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Epsom Girls Grammar School ICT PD Reflective Summary

What was important for us?To improve student engagement through the integration of ICT strategies to enhance:

(a) student centred learning
(b) strong learning relationships between teachers, students and caregivers

What did we do?

In 2010 ICT PD was based around 6 school goals. Goal Groups led by eMentors were formed around each goal, with staff opting into a cross-curricular goal group of their choice. Professional Learning Groups (PLGs) were then formed within these goal groups. PLGs meet several times throughout the year to discuss their goal, and eMentors offered a number of ICT and software workshops. This initial period of exploration and focus on ICT skills was a necessary part of the ICT PD process.

What happened, as a result?

The staff gained confidence, and developed a greater understanding of a range of ICT tools and strategies. The feedback would suggest the main thing that happened was "upskilling" of staff. This was an essential first step of the process, as it allowed teachers time for exploration, learning and experimentation with ICT in the classroom.

Link to Staff Feedback Google Form

What have we learned?

We learned that change of practice takes time. Staff need to be given time and support to learn, explore and play with the tools, to then allow a shift of focus to "how" we might use some of these tools to improve student engagement and student centred learning.

What are our next steps?

As a result, in 2011, we have created Professional Learning Groups within curriculum areas (rather than based on goals), with an intial focus on student outcomes, and then exploring how specific ICT tools and strategies can be integrated to support and extend student learning; this change of approach reflects that we are now at a point where we need to (and are able to) narrow and focus on specific ICT tools and strategies which will produce the most positive learning outcomes for students in each learning area.

Plans for 2011(second year of project)

Learning Area Directors will work with a Learning Area eMentor to lead one or more Professional Learning Groups in their Learning Area. PLGs will be based on readiness, interest, and subject area or sub goals, so as to best meet the needs of the Learning Area. This will allow greater focus on student centred learning, strong learning relationships and NZC implementation in the context of the specific curriculum area. Learning Areas can prioritise ICT strategies and software to focus on, allowing staff to "do less better" and embed ICT strategies to support more effective teaching and learning in their curriculum contexts. Workshops will still be offered, but will be informed by Learning Areas needs and priorities.

We are using the New Zealand Curriculum Teaching as Inquiry cycle to underpin our research and planning. Furthur inIntentionsformation about how Teaching as Inquiry has been used to inform eLearning Action Plans is available here.

Learning Area PLGs will develop and implement eLearning Action Plans to support the National and Cluster ICT PD goals. It is hoped that by basing planning and support in Learning Area and curriculum areas that this would allow to teachers to more effectively focus on the specifics of their curriculum and the specific learning needs of the students in their Learning Area. It is also intended that teachers will take greater responsibility and ownership of the ICT PD process and integration of elearning into the classroom.

Examples of Learning Area eLearning Action Plans, reflections and eLearning snapshots (classroom practice) can be accessed from the links below:





Physical Education and Health

Social Sciences


Student Support Services


Who are we?

Epsom Girls Grammar School is a large decile 9, single-sex school in Epsom, Auckland. We are in the second year of three year ICT PD contract.