Questions to ask the teachers and Principals for gathering data and measuring success indicators.

This document will guide your planning and direction for 2010.

We will self-review our goals and success indicators term by term.

The objective is to create consistency across the cluster and build a common understanding across the cluster of expectations regarding evidence
based practice with the 3 Kings ICT Project.

Programme goals Evidence gathering questions and

Success Indicators for National and ideas for teachers and Principals
National goals Cluster goals Cluster Goals
Staff demonstrate their understanding of Survey Q – Please list how you intend to
1. Implement the New Zealand Implement the schools based curriculum the Key Competencies and learning areas use the Key Competencies and the use of
Curriculum / Te Marautanga in alignment with the NZ Curriculum and are beginning to explore how the use e-tools with your students? (individual
o Aotearoa through the use and the effective use of ICT/e-Learning of e-tools can support these through teachers)
of e-learning; across all learning areas. teachers planning and classroom wall
displays.

• Staff are beginning to understand the

Inquiry process/critical & creative
thinking programme and evidence will
show questioning techniques and
learning processes that reflect inquiry,
critical and creative thinking processes.
Survey Q – Do you use a specific
inquiry model? Please explain.
Record how, as a school, complete your
long term planning embedding the
inquiry process. (mangagement)

• Unit planning is based on the individual Collect unit plans/IEP to show evidence
2. Increase capability of Develop the classroom pedagogy in the school curriculums aligned with the New of inclusion of digital learning resources.
teachers and principals to use of ICT to enhance the learning Zealand Curriculum/ Te Marautanga o
improve students' learning process across the curriculum areas by; Aotearoa including digital learning
and achievement through e- • Providing leadership with passion, resources.
learning; fostering teamwork, with a strong
support structure
• Teacher appraisals will incorporate Collect a selection of appraisals for
• Challenging the way teachers
professional dialogue relating to the Three evidence.
approach the use of ICT/E-learning
 underpinned by sound pedagogy and
practices
• Concentrating on learning outcomes
• Providing powerful professional
development
• Teachers develop the skills to teach
students in a way that enables students
to become independent thinkers and
inspires them to become life-long, 21st
Century learners.
3. Strengthen professional
learning communities and
Teachers and school leaders will share
increased collaboration
resources and create new knowledge via
within and across schools;
face to face sessions and through the
Three Kings Cluster wiki.
4. Increase e-learning
leadership and ICT strategic
Providing leadership with passion,
planning capability of
fostering teamwork, with a strong
principals and teachers;
support structure.
Build on existing professional
development practices already
established in each school.
• Leading to individual strategic plans
in ICT/eLearning incorporating the
Key Competencies and other
initiatives - . i.e assess to learn,
inquiry learning, numeracy, literacy,
Home School Partnerships.
Kings contract and implementation of the
NZC. Each of the schools have developed
their local curriculum aligned to the NZC.
Unit planning reflects key competencies
and learning areas of the NZC.
Teacher narrative showing progression over
• Increased teacher effectiveness and time – captured either through audio, video
enthusiasm for teaching, help them to or written with examples of children’s work.
offer more varied, motivating and creative
teaching/learning activities in their
classrooms through student voice,
students being self motivated and taking
responsibility for their own learning –
working on set tasks, individual or group
work - monitoring each other, peer
assessment, student lead conference where
student share their learning with an
authentic audience.
Survey – use a variety of e-tools
• Teachers and principals are more
confident with the use of e-tools. Assessment data
Knowledge and good practice is being
shared around the cluster. Schools are BOT minutes
using enrol, electronic student
management systems for data gathering, Track of intensive interaction
assessment analysis, collection of
information and resources. Web based
tools are used to report to the BOT and
parents.
SPND – adapting NZC and Key Comps
• Staff awareness and understanding of the
St T – Explorers model and website
needs of 21st century learners and the
Inquiry Process. Staff are beginning to
TKS – teachers modelling e-tools
explore the use of e-tools within this
framework referring to document from the
Ministry, Enabling the 21st Century
Learner, Being Part of Global
Communities, Page 8 and 9 of NZC.
 • Policy development as required.
• Principal/lead teacher mentoring.
• Monitoring and evaluating action
plans.
• Baseline data analysis.
• Assessment and analysis of baseline
data.
• Ensuring sustainability.
• Inclusive delivery.
• Continue to plan for on-going
infrastructural upgrades.
5. Increase the school
community’s understanding
of the educational To increase community participation in
contribution of e-learning. school activities and the use of
ICT/elearning activities by;
 Including the community in
events such as ICT/Elearning
expos and inviting them to guest
speaker workshops
 Enabling community access to
web based school and wider
education information
 The cluster will continue to offer
opportunities for the wider
community to hear more about e-
learning and issues around cyber
and text bullying. Agencies such
as NetSafe will be involved as
appropriate.
• Teachers and principals are more On wiki
confident with the use of e-tools
knowledge and good practice is
being shared around the cluster.
Collation of plans
• Unit plans and resources that pertain to
the NZC are available on the cluster
wiki for shared understanding and
examples of school implementation
of NZC.
Capture
• Discussion, dialogue, new ideas for
teaching is shared and encouraged
via the Three Kings Cluster wiki e.g.
sharing of authentic integration,
examples of valued student outcomes
to show deeper understandings,
thinking and problem solving skills.
Carlson and Sunnydene focus teachers to
share clickspecialednz.com with staff at St
• Special Needs resources are shared
through the cluster wiki via the Click Therese and Three Kings
Special Ed NZ website with a link on
the cluster wiki with stories of
effective practice being shared.
Record workshop
• Principals and focus teachers have a Induction of new teachers, continued
shared understanding of effective training
leadership and have begun to build in
processes for sustainability through
strategic planning, review of policy
and procedures and staff hand books
for teachers outlining expectations. Q – Principal – have you planned to
distribute leadership through shared
• Processes are put in place for mentoring for teachers? Please give
distributing leadership through
 shared mentoring, strategic planning examples
for focus teachers.

• Processes are established for reflective

thinking on pedagogy in whole staff
and syndicate meetings.

• Relevant strategic plans and polices are

in place for each school which link to
the vision, school curriculum, e-
learning influences, infrastructure
and budgets.

Q – How are you going to involve your

• The parent/whanau community will be
school parent community using digital
equipped with the skills and
technologies and provide opportunities
strategies to assist children with
for eLearning? (Creating educationally
becoming responsible cyber citizens
powerful connections pp 267, Appendix
through parent information evenings
8.1 [BES]).
led by Netsafe Group. School wide
expectations and Internet safety
policies will reflect the need for
responsible use of the Internet.

• The parent/whanau community are

aware of the 21st Century learning
needs of their children and will be
able to assist them in this learning
where possible through Parent
information evening, BOT meeting,
newsletter, school websites.