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Burnside Milestone 6 "Exit Strategy"

Milestone 6 “Exit Strategy”

Burnside Cluster applied for the ICTPD with the goal of achieving a set of ICT and PD School-wide  This reflective summary will provide oversight into those outcomes. It is important to read this report in context to the environment it exists in.

Burnside High School is a Year 9-13, Decile 8, Co-educational State School with 2500 students. Burnside High School ICTPD is a single school cluster program. I am attaching a brief timeline to clearly illustrate (briefly) the unexpected and severe events that have happened throughout our ICTPD journey. Many of these events played a significant part in the evolving BHS ICTPD journey.

ICTPD significant Points (and in bold significant unpredicted events


2009 June - October
Planning and investigation was initiated with a full ICT infrastructure audit and investigation into replacing the school LMS. This coincided with the school application for ICTPD acceptance
2009 October - December
Application and acceptance of an ICTPD contract as a single cluster school


2010 February New Principal
2010 February - August
Investigation and planning into infrastructure and LMS environment to support PD, development of Moodle website, SSO functionality, school investigation, Google integration etc. Release of Moodle.
4 September 2010 Earthquake 1.
Students off, school closed, Moodle and Gmail used to connect to students.
2010 October - December
Heavy investment in Moodle, course developed material put up for all areas, communication functionality exploited. Staff and students access rates very high. High parent staff and student buy-in.


22 February 2011 Earthquake 2. 
Students off, school closed, Moodle and Gmail used to connect to students. Courses used heavily. Spikes in access. Used largely for learning, but also heavily for communication and reassurance.
Heavy loss of International Students
2011 February - December
Site sharing Avonside Girls High School
Following damage caused by the February 2011 Christchurch earthquake, Avonside Girls' High School shared the facilities of Burnside High School. Split classes. BHS operates from 8pm- 1pm AGHS 1pm-6pm (Limited PD opportunity)
2011 March
Moodle upgrade to 2.0, MyPortfolio overhaul.
2011 April
MOE/PPTA negotiations
Staff unable to be at school before or after school
2011 June- August
13 June 2011 Earthquake 3 (aftershock)School closed
25 July 2011 Snowstorm 1
14 August 2011 Snowstorm 2
The perfect snowstorm. Snow fell consistently down to sea level in Wellington for the first time since the 1970,and snow even fell for a brief time in Auckland for the first time in 80 years. Christchurch was heavily snowed in. School closed for a 1 week.
2011 October -December
Burnside CAPNA
SNUP of Burnside High School 
Online course confirmation



2012 February Introduction of BYOD Trial Class
Although this event was planned late in 2011. It was not considered earlier, but the progress the cluster made it was implemented early as a trial.
2012 April
SMS transition from MUSAC to KAMAR
Staff passport Scheme released
2012 August
Online course confirmation, release of Parent Portal, online attendance for Parents
2012 November
Updated ICT Strategic Plan, exit ICT Strategy, ICT Rich class trial, altered Year 9 eLearning Program.

This is a very limited list but serves to show the constant disruption through 2010-2011 of our 3 Year program.


Overall Burnside wanted to achieve a set of ICT and PD Goals. Our exit document will focus on providing evidence of meeting these goals.

The original proposal was broken into ICT and PD Goals.

ICT Goals:
1. Provide Infrastructure/Services to support learning and teaching across the curriculum
2. (Google domain and integration with a LMS)
3. Provide web 2.0 access/support
4. Federated/Integrated Approach

PD Goals
1. Individual skills: Increase all staff individual skills AND broadening of pedagogical understanding.
2. Departmental implementation: Subject specific development of goals AND specific implementation to suit needs of the department.
3. School wide: Greater communication efficiencies, within the school and including the outside wider communities. (Development of a range of potential educational applications and PD opportunities)

These goals provided clear focal points for the ICTPD we embarked on. 

We started our process by completing a CORE Education Review of our network infrastructure and support systems.  This was taken prior to even applying for the ICTPD. It is important to note this as we had as a school identified a direction we needed to improve, and we begun making formative steps. The SNUP process was being promoted around this stage, and Burnside wanted to hit the ground running as the infrastructure was rolled out. 

BHS had an established ICT committee tasked with IT Infrastructure Delivery and Pedagogy. This group was already the engine room for ICT direction within the school, and was essential to the rollout over the life of the ICTPD. 

One are the school wished to improve was the accessibility and function of a school intranet. We were using the end of life and un-supported Interact sporadically. This was a central component of our application.

