Cluster Survey Results

INQUIRY LEARNING:


e-Wrapper Cluster:2010


Overall cluster results in our baseline survey indicate that most staff are developing some understanding in all areas relating to Inquiry. Very few staff felt they have an infused understanding. Only half the teachers felt confident planning for Inquiry units and with their understanding of the different stages and processes of Inquiry.
Clearly there is a need to develop a foundation knowledge about Inquiry stages and processes. This will be addressed as each school develops and refines their own inquiry model through this professional development.

Only 22% of staff across the cluster indicate that they have a well developed understanding of thinking strategies. Just over 1/3 only sometimes plan for thinking skills as part of their classroom programme with 51% of staff often or usually planning for these skills. This highlights the importance of reviewing these skills through our inquiry work and professional workshops.

e-Wrapper Cluster:2011

The results from the End of Year Cluster survey show a general shift towards improved understanding of all aspects Inquiry. While very few teachers feel they have an infused understanding after 1 yr, the majority feel they are developing have well developed skills to plan Inquiry units and have a greater understanding of the stages and processes of Inquiry.
More teachers feel confident using thinking strategies and tools for Inquiry Learning. However only 26% feel these are very well developed or understand. The majority still feel they are developing understanding. This is something that could be targeted more in our programmes this year.
More teachers are now including specific thinking skills in their planning. Most often, usually or consistently include thinking skills. 24% only include thinking skills sometimes. This also is an area for more development.


How confident are you using ICT’s to share student learning with the school community? 2011
Baseline data: nearly 33% of staff were reasonably confident (33/101) while nearly 40% were not confident
End of year data: Now 45% of staff are confident using ICT to share student learning with the community. Only 24% (25/87) are still not confident.



e-Wrapper Cluster eLearning 2010


ICT can me improve curriculum delivery in my classroom.

94% of cluster agree or strongly agree that the use ICT can help me improve curriculum delivery in the classroom. This demonstrates a very positive attitude as we enter ICT PD contract. Only 6% (6 out of 102 respondents) were unsure and nobody disagreed with this notion.

The investment by schools in ICT can be justified by the teaching and learning outcomes.
84% of respondents agreed or strongly agreed with the investment by schools in ICT is justified. While 15% were unsure and only one respondent disagreed with this statement.

How confident are you about using ICT personally?

16% ranked themselves as very confident users with almost have the of the cluster considered themselves of confident users of ICT. 9% of respondents considered themselves as not confident or anxious about using ICT - clearly a group to be identified fort targeted support through in school or cluster sessions.


How confident are you about using ICT with classes? 2010

About half of the cluster felt confident or very confident about using ICT with a class. One third were neutral in terms of their confidence with using ICT. 18% indicated that they were not confident or anxious about using ICT with a classroom. This results highlights that while they may be confident using ICT personally this has not been transferred to the classroom setting. This result needs to be unpacked further.

How confident are you about using ICT’s with your classes? 2011
End of year data: 72% of teachers indicated that they now feel confident/ very confident using ICT’s with their classes.
Only 9% (8/87) still feel not confident. By identifying these teachers we can target extra help for them so they become more confident.



When asked to indicated their use of a range of ICT tools and activities the cluster respondents revealed...
Only just over half (53%) of respondents are using classroom computers daily in their classroom programme. This needs to be unpacked and monitored to see how this changes during the contract.

It is pleasing to note that 44% of respondents use a digital camera on a regular basis (often/daily) with 16% rarely use or haven’t used this valuable eLearning Tool. School within the cluster are looking at purchasing and managing camera use.

