Log in

Observation of the Key Lessons Learned in the Contract Milestone 6

  1. We need to find shared goals for any new project like this. A cluster with geographic and sector differences like ours needs to find an area of like need or focus to give purpose to being a cluster.

  1. An external facilitator who has the mandate and time to coordinate elearning development would ensure constant development was occurring.  They would be able to recognize key people at schools early and support them to the next step. Our cluster has moved forward because of the passion and drive of individuals.

  1. The advantage of not having an external facilitator is the extra money; but you need to know what to spend it on.

  1. If a cluster is permitted to have no external facilitator, as in our cluster, there needs to be more input from a regional facilitator.

  1. For teacher inquiries into practice tied to elearning (as in any curriculum area) there needs to be ongoing professional development, focused and directed towards identified teacher inquiry goals. Deadlines along a set timeline are necessary to ensure everyone moves forward.

  1. There is a balance between teacher ownership and leadership mandating what teachers should do. Sometimes teachers need to be pushed into the pit.

  1. Sustainability needs to be planned.

a) Are we going to keep working as a cluster?  

b) Do we have key areas in the cluster and within the individual schools which need to be  planned for?  

c) Are there cluster goals we are yet to meet?

d) Have we used the Elearning Planning Framework to plan for the future?

e) Do our strategic plans include elearning?

f) Do our budgets reflect infrastructure needs?

g) Have we created a long term and short term plan?

  1. If BOTs see the results of staff learning and PD for themselves, they are more inclined to support investment and PD. How do we collect evidence that elearning effects student learning?
  2. Individual principal comments: /pages/view/688841/principal-reflections