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Sustainable Strategies: Integrating e-learning, leadership inquiry and classroom practice | Kōrero 14 2015

Resources and Discussion through the Years

Use these resources and Korero to gain a clear picture of leadership of e-learning planning over the past three years.

  • Using the e-Learning Planning Framework – this is useful in guiding us through the use of the e-LPF
  • The e-Learning Planning Framework (eLPF) online tool is live for all schools/kura on the Enabling E-Learning  (EEL) site with full instructions and support material. Once you have created your account you can then manage your schools surveys within the e-Learning Planning Framework online tool. The MMeLPF /te Rangitukutuku (Maori Medium eLPF) tool is also available as a download on EEL.
  • Korero from Previous Years

>>> 2014 Integration of Technologies across the School Community – Korero 14

>>> 2013 Leadership and Strategic Planning for e-Learning – Korero 14

>>> 2012 The e-Learning Planning Framework – how and Why to Use it? – Korero 16

It will be best for all new posts to be in this thread so they are easier to follow.

2015 Korero 14: Sustainable strategies: integrating e-learning, leadership inquiry and classroom practice

During the last three years the discussion in this strategic Korero has focused on leadership learning about the e-Learning Planning Framework and how to use it. (See just above)

We think this year’s NAPP cohort is stepping past this level of understanding and needs to focus on teaching/learning transformations that are going on as school leaders apply inquiry learning and use the e-LPF. 

Professional learning using teacher inquiry

In this Enabling e-Learning video, Chris Allen, principal of Sacred Heart Girls' College, and Mike Wilson, ICT cluster director, share why they chose to use a teacher inquiry model as a focus for professional learning and why that approach has been so successful.


2015 Korero 14


Leadership inquiry and use of the e-Learning Planning Framework should fit well together.

  • Use the elements of leadership inquiry and the e-Learning Planning Framework to support discussion on how they have in specific instances brought or are bringing about transformative change to teaching and or leadership practice
  • Explain how specific parts of the inquiry cycle, shown below, and the e-Learning Planning Framework have worked together for you and your school

Inquiry cycle

 Source: Inclusive Education Guides for Schools  - original source Timperley: Teacher Professional Learning and Development.

Follow the link and look under Plan and Lead Inclusive Practices, Transitions and Pathways.


Also see:


  • Andy Ashworth (View all users posts) 09 Sep 2015 10:03pm ()

    Departing Myross Bush School principal Tim Lovelock considers himself a pioneer rather than a settler, which goes a way to explaining his school's approach to teaching children.

    Lovelock, also the outgoing Southland Primary Principals Association president, is moving to Taupo with his wife and three children to take up the principal's job at the 500-student Waipahihi School.

    But he leaves behind a school which has undergone change; its teachers have been working in pairs in the classroom for the past couple of years in a bid to meet the needs of the children.

    The method is a break away from the traditional one-teacher classrooms, but Lovelock believes it works.

    At Myross Bush School, on the north eastern outskirts of Invercargill, they have paired up classrooms and teachers.

    Two traditional classrooms of kids are set up as one learning space with two teachers.

    Two heads are better than one, Lovelock says, with two teachers able to work as a team to ensure the children both enjoyed their learning experience and soaked it up.

    If kids and teachers were engaged and had some ownership of the programme they had a great environment for teaching and learning, he said.

    The two teachers shared ideas and took on different tasks in the classroom; they made the learning environment more flexible for the children, and that included making it more fun.

    "These [teaching pairs] are all day working and flexibly challenging the programme as they go with each other ... you have got two people who know the learning needs of your kid instead of one," Lovelock said.

    The teachers at the school had made the two teacher classrooms a success, he said.

    He does not adhere to having kids sitting at a desk for 50 minutes per lesson; kids should be learning to work in a variety of ways and learning zones, he believes.

    "If a kid is bored at primary school you have lost them at high school."

    The aim was to meet the needs of the modern child and set them up for high school so they would be "ready to fly".

    Schooling set ups were changing in different stages across Southland, he said.

    "When you step out of the box you challenge the idea of what school is for people."

    Myross Bush School Board of Trustees chairman Keith Brown said the board was in favour of the team teaching concept.

    It was a key driver in the school's goal to develop a culture of active learners at the school, he said.

    "Team teaching means the teaching pairs and the whole teaching staff have to work collaboratively, and together they are continually reviewing and reflecting on best practice. All of the teachers have bought into the concept, and we are starting to see real benefits."

    Lovelock's role as Southland Primary Principal's Association president will be taken over by Ascot School principal Wendy Ryan until a new president is elected in November. 

    The new Myross Bush School principal will be Jamin Lietze who starts in term 4.

    Lietze, who grew up at Kelso in the Clutha district, has been deputy head of primary at Bethlehem College near Tauranga.

     - The Southland Times

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e-Learning: Leadership

e-Learning: Leadership

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