Another tool for further development is the current lack of video camera use across the cluster. 60% of respondents have rarely or have never used a video camera as part of their classroom/teaching programme. This result was also reflected in the lack of respondents creating movies Two thirds stated that they never or rarely make movies.



e-Wrapper Cluster eLearning 2011




Everglade School:2010


Inquiry
In all areas of inquiry understanding the majority of everglade staff have limited or developing understanding. Interesting to note that no staff rated themselves as having an infused/ integrated understanding of inquiry. We need to find out more about what teachers know and what they would like to learn. We need to look at a range of existing models and investigate what inquiry could look like in our school. We need to explore how we can plan and teach Thinking Skills as 50% of the staff stated they only 'sometimes' planned for Thinking Skills.
Classroom Practice
The majority of staff at Everglade School either agree or strongly agree that ICT can help improve curriculum delivery. 2 members were unsure and I member of staff skipped the question. This shows us that our focus is not convincing staff about the power of ICT as they already know it.

80% of staff at Everglade School strongly agree or agree that the money spent on ICT is justified by teaching and learning outcomes. 4 members are unsure and 1 member disagrees. This shows us that some staff need to see evidence of achievement through ICT. We think it would be beneficial to share learning evidence collected by Point England School with our staff. We could look at the data on their website. We could also explore collecting our own comparative data in relation to spelling.

Confidence about using ICT
48% of staff are confident about using ICTs personally. Only 2 staff members are very confident. 6 members of staff are neutral whilst 5 have admitted as being not confident. 44% of the staff need support in order to develop their confidence. This shows that as eLeaders we need to continue to provide optional support in the form of eWorkshops. We also need to make ourselves available for booking for 1:1 or small group sessions so teachers can ask for help where they need it.

Only 36% of staff are confident or very confident when using ICTs with their classes. This shows that although a higher percentage of teachers are confident using ICTs personally it has not translated for all teachers to classroom use. The challenge for us is to support teachers is using what they know to enhance learning. 40% of our staff have rated themselves as being 'neutral' when asked about confidence using ICTs in the classroom. This may mean teachers don't know what they don't know or perhaps there is an element of fear of failure. There could be a range of other reasons why teachers have rated themselves as neutral. We need to explore this further in conversations and observations. 6 members of staff are not confident using ICTs. We are going to use our survey monkey data to identify these teachers and support them in beginning to use a basic range of strategies in maths and literacy.

Use of Digital Tools in Classroom Practice
Interesting to note that only 48% of our teachers use their teacher laptops every day. We wonder how often they are using their data projectors. We also wonder how these teachers keep track of school events and notices if they are not checking emails. This is a school wide issue that will need further discussion with team leader support.
We notice 44% of staff only 'sometimes' use digital cameras. We think we could improve quality use of digital cameras by utilising our resources. We have discussed the possibility of dismantling our camera 'pod' so cameras are more accessible for 'just in time' moments. We will put it to a vote in a staff meeting. More digital cameras have been purchased and a small group of teachers have had support in using cameras and photo story as part of our school PD programme. Some teachers have attended an optional green screening workshop in which we explored how to use a green screen in conjunction with digital cameras.
Some teams have purchased easi-speaks.
We notice that 64% of teachers are not using movie making in their classrooms. 40% rarely use the video camera. We think we should investigate ways in which we can use these tools in authentic learning.

ICT Frequency and Capability
36% of staff say they have a moderate level of competency with basic computer operation. We wonder whether staff underestimate their own ability and have discussed creating a list of skills for staff members to check off. We think this may help teachers realise their current skill level.
We notice skill levels are low in the following areas: interactive whiteboards, web 2.0, blogs, wikis and transferring knowledge when learning new applications. Eleaders have been upskilled in these areas and eWorkshops are currently being run to pass on new learning to staff members. Teachers will be encouraged to share with others ways in which they are using ICT during the first eWorkshop of term 3.

Everglade School:2011


Inquiry


Classroom Practise
The majority of staff still strongly agree that ICT can help improve curriculum delivery. 2 members were still unsure.

66.7% of staff at Everglade strongly agree or agree that the money spent on ICT is justified by teaching and learning outcomes. This is less than at the beginning of the year. 5 members are unsure and 2 members disagree. We need to investigate who these staff members are and try to show how ICT tools are helping teachers and children at school. We need to investigate further why both of these areas have not improved and what these statistics mean.


