoint to create reflective presentations of school/class trips and experiences**

**Online tools our children are accessing** Room 9s Anzac day Youblisher - [|__http://www.youblisher.com/p/319849-ANZAC/__]
 * Superclubs plus
 * Studyladder in one class
 * Xtramath.org for daily basic facts practise
 * Sumdog for daily maths routine/ class competitions

Add Te Roopu bit HERE || Principals to facilitate the development and maintenance of school ICT/e-learning strategic plans which will include reference to meeting the needs of Maori students. Principals will coordinate the development of e-learning leaders by providing targeted PD opportunities for themselves and Lead ICT Teachers. Unpack Kahikitia document & explore the implications it has for teachers & Maori students. || [] [] media type="youtube" key="1a5QBKMoMqk?version=3" height="315" width="420"
 * **Goal 2:**
 * Principals to lead the integration of e-learning in their schools (strategic and operational)** || **Goal 2:**
 * **Evidence:**
 * Principals PD Trip to Nelson (Sustainability Focus) Week 8, Term 1**
 * Nelson Timeline**

** Add Raz's bit in HERE ** || Increase teacher knowledge and expertise that will work towards raising student achievement through e-learning and SOLO Taxonomy. ||
 * **Goal 3:**
 * Teachers to integrate e-learning effectively into their practice creating an innovative and exciting learning environment for all students** || **Goal 3:**
 * **Evidence:**

There was a cluster wide expectation that ALL teachers would attend a **"CLUSTERSHARE"** event held at Westbrook School. Visit our shared cluster space https://paulaspages.wikispaces.com/RCICT+Clustershare

**Staff commitments re ICT (Diary Form)** 31.1.12 – Staff meeting to set up blogs and trial photo websites to use on blogs 9.2.12 – Lead teacher day at Kaharoa

24.2.12 – Teachers go to blogging pd at St Marys 1.3.12 – Sunset te roopu group shine at power point at Rotorua primary 6.3.12 and 7.3.12 – Deputy Principal and two teachers do a 2 day solo pd at Glenholme 15.3.12 - Lead teacher pd with town and country cluster with Tessa Gray on registered teacher teacher criteria and her new matrix 16.3.12 - Te roopu group training 6 new children 26.3.12 - Rumaki teacher and 2 junior teachers, 2 Senior teachers work with ictpd facilitator doing pd on movie maker, blogging and using photos in literacy 27.3.12- ICT lead teacher, jnr teacher and Rumaki teacher present ICT tools used in class in a cluster share at Westbrook 8.5.12 – Junior teacher shares her Youblisher with other staff during staff meeting and offers some uses for it

**Online tools our staff are accessing** Communicate changes in pedagogy and use of e-learning and SOLO Taxonomy to the school community. || **We are continuing to address and strengthen Home School partnerships through our school newsletters. See below for an example of how we are encouraging Whanau to use ICT (QR Codes) to access school contact information (eg the new School website)** media type="custom" key="17227326"
 * Youblisher ( 2 classes using)
 * Wordle for solo (3 classes using)
 * E-asstle (3 classes using) ||
 * **Goal 4:**
 * Family and whānau to actively participate in their child’s learning** || **Goal 4:**
 * **Evidence:**

**Teachers are now successfully using Blogs to share and celebrate classroom and learning experiences**

Room 2s blog - [|__http://sunsetpohutukawa.blogspot.co.nz/__] Room 1s blog - [|__http://room-one-sunset.blogspot.co.nz/__]

**Ways we are attempting to engage our local community involving ICT** * 2 community meetings – one for pedagogy, vision, ict input and learning and one for digital citizenship- the opportunity was put forward to the community but no one showed up. Cross-school collaboration within the cluster extends professional learning and enhances pedagogical practice and culminates in a series of e-presentations for a national audience. || = **Milestone 4 Reflections,** 2011 =
 * In our newsletter a community ICT challenge using QR codes, encouraging community to contact the school via school webpage
 * Digital newsletters by way of email ||
 * **Goal 5:**
 * Sharing online professional reflections to inform colleagues of the challenges and opportunities afforded by e-learning** || **Goal 5:**
 * **Evidence:**
 * == Westbrook School has contributed to the VLN as part of our Milestone 5 requirement. ==
 * Link:** []
 * === ALL teachers now receive our monthly Cluster "Noticeboard" Newsletter via email (for Sustainability each school in the cluster is having a turn at this on a rotation basis).  ===
 * Link:** https://paulaspages.wikispaces.com/Notice+Board ||

