Hi there and welcome to this editable space where we can brainstorm ideas/needs from the L@S Home Group Meetings.


ONLINE SURVEY
An online SURVEY has been designed to gather information from yourselves, so that professional learning and mentorship can be provided throughout the contract. If you have not yet filled in the online survey and you are included in one of the groups below– please go to the website and fill it in as soon as possible

http://www.survey.net.nz/survey.php?80a59a9d10522008134f2c19c3f98cfb

Please sign in and feel free to add any new ideas as they come to mind, so that we can better meet the needs of the group at subsequent Home Group Meetings.

SECTION 2:
Please rank High , Medium or Low those areas which you would like to explore for your own professional learning in 2007
Building community in schools and across the cluster.
Before you can work effectively as a community of learners there is a need to establish a set of shared understandings.
Q05. Establishing a set of shared norms and values across the cluster ( high priority, medium priority, low priority )
High

Medium

Low
Q06. Ways of communicating within the school or cluster for better understanding and decision making ( high priority, medium priority, low priority)
High

Medium

Low
Q07. Developing relationships, networks and collaborative opportunities for sharing knowledge and experiences across a cluster. ( high priority, medium priority, low priority )
High

Medium

Low
Q08. Establishing and developing online learning communities ( high priority, medium priority, low priority)
High

Medium

Low
Q09. Identifying roles and responsibilities for project directors, facilitators and Lead teachers (choose your role)
High

Medium

Low

Leading change in your cluster.
Understanding national and global trends and how they might impact on teachers and students is necessary if you are going to lead change in schools.
Q10. Identifying issues driving change in our schools. ( high priority, medium priority, low priority)
High

Medium

Low
Q11. Developing a set of core values and beliefs about education. ( high priority, medium priority, low priority)
High

Medium

Low
Q12. Aligning core values and beliefs to classroom practice. ( high priority, medium priority, low priority )
High

Medium

Low
Q13. Redefining ‘knowledge’ in the 21st Century. ( high priority, medium priority, low priority )
High

Medium

Low
Q14. Considering new curriculum direction and development. ( high value, medium value, low value)
High

Medium

Low
SECTION 4:
Changing pedagogy.
How do students learn best and why? What is a teacher’s role in creating an environment that meets learners’ needs?
Q15. Defining Inquiry, a process or a learning disposition? ( high priority, medium priority, low priority )
High

Medium

Low
Q16. Exploring the virtual world and its impact on the way we teach. ( high priority, medium priority, low priority)
High

Medium

Low
Q17. Web 2.0 and its implications for classroom practice( high priority, medium priority, low priority )
High

Medium

Low
Q18. Access, creation and management of digital resources ( high priority, medium priority, low priority )
High

Medium

Low
Q19. Examples of good practice when students explore, create, and communicate with ICT’s ( high priority,
High

Medium

Low
Q20. Developing online learning environments and communities. ( high priority, medium priority, low priority )
High

Medium

Low
Q21. New ways of assessing for new learning environments ( high priority, medium priority, low priority )
High

Medium

Low
SECTION 5:
Facilitation Skills
Working with teachers requires a depth of knowledge about facilitation strategies and models for professional development
Q22. Models for effective professional learning ( high priority, medium priority, low priority )
High

Medium

Low
Q23. Working with adult learners ( high priority, medium priority, low priority )
High

Medium

Low
Q24. Developing basic facilitation strategies ( high priority, medium priority, low priority)
High

Medium

Low
SECTION 6:
Managing your cluster
Good organisational, people management, and data collection skills are keys to effective cluster management
Q25. Data driven decision making - collation and analysis of data to inform progress and provide a sound basis for planning( high priority, medium priority, low priority )
High

Medium

Low
Q26. Milestone task writing and reporting....How to construct tasks that make report writing easier ( high priority, medium priority, low priority )
High

Medium

Low
Q27. Managing the project budget and financial reporting requirements ( high priority, medium priority, low priority )
High

Medium

Low
Q28. Reviewing your progress- How to undertake a cluster review to inform future practice ( high priority, medium priority, low priority )
High

Medium

Low
Q29. Gathering data and evidence of change for milestone and performance measure reporting ( high priority, medium priority, low priority )
High

Medium

Low
Q30. Self management – strategies for defining and recording progress in a facilitation role. ( high priority, medium priority, low priority )
High

Medium

Low
SECTION 7:
New Technologies, technical support and infrastructural development
Demands on technology can increase as teachers participate in this ICT PD professional development programme. This can lead to frustration if access is limited or technical issues arise.
Q31. Support available to schools and clusters to assist them with upgrading their infrastructure ( high priority, medium priority, low priority )
High

Medium

Low
Q32. Making good, cost effective decisions about what hardware software and structures support student learning ( high priority, medium priority, low priority )
High

Medium

Low
Q33. Developing a strategic plan and budget for ICT infrastructure ( high priority, medium priority, low priority )
High

Medium

Low
Q34. New technologies and the role they might have in teaching and learning ( high priority, medium priority, low priority )
High

Medium

Low