Milestone+10

toc Please respond from your school's perspective and feed back to Stephen/Nigel by Friday 7 November so that we can meet our deadlines.

=10.2.2=

A. Implementation of cluster programme: Overview of Programme Activities

 * **What did we do and how often?** || **Who was involved and how many were involved?** || **How useful were those activities? (reflection on effectiveness of activity)** ||
 * List event eg visit from facilitator, ULEARN attendance, staff mtg devoted to... some aspect of ICT;syndicate meeting; EXPO || List group & number || Review effectiveness of key programme activities (demonstrate critical though and possible feed forward) ||
 * Awanui ||
 * ULearn; Principal and Deputy Principal || I attended speakers such as Rose Hipkins, Joan Dalton, Alfriston College because they were looking at curriculum implementation. || Have reflected together on outcomes of workshops attended. Considered how we might use the material towards School Charter Review process we are engaged in. ||
 * Herekino ||
 * Kaitaia Primary ||
 * Kaitaia Intermediate ||
 * ULEARN
 * Kaitaia Intermediate ||
 * ULEARN

Staff meetings

Syndicate meetings

ICT EXPO || ICT Lead teachers – 2 Teachers – 5

ICT Lead teachers and whole staff

Lead teacher and syndicate teachers ICT Lead teachers and teachers who have areas of expertise in specific aspects of using ICT

Lead teachers – 2 Teachers - 5 || Very useful – increased -enthusiasm, knowledge of pedagogy, awareness and confidence in the use of ICT

Areas of need addressed as they come about. Reporting back to staff on aspects of the conference. Development and instruction in the use of a whole school digital portfolio to be used in reporting. Introducing, new learning, new programmes etc More specific areas of need. Individual needs met and addressed as they arise.

Sharing an aspect of ICT that they are using in their teaching || 2. Feedback from attendees was extremely positive. The conference was worthwhile and definately an option after the contract ends this year to continue sending 1-2 staff members to 3. All staff worked with Nigel mainly on ICT initiatives to implement into classroom activities. Staff were pleased to have this opportunity. || 2. Principal attended Rotorua, 2 staff members attended Christchurch 3. All staff worked with Nigel 4.One staff memeber has visited schools (Waikowhai Primary, Auckland) as a follow up from Christchurch ULearn 5. Sharing of work at assemblies has changed - more ICT generated material 6. All staff have attended 2 sessions of Smart Board training ( 1 whole day with Oturu School). || 1. Staff have opporunties to share and support each other. Smart board use is a regular feature 2. The conferences were extremely important to the growth of teachers. All staff have come back motivated and with a 'bigger picture' of where they are going and why they are going. It will be important that at least 2 of us attend in the future. 3. Always poistive feed back from working with Nigel. The focus has been based on planning for ICT opportunities in learning. 4. Staff attended the conference in Christchurch and have decided on what school they will visit as part of our annual PD plan. One member has already visited a school in Auckland. She has cvom back with great ideas. 5. Smart Board skill level has increased this year. ||
 * Oturu
 * 1) All the teaching staff 3 attended the TOD at Taipa
 * 2) Principal attended the Learning@School conference in Rotorua
 * 3) Throughout the year we have had aspects of ICT discussed in Staff Meetings. Also, staff have assisted each other with various activities
 * 4) Attendance by 2 teachers at ULearn in Christchurch
 * 5) PD visits with facilitator.
 * 6) Whole day PD smart board training
 * 7) All were very effective in combination; very focussed on needs. ||
 * Pamapuria ||
 * <  || 5 staff members attended this event || Inspiring; motivating; practical; keeping us to date with technologies, spin–off to other staff who did not attend; keynote is being used for planning; numbers also; ||
 * Paparore ||
 * * Staff Meetings
 * ULearn
 * Facilitator Visits || # Throughout the year we have had aspects of ICT discussed in Staff Meetings. Also, staff have assisted each other with various activities
 * 1) Attendance by 2 teachers at ULearn in Christchurch
 * 2) All staff had opportunities to work with Nigel in school support visits || 1. All staff had opportunities to share, discuss new ideas, programmes, opportunities for in class activities. Confidence in use of ICT in classroom programmes is varied. Those who were more confident assisted others
 * 1) All staff had opportunities to work with Nigel in school support visits || 1. All staff had opportunities to share, discuss new ideas, programmes, opportunities for in class activities. Confidence in use of ICT in classroom programmes is varied. Those who were more confident assisted others
 * Peria ||
 * Peria
 * Staff Meetings
 * Conferences
 * Facilitator Visits
 * EXPO 2009
 * PD
 * Purchase of Marvin and Newsmaker as ICT tools for students
 * ERO report mentioned the effective integration of ICT in learning. || 1. Regular staff meetings focused on an aspect of ICTPD
 * Pompallie ||
 * * TOD
 * Learning@School
 * Staff Meetings
 * ULearn || # All the teaching staff [7] attended the TOD at Taipa
 * 1) Principal attended the Learning@School conference in Rotorua
 * 2) Throughout the year we have had aspects of ICT discussed in Staff Meetings. Also, staff have assisted each other with various activities
 * 3) Attendance by principal and 1 teacher at ULearn in Christchurch || Information brought back from Christchurch U Learn was very useful and also to re energise the whole staff with ICT approarches in the school.

