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Andrew Murray's discussion posts

  • Andrew Murray 21 Sep 2013 1:57pm () in 2013: Leadership and strategic planning for e-learning | NAPP Kōrero 14

    Hamish I hope this is not a common problem but I sense it can be. I think there are a number of approaches. If the principal role models the use of eLearning tools and training is given then it does bwecome part of what we do if you like. At school we have linked eLearing to appraisal and made it a focus for PLGs in 2013. Using eLearning is part of the Strategic Plan. By doing this there will still be draggers but I feel less of them. It does help placing staff beside each other.

  • Andrew Murray 05 Sep 2013 11:44am () in 2013: Leadership and strategic planning for e-learning | NAPP Kōrero 14

    PD plays such a massive role in this. It something that is changing our school environment. Schools often have formally constituted Professional Learning Communities and less formal but just as effective Communities of Practice. These underpin the Professional Development and Learning Program, creating the collaborative culture that could be easily supported by ICT and involve constant access to research, sharing of praxis and of pedagogy and constantly engaging in professional dialogue with peers. In short, ‘anywhere, anytime’ Professional Learning. This is important issue for the SLT and HOFs to figure out.



  • Andrew Murray 05 Sep 2013 11:39am () in 2013: Leadership and strategic planning for e-learning | NAPP Kōrero 14

    I agree Tim. In the design of an ICT supported Professional Development program, one that would include the ongoing Professional Learning of Teachers with respect to eLearning, it is important to remember that often learning will lag behind that of development. This is an issue that comes with the territory. It is one that puts teachers as learner off as they never gain the mastery that they are used to feeling in many other area.

    I also beleve there is a necessity for a principal to have vision and mission, the core purpose of the organisation, to be one of the anchors of any Professional Development Program.

    Indeed part of this vision must be the Teachers perceiving themselves as leaders of learning in the classroom. Principals and teacher alike must recognise if you wish to create an innovative learning climate, then you should lead by example. Teachers must role model their own love of learning, and seek to ‘walk their talk’. Every teacher should be a learner. Please never say that you know everything, because at that point, you will no longer be a learner. In teaching, best-quality learning is not just something that you DO. It is something you ARE. It is who you are, that will determine the learning quality in your classroom.

  • Andrew Murray 05 Sep 2013 11:24am () in 2013: Leadership and strategic planning for e-learning | NAPP Kōrero 14

    I agree Annette a principal mus thave an understanding of where 21st century teaching is heading. It does requre more than passion. It needs to be embedded in school culture. The prinipal must be seen to be a life long learner. It needs to part of what is occurring the PLN. I believe a principal can take an active part by not merely seeing IT as an add on, eg a par tof a PLG but actually a goal that is entrenched into all PLGs.

  • Andrew Murray 19 Jun 2013 4:50pm () in WEBINAR 19 June, 2013: Engaging with whānau and the wider community - a kura perspective

    Enjoyed that. So many good ideas. Loook forward to the links.

  • Andrew Murray 05 Jun 2013 7:50am () in Growing leadership of e-learning | NAPP Kōrero 6 - Resourcing

    My experience has been that some of teachings best IT teachers are no longer in teaching. The industry is such that the resources are not there. I do not think it is about the financial compensation while that may come into it. I gaze across at the coperate world and see the opportunities which the education sector cannot afford. What do we do about that? Somebody else may have an answer.

  • Andrew Murray 27 May 2013 7:23am () in Growing leadership of e-learning | NAPP Kōrero 6 - Resourcing

    I agree James I do not think a principal has to run eLearning but has to be seen to support and embrace it. This can be done in a number of ways such as classroom practise, staff meetings or creating extra time for those who lead it. I think this is a prime examople of it being about the walk not the talk.

  • Andrew Murray 24 May 2013 9:28am () in Growing leadership of e-learning | NAPP Kōrero 6 - Resourcing

    I think making good decisions is all about understanding and listening to the community.  Successful teachers and school leaders are extremely aware of their purpose. They understand that they are the connection, the conduit that will enable the student to bridge the use of knowledge with the willingness to learn that knowledge.

    Understanding your own community means making calls that suit them. No one school is alike in its eLearning needs. It is not about giving all students a tablet or iPad. Conversations have to be deeper than that.

    Leaders must be aware of each student’s knowledge level in the area presented and evaluate the student’s willingness to gain additional knowledge in the area. Daily technological advances are moving students ahead at a light-speed pace. For teachers, the art of education has never been more challenging. Students are no longer content to sit in a chair and listen intently to knowledge being poured out by a highly educated teacher. As we consider the challenging problems of today’s educators, student family life, technology, rigorous curriculum or social interaction, we must realize that the real test of teaching skills rest in the ability to assess the students’ knowledge level and their willingness to understand the use of that knowledge.