Kawhia+M4

appropriate and preparatory for the world in which they will function as adults
 * Schools will use e-learning to give effect to the New Zealand Curriculum / Te Marautanga o Aotearoa by increasing the capability of ** :-
 * National Goal || Cluster Goals || Success Indicators || Evidence could be - || Links to Evidence ||
 * Students to become successful digital citizens || To assist teachers to provide opportunities for students to work in ways
 * Students to become successful digital citizens || To assist teachers to provide opportunities for students to work in ways

To develop teacher understanding and use of online areas so that they and their students will regularly work in online environments and follow netiquette. || Each school has explored their understanding of digital citizenship and implemented programmes that have enabled students to develop necessary skills, values and processes.

Students are responsible users of the internet aware of how to operate safely and treat other people in this online environment. . || Student voice (video, text, audio) Teacher voice Photos Blog / wiki posts Rubrics ||  || and responsible users of technology who collaborate and problem solve to meet challenges || Students are exploring new software / web 2.0 tools and are problem solving and collaborating both face-to-face and online to teach themselves and others
 * || To upskill teachers to ensure that students will become regular, informed

Students are regular users of a range of ICTs within their learning programmes and are able to select appropriate tools. || Student voice Teacher voice Photos Blog / wiki posts Rubrics Examples of Students using a variety of tools ||  || of e-learning in their schools (strategic and operational) || Principals will lead and resource ICTPD in their schools through strategic and operational planning, which addresses professional development, infrastructure and sustainability that enhances effective teaching and learning programmes || E-learning is an integral part of all school documentation, including planning and appraisal goals Principals are leading the professional learning of the process of inquiry throughout the school. Distributive leadership is evident across the school Principals are modelling and facilitating e-learning for their teachers, during professional learning Classroom walkthroughs show that the new learning is being embedded in classrooms. Schools are well resourced to meet e-learning needs of students || Unit Plans showing student use of ICTs, links and thinking strategies Snapshot of appraisal goals and reflective practice Lead teacher leadership Principal use of ICTs during PD Principal reflections on focused walk throughs ICT Strategic planning included vision, professional development, planned expenditure based on needs ||  || creating an innovative and exciting learning environment for all students || Teachers will plan innovative programmes that excite and motivate learners through authentic concepts that allow for student input into decision making || Teachers’ planning includes relevant, purposeful, meaningful, coherent, e-learning opportunities focused around authentic conceptual understandings based on identified school and student needs Students are using an inquiry approach to learning Students are motivated learners, able to articulate their learning, reflect on their learning processes and outcomes, and set next steps Teachers and students are contributing and responding to online environments || Concept unit planning Examples of student inquiry Student voice about their learning / goal setting Students contributing / responding in online environments Teacher reflections ||  || Schools share changes in pedagogy and technology with family and whanau || Principals and teachers are reporting evidence of progress in all curriculum areas and particularly literacy through the use of e-learning. Family and whanau havare accessing and contributing to class wikis / blogs Family and whanau are informed of changes in pedagogy through school websites, newsletters and attending face-to-face and community meetings. || Student samples of literacy on blogs / wikis - audio, video, visual Parents communications on wiki / blogs School facebook pages Newsletters Websites Parent evenings/ afternoons ||  || of the challenges and opportunities afforded by e-learning* || Schools will make regular contributions to professional online community sites, including KCC wikis, blogs and the VLN || The cluster contributes stories to the VLN that demonstrate the challenges and successes they are experiencing as part of the programme development, including teacher reflection and further action plans. || School stories focused around cluster goals uploaded to cluster page as a resource in VLN. ||  ||
 * Principals to lead the integration
 * Principals to lead the integration
 * Teachers to integrate e-learning effectively into their practice
 * Teachers to integrate e-learning effectively into their practice
 * Family and whānau to actively participate in their child’s learning || Schools will share, with family and whanau, students’ progress and achievement.
 * Family and whānau to actively participate in their child’s learning || Schools will share, with family and whanau, students’ progress and achievement.
 * The sector by sharing online professional reflections to inform colleagues
 * The sector by sharing online professional reflections to inform colleagues