The next year planning is being formalised now with the idea of sustainability being though of for ict in the 2009 planning ||
 * Pukepoto ||

B. National Programme Goal: Developing leadership and strategic planning
Extend cluster functionality beyond 2008 (sustainability) || Cluster operation continues beyond 2008. || What progress has been made towards developing these goals? What evidence supports this? What are the key lessons for the cluster? What do you see as the next steps towards achieving these goals? ||
 * **Cluster Programme Goals** || **Success criteria** ||
 * Developing leadership and strategic planning
 * End of programme review - please reply under the following headings.
 * Awanui ||
 * What progress has been made towards developing these goals?

ICT implementation has been targeted in the School Strategic Plan. What evidence supports this?

Sustainability has been an issue in this school given the age and capacity of the hardware available for use by students. The classrooms have insufficient provision of power points.

What are the key lessons for the cluster?

We are on the back foot in some ways and ahead in others. Not every school has the same starting point.

What do you see as the next steps towards achieving these goals?

Charitable Trust application for computer hardware partially successful. A further application for funding to provide computer tables and the wiring of power points in the classrooms is underway. || Some dialogue between management committee and facilitator
 * Herekino ||
 * Kaitaia Primary ||
 * Kaitaia Intermediate ||
 * What progress has been made towards developing these goals?
 * Kaitaia Intermediate ||
 * What progress has been made towards developing these goals?

What evidence supports this? Minuted – Management meetings What are the key lessons for the cluster? Working together enables the shared use of resources, personal and expertise. Closer working relationship between schools involved. What do you see as the next steps towards achieving these goals? Schools committing time and money to enable staff to keep ICT as a focus – and continue to meet regularly (once a term) to enable this to happen. EHSAS funding || to keep pace with changes occuring with IT in education. New Lead Teacher for 2009. Current principal and Board of Trustees recognises value of ICT development 2. Documented in 3 year Strategic Plan cycle. Willingness by Staff member to take on responsibility of ICT Development 3. That ICT is a key aspect of lifelong learning into the 21st Century. ICT can enhance teaching programmes and it's especially relevant to country districts like the Far North who now can access any information at any time. 4. Careful planning needs to take place so we are getting value for money. That with the rapid changes talking place in ICT, we don't become complacent || 1. Peria School Strategic Plan provides for continued investment and opportunites for ICT. 2. ICT coverage and implemetation plan will be reviewed in 2009. This will support direction of ICT at Peria and provide guidence to staff on expectations of Principal and Board 3. Investment (Budget) in software and hardware to keep infrastructure of ICT modern. The fact is, money must be spent to keep up to date with the latest stuff that is happening. 4.ICT is a key aspect of lifelong learning into the 21st Century at Peria School. ICT can enhance teaching programmes and it's especially relevant to country districts like the Far North as it takes away the islolation factor. 5. To continue supporting the Teachers as Leaders initiative. ||
 * Oturu ||
 * Pamapuria ||
 * Paparore ||
 * 1. Strategic Planning will ensure continuation of ICT initiatives. Budget will provide PD, infrastructure and programmes
 * Paparore ||
 * 1. Strategic Planning will ensure continuation of ICT initiatives. Budget will provide PD, infrastructure and programmes
 * Peria
 * Pompallier ||
 * Pukepoto ||
 * Pukepoto ||
 * Pukepoto ||