Our direction with or without ICTPD funding would have been similar, if not the same, but the time-frame and implementation milestones would have been different. We definitely would not have had the ability to ride the wave of success following the Earthquakes. They aided our implementation and usage statistics, but we were planned, and ready, and our usages have not fallen despite the Earthquakes happening nearly 2 years ago. The Earthquake was NOT the sole reason for BHS success. 

We looked at many LMS models and decided upon Moodle as it met all our needs. We then looked at successful implementations, and borrowed on that design. We went with professional hosting and configuration. We have no Moodle admin at BHS. If the system goes down it is the responsibility of CatalystIT, not BHS. Our service has been very good.

Learning Management Systems are designed to be accessed by students, staff and parents. We needed to improve the overall communication strategy in the school, and decided after thorough investigation to implement Google Apps. This gave us access to a offsite managed email system, and a range of suites, accessible with the same login the students used for Moodle. This soon was expanded to cover Blogger, Mahara, Picasa  web-printing  and the network drives. The SSO (Single Sign-on) functionality allowed us to integrate a number of Web2.0 packages all under Moodle. We could then structure PD on a number of packages, without the problems of passwords, remembering where things were and what they did.

Accessibility and ease of access were prominent. The Moodle site needed to be complete, easy to navigate, aesthetically pleasing and relevant before it was released to staff, to upload courses, and then to students so that there was material there for them to use.

Teachers are generally impatient, and there is a sizable and vocal clump in every staff room, that are critical and slow up-takers  We needed to ensure that this group was not proved right about the latest ICT initiative. Lots of fanfare, then a spike of use, then the gradual decline and extinction  This group was a very important stakeholder, they were considered in all design and thinking so that those reasons could be eliminated as reasons to not be  involved. In fact the implementation strategy was to isolate this group to the minority through a successful release rather than releasing early and fault finding as problems were discovered, (ala Novopay). Another example was the change to Gmail. this was done voluntarily, and within 3 months 80% of people had volunteered to switch accounts.

The investigation, development, styling, target users, set up and training took until July 2009 to get correct. Milestone 1 was essentially all about research for us. 

Initial sessions were set-up for interested groups before and after and during school. We targeted the ICT pioneers, identified them, and enlisted them.

Moodle was successfully launched to all staff and was followed up with intensive whole staff PD, the PD was multifaceted. It was designed to provide 15 different sessions that people signed into. The groups were small and covered basic skills through to collaborative learning. The sessions also had advanced or beginner options. People were able to attend a session, and moved through several sessions throughout the day. This isolated and separated the critical groups, and was met with very positive feedback. This was followed by a fully catered lunch. The stage was set.

There was a number of dedicated Moodle, Gmail and Google Apps PD sessions. Courses were being developed within all departments facilitated by departmental Moodle Reps.


Time off school, and contacting students who had no power or phone across the city was a major concern. Especially as exams were nigh. Staff came in and uploaded study material onto Moodle, the platform was established and was used heavily. It worked, there was no hiccups. The value of a LMS was proved unmistakably. 

When students returned to school, there was an effort to use the LMS by parents students and staff. We carried on and PD sessions were heavily attended, despite the huge hardships.

 The earthquake was also followed with the hampering effects of the MOE/PPTA negotiation.

 2011 was to be the hard toil of implementation. Dedicated and targeted PD to move as many staff as possible.


2012 ICTPD plans are blown apart. Christchurch is literally blown apart.

We immediately realise that there needs to be a significant shift in thinking. It is soon apparent that BVHS will be used as an Civil Defense Center, and that following that we will be site sharing. Moodle, communication and Teaching and Learning change substantially in 2012.

We upgraded to Moodle 2.0, implement Drag and Drop and other functionality to make access and setup easier.

PD happens for those interested in developing courses, (heavy demand) this is 2012 focus. Just in time learning. 

By the time the Snowstorms hit, the school was prepared and classes essentially carried on unimpeded. (By keen students)

The school was SNUP'd at the end of the year, our network was sluggish, but we already had Fiber access so we were not struggling as much as we could have been had we not had that connection.

We looked at usages, staff capability and decided to trial a BYOD Class

In 2012, we implemented KAMAR, and the PD focus moved into the BYOD group. To get a significant number of capable staff to pick up a BYOD program following 2011 was testament to the durability of the ICTPD Project. 2012 was then spent fine tuning Moodle, improving integration, linking information systems within the school, setting up Moodle Admins, Departmental integration  BYOD infrastructure problem solving; tablets, connections, behavior etc.

