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David van de Klundert's discussion posts

  • David van de Klundert 07 Oct 2014 5:34pm () in 2014: Principals’ Leadership applied to strategic planning for the integration of technologies across the school community | NAPP Kōrero 14

    Thanks for your thought provoking post Thomas. Like many of us, I struggle with a good place to start with elearning--do I let others lead me and trust in their judgements about best practice and outcomes for our children? Do I attempt to lead but not really know if what I am doing meets the needs of my school community? Do I tinker around the edges with something like google apps but struggle to connect what I am doing with the classroom? Do I go to other more proficient schools and become inspired by their programmes-but deep down know that it is quite shallow with good intentions but doesn't really make a difference to student outcomes?

    I have come to the conclusion that at the heart of an effective approach to eLearning some of the following is vital: (My Northland NAPP cohort will know my first one well!!)

    1. What's the glue holding the curriculum and everythinbg else together--the VISION for the school--the destination? eLearning with one or two proficient collagues or ideas coming in can not side swipe this and become an anxious shallow distraction.

    2. How well do we know our children and their needs? Is eLearning an add on or an integral part of the curriculum to raise student achievement?

    3. Where are staff at with change? Making the necessary changes to pedagogy? Are staff managed well in this regard? If so great--effective leadership comes to the fore--if not elearning will struggle to make an impact no matter how much PD is resourced.

    4. Do elearning goals tie in well with the charter, the strategic goals, budgeting?

    5. Has the school identified obvious curriculum links with elearning that they know will work such as the digital learning objects, or links to inquiry--have success happening straight away?

    6. Are all of the technical issues catered for? 

    7. Where is leadership at with attending PD, workshops--are they present? Are they actually in classrooms doing eLearning with children--trialling things, making objective decisions? 

    My main concern is what Fullan states as shared in Thomas' post--it is pedagogy that is the crux and heart of the matter--we all know how challenging this can be to change--but change it must.  

    What ideas do people have to lead and assist in this area of change?

  • David van de Klundert 27 Jul 2014 8:34am () in MLEs: Learning spaces and resourcing | NAPP Kōrero 6

    Thanks for the link to Claire Amos' blog Judith,. What an excellent read with good prompts. The move to MLEs is a massive paradigm shift for school communities. But is does provide good opportunities to start an indepth strategic self review process. (I can't help wondering that there are many VLN threads at the moment that nicely link to this discussion.) One of the biggest opportunities for self review is having a relook at the school charter and the associated strategic goals and the glue that holds all of this together which is the vision document/statement and mission that goes wih this. I was speaking to my principal about our move into MLE, we identified that staff and the capacity to embrace, own and upskill is a big hurdle that we face. However impatient we are to rush in and say that we have MLEs up and running, I agree with Claire in her blog that "MLEs are pointless if the teacher still leads from the front of classrooms (albeit classrooms with invisible walls). Learning Technologies are pointless when the students have the use of their technology controlled and limited to little more than word processing and the odd google search. The challenge will actually be to explore how the MLEs and Learning Technologies can be used to genuinely change how and what we have been doing."

    In relooking at our vision statement and our move to MLEs with the associated technologies, we empowered our staff in this self review process. As a part of this we identified learning pathways for our students centered on the key competencies. We made sure that before walls are knocked down that our collaborative team culture is right-communication, planning, pedagogical challenges and professional growth and that we are embracing new planning tools for a 24/7 approach-google docs- as well as making sure learning groups are fluid and will be in the process of firming up norms of practice in Term 4. But loud and clear it is leadership that is driving, and pausing when necessary school-wide expectations to maintain a focus on our vision and redefining, review school goals as necessary. I refer back to the the VLN discussion on staff complaints and constantly wonder about a thread that shared their frustration about ineffective staff and the challenge in moving them on. Ineffective staff only become ineffecive when they have no sense of purpose or direction, when staff meetings don't yell out loud and clear expectations and then have staff present to colleagues what they are doing to showcase best practice, when these individuals are allowed to choose their own professional development needs and when shared values and beliefs about what is best for children is not being constantly referred to and what the expectations for these should be looking like in classrooms and much more. The challenge in maintaining a pedagogical stance and approach to MLEs requires shared understandings, leadership expectaions, support and time--lots of it to embed new ways of doing great things. And a whole staff approach to professional development.

  • David van de Klundert 10 Jun 2014 8:23am () in MLEs: Learning spaces and resourcing | NAPP Kōrero 6

    My school spent 18 months of intensive in house staff development and a major overhaul of systems and team structures and a revamp of the school vision before we even considered embarking on a journey towards developing MLEs. This was powerful. My blog: http://collaborate-kotahitanga-connect.blogspot.co.nz/ shares the journey we have been on.We firmly believed that our pedagogy needed to be right, that we needed to research and believe in the many benefits of a collaborative culture in the school, that staff needed to know what our expectations were and for them to make the decsion about whether or not this was for them and so much more. All of this great work has seen major benefits for learning and for our teaching. And we haven't even knocked a wall down yet as we needed to make sure that teams were planning, communicating and delivering collaboratively. And then for us to come together and highlight positives and barriers.They are now identifying the walls between their classrooms as major barriers. They are coming down soon.

  • David van de Klundert 28 Feb 2014 9:25am () in MLEs: That’s just a classroom with a beanbag isn’t it?

    Great food for thought--the bloig was agreat read--I really enjoyed the no frills adaptions in the photos. One aspectr of a MLE environment--which is where we are heading to-and in response to your questions Sonja in light of parent concerns and catering for diverse neds is to put in place processes whereby children can take responsibility for their own learning and engage in the learning process. I went to a Kath Murdoch workshop last year titles: "Learning for Themselves: Building Learning Capacity in the Inquiry Classroom." This workshop highlighted a very important element that is, I believe, approapriate to MLEs, personalised/individualised learning etc which is that all learners need to be aware of how they learn. My questions to prompt more discussion are: How do we do this at a deeper level with our children? How do we respond to individual need when children begin this process?, What aspects of our approach to pedagogy need to change?

  • David van de Klundert 17 Feb 2014 10:31am () in MLEs: That’s just a classroom with a beanbag isn’t it?

    Like most school sentering into MLE we have done much research and school visits believing that this is best prtactice for our school community. This year we have decided to, after a solid year of in house professional development, to put teachers into teams of two-but still in single cell classrooms. The main aim is to focus on collaboration. We belkive that an MLE environment-knocking out walls etc will not be effective unless we have a cul;ture of collaboration working first. This has also seen us raising the profile of our teacher aides, restructuring the use of CRT and ORS release time, and reformatting our performance management process with a firm eye on our RTC focus for the year as well as making sure teachers are gathering evidence to support their growth through TAI processes. We want our teachers to reach important conclusions and then to come and see us with a sledge hammer or two and say, "The wall is the only barrier that exists between these two rooms that is inhibiting our collaborative team approach." Hopefully we'll have some dollars in the bank to buy some more sledge hammers.