C. National Programme Goal: Development of a professional learning community
What progress has been made towards developing these goals? What evidence supports this? What are the key lessons for the cluster? What do you see as the next steps? ||
 * **Development of a professional learning community** . ||
 * End of programme review - please reply under the following headings
 * Awanui ||
 * What progress has been made towards developing a professional learning community?

The teachers share willingly in formal and informal contexts. What evidence supports this? Preparation of the Student Portfolios in September generated a lot of talk and sharing of templates, resources, photos between the staff. The standard of student portfolio was high across the school. What are the key lessons for the cluster? When there is an actual need, people will cooperate and collaborate to achieve shared goals. What do you see as the next steps?

Embed Teacher Inquiry into teaching effectiveness as the standard method of staff PD || Attendance of all principals at Learning @ School conference. 32 lead teachers and teachers at ULEARN conference. Open dialogue between schools around ICT. What evidence supports this? Attendance of all principals at Learning @ School conference. 32 lead teachers and teachers at ULEARN conference. Open dialogue between schools around ICT. What are the key lessons for the cluster? Important to work together cooperatively, stay focused on the importance of ICT in the 21st Century. This is how our ‘students’ learn. What do you see as the next steps? Maintaining open dialogue between cluster schools – continuing with a cluster ICT conference day and the cluster EXPO. || Staff are now using school admin tools [eTap, Oliver Junior, asTTle, etc.] for planning, school organisation, etc. IWB are now used in 3 of 5 classrooms. Staff meetings using this as a tool. 2. These are all web-based. Principal is able to access all programmes to see what staff are utilising. 3. PD is still a priority in this area. 4. Continue encouraging staff who are less confident. Utililise IT tools in any PD so it's in-their-face. Provide funding to support development of ICT initives || 1. A whole range of tools are used by staff that are helpful for learning in their classrooms 2. The setting up of school wiki and delicious site allows for staff to contribute ideas on a regular basis 3. ICT is seen as 'integrated' rather than isolated 4. Developing support documents to guide and support new staff. Also set clear expectations. Staff employed in future would be expected to have a sound understanding of ICT 5. Continue to plan for staff meetings and PD opportunities for all staff. 6. Invest in modern equipment/ remove barriers to ICT growth 7. Continue to strengthen relationships between schools (Ppop cluster) ||
 * Herekino ||
 * Kaitaia Primary ||
 * Kaitaia Intermediate ||
 * What progress has been made towards developing a professional learning community?
 * Kaitaia Intermediate ||
 * What progress has been made towards developing a professional learning community?
 * Oturu ||
 * Pamapuria ||
 * Paparore ||
 * 1. Staff are supportive and willing to help others who are not so confident with ICT initiatives, programmes, etc.
 * Paparore ||
 * 1. Staff are supportive and willing to help others who are not so confident with ICT initiatives, programmes, etc.
 * Peria
 * Pompallier ||
 * Pukepoto ||
 * Pukepoto ||
 * Pukepoto ||

D. National Programme Goal: Improving teaching quality and learning outcomes for all students
To extend the inquiry learning research process begun in 2006 To extend the use of ICTs in the teaching of visual language and The Arts To increase the use of ICTs in integrated topics including the teaching of Science To encourage teachers to attend the ULearn Conference || Each school participates in at least one LEARNZ Virtual Field trip Each teacher delivers at least one unit of work that integrates science and ICT Evidence shows that a range of the ICT rich activities showcased at the Conference have been incorporated into classroom programmes || What progress has been made towards developing these goals? What evidence supports this? What are the key lessons for the cluster? What do you see as the next steps towards achieving these goals? ||
 * **Cluster Programme Goals** || **Success criteria** ||  ||
 * Improving teaching quality and learning outcomes for all students
 * End of programme review - please reply under the following headings
 * Awanui ||
 * What progress has been made towards developing these goals?

