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Goal setting, teacher appraisals and the e-Learning Planning Framework

The e-Learning Planning Framework (eLPF) has been designed as a self-review tool for schools to map their current position in terms of Leadership, Teaching and learning, Infrastructure, Professional learning and Beyond the classroom – all with an e-learning lens. The framework has undergone recent changes, so that the phases within each of the dimensions, have some clear descriptors to consider and act upon.

How can using the eLPF be useful for teachers and leaders?

Two days ago I was talking with a local cluster facilitator about setting goals for teachers in their appraisal - with an e-learning lens. We discussed what kinds of e-learning goals teachers might be setting for themselves and then we asked, how would they know if these goals are going to impact on their learners’ needs?

The strands within the Teaching and learning dimension of the eLPF enables teachers to ask themselves questions about  e-learning: a) across the whole curriculum, b) digital citizenship, c) within learning areas, d) as part of effective pedagogy and e) authentic assessment. We thought...what better way to have teachers map where their current skills, knowledge and understanding lie - as well as plan for how they might use a range of technologies to better meet diverse learner’s needs?

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How have others used the eLPF so far?

Gina Cathro shares how she has used the e-Learning Planning Framework when working with teachers.

As a facilitator, I have used the framework as a tool in refining an inquiry focus. Firstly we looked at the five dimensions and decided that the teaching and learning levels were most useful for our purpose. We discussed the difference between emerging level thinking where 'technologies supplement teacher-directed activities,  and  empowering level where 'student-centred, authentic, higher-order, collaborative teaching and learning is enhanced by ubiquitous technologies'.

After this initial broader discussion, it was a natural step into looking at the teaching and learning dimension in more detail. This helped shape a more meaningful and in-depth inquiry where the focus is not on the tool but in 'assimilating technology into the pedagogy'.

 

Anne Sturgess is also a faciliator, who recently worked with schools to use the eLPF during a pilot programme.

As a facilitator with the Blended e-Learning team, I have worked with several schools to investigate best use of the eLPF. These schools have been unanimous in their praise of the tool and have also provided excellent advice about how to introduce and use it. For instance, when one school involved a parent from the BOT the whole discussion took on a different slant – the parent asked pertinent questions about the language used in the eLPF and, when it came time to prioritise areas for teacher inquiry, she suggested inviting parents to join in the PLD WITH the teachers; her reasoning being that, this way, teachers and parents were learning together and parents could reinforce key messages (e.g. about digital citizenship) at home and promote e-learning to other parents.

 

There are two pieces of advice I would give to any school about to carry out an analysis using the eLPF:

1) apply the principle of ‘one bite at a time’ – view the eLPF as a catalyst for discussion, not just as an analysis and review tool. It may/should take several sessions but will also generate meaningful discussion/inquiry/learning.

2) Invite an e-learning facilitator to work with you for at least the first session and ask lots of questions. This will allow you to gauge whether or not you’re sufficiently familiar with the language and concepts to accurately identify your strengths and gaps.

 

How can you use the eLPF?

e-Learning leaders in schools can access the support material to learn how to use the framework with their teaching staff.  There are discussions starters (guiding questions), practical steps, examples and additional resources to help you do this within your own school. http://www.elearning.tki.org.nz/Professional-learning/e-Learning-Planning-Framework2

Both the e-learning Planning Framework and the Registered Teacher Criteria and e-Learning wiki are invaluable tools to help teachers set e-learning appraisal goals for 2012.

Anyone interested in adding their stories, can leave a comment below or add to the discussion thread @ Have you used the e-Learning Planning Framework?

Comments

  • Kathe Tawhiwhirangi

    As a Deputy Principal - and at the tail end of the year - the eLPF was introduced and addressed with our team at a staff meeting
    On a large screen, we  went through and looked at the varying stages per dimension of the eLPF
    Not surprisingly, questions ensued which created some great dialogue and collaborative learning and understanding particularly around the language, prior to the kaiako addressing where they believed we were positioned on the frame

    I decided to display the eLPF in five different places in the room and magnified the text
    Each kaiako took a corresponding grid which allowed them to place a marker in the space where they believed we were positioned
    As they moved around the room, they stopped, chatted, pondered, and then filled in their table
    These were handed back in when they were filled in

    Some comments...
    "Hmmmm, we're not as good as I thought we were"
    "We obviously have some gaps"
    "Why are we not ALL doing this?"
    "Great starting point for a strategic plan to be put in place for next year"

    The beauty of this frame?  
    A huge awareness was born, bigger pictures were being formed, a collective and common understanding of next steps was made apparent, and clear directions were being co-constructed
    As I step away for the next couple of years - I look forward to viewing their strategic plan :-)

e-Learning: Leadership

e-Learning: Leadership

Exploring leadership for change, vision, policy and strategy that integrates ICTs into learning.