Next+Cluster+Network+Meeting

=Ideas for our next Cluster Network Meeting... = //"//** The first and most important element in structuring cooperative learning is positive interdependence. ** Positive interdependence is successfully structured when group members perceive that they are linked with each other in a way that one cannot succeed unless everyone succeeds." =NOTE: To fill in responses in the Zoho forms do not click on EDIT THIS PAGE. This is embeddable media, so just start typing in the fields. =

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 * Date:** 19th March
 * Time:** 9.30-2.30pm
 * Venue:** Owhata School, Brent Road, Rotorua
 * Host:** Lorraine Watchorn, Rotorua East Lakes Learning Community (RELLCO)

This will be a session is open to all project directors and cluster facilitators and any other interested persons in the BOP region.
==Planning for this workshop includes a brain dump in this area. You have been invited to share in this planning. It is vital we hear what your needs are, where your thinking is at, and what you would like to explore further. You are also invited to facilitate any areas that interest you most.==

The first part of this workshop will be directed at strategies for collecting useful evidence of change and how to write streamlined, but informative milestone reports. This part of the meeting has been set in place to address standards for reporting to the Ministry. Tessa will lead and share examples of best practice when reporting to the Ministry. Exemplary milestone reports will be shared as well as other resources to support you with this process. There will be facilitated activities, so that portions of a milestone reports can be explored, dissected and analysed further with references to data collection processes and milestone rubrics. You are also invited to contribute your own strategies for data collection and reporting. It is also natural that more experienced cluster personnel can support those new to this process. [|Milestone Support Material] This of course opens up new questions and a whole can of worms in regards to - authentic assessment practices, gathering of data and evidence of progress in relation to impact on teacher development and student learning in the ICT PD contract. Open discussions and additional professional learning may need to arise from this discourse.
 * For more information go to:**

Additional Themes and Contexts to Explore:
You have all established your own networks for supporting your own learning - either face-to-face or online. This network meeting enables us to network with each other as like-minded people with commons needs and interests in the ICT PD contract. So, with this in mind...what is driving/shaping your current thinking? What resources/links/people have interested you most at the moment? What blogs/research are you reading? What has ignited your interest to want to know more? What research directly relates to writing effective milestone reports - EG
 * Any formats for evaluating PL and PD in this contract such as Gusky's five elements.
 * The success of your cluster programme implementation in reference to the latest research from Helen Timperley on "Teacher professional learning and development"
 * Research from Hattie which directly relates to teacher interventions and quality student learning outcomes. How can we collect data and report on progress with the use of ICTs in learning, if we don't address the other pedagogical elements that impact on learning.

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 * Please indicate in the following Zoho form (type straight in) if you are interested in pursuing an idea. Add any comments and whether or not you can participate, facilitate or lead a session in these areas. One idea will be taken to fruition based on your democratic feedback. I****f you refresh this page after submitting the form, you should see your entry appear in the spreadsheet below the form.**
 * ===**Possible Themes** === || ===**Possible Themes** === ||
 * Milestone reporting processes/practices || Current research on teacher professional development ||
 * Sharing of cluster resources, urls || Strategies and systems for setting up new clusters ||
 * Current research on interventions and impact on student learning || Local researchers, e-fellows sharing ||
 * Workshops from Learning@School || Examples of classroom practice ||
 * Effective clusters || Inquiry ||
 * SOLO taxonomy || Literacy ||
 * Numeracy || Managing change ||
 * Examples of classroom practice || Strategic planning ||
 * School curriculum || Infrastructure ||
 * Other || Other ||

Current research to consider:
In terms of **Gusky's** material. He basically created a model for determining the value and worth of training programs based on the work of Donald Kirkpatrick. 1. The first level evaluates the participant’s reactions. Did participants find the experiences enjoyable and useful? This level is the most familiar and most widely used. 2. The second level measures participants’ learning. Did they increase their knowledge or skill? What new knowledge and/or skills participants gained from the training. 3. The third level makes a shift from the individual learner towards organizational issues. Having gained knowledge and skills, were participants supported to implement their new learning? The impact of organizational support and change. 4. The fourth level asks if participants are successfully implementing their new knowledge and skills. How it influenced what they did on the job. How the training affected their productivity. 5. Finally, and most importantly, the fifth level focuses on student learning. Did the learning have an impact on or affect student achievement?

Some useful links for further explanations and examples: http://www.wcs.edu/staff/pd/evprdegusk2.htm http://www.icvet.tafensw.edu.au/resources/pd_evaluation_models.htm

Waimarino Cluster (Judi Buckley and Rochelle Jensen) created an online survey using these ideas and it can be accessed @ http://www.surveymonkey.com/s.aspx?sm=O8tZ0aXzYX1VKCeztK10UA_3d_3d

Helen Timperley Page 20 is particularly interesting http://www.instep.net.nz/learning_cases/case_4
 * Teacher professional development**
 * Addtional:**

Summary of findings http://artichoke.typepad.com/artichoke/2009/02/visible-learning-the-gathering-and-what-to-do-when-everything-works-.html http://elearningresearchnetwork.ning.com/forum/topics/hattie-ict-implications http://www.teacherstoolbox.co.uk/T_effect_sizes.html http://www.teachingexpertise.com/articles/teaching-and-learning-interventions-1613 http://leading-learning.blogspot.com/2009/01/making-learning-visible-john-hattie.html
 * Hattie's** research on Visual learning and the impact of interventions on student learning
 * Artichoke on these findings**
 * Conversations in Ning**
 * Additional useful resources to consider:**

===As mentioned already, this area is primarily a brain dump to instigate collaborative planning for this workshop. Additional ideas can be found in Data Gathering Processes and Milestone Support Material. If you have any questions or material to share, please feel free to do so.===

Give One Get One:
[|(Dalton and Anderson)] 


The principle of giving and receiving is at the heart of any community. ‘Give One Get One’ is a strategy that models that everyone in a community has something to learn from each other. Move around the room giving and receiving from as many different people as possible. Also effective for gathering lots of ideas in a short time and raising energy levels in a group.