No class did a Learnz field trip this year. The school wide thematic studies and the 2008 field trip topics clashed.

What evidence supports this?

Each class has completed an ICT integrated Unit each term. The senior class uses Inquiry learning as an integral component of their unit studies. Computers have been installed back into the classroom from the computer suite for daily use.

What are the key lessons for the cluster?

Research into effectiveness of computers used as a classroom tool compared to use in computer suites. What do you see as the next steps towards achieving these goals?

On site literature review into computer use in schools. On site survey of ICT as a learning tool. || Teachers have delivered integrated units of work including Science and have used the LEARNZ Virtual Field website. Students are actively involved in daily integration of ICT – e.g. today students are using digital cameras to take photos of angles for their maths.
 * Herekino ||
 * Kaitaia Primary ||
 * Kaitaia Intermediate ||
 * What progress has been made towards developing these goals?
 * Kaitaia Intermediate ||
 * What progress has been made towards developing these goals?

What evidence supports this? Students are actively involved in daily integration of ICT – e.g. today students are using digital cameras to take photos of angles for their maths. Teachers planning reflects the use and integration of ICT What are the key lessons for the cluster? Being well resourced (contract) and working together ICTPD has had a major impact on classroom practise and student achievement What do you see as the next steps towards achieving these goals? Continue accessing the latest shifts and innovations, committing school resourcing to enable this to happen, continue up skilling teachers. Keep the FOCUS on ICT and its importance. || VFTs (kakapo; kiwi; Antarctica Inquiry learning in relation to water cycle, Olympics, dairy industry, worm farms, using inspiration to organise inquiry learning, and explanation and argument writing; brainstorming, mindmaps; What evidence supports this? work in children’s books, classroom displays; audioconferences on LEARNZ website; inquiry questions in books with answers; ppt, keynote, excel and numbers displays on computers; • What are the key lessons for the cluster? • Continually changing • Young children are more capable than we give them credit for; if we give them access to the programmes/technology, they can end up teaching us. • The wide range of programmes (Web 2.0) on the internet that we do not know about • What do you see as the next steps towards achieving these goals? There could be a lot more sharing within the cluster, and across clusters Time to put into practice what we have learned We need a new set of computers as they are now out of date and can’t do what we want. || Since this cluster began there have been major changes in the way we use ICT and the pedagogy that surrounds ICT. Teacher practices have radically changed with the inclusion of Inquiry Learning. Inquiry learning, the model we use has also had some major changes sionc 2006. Planning for ICT is now an expectation in teacher planning. Appraisals will continue to include set targets each year. It is an expectation that staff will set targets with ICT included. Teachers growth has been huge, teachers who were reluctant due to confidence etc now see ICT as an essential part of their classroom learning. Staff see the advantages that ICT brings into their classroom. Engagment of students in their learning is also aided by a strong system. The senior class in particluar has done a lot of work around Learnz. The school will purchase this for next year. It is important that we continue to attend PD opportunities like Ulearn to keep up with the pace of ICT and to keep challenging and motivating staff. It will also be essential to develop ties with other ICTPD schools so teachers can extenmd their support network. ||
 * Oturu ||
 * Pamapuria ||
 * What progress has been made towards developing these goals?
 * What progress has been made towards developing these goals?
 * Paparore ||
 * Since 2006, significant change has occurred in ICT development. Initially, ICT was the vehicle for introducing the way we teach. Inquiry approach was developed so a huge learning curve for teachers pedagogy changes was implemented. Appraisals included aspects of ICT PD identified each year as the cluster focus. Teachers who were reluctant at first, mainly because of lacking in confidence, increased thier knowledge and willingness to use aspects of ICT, through use of tools, equipment, programmes, internet-based resources, etc. Confidence and use of ICT in teaching programmes amongst all staff has increased, albeit, still at varying pace and movement. ||
 * Peria
 * Pompallier ||
 * Pukepoto ||
 * Pukepoto ||
 * Pukepoto ||