2013, will move on from this;

2013 Focus:

1.     Moodle
2.     Staff ITPD
3.     BYOD (ICT-Rich Classrooms, and BYOB)

 This will ensure our direction continues to follow our initial goals, despite less funding and time.

The investigation model the school used was observation based and we visited a number of leading NZ schools, we also had the second Principal awarded a Wolff Fisher Scholarship and visited a number of Asian and European schools. We also funded a teacher to look overseas in Asia at BYOD and IT Rich schooling environments.

The Research Models we have followed have largely been CORE Education driven. The Burnside cluster freely admits it has borrowed heavily from many institutions, our strategy has always been to look at what is working, to take the best bits from that, and then to encapsulate it into a BHS environment.

The Major Models we have used are:

● The four C’s of participation in online communities
● Blooms Digital Taxonomy
● T-PACK (Technological Pedagogical Content Knowledge)
● Derek Wenmoth Teaching and Learning, Infrastructure and Services model

This is not an exhaustive list, but it does show the path and direction we have followed. The
ICTPD focussed on lifting expertise, backed with infrastructural and pedagogical discussions.

  4 C Model






The intentions were to address our very broad goals:

ICT Goals:

1. Provide Infrastructure/Services to support learning and teaching across the curriculum
2. (Google domain and integration with a LMS)
3. Provide web 2.0 access/support
4. Federated/Integrated Approach

PD Goals

1. Individual skills: Increase all staff individual skills AND broadening of pedagogical understanding.
2. Departmental implementation: Subject specific development of goals AND specific implementation to suit needs of the department.
3. School wide: Greater communication efficiencies, within the school and including the outside wider communities. (Development of a range of potential educational applications and PD opportunities)

Infrastructure and Services

This was an area of immediate urgency. BHS knew that having large numbers of staff and students meant that the infrastructure needed to be there to support the PD. We knew that infrastructure problems contribute heavily to teachers and students hesitation to implement new strategies. The infrastructure issues were essential to get resolved and were a goal that has been entirely funded outside the ICTPD agreement. The school completed SNUP, and by 2013 will have intensive wireless coverage across the whole site. This includes fields, and has redundancy built into both our high use areas, Aurora Center, staff room, and Library, as well as Access units in each room within the concrete blocks. This has been a learning curve, balancing physical conditions against recommendations. The school has continued to add “plugins” into our Moodle page, the latest being donation options for the wider community and past students.

Web 2.0 Access/Support

The school has made significant improvements in Web2.0 access and support, the ICT Rich classrooms are built on collaborative learning, and the junior DT classes now focus on intensive e-Learning capability that will target all Year 9 students. The Staff passport Scheme is the equivalent target for Staff. We will investigate releasing a Passport for Students as well in 2013.




This link shows clearly our ICT Rich class initiative.

Federated, integrated approach

Staff have largely bought into the program, as evidenced by feedback, usage statistics, conversations and initiatives. Usage has been heavy across all of our indicators.

  Screen Shot 2012-12-01 at 10.23.56 PM.png

Screen Shot 2012-12-01 at 10.25.37 PM.png


It is possible to see the patterns of usage, these remain high, even though seniors have left.


Screen Shot 2012-12-01 at 10.28.47 PM.png


The stats above were chosen as they show usage on Sunday 25 November. Seniors have left, yet they are still accessing the pages. Guest entry is heavy as a lot of courses do not require sign-in access. Sunday 25 November had 2733 access stats recorded, from Sun 25 November 2012, 11:59 PM to Sun 25 November 2012, 12:05 AM

It is Senior and Junior students accessing Moodle relentlessly for information across the full 24 hour spectrum. 

Individual Skills
The focus of lifting PD, Pedagogy and Infrastructure equally has minimised many problems.

Departmental Implementation
Departments feedback into ICT Developments and the ICT Strategic Plan for 2013 aims to make this compulsory. All departments have Moodle Reps and many are linked specifically into the ICT Rich classroom environment.

School-wide  The school has successfully undergone substantial change. Changes in LMS, SMS, Email systems, Online absences and Reporting, Bookable Interviews, Online Course selections, Passport schemes etc.

