Ngakuru+Milestone+Reporting

=Term Two Milestone Report= Provide a brief report on progress from each school. • significant progress since term four - why, how? • significant challenges - what, why, anything over come, how? PROGRESS: ➢ Learning how to email through the school email addresses so that personal and business are separated. ➢ Finding new ideas in art and ICT by visiting other schools. ➢ Recording children’s work, classroom environment, field/cultural trips using digital camera. ➢ Using computer at home with more fluency for display and presentation in the classroom. ➢ Learning about ourselves as learners. ➢ Learning about the power of You Tube. ➢ Learning about Information Literacy programme for students during library time and becoming more efficient in powerful information use. ➢ More confident use of School Master eg. Admin – absentees filled in correctly, third set of reports through this programme, rewards and disciplines recorded, today’s messages flowing, integrated unit plans. ➢ Use of audio conferencing and the introduction in the use of Breeze.

CHALLENGES: ➢ Maintaining a consistent tech environment, with breakdowns, printers not working, emails not flowing, data shows working, passwords, etc. ➢ Keeping up with practicing new skills, keeping the flow, fitting in new learning ie berrocas. ➢ Technical resource hiccups. ➢ Teachers not taking responsibility for own resources, or not pre preparing so not under duress. ➢ Keeping files, photos, all productions safe and in order.

• Did not attend this year. • All staff will attend Horohoro’s meeting to listen to feedback of those who attended.
 * 1) Report on the impact for cluster personnel of the ‘Learning at School’ Conference.
 * 1) Collaborative learning for both students and teachers across the cluster is established and being hosted by the online cluster space.

➢ Visits to other schools were encouraging in that what we are doing in our own school is similar, we are on the right track. ➢ Inspiration from the art work around other schools. ➢ Culture within the schools ie. A strong sense of culture and identity amongst the seniors. ➢ The new wiki space is now more accessible, easier to use and edit. ➢ Working towards staying connected after the contract is finished by creating the seniors visit, plan and implement; middles visit, plan, implement and so on working together across the cluster. ➢ We’re excited about breeze, the fact that you ‘don’t have to leave home’ but can interact fully online and if necessary audibly and hopefully by visual in the near future!!

➢ School systems – staff meetings refined, cut down, becoming powerful thinking tools with rich professional sharing. ➢ Identifying our pedagogical beliefs, reflecting on our teaching content and style – what are we doing and why are we doing this? ➢ We need to further develop up, skill in sustainable ways and learning from each other. ➢ We are trying to get the technology up and running appropriately and more effectively, practising ‘just in time’ learning, trying to instil in students care and respect for equipment and its effective use so it is always ready to use. Also that teachers develop strategies to check their own equipment and to keep it in running order, being organised in this so that they are prepared for whatever comes. ➢ We are trying to ensure that professional development done is reflected on and reported to one another as soon as possible. ➢ 2 staff meetings this term – one to share EPS survey and its findings, one to share professional readings on the new curriculum, one to share mental berrocas and school visits, one to reflect on our professional learning community. ➢ Rochelle and Sue and Steph lead them. ➢ Outcomes: staff meeting refinement; our own growth reflection in ICT and seeing where we need to further our knowledge; developing an interest and understanding of the need to read and of professional readings.
 * 1) In school systems and structures have allowed opportunities for staff and students to lead in the development and up skill of colleagues in ICT skill and best practice.

• Teacher practices changing by ensuring you are not leading the learning but guiding and actively listening to what students know and can do to be the leaders themselves. • More open to the new experiences and uses of technology within the classroom. • Seeing the need for brain breaks within class programmes – brain gym activities, sparc activities- so that we can develop habits of the mind ie. Perseverance, persistence and this enhances student learning through the key competencies. Keeping them motivated to learn. • Its moving away from groups to more buddy and individual work and those who are needing support gain this from the more capable with less stress. • Students are more motivated when they have the opportunity to choose their own learning activity and are beginning to recognise their weaknesses and needs more. • The reason we are teaching this way is because we trying to better meet the learning needs of individuals. • We are trying to assess and use this information to inform next teaching and learning steps with robust analysis. • We have discussed and reflected the above and look to implement new concepts in term 2. We are structuring reflective questions that relate to our vision and mission statement ie. How is it that this unit shows excellence, challenge? How does this classroom show excellence, safety? How does planning display excellence – differentiation. How does the classroom programme provide challenge for individuals? • We plan to use these throughout the term, reflecting and refining our practice accordingly.
 * 1) Teachers/Leaders pedagogical understanding is evident in best practice teaching and leading of learning communities.