E. Provide a brief report on the progress of each school

 * Each school should provide a half page evaluative summary of the impact of the ICT PD Contract (over the three years of the contract) . ||
 * Awanui ||
 * Given the unusual staffing changes experienced over the last two years and into next year it is difficult to assume that staff learning has been coherent and continuous.

Nevertheless the staff have been released once a term for intensive training in an area of ICT designated by them to impact directly on their teaching and learning provisions for students. This has been on an individual needs basis and meets a personal and professional goal. The goals for ICT have been written into the School Appraisal system. Teacher Appraisal is an integral component of the Curriculum Strategic Plan.

Teaching staff demonstrate improved capacity to use ICT as a learning tool. Internet use by students has increased parallel to Inquiry Learning from the beginning of the year to now. Students are confident to use the computers. The school has moved to Schoolzone Broadband connection to have greater control over student internet use.

The Principal and DP use the wiki site Te Kete Matauranga to access and record learning for sharing purposes with the cluster.

Frustration with hardware has become a major concern as ICT use increases and the memory demand by software increases. Two teachers attended a workshop recently to run the “Lexia” programme in the school. But to date it has cost the school over $450.00 to get the school server operating the programme correctly. Valuable learning time is wasted because of the system and hardware.

Each classroom has a digital camera for immediate and prompt use as students work to record learning progress as evidence. The photos are used to make the student learning visible to parents / caregivers as a learning story in Student Portfolios. For example one room made and recorded their learning journey this year about reducing bullying in the school and presented it with Comic Life. The use of digital photography and video has become routine in the school.

Though the school has an IWB it has been used very infrequently by teachers. One Relief teacher used it exclusively with great student response for two terms this year. || Ongoing development of digital portfolio/reporting Development of ICT suite – for mainstream classroom use Continued use of COW’s Computers in some classrooms Marvin Presentation developed by students ICT is now integrated into every aspect of the teaching and learning at KIS || Got into inquiry in a big way. looked at pedagogy and integration and are now considering ways to impliment into the NZC. Upgraded all PCs and got smartboards into every classroom. using ICT in rooms at all times of the day. Got a colour photocopier. Improved server systems and networking with wireless. Digital cameras in common use ongoing PD;TODs, training days, conferences. wiki spaces and digital reporting (e portfolios.) extended colleageal networking with those in cluster. increased use of, and awareness of the ways ICT can be used in the class room links to thinking skills and self responsible learners. Increased use of tools within the ICT structures. || • Increased confidence in teachers and students • ICT has become an integral part of inquiry learning and daily teaching and learning • More ownership of learning by children • Bridged the isolation gap (good to have so much information on line) • Unlimited source of knowledge at our fingertips • Awareness of online safety • Lost with out it– integral to our professional lives and daily routines || The contract enabled Pompallier to finally formalized ICT practices in the school. Up until 2006 ICT was something that only a few teachers who wanted to be involved got into. Throughout the contract all teachers had to be engaged in some form or another. All teachers saw the importance over the 3 years to have aspects of ICT in their everyday classroom planning. The end result is that ICT is part of teacher appraisal systems, whole planning has some aspect to ICT when being formulated and children are using equipment on a very regular basis. ICT has certainly enriched teaching and learning practices at Pompallier. ICT tools are used at staff level at all times and with the introduction of a school server assessment information is now able t be accessed more readily and thus support classroom teachers with better teaching practices and targeted learning. ||
 * Herekino ||
 * Kaitaia Primary ||
 * Kaitaia Intermediate ||
 * Direct impact – major shift in teacher’s pedagogical knowledge around ICT. Development of confidence and knowledge of ICT programmes and applications.
 * Kaitaia Intermediate ||
 * Direct impact – major shift in teacher’s pedagogical knowledge around ICT. Development of confidence and knowledge of ICT programmes and applications.
 * Oturu
 * Pamapuria ||
 * • Increased use of ICT
 * • Increased use of ICT
 * Paparore ||
 * Involvement in the ICT PD Cluster has initiated huge changes for our school. The school's infrastructure which amounted to zero was installed. Cabling is now running throghout all school buildings so everyone has access to intranet and internet. The Board of Trustees has also invested in ICT equipment and programmes. At the start of the programme we had 2 of 6 staff who were confident in using ICT. Development of staff in this to become confident and capable has increased dramatically. One staff member who hadn't opened her laptop for the first 6 months can now not do without her IWB! Inquiry learning has seen a shift in pedagogy. Pupils now expect to have some aspect of ICT in classroom programmes. Before school, students are seen grouped around PC's. Prior to the project, there was no SMS, automated library system and on-line training facility. We now have access to this and teacher planning and assessment is done electronically. There is a common goal to expand on existing ICT equipment, PD and resources so the journey for us is on-going and keeping pace with new developments. ||
 * Peria
 * Puchase of new computers, smartboards in all classrooms, upgrade in 2008
 * Cabling contract and new server
 * Inquiry Learning part of the way we teach. Inquiry process reviewed and further developed
 * Teacher confidence
 * Systems in place that support staff (appraisal/ PD Plans)
 * eTAP - (SMS) Staff use this to enter assessment data and report
 * Development and implemetation of new school curriculum document that includes Inquiry/ Thinking skills/ Values/ Key Comps
 * Postive ERO report that commented on the ICT pratices . ||
 * Pompallier
 * Pompallier
 * Pukepoto ||
 * Pukepoto ||