Cluster Goals 1 and 3
Sunset Primary Learners engaged in learning Cybersafety and Digital Etiquette using the SuperClubs Plus online programme Cluster Goals 1, 3 and 4 Room 10 blog - @http://room10sunsetprimary.blogspot.com/view/classic - Goal 3 Community Computer Classes blog - @http://just4us14.blogspot.com/ - Goal 4

Lead Teacher in attendance. || Lead teacher being given the opportunity to learn new e-learning skills. Increase of teacher knowledge and expertise that will work towards raising student achievement through e-Learning. || Goal 3 || Providing an opportunity for cross school collaboration within the cluster, extending professional learning and enhancing pedagogical practice. An opportunity to explore implications and Maori student achievement for Te Roopu Rangatahi students. || Goals 2 & 5 || **Sunset Primary Engaging the local Community and as a part of Computers in Homes programme** Cluster Goal 4
 * 19th of May – RCICT Lead Teacher Meeting with Principal of Malfroy School based on Maori Student Achievement - Lead teacher released. || This meeting provided an opportunity for the lead teachers to share Maori student achievement, trends and initiatives happening within the cluster schools. The Principal facilitated the development and maintenance of school ICT/e-learning strategic plans which included reference to meeting the needs of Maori students. || Goal 2 ||
 * 25th of May – RCICT Lead Teacher Meeting at Glenholme School. Confirming and setting dates for future meetings – Lead teacher in attendance || Providing an opportunity for cross school collaboration within the cluster, extending professional learning and enhancing pedagogical practice. An opportunity to explore implications and Maori student achievement for Te Roopu Rangatahi students. || Goals 2 & 5 ||
 * 26th of May – RCICT & Town and Country Clusters Lead Teacher Workshop at Kaharoa School. Lead teacher attended. || Opportunity for cross cluster collaboration, extending professional learning and enhancing pedagogical practice and e-presentations. Both clusters reflected on the Milestone 3 process, evidence and feedback and ways in which to gather further evidence. An opportunity to share ideas and network with cluster colleagues. || Goal 5 ||
 * 3rd of June – RCICT Cluster Conference – Connect 5 at Glenholme School – All Sunset teaching staff in attendance. Principal, Lead Teacher & 7 teaching staff. || Principals provided cross school collaboration within the cluster to extend professional learning and enhance pedagogical practice in a series of e-presentations. Staff members expected to implement new e-learning knowledge into classroom programmes. The lead teacher and one other staff member presented a workshop on slideshow displays, allowing them to demonstrate their increased knowledge and expertise in e-Learning. || Goals 2,3 & 5 ||
 * 9th of June – Te Roopu Rangatahi Workshop at Rotorua Primary School on Comic Life. Lead Teacher and 4 students in attendance. || Te Roopu Rangatahi students given the opportunity to meet with the other Cluster students and to Increase their knowledge and expertise, as well as work towards raising Maori student achievement through e-Learning. The students are expected to return to their classrooms and share their new found knowledge with their classmates. || Goal 1 ||
 * 23rd of June – RCICT Lead Teacher Meeting at Glenholme School. Excel workshop presented by Wendy(Malfroy)
 * 30th of June - RCICT & Town and Country Clusters Lead Teacher Workshop at Otonga School. Lead teacher attended. || Opportunity for cross cluster collaboration, extending professional learning and enhancing pedagogical practice and e-presentations. An opportunity to share ideas and network with cross cluster colleagues. || Goal 5 ||
 * 18th of August – Staff members (minute taker of the day), Lead teacher || An opportunity for staff meeting minutes to be typed and saved into Google Docs with pictures and video attached || Goal 4 ||
 * 19th of August – All Room 10 children running a show and tell on Superclubs Plus. || An opportunity for Room 10 children to showcase what they have learnt about online etiquette and safety using Superclubs Plus social networking site || Goal 1 ||
 * 22nd of August – RCICT Cluster Principals & Lead Teachers visiting Town & Country Cluster Schools to look at their SOLO Taxonomy journeys. Lead Teacher attended Aorangi & Otonga Schools. || This was a great opportunity for the Principal and Lead Teacher to observe e-Learning and SOLO Taxonomy skills happening in other cluster schools. It was a day where we were able to network with the other schools, share planning and resources. || Goal 2 & 3 ||
 * 23rd of August – RCICT Cluster Principals & Lead Teachers visiting Town & Country Cluster Schools to look at their SOLO Taxonomy journeys. Lead teacher attended Mamaku, Kaharoa & Kawaha Point Schools. || This was a great opportunity for the Lead Teacher to observe e-Learning and SOLO Taxonomy skills happening in other cluster schools. It was a day where we were able to network with the other schools, share planning and resources. || Goals 2 & 3 ||
 * Weekly-Te Roopu Rangatahi group- || An opportunity for the youth group to do1 hour lunchtime sessions per week on Weebly website maintenance, and other e-learning topics || Goal 1 ||
 * 31st of August – RCICT Lead Teacher Meeting at Glenholme School – Lead teacher in attendance || Providing an opportunity for cross school collaboration within the cluster, extending professional learning and enhancing pedagogical practice. An opportunity to explore implications and Maori student achievement for Te Roopu Rangatahi students. || Goals 2 & 5 ||
 * 27th of September – Lead Teacher and 16 school community members discussing the integration of ict into school/ class programmes and the probability of setting up a computers in homes programme. || Providing an opportunity for parents to come in and discuss how ict is being integrated into their child’s class programme and the growing need for their involvement || Goal 4 ||
 * 29th of September - RCICT & Town and Country Clusters Lead Teacher Workshop at Otonga School. Lead teacher attended. || Opportunity for cross cluster collaboration, extending professional learning and enhancing pedagogical practice and e-presentations. An opportunity to share ideas and network with cross cluster colleagues. || Goal 5 ||
 * 4th of October – Lead Teacher, Principal- Blogger PD || Provide an opportunity to upskill the principal in using Blogger to do a daily reflection, journal type thingy || Goal 2 ||
 * 6th of October – RCICT Lead Teacher Meeting at Glenholme School with Paula Jamieson. Principal and Lead teacher attended. || Providing an opportunity for RCICT Cluster Lead Teachers to get together, confirm and set dates for future meetings.
 * 14th October – Lead Teacher purchases the School Journal Digital Library for all teachers and students || Provide another source of reading opportunities, accessed via School Journal Library on the school’s intranet || Goal 3 ||
 * 29th October – Lead Teacher plus 9 school community members starts a Computers in Homes Programme || Providing a great opportunity for the school’s community to get in and do a computing course for 20 hours to assist with their children’s’ literacy/ numeracy learning using computers and internet based teaching and learning programmes. || Goal 4 ||
 * 31st of October – Integrating ict into reading programme PD, 2 teachers and Lead teacher running it || Teachers show evidence of e-Learning. Increase of teacher knowledge and expertise that will work towards raising student achievement through e-learning. || Goal 3 ||