Impact on students teachers and the community:

Did you make use of the ICTPD opportunities offered from 2009-2012 Yes 97 % No 3% (No’s were made of non teaching respondents)

Screen Shot 2012-12-01 at 10.36.51 PM.png

Comments from Staff when asked what was useful;

"Kamar training was essential. ICT Passport interesting, but not all relevant to my field." Able to see how it could be incorporated into teaching. The pro's and con's of using each type of technology.. able to learn the basics with other teachers of the  same ability Appropriate way to deliver training required for Musac --> Kamar roll-out The PD cttee needs to realise that different subjects have different needs.  Some of the presenters also struggle with relating to those in their group and their needs. Yes - this was information that I needed to know "Gave me confidence using aspects of IT that I would not have been able to use previously. Also directly impacted my teaching by utilising aspects of IT that were easily integrated into classroom practice. " "Yes I am in admin, so slightly different perspective ... My feeling is that there would be greater benefits to the organisation as a whole if more was compulusory.  Learning how to create Moodle pages and use it has been good for posting resources for students. Google Docs is also a very promising resource which I am using increasingly. the IT passport - self paced learning and very valuable and useful skills. Picked up a few useful tips/approaches to learning. the opportunity to learn more or reinforce skills in this area have been regular and very useful. We must continue them ! I managed to get some useful information onto Moodle and learnt a few things. Felt a little overwhelmed  and inept sometimes with things that we should do and know to become more competent. I Feel I need more time to work with it. I know it's no good me managing to complete a task once or twice because I won't retain it - but really finding the time is difficult. Working through the E-Passport (as part of a PLG) and learning how to use IT to help in my teaching programme. Also attended some sessions on Moodle, Google Calendar - all relevant and useful sessions. Never used the snip tool before, it's neat. The info on new systems, ie KAMAR and Moodle "Some of the training on Kamar - could have done with a bit more though. PD on E-portfolio very useful" There has have been a flood of new things to absorb lately and so the introduction of KAMAR for example, needed a great deal of time simply to find out what is possible on it. We are all still finding things! Yes I have learnt a lot of new skills that have been able to help me in my work. Unfortunately as a teacher aide there is no non contact time so a lot of the tasks in the Passport PD was done from home but it was beneficial and enjoyable. I thought the progress report on Moodle Staff page was good. Generally improved my capabilities All of it "Coming from not knowing what moodle was to using it effectively in e-learning, not just as on online presentation tool. Knowing how to work googledocs has been super useful too. I hope you guys can keep doing PD!" I learnt about things that were immediately practical to my classroom and there was time to play around. Small sized workshops to learn in a non-threatening way. I have used a Moodle a lot in both my senior and junior classes. We have put a lot of student material online and use forums etc. "I am still making my way through the IT Passport and will continue after school breaks up. I have already made direct use of the snipping tool and I find the instructions are clear and easy to follow. Brilliant idea! " i a visual learner and need more one on one time. I found it hard to learn in a group setting practical hands on aspect.  Given time to do/practise aspects with help in the room to move you to the next step Had to run one of the PLGs "Great learning the various options we can use. Having time to develop the knowledge." "Google doc Step by step instructions for KAMAR for doing more than the basics would be useful for some staff; for example printing various lists like daily absences; summary of absences for previous week. Currently, ""discovery learning"" approach does limit full use." Different ways of doing things and some exposure to all the crazy web 2.0 stuff that's out there. Fidning ways to use it has been slightly more tricky. Moodle how to stuff and google calendars etc The extra options it added to my classroom teaching, and the contemporary applications available to the students to keep them engaged. The relevance in today's world. The time set aside for 'playing' and getting familiar with ICT or 'trying-out' was most valuable! The notice given of the opportunities was too short to rearrange music rehearsals with 40 kids to be able to attend or to have afterschool care for own children changed to fit. I would have liked to come to many more sessions, especially on Kamar, I am still in the dark with Kamar as it is so not like other software in the way it organises menus, it is not very intuitive I feel. All sessions were useful. My IT confidence has improved. Moodle stuff is very useful, I actually find it all useful to be honest !! Eportfolios - for PD records will be essential in the future so good to be shown how to set these up. felt left behind & consequently a bit useless...need 1 to 1, which obviously ther's no time for "Information on how to use google docs was good. Chris Walker one on one PD on moodle very useful - finally getting pages looking good Netbooks a great resource for classes Passport activities on gmail and snip tool and keepvid very useful and used since. " Use of ipods in teaching made year 11 health assessments much easier. Use of downloading video files very useful in analysis of sporting performance. Work in progress Hot Potatoes, Moodle passport. "Learning how to do the google docs survey etc was very handy. Simply broken down into easy steps, at a basic level, and then I had a chance to fiddle around and see what else I could figure out myself, and know I was only a phone call away if I got lost or needed further assistance to take my knowledge to a higher level. Great tutorial" love Moodle Relevant and practical Doing anything to do with IT in small groups is helpful, as I need lots of individual attention. I have learnt the basics of Moodle and can use Kmar ok. Primarily the opportunity and the help provided.