=10.2.3 Additional Milestone Tasks=

Nigel and Stephen will analyse survey results. Could principals make general comments below. || What progress has been made towards developing these goals? What evidence supports this? What are the key lessons for the cluster? What do you see as the next steps towards achieving these goals? ||
 * **Cluster Programme Goals** || **Success criteria** ||  ||
 * Enhance the levels of understanding of the roles of ICT across the school curriculum || Survey results indicate that teachers' level of understanding and confidence in ICT use have increased as a result of this contract
 * End of programme review - please reply under the following headings
 * Awanui ||
 * What progress has been made towards developing this goal?

Awanui teachers see ICT as a learning tool, not an outcome of its own. It is the learning process that ICT enhances, it is not an end in itself. The teachers do not let ICT drive them. What evidence supports this?

Teachers use ICT appropriately to meet identified student needs. Eg Lexia is made available to identified students, training provided for key Teacher Aides. Programmes such as Flickr are used by specified students.

What are the key lessons for the cluster?

ICT is a tool for learning – as Jane Gilbert says Knowledge is a verb, not a noun. What do you see as the next steps towards achieving these goals?

Development of a School website that is quickly and easily maintained (contact manager) Move into wiki spaces as student portfolios. Purchase more hardware for classrooms. || Teachers access and integrate ICT regularly into their planning and implementation of all curriculum levels (some teachers more confident and use in more areas) others are developing confidence the more they access and use ICT
 * Herekino ||
 * Kaitaia Primary ||
 * Kaitaia Intermediate ||
 * What progress has been made towards developing this goal?
 * Kaitaia Intermediate ||
 * What progress has been made towards developing this goal?