CLICK HERE FOR PRINCIPAL'S REPORT **Milestone 3 Reflections,** **2011**
 * = [[image:rcict/L@S_solo_presentation_1.JPG width="480" height="360"]] ||= [[image:rcict/L@S_solo_presentation_2.JPG width="480" height="360"]] ||
 * = [[image:rcict/L@S_solo_presentation_3.JPG width="480" height="360"]] ||=

**SUNSET TEACHERS SHARING SOLO AT LEARNING AT SCHOOLS, 2011**


 * AND**


 * SOLO IN SUNSET RUMAKI CLASSROOMS** ||
 * = [[image:rcict/rumaki_class_solo_1.JPG width="480" height="210"]] ||= [[image:rcict/rumaki_class_solo_2.JPG width="480" height="210"]] ||

**PRINCIPAL'S REPORT** Involvement in the cluster PD has been a great help to us in moving forward to meet the National goal 1 To Implement the New Zealand Curriculum/ Te Marautanga through the use of e. learning. A great part of this is to begin to think of and develop e. strategies for learning and for teaching as well as our everyday professional life. To this end, opportunities to develop and to extend technologies increasingly becomes part of what we do. While developments in this area have been slower than we may have wanted, we have still been moving forward. We felt that at the core of what we were doing was that we needed to make the statement about e. learning and SOLO as being a key part of our strategic plan and how we were going to achieve the National programme goal 1 and 2. We have done this. We also knew that our server needed replacing and waiting for the new one to come and be configured has meant some delays. Configuring twenty more computers into the school has also meant some delays. The end result though will mean better technologies for the students and staff.. SOLO thinking tools have been incorporated across the curriculum to support the learning and the self assessment by students, with the expectation that planning for SOLO integration is expected. The effects and the outcomes for Maori students has been promoted by working through the focus group of students from our school and linking with other students as well through the school’s lead teacher. Students are increasingly using the tools available to them for their work and adapting their learning styles to the new approach. Computers, video recording, still photos and other tools are being seen in use everywhere in the school. We have recently begun to email our newsletters to parents and are planning to attend a “ My Portfolios” ( MOE ) course which will lead us into trialling in two classrooms planned e.portfolios this year. Electronic registers in use this term as well as this teachers also now plan electronically across the school. The total thinking of use and of e.tools in learning.permeates our school culture.