Confidence about using ICT
During the course of the year we have doubled the number of staff members who feel very confident about using ICTs personally. We have also raised the number of staff members who are confident about using ICTs personally by 2. The number of staff who are not confident has decreased by 4. This shows that our eWorkshops and 1:1 support has been effective. We need to continue to provide ingoing support for our staff.

Over the course of the year we have nearly doubled the number of staff who are confident or very confident when using ICTs with their classes. This is a massive improvement which we can be very proud of. 9 members of staff have improved in this area. There are still 2 members of staff who lack confidence in this area. We need to find out who these teachers are and provide the necessary support. We also need to keep up the momentum so teachers continue to grow in confidence.


Use of Digital Tools in Classroom Practise
The percentage of teachers who use their laptops everyday has grown from 48% to 81.8%. This is great to see.

The percentage of teachers who use their digital cameras often has grown from 12% to 45.5%. We think this can be acredited to the fact that all teachers now have a classroom camera. This makes us aware of how staff at Everglade make better use of equipment that is easily accessible.

The percentage of staff using the video camera sometimes has risen from 16% to 45.5%. We think this rise can also be atributed to having classroom cameras, as our classroom digital cameras have video capability.

Our school now has easi-speaks throughout the teams. The usage has improved but we identify that this etool is under utilized. We need to provide support/ eWorkshops about how easi-speaks could be used in authentic learning tasks.

We also identify that teachers need support in creating movies more often. This is something that needs continued investigation as not all our school computers support movie making software.

ICT Frequency and Capability
Our statistics about basic computer operation competency have not notably improved. We have yet to provide staff with a checklist of eSkills and need to do this.

We notice skills in the following areas are still quite low: interactive whiteboards, blogs and wikis. We need to continue to provide teachers with PD around these issues and hope teachers skills in using interactive whiteboards will increase when all classrooms have access to a mimio board. We identify that staff are unaware of all advantages of accessing resources on a wiki. These advantages need to be reiterated and explored as does the ease of basic blogging.

Great to see that capability around Web 2.0 has improved. The majority of staff moving from having 'low/no' capability to the majority of staff having 'moderate' capability.


Papatoetoe Central School:2010


Most teachers at PCS are developing or have well developed understanding of inquiry learning. We developed a new model of inquiry learning last year (2009) based on Blooms Taxonomy. Nearly 80% of staff have good understanding of the Inquiry stages and processes. 20% (8people) have limited understanding of the different models. We will identify those staff members with a solid understanding of the Inquiry stages and processes to work in professional learning groups to work with those with limited understanding. We also need to focus on implementing this understanding into student learning experiences and activities.
The ICT Team with collaborate with our Thinking Team to encourage the incorporation of both skills into our everyday teaching.

Inquiry_understanding_April.png

Papatoetoe Central School:2011


Click here to go directly to PCS end of year survey results and analysis



Ramarama School 2010


Most of teachers express a limited understanding of Inquiry Learning in particular the planning, stages, models, skills and strategies, and learning experiences. They are slightly more confident in their knowledge of thinking strategies and tools. 72.7% of teachers only sometimes plan for thinking skills with the remainder often planning for thinking skills.
An overwhelming majority of teachers were concerned about the student’s abilities to use the inquiry learning process.

We need to work on all areas and build up teacher confidence. We are hoping that our term two inquiry will lead to a better understanding of the process.

Personal Capabilities
Majority of our staff believe that ICT can improve curriculum delivery and that the investment is justified.
Most are neutral about their confidence about using ICTs personally and within the classroom. We feel we need to give more support to the people lacking in confidence.

Use Within the Classroom
The majority of the teachers use their laptops daily in their teaching programme. Digital cameras, photo software and word processors are often used. Generally teachers were not using video ICTS e.g. webcam, video camera and making movies in their teaching programmes. This is an area we will need to target for development. Although the majority had never been exposed to easi-speak and podcasting at the time of the survey, they have now begun to use these tools and we will support the staff in incorporating this in the classroom programmes.

