Stage2_Scoping_text

Stage 2: Scoping relationships and communications** A Learning Community Online is based on a shared vision where schools see a common solution through working cooperatively. It is essential that a strong working relationship be established at the outset. This will consist of a cluster working/driving committee of highly committed individuals, almost certainly including principals, however if principals are not totally committed to the process, the outcome will be severely limited - all cluster development research bears this out Existing networks can form the basis of any such group. It is important to identify stakeholders and key contacts, and to establish effective communication between all parties. At this stage you need to identify: Learning Communities Online a handbook for schools December 04 COMMENTS WELCOME page 13 the Driving / Leadership group 􀂾 This may include principals or their proxy nominees and needs to be small and agile. Communications from the driving group should be regular by a variety of means suited to the participants, while meetings can be held on a needs basis. Use existing meetings where possible, and establish emailing lists and discussion forums. 􀂾 the stakeholders o financial: BOTs, principals, community trusts, sponsors, Ministry of Education, Service clubs, community groups etc o education support: other cluster and local provider representatives, other local schools/education institutions incl early childhood etc o teaching and learning: teachers, parents, students, the community. coordination** Complete an investigation of current cluster models and evaluate their suitability to meet the needs of your Learning Community Online. These are some ways to do this: - key personnel visits to a number of active, experienced clusters. - study of cluster websites - vc with key members of other clusters - invite key personnel from other clusters to visit or visit them - buddy intending teachers with experienced e-teachers to discuss pedagogical issues, resource development, and professional development opportunities. - buddy technical representatives from the intending cluster with experienced technicians from existing clusters to discuss technological issues - investigate financial aspects via accountants in existing clusters. - consult with relevant national bodies & institutions already working with clusters such as: MoE ICT helpdesk, VLN Brokerage Team, ICTPD team, Telecom/asnet. This process recognises that there are many aspects to be considered in the scoping phase Identify both the advantages and potential pitfalls of different cluster models and from this analysis develop a model that best meets the specific needs of your LCO and its learner community. A collaborative approach actively involving input from all schools and key stakeholders is critical for success. It is important to consider aspects such as commonality of interest and goals, unique characteristics and problems of the schools, size of the cluster, geographical location and spread. The commonality or diversity of operational aspects such as class size, timetable rotations etc, allocation of teaching hours should also be reviewed. It is essential that schools within a cluster have sufficient in common to establish and sustain a long-term commitment. Pre-existing collaborative relationships between schools can provide the basis for the establishment of the cluster (e.g. cultural and sporting exchanges/tournaments, rural principal or DP networks). Ideally any LCO will have a clear understanding of the advantages and potential pitfalls of its own model. This can be very helpful for future planning and risk management. Cluster planning needs to include key strengths – resources and personnel, and risk management issues such as ‘succession’ to protect the cluster against the loss of key personnel. Learning Communities Online a handbook for schools December 04 COMMENTS WELCOME page 14 needs** July - September An LCO should exist primarily to meet the learning needs of students and the support needs of staff. In order to do this effectively, it will be necessary to: Carry out a ‘learning needs audit’ to identify the range of subjects and levels required. It is important that current student needs as well as historical subject requests are considered at this stage. Steps to include are: 􀂾 analyse data from historical course requests and enrolments (over the past 3 to 5 years), including Correspondence School, STAR programmes and/or other external provider enrolments. 􀂾 Include teaching and careers staff in implementing a career / academic pathway planning process in schools to enable students to plan possible course enrolments during their senior years. 􀂾 Include information about the range of courses available in course information evenings. Ensure that distance courses are given equal status along with those provided within the home school. 􀂾 Anticipate conducting enrolment/student subject request surveys among existing students. (early enough in the year ie September to allow for planning, staffing and timetabling needs to be met – at individual school, cluster and national levels) 􀂾 Issues to consider in gathering course preference information from students are: 􀂾 existing curriculum and/or timetable constraints 􀂾 social/support needs 􀂾 cultural/Te Reo requirements 􀂾 multi-level or tertiary course needs. 􀂾 Work / vocational experience available in local area 􀂾 community or staff special competencies/expertise – eg sports academy 􀂾 Identify who will collate enrolment requests from individual schools and compile a cluster overview of student needs (in Oct) on which to base staffing for following year/ courses to be offered by the cluster? professional development** Carry out an audit of staff skills and expertise in each school to identify potential subject availability and teachers with the skills required for e-teaching. It is important to share the concept with all staff to provide opportunity for participation. Apply strategies to encourage involvement from all staff, particularly where any reticence is felt. Things to consider include: 􀂾 while technical skills may be useful, good teaching skills and a willingness to learn are the critical factors. 