media type="custom" key="7649489"media type="custom" key="7649499" align="right" media type="custom" key="7649503" align="left"media type="custom" key="7649523" align="right"
 * 2010 Reflections**

The first two videos and the fourth video show how one teacher who was reluctant to use the computer to do any type of work, has moved on to getting her class of new entrants to type their stories straight onto a word processing programme and add their pictures drawn in paint into it. The third video shows how boys enjoy doing cloze exercises on the computer instead of the traditional on paper method. This boy is constantly asking "when are we doing cloze reading on the computer?" as are other boys in my class; boys who don't like reading and find it hard/ boring. The last video shows a year one teacher teaching her children to use keywords in their story using solo taxonomy.

** The catalyst that set the change came about when the school’s ICT teacher left and was not replaced. This meant that instead of ICT being a stand alone subject it was an integrated part of every subject. It was also due in part to our Central ICT cluster winning a contract for three years. After having attended the SOLO Taxonomy PD, a SOLO breakout at the Learning @ Schools conference, weekly sharing times at staff meetings, Sunset Primary’s lead teacher and all the teaching staff have developed a new attitude toward learning and assessment in the classroom using SOLO Taxonomy. The knowledge and understanding that comes with the implementation of SOLO Taxonomy as a learning tool in the classroom has made a huge impact on teaching and learning not only with the teachers but with students as well. Not only have the staff implemented SOLO taxonomy into every aspect of learning in the classroom, they have done it in regards to their planning __ [|http://www.teachertube.com/members/viewArticle.php?article_id=2283&title=KEY_COMPETENCY_RUBRIC#] __** ** the writing of school values and implementation of key competencies right to reporting to parents on report cards (insert a report here). **

** 1. **** How has this affected the teaching pedagogy in your school so far - in relation to SOLO taxonomy? ** Raised awareness of the use of SOLO and its rubrics for assessment of curriculum areas, assessment and peer assessment of any topic/subject area **[]** Teachers and students are demonstrating reflective practise on a daily basis in regard to solo learning All staff are involved in professional dialogue during staff meetings, syndicate meetings and call back days during the holidays (examples of teaching and learning rubrics/ photos/ recordings).

** 2. **** What discussions, developments have been made in reference to disseminating SOLO taxonomy (effective pedagogy)? What new ways of working have occurred due to these developments? ** Planning is done using SOLO i.e. all subject areas are coded according to SOLO Taxonomy(insert digital sustainability rubric for all subjects) Rumaki children co-construct a reading rubric with their teacher in Maori ** [] **

3. F**eedback on self assessment rubric and feedback on usefulness of rubric itself.** <span style="color: #808080; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-decoration: none;">Children are using the define rubric to relate their prior knowledge to instructional reading topic. <span style="font-family: Arial,Helvetica,sans-serif;">** [] ** <span style="font-family: Arial,Helvetica,sans-serif;">** [] ** <span style="color: #808080; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-decoration: none;">A classroom teacher gives feedback on the use of solo in her class, the ease of use of, and usefulness of rubrics for children <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-decoration: none;">Teacher voice [] <span style="color: #808080; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-decoration: none;">A child tells how she has used a SOLO define map to define their group’s instructional reading topic. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-decoration: none;">Student voice []

<span style="font-family: Arial,Helvetica,sans-serif;">** 5. **** How has the introduction/use/infusion of e-learning tools and digital resources helped to support student learning? Can you provide specific examples as evidence of this through teacher inquiry? ** <span style="color: #808080; font-family: Arial,Helvetica,sans-serif; font-size: 14px; line-height: 24px;">Wikispaces has been introduced to senior teachers but at this point only the lead teacher has made a classroom wiki. The children are so keen to get on to and read and write comments on the class’ new wiki that they want to get on before school, at interval and lunch times. Now they can’t wait to do reading so they can get on the wiki and read what comments have been made. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px; line-height: 24px;">**[]**