ICT Frequency and Capability
Personal Capabilities
Most teachers are competent in the basic computer and internet operations. The areas that we need to work on are art/creative software, movie making software, Web2 tools wikis and blogs. We have been running drop-in sessions on wikis and plan to run future sessions on Kid Pix and movie making.

Ramarama School 2011


Waiuku Primary School 2010


The majority of Waiuku staff have a developing understanding in the following areas of Inquiry learning:
  • Planning/preparing for an Inquiry topic
  • The Inquiry Learning stages and processes
  • The skills and strategies needed for Inquiry Learning
  • Ideas for the explicit teaching of Information Literacy skills
  • Student learning experiences and activities to include in Inquiry Learning.
  • How to use the Thinking models in Inquiry learning
  • Reflection and Assessment for Inquiry Learning

The majority of staff had limited or developing understanding and knowledge of different Inquiry models.
21% of staff members had a confused understanding of student learning experiences needed for Inquiry learning. Once we have implemented our school-wide Inquiry model and teachers are planning and delivering Inquiry units teachers growing knowledge and confidence can be transferred to the students.
0% of staff members had rated themselves as having infused/integrated understanding of any of the above areas of Inquiry learning.
At the start of the year we had a full day PD on Inquiry learning with Jan-Marie Kellow. This term we have used the ICT facilitator to assist with syndicate Inquiry unit planning using our developing Inquiry Model with SOLO taxonomy as a backbone.

Thinking Skills @ Waiuku
55% of staff consistently or usually plan for Thinking Skills
0% of staff never plan for Thinking Skills

63% of staff have a developing understanding of Thinking Strategies and and tools in Inquiry Learning
0% of staff have a Infused/Integrated understanding of Thinking Strategies.

We will develop a thinking skills page on our school wiki and list useful ICT tools on there. Techie Tuesday sessions will also often have a Thinking Skills component.

Waiuku Graph below:
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Waiuku Primary School 2011

Reremoana School 2010

Having developed our school’s Inquiry model in 2009, there is a strong weighting to ‘developing understanding’ in all areas of understanding in relation to Inquiry learning. The one area that is skewed to ‘limited understanding’ is the use of thinking tools/strategies. A quarter of respondents feel they have a well developed understanding in the areas of planning/preparation,skills and strategies needed and student learning experiences to include in the Inquiry learning process.

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Together with Stephen our facilitator, our next step is to improve and further embed pedagogical understanding around Inquiry learning, and see this reflected in the planning of Term 3‘s Inquiry. Although many teachers use thinking tools and strategies in the classroom, the data suggests that we need to specifically plan to integrate them into the inquiry model where appropriate.

Reremoana School 2011




Waiuku Primary 2010

Classroom Practice
95% of staff believe ICT can help them improve curriculum delivery in their classroom.
No staff disagreed or strongly disagreed with the statement regarding the investment of ICT being justified by the teaching and learning outcomes.

Confidence
2/3rds of Waiuku staff are confident or very confident with using ICTs personally. This is reflected with similar results with using ICTs with classes. One person was identified with being not confident with ICT use with classes. This person is buddied up with an eLeader for support.

Use of digital tools in classroom practice
The following digital tools were identified as of low use by staff
  • Video Camera - (21% no use & 26.3% rarely use) Previously staff have not had access to video cameras (2-3 shared amongst school). Technical difficulties with doing anything with camera footage also made this difficult. This year digital cameras with videoing capabilities have been purchased for all classroom teachers. We are currently promoting their use for quick snippits of video use in the classroom.
  • Photo Software - (56% never/sometimes use) Previously staff had had one digital camera to share between 6 classes. Therefore the use of photo software was never a need. With the purchase of class digital cameras this will become more of a need over the year. A Techie Tuesday session has been planned for Term 3 to introduce online software possibilities to staff.
  • Classroom Computers - (80% daily use) With the investment of curriculum funds in Mathletics we expect this percentage to increase with teachers allowing students onto classroom computers to access this. Senior classes have had their classroom computers topped up so they have 5 per class. New junior classroom computers have been purchased to increase numbers to 3 per classroom.
  • Webcams - The majority of staff (37%) have never used webcams. We do not find this surprising as the only webcams in the school are built in to the newer teacher Tela laptops.

