eLPF School Evaluation

This activity requires using the eLPF in my own educational context.

Learning outcome actions

Prepare a blog post of 400 to 500 words where you summarise the results of your whole school evaluation using the eLPF. Describe the organisation in two or three sentences  Consider scanning or taking a photograph of your shaded  e-Learning Planning Framework template  to illustrate your blog post. (Be sure that you do not disclose organisation details.) Summarise your average rating of the school for each of the 5 areas and justify your decision.  List examples of the evidence you consulted to inform your value judgements

Description of the organisation:
The organisation involved is a decile 9 secondary school in urban Canterbury. The school's current e-learning approach is characterised by high academic expectations and blended learning. The school has this year invested in ongoing professional development from Core Education, and has 15 teachers involved in this programme. The school aims to implement school wide BYOD in 2016, but already has many senior pupils using digital technologies in class.

eLPF - Whole school level

Summaries and justifications of ratings for the 5 areas:

• Leadership & Strategic Direction: 
• I think that the leadership & strategic direction of the school is at the 'extending' level.
• The school vision clearly incorporates e-learning and the school is actively seeking to pursue the effective use of ICT to support pedagogy. 
• Good ERO report in 2013 in regards to e-learning & ICT implementation. It states that "the college is involved with a number of local schools that are focused on meeting the needs of 21st century teaching and learning" (ERO, 2013, p. 3). 
• Professional Learning: 
• I think that the professional learning of the school is at the 'extending' level. 
• This year the school has made a significant investment in its staff by signing up to an ongoing professional development programme run by Core Education. 
• The school is part of the VLN and a cluster of schools in the Canterbury area that support each other with ICT issues. 
• Beyond the Classroom:
• I think that the 'beyond the classroom' of the school is at the 'engaging' level. 
• The school is part of the VLN and a cluster of schools in the Canterbury area that support each other with ICT issues
• Parents and community were consulted about the introduction of BYOD in 2016 
• More interaction needed with local iwi and Maori and Pasifika communities. A lot of this is already being done but not necessarily around e-learning. These are some of our "priority learners" as stated by the MoE so we need to make sure they are included in all our planning (Ministry of Education, 2007). 
• Technologies and Infrastructure:
• I think that the technologies and infrastructure of the school are at the 'extending' level. 
• Great infrastructure (most of the time) as we recently had a SNUP upgrade. Wireless has improved drastically but occasionally can play up. 
• Very good support from New Era IT. There is a great IT person employed full-time at the school who is there to help whenever needed. 
• More wireless modems put around the school to extend the coverage to all areas (hall, gym etc.)
• Teaching & Learning:
• I think that the teaching and learning of the school sits on both the 'engaging' and 'extending' levels. This is because the pedagogy, assessment and content around digital technologies is very different within every department. Some departments are using OneNote, Sites, Google Docs and other effective pedagogical tools, however other departments are less keen on the idea. 
• It is also important to note that some teachers have voiced that active and frequent use of digital technologies in their subject is not appropriate as it is not necessary for their context. 
• Digital citizenship is encouraged and emphasised. It is compulsory for junior students to participate in the digital citizenship programme where they learn about cyber-safety and cyber bullying. Students also learn about their digital footprint and how to be appropriate and safe online. 

Possible next steps:

• As a staff, explore and begin to trial ways of designing activities that model effective pedagogy, integrating technology 
• Clarify a shared vision and strategic direction - SLT to discuss with staff 
• Establish priority areas and design, conduct and review trials. 
• Look at how technology can be better used to further support GATE, Maori, Pasifika students and other priority learners. 

DISCLAIMER: My assessment was conducted as a personal learning exercise to gain understanding of the eLPF and my assessments are restricted to public documentation without detailed insights into all organisational processes. 

References:

Core Education. (n.d.). e-Learning Planning Framework. New Zealand. Retrieved from http://elpf.vln.school.nz


Education Review Office. (2013). **** (name of school) Education Review Report. Retrieved from http://www.ero.govt.nz/Early-Childhood-School-Reports


Ministry of Education. (n.d.). e-Learning Planning Framework. Retrieved from http://elearning.tki.org.nz/Professional-learning/e-Learning-Planning-Framework


Ministry of Education. (2007). New Zealand Curriculum. Wellington, New Zealand: Learning Media.