Stage1_Proposal

Stage 1: Proposal:
The tasks described below should be worked through in advance of any formal scoping process. The aim at this stage is to establish the need for a local, regional or special interest community, to identify the schools that might be a part of it, and to work toward a commitment from those schools to proceed to the scoping stage. //Rachel - i have been reading through the proposal_txt and there isn't a lot i would change. Perhaps a bit of overlap in the 'explore funding' options in the scoping process. Could streamline between those bits//

**Develop a philosophical context**
The reason for establishing an LCO should be grounded in sound educational thinking, and should have as its goal improved learning outcomes for the students involved. A statement that reflects this philosophical context should be developed and shared among potential cluster participants as part of the ‘buy-in’ process, so that there is a clear, shared understanding that underpins the establishment of the LCO. Consider the following as you develop this statement:
 * Focus**: Explore your intentions in forming a Learning Community Online [LCO]
 * Explanation**:

What are your shared beliefs about teaching and learning? How are these beliefs affected when considering: > Consider the following questions with your potential Community members
 * education at a distance,
 * providers ‘untested’ by your school or student body,
 * them as a long-term and sustainable approach to education provision?
 * Action**:
 * How do you see an LCO model benefiting your school, staff and students?
 * What are the advantages of sharing staff expertise, resources, rolls etc over a wider campus than just one school?
 * What are barriers to achieving this?
 * Is there currently ‘competition’ between any of the schools that may raise issues?

Is your proposal based primarily on meeting the needs of students, or is it opportunistic in terms of the availability of the technology, staffing? (ie. What is really driving this proposal?)

What do you see as possible benefits to staff from the establishment of this LCO (eg. virtual staffrooms, staff support networks, professional development opportunities, resource sharing and moderation, team teaching opportunities, access to expertise and ‘outside the classroom’ experiences to enhance classroom programmes, increased skill/capability, shared intranets and/or infrastructure etc)

How might the establishment of an LCO infrastructure be used to benefit groups throughout your wider community (eg. Iwi, Farmer/interest groups, medical centres, local industry groups, early and continuing education centres including libraries, councils and administrative bodies etc)

What are the opportunities for LCO relationships to be used to foster learning opportunities for learners at all levels of the school (eg. early childhood/junior classes, adult education programmes, staff professional development and higher education, careers / life education / vocational and Education Outside The Classroom [EOTC] programmes).


 * Supporting Resources**:

**Identify community of interest**
Careful thought must be given to the grouping of learning organisations that might participate in a Learning Community Online [LCO]. A key factor likely to ensure the long term life of an LCO, and therefore the level of ongoing commitment, are the points of commonality that encourage natural alliances. This may be as a result of existing networking relationships, for instance, membership of a local principals' association. Such groups might be considered to represent a geographic community of interest. Alternatively, they may reflect special character networks or educational philosophy, such as schools that teach in Te Reo Maori, Catholic schools, or Montessori schools.
 * Focus**: Explore communities of common interest
 * Explanation**:

The size of the cluster is also important. Too many schools will make it logistically difficult to manage, while too few may not provide the necessary economy of scale to achieve the breadth of opportunity that is expected. Experience would suggest that 6 to 10 would be an ideal range, especially in the first few years, although as the clusters develop and mature this would of course change and evolve. Economically larger communities might be more effective once established.

It should be noted here that some groups could first explore the possibility of joining an existing LCO if this meets their needs, or alternatively establish a satellite LCO with an existing cluster as they grow & develop a new independent cluster.


 * Action:**
 * Identify the commonalities for the establishment of the LCO
 * Explore of the range of existing opportunities before they consider developing a new LCO.
 * Establish key drivers who will be your primary leadership group


 * Supporting Resources**:

** Establish Purpose **
Like the philosophical context, a clear articulation of the purpose of the LCO needs to be given. This should clearly place the needs of students first, reflecting how the establishment of the LCO will provide better educational opportunities for these students while they remain in their local school. Considerations here include:
 * Focus**: Discuss and establish the purpose for forming a Learning Community Online [LCO].
 * Explanation**:
 * Is there a particular group of students/teachers as the benefit target (e.g. year12/13, disadvantaged, poor literacy, gifted/extension, ICT in the classroom)?
 * Is there a long-term need, or is this only a short-term solution?
 * How might the community develop beyond the immediate goals?
 * How will the establishment of this LCO contribute to the charter goals of the participating schools?


 * Action**: Decide on the purpose of the Learning Community Online and goals for the Community.


 * Supporting Resources**:

**Set goals and principles**
Once the above aspects have been considered, a succinct list of goals and principles for the cluster should be established. These may be altered or added to during future planning phases, but will serve to provide the basis upon which the members of the proposed LCO may proceed. This list will also serve as a key point of communication with the various school staffs, BOTs and other stakeholders.

Goals:** - Who is this intended to benefit? How? - Will the benefits be only school or community based? - Economies of scale to provide what individual schools find difficult - Quality, expanded and flexible education provision, - learner-centred pedagogy - professional collaboration, - access to technology, resources and expertise, - enhancement to classroom programmes - building community … of lifelong learners - Development of strategies & resources to enhance & enrichment underpinning values & beliefs
 * Considerations here include:
 * Principles:**

What will be the priority if funding is limited? What happens if too many/too few schools want to participate? What happens if key personnel leave /are over committed?
 * Key questions:**


 * Supporting Resources**:

**Agree membership**

 * Focus**: To establish who potential members of the community could be.

In addition to identifying the learning organisations and contacts, it may be possible that other collectives within the community might benefit from the establishment of this network eg. Community groups, medical centres, local industry groups, early and continuing education institutions. A comprehensive canvassing of potential ‘partners’ in this initiative is advised at this stage, including both educational and noneducational. It is important that an open process of consultation is considered, as a closed approach may lead to the alienation of groups or individuals who are potentially critical partners in the venture.
 * Explanation**: A clear understanding of who will participate is now important, so that a commitment to proceed to the next stage can be made. Once participating members are agreed, key contacts within each school should be identified, and a regular, reliable & effective communication method established between those contacts.


 * Action**: Establish the potential membership in formation of a community.


 * Supporting Resources**:

**Explore potential funding sources**

 * Focus**: Explore possible funding sources.


 * Explanation**:The establishment of a Learning Community Online will require the commitment of additional funding to provide for both the initial scoping, start-up costs (installation of hardware, software, etc.) and the ongoing/maintenance costs (ISP and telecommunications charges, cluster coordination/management, staff professional development/student support etc.). Although too early in the process to make any formal commitments, it is advisable that potential sources of funding are explored at this stage, as this is likely to be one of the key questions that come up when schools are invited to make a commitment to proceed with the proposal.


 * Action**:Research possible funding sources and develop proposals to take to possible funding sources.


 * Supporting Resources**:

Outcome: **Commitment to proceed**
Once the groundwork has been done, and agreement reached on the goals and principals as outlined above, potential participants need to make a formal commitment to proceed to the next stage - a full scoping of how your Learning Community Online might operate. This agreement is not a commitment to the full establishment of an LCO. That occurs at the end of the scoping stage and is a more formal and binding commitment. In making a commitment to proceed, schools may need to place a small amount of money in a common pool to enable those representing them to carry out the range of activities included in the scoping phase. This pool of money may be used to meet the costs of toll calls, visits to existing clusters, or bringing in people to speak to the local participants, and may pay for the time cost to collect and collate data and information to inform decision-making.