Waiuku Primary 2011



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Papatoetoe Central School


Confidence in teaching ICT's in classroom
Teachers are more confident personally using ICT's than using and teaching them in the classroom situation. 60% of teachers identified themselves as confident or very confident when using ICT's with classes. The remaining 40% of teachers who selected not confident or neutral have been identified for PD sessions with Stuart Hale starting term 2. Also, those very confident teachers have been identified for possible future PD within school sessions to tutor other staff. Both e-leaders are available for just in time questions and support.

April_Confidence_levels.png
Usage of ICT equipment and tools in 2009
70%of teachers never used a blog or wiki in 2009. Most teachers used online games and resources if they had an interactive whiteboard and projector. However, only 5 teachers had Smartboards all year (2009) and 5 other teachers had Mimio’s installed towards the end of the year. Other teachers only had access once a week in their allocated Computer Suite times or if in the Senior School ( Years 4-6) through the rotation system of 12 laptops.

Term 1 2010 we have installed mimios throughout the school. The use of this is now a major focus. E-leaders are running a weekly drop in session with questions and queries on how to use their mimio. We have also established a junior and senior resources folder for mimio resources on our staff server which all staff can access. During Stuart Hales PD sessions he is able to focus on individual and small group needs to encourage use of ICT tools in the classroom. The graphs below show that digital and video cameras and photo software are not being utilised by staff. Stuart will be encouraging the use of these tools. E-leaders will run workshops to continue to give teachers ideas and to share our learning from e-leader meetings.

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The Value of e-learning
All staff who answered the survey believed that e-learning can help improve curriculum delivery in the classroom, 60.0% (18) strongly agreed and 40.0% (12) agreed. Overall, the investment by schools in ICT can be justified by the teaching and learning outcomes, 50.0% (15) strongly agreed and 36.7% (11) agreed.

Reremoana School


We have 5 new staff out of 19 this year, 4 of whom are beginning teachers and did not have a class last year. This may have some bearing on the validity of these results.
Value of e-Learning
18 people see ICT as being able to improve their curriculum delivery, with 11 of these strongly agreeing with this statement. This bodes well for staff genuinely want to embed e-learning into their day to day classroom practice.16 staff can see a strong or relatively strong justification for the investment schools make is ICT. It would be interesting to know why 3 three who were not sure, feel this way.
Confidence
Confidence in using computers personally and in the classroom is basically the same at Reremoana. There was a minor skew in being less confident with classroom use.
Use of Tools
The most frequently used tools in 2009 were teacher laptop, classroom computers printer/copier, email, and internet searches. Often used tools were word-processing, digital cameras photo software, publishing and creating tools, presentation software and slideshows. Tools that received little or no use are the pod laptops, webcam, microphone and creating movies.
As e-leaders we will go back to our BYTE plan and incorporate some simple ways to use more of these tools on a more regular basis, in a meaningful way
Competencies
Most staff feel competent in their use of basic things like email, internet, data projector, file management, and word processing, Generally there is a moderate competence in trouble shooting, photographic and presentation software and transferal of knowledge between applications. There is a split in the staff in regards to movie making - 10 moderate to high and 9 low to none. This is a definite areas where we can utilise those will well developed skills in teaching those less confident.
In regards to web based applications, teachers in general are not feeling very competent. (Web 2.0, Blogs, Wikis). We need to utilise the skills of those few who do feel competent, to build competence and confidence in others.
The lack of confidence in using interactive whiteboards will be due to the fact we do not have any at Reremoana School.