􀂾 a survey of the teaching ‘scope’/ interests within schools often reveal hidden treasures or assets. 􀂾 the audit of historical course requests will identify likely needs. 􀂾 invite initial indications from all staff who may be interested in participating, and explore opportunities for exposing them to examples of existing models. Learning Communities Online a handbook for schools December 04 COMMENTS WELCOME page 15 coordination** Carry out an audit to identify the available and required technical resources and expertise required for e-teaching in each school. For an effective LCO to succeed, schools require a robust and well-maintained internal network. Consideration must also be given to issues of inter-operability to enable each school’s network to communicate both with other schools within the cluster and externally (with other learning networks). This audit will be essential in the following stage when making decisions about additional technical infrastructure, especially those involving business or outside technical assistance. The audit should: 􀂾 provide an overview of existing hardware, software, network capability, and peripherals, as well as ongoing costs associated with internet and phone connections. 􀂾 identify additional technical requirements. This process must be informed by the needs of the teaching and learning process and ensure the resulting infrastructure will be reliable, user-friendly, readily accessible and easily administered. 􀂾 consider a range of purchase or lease options before committing to a particular technical solution. In addition, the level of sustainability, scalability, and ease of maintenance should be addressed. 􀂾 consider the need for technical coordination at school and at cluster level. Resources** Carry out a cluster-wide resource stock-take for departmental textbooks, library and video resources, and other resources including people. Determine the means and degree of access available to laboratories, video players, computers, internet, etc. 􀂾 sharing resources/ expertise between schools instead of individual purchases. 􀂾 assessing cluster strengths: for media, organisational, practical, legal, community expertise can maximise the benefits of economies of scale for the whole cluster Identify the specific learning resource needs for a course and where there will be shortfalls and excesses. Explore the possibility of: 􀂾 sharing resources between schools instead of buying new one. 􀂾 identifying teaching and learning resources/expertise available to enhance a programme/course eg. National Library, TKI -Digital conversations, Rotorua Museum etc 􀂾 using internet-based resources to enrich and enhance learning programmes. 􀂾 resources beyond the classroom walls - although the students are at a distance, they will have similar resources in their own environments, e.g. local art gallery, war veterans, etc. Administration and support strategies Aspects of this process will inevitably be time consuming. A particular person should be identified to coordinate the administration tasks and an allocation of time set aside at this stage. This may best be done by an existing ancillary staff member within a school or by employing an additional person. Some administrative tasks will remain the responsibility of each participating school, but the identification of a single person who can act as the central point of contact for correspondence, coordinate cluster level minutes, and circulate key documents etc. is vital at this stage. Learning Communities Online a handbook for schools December 04 COMMENTS WELCOME page 16 Draft costs and the initial budget should be compiled from accurate, up-to-date data by an experienced person(s) and/or consultant(s). It is important that input from all key participants is included and that it is based on at least a 3 to 5 year plan of expenditure. Ensure draft budgets scope costs associated with the following: 􀂾 technology (including connectivity), 􀂾 staffing incl professional development and support, 􀂾 resources 􀂾 facilities Investigate a wide range of funding sources and make a collective decision about the preferred financial option(s) e.g. Ministry of Education initiatives such as ICTPD & Collaborative Innovations Funding, clusters, community, and commercial options. Key people/bodies that need to be involved are: principals, school BOTs, Ministry of Education, community trusts, local tertiary/vocational providers, commercial sponsors, telecommunications companies, local bodies and businesses. The on-going financial management of the cluster should be the responsibility of a professional with an understanding of both financial and educational backgrounds. The driving group has been established and has considered the following milestone tasks: 􀂾 the student needs of the cluster 􀂾 likely models to be used by cluster 􀂾 an audit of staff skills 􀂾 an audit of existing technical resources and expertise and identification of the equipment to be used 􀂾 draft budgets 􀂾 the administrative areas which will require cluster level co-ordination 􀂾 potential shared learning resources. Commitment to participate Once the milestone report has been signed off, a firm decision needs to be made by each participating school, evidenced through the submission of a formal statement of approval from each school’s Board of Trustees. none **Save**PreviewText Editor Help · About · [|Blog] · Terms · Privacy · [|**Support**] · [|**Upgrade**]Contributions to http://lcohandbook.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. Portions not contributed by visitors are Copyright 2010 Tangient LLC.
 * Managing
 * Logistical
 * Identify student
 * Staffing and
 * Technical
 * Learning
 * Finance**
 * Evaluation**
 * Outcome**