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How do you ensure the learning needs of all your students are considered? How is e-learning reflected in your school vision? How are you engaging with your school community? The information and resources in this section support managing change and planning for the building of e-learning capability in your school.
Use these discussion starters in conjunction with the e-Learning Planning Framework to begin facilitating the development of "capacity" in your school to enhance learning with and through technologies.
Join the discussions or create your own thread in the enabling e-learning: leadership community
"Establish a clear structure for leading e-learning"
In this video, Leading e-learning educational consultant Julia Atkin discusses the process of leading e-learning in a school. She explains the importance of creating a shared vision, developing a vision that reflects the competencies students need to develop, and the importance of identifying the staff's educational needs to ensure the vision can be put into practice.
In this video Jane Danielson, principal of Hingaia Peninsula School, explains the role of their e-learning leader as being, "a person who will facilitate learning for our whole community for the students, the teachers, and for the parents." She describes how the school library will house the "spark bar" and the process for supporting and developing the understanding of how to use technologies to enhance the learning process.
EDtalks: Feel the fear - change and ICT leadership
In this EDtalks video Tony Gilbert, deputy principal Greenbay High School, discusses planning and leading change focused on developing ICT capability. He talks about the importance of having a plan that is developed and shared with staff so they understand the purpose for change.
Leading e-learning at St Margaret's College
Brian Woods, digital learning facilitator at St Margaret's College, outlines their approach to integrating 1-1 laptops into the classrooms, and a learning management system in this clip from NZC Online. Brian describes their process for change and the rationale for beginning with an opt in volunteer scheme. He says, "If you can do one step at a time teachers feel familiar and happy with it then it will be more successful than just sitting rushing in saying you will have to do this."
In this Principal’s reflection, Mary-Anne Baxter shares her strategies for being a leader, and learner, of e-learning in the Cobham ICT PD cluster reflection summary. She worked to connect e-learning growth and development with their school wide goals, embedding of key competencies, and professional learning for staff. She aimed for a cohesive approach working to avoid e-learning PD being an add-on to the staff’s workload. The e-Learning Planning Framework was used. Feedback led to adaptations and refinements. She goes on to describe the second part of her role, which is as a learner. Mary-Anne saw the need to continue to be seen to be participating, and taking risks to advance her own skills and understandings. Her passion is to see co-construction and self management of learning explored between staff and students using ICTs. This is underpinned with sound pedagogy.
Strong leadership of e- learning is the subject of this reflective summary. It focuses on developing e-learning leadership with school principals to drive change through planning, facilitation, and the inquiry cycle. Each school has written an e-learning action plan based on their goals. The summary includes video clips with principals describing how they are leading e-learning leadership in their school.
This article, First-time principal embraces Blended e-Learning, in the Education Gazette describes how principal Angelique Bidois is leading change. "Being on the Blended e-Learning (BeL) contract has focused our thinking more intentionally on utilising e-learning tools and technologies, along with effective teaching strategies, to improve learning outcomes for our students,” says Angelique. Staff are using the e-Learning Planning Framework to scaffold their learning and development in e-learning. The framework covers five dimensions: leadership and strategic direction; professional learning; teaching and learning; technologies and infrastructure; and beyond the classroom. It enables schools to identify where they are in terms of e-learning capability, and plan their next step. The tool is in the form of a rubric with supporting resources, examples, and a possible approach for using it. Schools blend e-learning tools with traditional classroom practices. This curriculum support is offered by the Ministry of Education via the provider Te Toi Tupu.
Unasa Enosa Auva’a, principal of Mount Albert School, articulates his role as leader of e-learning in this YouTube video clip Mt Albert school principal May 2011.
Kiwi leadership for principals (KLP)
This document presents a model of leadership that reflects the qualities, knowledge, and skills required to lead New Zealand schools from the present to the future, and focuses particularly on the role of the principal as an educational leader. It can be viewed or downloaded from the Educational Leaders' website.
Self-review tool for in-school leaders
This self-review tool, from NZ Curriculum Online, supports in-school leaders as they work with their teachers and boards of trustees to use the National Standards.
Ruia - Teacher appraisal for Māori learners' success
A resource for principals and other school leaders who want appraisal to lead to deep learning for teachers and to educational success for Māori students. Find out more about this Ministry of Education resource and its development on the Educational Leaders website.
e-Learning Planning Framework
The framework provides school leaders with:
This planning template is adapted from the review questions from Naace's (previously Becta) Self-review framework. It takes into consideration the NZ Curriculum and is designed to assist strategic planning for learning about, with, and through ICT.
Resources, supporting materials, and digital stories focused on how to lead successful change in your school located on NZ Curriculum Online.
The LoTi Framework measures classroom teachers' implementation of e-learning. It focuses on the effective use of digital tools and resources to promote higher order thinking, engaged student learning, and authentic assessment practices in the classroom. This is an American website.
ICT PD strategic planning wiki
This wiki provides guidance and support on how to develop a long-term strategic plan that will enable your school's vision to be realised. Within the wiki are useful readings, templates, and examples of strategic plans.
The future schools and innovation section provides current research and readings on leading and managing change.
MGF Rubric 2.2: Effective educational leadership; culturally responsive learning contexts and systems:
This document supports you to evaluate how well leadership and management have created and maintained a welcoming and inclusive learning culture to support Māori students. The document can be downloaded from the bottom of this page under the heading Related downloads.
eLearning ICT showcases l eLearning leadership
This link, from the Department of Education and Childhood Development, Victoria, Australia, provides some useful quotes, ideas, and resources to support e-learning leadership in your school.
Eight forces for leaders of change
This article from Educational Leaders by Michael Fullan, Claudia Cuttress, and Ann Kilcher, outlines eight forces for managing the change process, and contains suggested topics for discussion and evaluation. This information is useful for those beginning a phase of change. It provides a useful reading to share with staff so that they understand the various stages in the process of implementing change in a school.
This New Zealand Education Gazette article, 9 March 2009, looks at how leadership was the key to fostering Māori education success in a small rural Northland school. It outlines examples of the clearly visible correlation between culture and learner achievement.
School leadership and student outcomes - Identifying what works and why
This leadership synthesis has analysed national and international evidence on the impact of leadership on a wide range of student outcomes.
School leadership and student outcomes: Identifying what works and why - best evidence synthesis
The big finding of the BES is that when school leaders promote and/or participate in effective teacher professional learning, this has twice the impact on student outcomes across a school than any other leadership activity. New Zealand principals spend less time on those activities that make the most difference than many of their international peers.
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