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National Goal 3 Reflective Summary 2012

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By Kate Dare

The following is a summary of National Goal 3 for 2012 for the Mantar Cluster (Milestone 5).

National Goal: Teachers to integrate e-learning effectively into their practice creating an innovative and exciting learning environment for all students.

Cluster Goal: Teachers will be well informed, confident users of e-learning.

Cluster: Year 3 of Cluster Programme - Primary Cluster Years 0-8

Cluster Type: ICT PD

Context: The Cluster has acknowledged the need for significant up-skilling of teachers in implementing ICTs as part of classroom practice and pedagogy. Given the range of schools in the Cluster, and the varying needs of individual teachers, the structure of development revolves around two Cluster Co-ordinators, a Lead Teacher from each school and the inclusion of external 'experts'. These external experts this year have included Jan Watts (National Library Advisor) and Kath Murdoch (International speaker). Lead teachers and possibly additional staff will be attending U-Learn later this year. 


Key areas of staff development this year are developing:

  • Understanding of what information literacy skills are and how they can be planned for and used by learners.
  • Understanding of cyber safety and digital citizenship (using the Netsafe model of digital citizenship).
  • Understanding of how to integrate e-learning to support the teaching of key competencies.
  • Teachers sharing skills and effective practice within the cluster to professionally develop teacher capability, leadership and sustainability.
  • Teacher goal setting and reflection will guide inquiry into practice and be used as part of the appraisal process.

This year there is an increased focus of all teachers sharing skills and effective practice within the Cluster and networking through the use of the VLN.

Methods, Interventions and Actions: 

Last year one of the Cluster co-ordinators attended a National Library Workshop to assess whether it would be beneficial for the whole cluster to help work towards a range of success indicators of our cluster goals around information literacy and inquiry learning (see reflection: 

/pg/blog/read/175158/national-library-workshop-supporting-inquiry-creating-21st-centruy-learners-as-skilled-users-of-information). Following this, our Cluster professional development kicked off this year with all Principals, teachers and librarians attending this workshop entitled 'Supporting Inquiry: Creating 21st Century Learners as Skilled Users of Information.' 

Just prior to this Milestone, all teachers will have attended a Teacher Only Day session with Kath Murdoch. The reasons behind this session were to work towards a number of Cluster success indicators surrounding inquiry learning planning and process, including the use of student voice (/pg/blog/read/686262/kath-murdoch-pd-reflection).

We have also introduced a new initiative this year in place of Quality Learning Circles, called E-shares. These are workshops run on one afternoon by teachers within the cluster, with the remaining teachers attending chosen sessions. The topic of these sessions is typically based around implementing e-learning in the classroom to support teaching and learning programmes (/pg/blog/read/684903/eshare).

Last year the VLN was used by Lead Teachers and Principals for Milestone reporting and reflection. This year we have extended this as a means for professional reflection to all Cluster teachers. They have used this to reflect on professional reading and to reflect on their own practice against Goal 3 success indicators or their own personal e-learning goals 



This year rather than having a Cluster Facilitator, two of the Lead Teachers from previous years have taken over as Cluster Co-ordinators. This has allowed for more effective collaboration between schools as well as enabling the ability to foster a more coherent shared vision between schools.

Summary of Key Results:

The use of E-shares has meant that:

* Teachers are participating in regular professional development opportunities throughout the year.

* Teachers are sharing skills and effective practice within the cluster to professionally develop teacher capability, leadership and sustainability.


The use of the VLN for teacher reflection on professional readings and own practice against Goal 3 success indicators or personal e-learning goals has meant that:

* Teachers are implementing ideas gained from professional development opportunities.

* Teachers are goal setting and reflecting. This is part of inquiry into practice and the appraisal process.

* Teachers are sharing skills and effective practice within the Cluster. 

The reflections also show that:

  • Teachers have been developing understanding around what information literacy skills are and how they can be planned for and used by learners, 
  • Teachers have been planning, modelling and using a range of meaningful e-learning experiences across the curriculum. 
  • Teachers are working towards integrating e-learning to support the inquiry learning process.

Following Cluster-wide PD with Jan Watts and professional reading by teachers (as well as Lead Teacher meetings), all schools have worked/or are working towards, incorporating information literacy skills into their inquiry planning.  (see reflections: /pg/blog/read/684928/information-literacy-skills). This new learning surrounding information literacy compliments last year's Cluster development around ensuring our inquiry units involve rich tasks that incorporate the use of ICTs with graphic organisers and thinking tools (see: /pg/blog/read/201319/national-goal-1-reflective-summary-2011/pg/blog/read/324787/inquiry-and-elearning-tod )

Lead teacher meetings have developed lead teachers knowledge of Creative Commons and they will be leading a staff meeting on this next term (http://prezi.com/qagswa3qbnz6/reusing-digital-content-on-the-web/). 

Next Steps:

Following the recent Kath Murdoch professional development the following will be reviewed and developed within each school (/pg/blog/read/686262/kath-murdoch-pd-reflection):

* Using formative practices to develop children's to develop children's understanding of the inquiry.

* Integrating e-learning to support the inquiry learning process specifically planning for and using thinking skills and Key Competencies.

* Teachers becoming open and flexible to enable student voice to have an influence on the teaching and learning direction.

There also needs to be a focus on develop teachers own understanding of cyber safety and digital citizenship.