<span style="font-family: Arial,Helvetica,sans-serif;">** c. What are the key lessons for the cluster? ** <span style="font-family: Arial,Helvetica,sans-serif;"> · SOLO Taxonomy <span style="color: #808080; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-decoration: none;">· A whole new way of teaching and learning <span style="color: #808080; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-decoration: none;">· A new way of thinking <span style="color: #808080; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-decoration: none;">· A self/ peer assessment tool <span style="color: #808080; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-decoration: none;">· Co-constructivism <span style="font-family: Arial,Helvetica,sans-serif;">** d. What are the next steps towards achieving the outcome? ** <span style="font-family: Arial,Helvetica,sans-serif;"> · New attitudes from teachers and pupils <span style="color: #808080; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-decoration: none;">· Engaged students <span style="color: #808080; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-decoration: none;">· Self-assessment/ peer assessment <span style="color: #808080; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-decoration: none;">· higher levels of learning

__Principal's Reflections:__ <span style="color: #000090; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-decoration: none;">1. Describe how you have helped create a culture ready for change? <span style="font-family: Arial,Helvetica,sans-serif;">Realising the need from the point of view as a school leader and my own frustrations and inabilities in the ICT applications to learning promted me to say "yes" when approached initially regarding a joint cluster application. I could see the benefits of promoting the use of ICT's within the school, working with other motivated people in the cluster and having the opportunity to support the talented people within our school to support us to begin to tap the potential that e.learning will add to our learning tools. Listening to and responding to staff and student needs asnd requests by being part of this cluster will embed e.learning as an accepted tool within the teachers and students arsenal. Attendance at design and structure meetings has underscored my own understanding a belief in what some of my colleagues had realised some years ago.Feedback and trialling of ideas and thoughts, added to budgeting for professional development and realisation and wanting progress from the Principal's perspective as well as effecting changes in the strategic plan, have supported a culture for change.

<span style="color: #000090; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-decoration: none;">2. How have you supported your staff to gain confidence with ICTs, as well as helped to broaden their e-learning and pedagogical understandings? Has this been through reflective discussions, sharing of research, infrastructural support?

<span style="font-family: Arial,Helvetica,sans-serif;">Supporting and utilising the interests and skills of staff aware of e.learning and how this can support and enhance the student learning process, assimilation and feedback has been very valuable. Raising the profile of e.learning both as a concept and as tools has assisted greatly. The staff are all ready for this strengthening of approach and the key teacher within our school is always leading discussions around use of IT's in teacher practise as well as the more structured feedback. Her enthusiasm is never-ending. Readings, dialogue and and teacher interclass visits and modelling, especially through the discussions and development within our kura on the SOLO taxonomy have continued to develop staff confidence with ICT's.

<span style="color: #000090; font-family: Arial,Helvetica,sans-serif; font-size: 130%;">3. How have you support classroom developments with school-wide documentation, strategic planning and infrastructure? <span style="font-family: Arial,Helvetica,sans-serif;">We have changed the " way we do things" at Sunset. It has been the wish from teachers that they become the ones working with the students, using the ICT's.The school budget has moved to reflect the increased needs in this area and our strategic plan has been changed. There has been a change in how we plan, in order to deliberately and proactively increase way e.learning is evolving in our school. There has been an increase in the purchase and use of varying aspects of the tools required; eg cameras, videos, interctive whiteboards, powerpoint presentations, development of student wikispace to record their writings and for other students ( and Principal) to comment as well as developing student's own e.books. <span style="font-family: Arial,Helvetica,sans-serif;">A lot of professional discussion around e.learning in the school is supporting the concept that it becomes and increasing part of what we are about at Sunset School.

<span style="color: #000090; font-family: Arial,Helvetica,sans-serif; font-size: 130%;">4. Where to from here? <span style="font-family: Arial,Helvetica,sans-serif;">We are looking to further develop the strategic plan over the three years that the cluster is operating and expect that into the future, the platform built at this time will be developed to a high level in that ICT skills amongst existing staff and incoming staff will be at a a highly competent level, which will have transferred to the students in our school. Our responsibility will be to ensure that our pupils are not disadvantaged by the "low rate" of computers in their homes. I would see that sustaining the drive and the enthusiasm from all is imperative and that increasingly the e.learning and associated technology will be transferred amongst the cluster participating schools and ultimately beyond.