Te Kete Ipurangi Navigation:

Te Kete Ipurangi

Te Kete Ipurangi user options:

Leading e-learning

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. 

 Discussion l Practical stepsSchool stories l Resources l Research and readings

Discussion starters

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.

Principals and school leaders

  • How active is the principal in fostering e-learning across the school?
  • How is e-learning leadership distributed throughout the school?
  • Who is involved in e-learning strategic planning for all students, for example, Special Education Needs Co-ordinator (SENCO)?
  • Have the e-learning skills, knowledge, understanding, roles, and responsibilities for staff been clearly identified?
  • How will individuals, teams, and the whole school be supported to build e-learning capability?
  • How are you leading e-learning with all students including Māori and Pasifika students, and students with special educational needs?
  • How you are supporting, or leading, e-learning with your peers?
  • How you are engaging with your parent community about e-learning?

Enabling e-Learning: leadership community discussions

Join the discussions or create your own thread in the enabling e-learning: leadership community

Practical steps

Principals and school leaders

"Establish a clear structure for leading e-learning"

  • Establish a clear structure that shares responsibility for leading e-learning across the school, led by the Principal.
  • Select key personnel with clear roles and responsibilities for e-learning and Ministry priority learners.
  • Support individuals, teams, and whole-school through professional development opportunities.
  • Make sure organisational systems (time, space, infrastructure) are in place for the sustainable leadership of e-learning across the school.
  • Align reflection and review cycles to teacher learning and appraisal to sustain successful e-learning leadership.
  • Implement a teacher appraisal system that aligns to your e-learning vision and specifically includes achievement for Māori and Pasifkia students, and students with special learning needs.

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.


  • Model and share effective use of technologies, as well as promote the value of e-learning with students, colleagues - including RTLBs, RTLits, and family/whānau – within and beyond your classroom/school.
  • Use e-learning tools to support collaborative partnerships with those beyond the school, for example, local iwi, the Pasifika community, and/or outside experts.
  • Be actively involved in e-learning professional development across the school.
  • Explore and share current research, and effective e-learning pedagogy and practice.

School stories

Developing e-learning at Hillcrest High School 
e-Learning teacher Mervyn Cook, from Hillcrest High School, discusses the connect between teachers and students engaging with technology to support e-learning.

Support for teachers
Principal Melissa Bell and e-learning leaders at St Hilda's Collegiate describe the e-Learning PD they have in place to support teachers. It began with upskilling teachers on how to use their "system" and working digitally. Key features include short, weekly meetings and classroom support from the e-learning team.

Implementing iPads in school – professional development
When implementing new technologies staff professional development is important. Principal Chris McKinlay describes how iPads were introduced first to staff then into the classroom. He talks of the importance of a whole school approach, and outlines plans for further PD.

Role of the e-learning leader
Jane Danielson, principal of Hingaia Peninsula School, describes the role of their e-learning leader as being, "a person who will facilitate learning for our whole community – students, teachers, and parents." She outlines the process for developing 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 Green Bay 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 Margarets

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. 

Te Apiti ICT Cluster – Strong leadership of e-learning
The subject of this VLN reflective summary, strong leadership of e-learning 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. 

Matata School, "First-time principal embraces Blended e-Learning"
This Education Gazette article describes how Matata School 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.

Mt Albert School
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:

  • a self-review tool for schools to gather evidence about practice
  • a 'road map' for building e-learning capability
  • a tool to evaluate the effectiveness of e-learning programmes
  • resources and services to support schools as they build capability.

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.

Leading change
Resources, supporting materials, and digital stories focused on how to lead successful change in your school located on NZ Curriculum Online.

LoTi Framework
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.

Educational leaders
The future schools and innovation section provides current research and readings on leading and managing change.

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.

Research and readings

Effective educational leadership (Measurable Gains Framework, 2.2)
This rubric helps school evaluate how well they are progressing in relation to effective educational leadership that develops culturally responsive learning contexts and systems.

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.

Leading change
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.

More readings »