What evidence supports this? Change in classroom practise as evidenced in class observations, students presentations at assemblies e.g. slide show, photo story, Marvin and presentation of work carried out in class. What are the key lessons for the cluster? Being well resourced (contract) and working together ICTPD has had a major impact on classroom practise and student achievement What do you see as the next steps towards achieving these goals? Continue accessing the latest shifts and innovations, committing school resourcing to enable this to happen, continue up skilling teachers. Keep the FOCUS on ICT and its importance. || Use of ICT in unit plans and integration Teachers late in joining cluster got PD and time to catch up || Staff feel more comforable in using ICT equipment in the classroom and also at staff level. With all staff having a laptop this allows for a 'no excuse' approach to using the tools As it becoms part of the culture of our school as new staff come on board they feel that they have to engage with the tools ||
 * Oturu
 * Pamapuria ||
 * Paparore ||
 * Confidence and capabilities has increased for all staff including administration. Use of electronic resources and the intranet/internet is used daily with all classes. There is definate annoyance amongst staff if the server is down! All staff plan and assess electronically and this is available to be shared amongst all. Staff get together informally to demonstrate new programmes and how to use these in class. ||
 * Peria ||
 * Pompallier
 * Peria ||
 * Pompallier
 * Pompallier
 * Pukepoto ||
 * Pukepoto ||

=10.2.4 Complete an observation of the key lessons learned in the contract= Please give your overall thoughts on what you have learned from the contract. Eg what worked well, what didn�t work well, what we could have done differently etc. Didn’t work well: Done differently: || The organization of the contract was fantastic very easy to feel involved and part of something exciting. The conferences were very good and the idea of a cluster so that the school does not have to journey alone. TOD's were great and allowed staff to mix and learn together in their own patches. Very non threatening in the approach but at the same time teachers felt they need to get on board. Facilitator was very good and supported rather than dictated. My staff likes this approach. Lack of ICT tools is now the issue and staff is wanted more and more! ||
 * Awanui ||
 * The ICTPD Cluster provided the necessary time, resources and space for people to network, to cooperate and collaborate around a local need. Obviously the quality of the learning is not defined by years – and this clusters journey has just begun. Research shows that it takes three years for new knowledge to ‘norm’ and seven years to make it a habit or part of the culture – the way things are done. ||
 * Herekino ||
 * Kaitaia Primary ||
 * Kaitaia Intermediate ||
 * Worked Well: TOD’s, Conferences, EXPO’s, using Lead Teachers, Management committee, use of Google Doc’s
 * Kaitaia Intermediate ||
 * Worked Well: TOD’s, Conferences, EXPO’s, using Lead Teachers, Management committee, use of Google Doc’s
 * Oturu. TODs worked well.Facilitator's PD. worked well. Conferences were brilliant. last years expo was good. it was good to start with inquiry so we didn't think ICT was just software.We have learned good use of ICT is essential in todays classrooms. everything worked as well as it could our leader (Stephen) ket everything focussed and moving forward. His ability to include everyone, and attention to detail, organisation etc was superb! we think he gave us a real lift. ||
 * Pamapuria ||
 * Paparore ||
 * Peria ||
 * Pompallier
 * Peria ||
 * Pompallier
 * Pompallier
 * Pompallier
 * Pukepoto ||
 * Pukepoto ||

=10.2.5 Provide details of the cluster's contribution to the wider network of schools= If applicable. Eg have you shared materials/given advice etc with colleagues outside the cluster? added material ti wiki space hosted other schools teachers during workshops (smart board) || Added infomation to cluster wiki involved in EXPO days Information out to school community through newsletters and open days here at school that uses ICT to help with information nights. Sharing edcuational web sites with parents and opening up TKI with them. ||
 * Awanui ||
 * The cluster continues to share learning opportunities with other local schools eg the ICTPD Expo coming up is open to all and the public, the Teacher Only day was open to other schools. Presentations to the local Principals Association, to the Kaitaia Literacy Pathways Cluster, Health Promoting Schools for example make practical application for new software. We are continuously exposed to new thinking and methods. ||
 * Herekino ||
 * Kaitaia Primary ||
 * Kaitaia Intermediate ||
 * Oturu
 * Kaitaia Intermediate ||
 * Oturu
 * Oturu
 * Pamapuria ||
 * Paparore ||
 * Peria ||
 * Pompallier
 * Peria ||
 * Pompallier
 * Pompallier
 * Pompallier
 * Pukepoto ||
 * Pukepoto ||