Tumuaki Survey 1 - TMR ICTPD Cluster - September 2005

This survey aims to gather feedback from Kura Tumuaki currently involved the TMR ICTPD cluster in regards to 4 main areas: 1) Review of Cluster Goals 2) Review of ICT integration issues reported upon in 2004 3) School Management Systems, TELA Laptops 4)Possible PD options 2006. Results of this survey will be shared with the Tumuaki involved in the cluster, as well as cluster management and cluster advisory. Results of this survey will be used for reporting purposes to the Ministry of Education, in regards to Cluster Milestones. Results of the survey will not be used for any other purposes without the permission of all cluster Tumuaki who participate in the survey.


  1. The main pd focus for the TMR ICTPD Cluster in 2005 is to establish a balance between cultural and professional understanding and to acquire new knowledge through professional development

    Do you feel that your teachers as well on their way to achieving this?
    Yes
    No


  1. The cluster has 7 teaching and learning goals for 2005.

    Goal 1) Maintain positive collaborative relationships between staff across kura and Wharekura in Tamaki Makaurau

    Do you believe that this goal is well on its way to being achieved?
    Yes
    No


  1. Goal 2) Complete a first or second paper toward a specialist ICT qualification.

    Have 80% or your staff completed at least 1 paper toward a specialist ICT qualification?
    Yes
    No


  1. Goal 3) Establish a successful Tumuaki ICT Leadership PD programme

    Do you believe that the audio conferences, face to face hui, and school visits have been of any benefit to you, in your role as Kura Tumuaki?
    Yes
    No


  1. Goal 4) Improve access to library and information systems.

    Do you believe that access to library and information systems has been improved upon this year?
    Yes
    No


  1. Goal 5) Encourage a school-wide planned approach to ICT integration.

    Is your staff currently willing to engage in a school-wide planned approach to ICT integration?
    Yes
    No


  1. Goal 5) Encourage a school-wide planned approach to ICT integration.

    Will your whole school be ready, in the second half of term 1, 2006 to implement a school wide inquiry unit, and conduct a common assessment task, followed with a moderation process, in line with all other kura in the cluster?
    Yes
    No


  1. Goal 6) To have an 80% attendance rate ( ie: 9 out of 11 days attendance)

    Have at least 80% of your staff attended at least 7 out of the 9 sessions conducted so far?
    Yes
    No


  1. Goal 7: Participate in indigenous ICT quality learning circles

    Have your staff participated in indigenous ICT quality learning circles, as a result of PD conducted with this cluster?
    Yes
    No


  1. Do you believe that a paper should be offered to teachers in 2006 as part of the pd programme?
    Yes
    No


  1. Are you, as school Tumuaki prepared to enrol in, and complete a paper toward a specialist qualifiction in ICT?
    Yes
    No


  1. Would you expect all teachers at your school to enrol in, and successfully complete, a paper as part of the pd programme in 2006?
    Yes
    No


  1. In June 2004, following observations of Cluster Facilitators, discussions with cluster management team, discussions during Tumuaki Hui and Cluster Hui a needs analysis was conducted in order to identify how new educational technologies can be used within the TMRICT Professional Development Cluster. Implicit in this was gathering of information relating to the state and range of different educational technologies present and functional within the participating kura, as well as the theoretical knowledge and strategies being utilized by schools to integrate these technologies.

    The needs analysis reveaed 7 categories of issues , which could potentially hinder the integration of new educational technologies (ICTs) into kura. These issues were presented in the annual report to Tumuaki in the November, 2004.

    This section of the survey is to revisit and reflect upon these issues, 16 months into the cluster programme of professional development, and to ascertain whether there have been any improvements upon the issues identified in June 2004, and presented in November 2004....

    Please select the response which best identifies, generally, the state of your whole staff or school, at this point in time, in regards to the following points....


    Category 1 ICT Skill competence and theoretical knowledge....

    Teachers entered into the professional development programme with varying levels of ICT competence.
     
      1 2 3 4  
    No improvement  Totally not a problem anymore


  1. At some of the kura some of the teachers are scared of computers
     
      1 2 3 4  
    No Improvement  Totally not a problem anymore


  1. The majority of teachers do not have access to a personal work computer/laptop
     
      1 2 3 4  
    No Improvement  Totally not a problem anymore


  1. Most teachers have limited knowledge of information literacy; none have been through any formal programme of study involving information literacy.
     
      1 2 3 4  
    No improvement  Totally not a problem anymore


  1. Some teachers are struggling with the requirements of academic study
     
      1 2 3 4  
    No improvement  Totally not a problem anymore


  1. Information Processing Frameworks is extremely ‘new’ to all teachers in the cluster
     
      1 2 3 4  
    No improvement  Totally not a problem anymore


  1. Category 2 Hardware and networks....

    Some schools have some hardware; some of which is substandard by current educational standards.
     
      1 2 3 4  
    No improvement  Totally not a problem anymore


  1. In some schools, student access to hardware is non existent.
     
      1 2 3 4  
    No improvement  Totally not a problem anymore


  1. Most schools do not have a school network.
     
      1 2 3 4  
    No improvement  Totally not a problem anymore


  1. In some kura, classes are networked, but computers are unable to get onto the internet due to cabling needing upgrading, and there are costs involved with this.
     
      1 2 3 4  
    No improvement  Totally not a problem anymore


  1. In the majority of schools, students do not have adequate access to computers or other forms of educational technology such as a fax, or telephone to assist with their school work
     
      1 2 3 4  
    No improvement  Totally not a problem anymore


  1. In most schools, there is no documented ICT vision, direction or working party, and systems such as the monitoring of equipment is almost non existent.
     
      1 2 3 4  
    No improvement  Totally not a problem anymore


  1. Category 3 Resource dissemination....
    Digital access to Maori medium resources by way of units, lessons, learning and innovative ideas is non existent
     
      1 2 3 4  
    No improvement  Totally not a problem anymore


  1. Lack of protocols around digital resource sharing and using is of concern to some participating teachers and principals
     
      1 2 3 4  
    No improvement  Totally not a problem anymore


  1. No regional approach to resource exchange in place
     
      1 2 3 4  
    No improvement  Totally not a problem anymore


  1. Category 4 Administration....

    Support needed around reporting, recording of achievement results, and planning requirements
     
      1 2 3 4  
    No improvement  Totally not a problem anymore


  1. Most schools did not have an adequate, web based school and student management system,allowing remote (offsite access) by teachers
     
      1 2 3 4  
    No improvement  Totally not a problem anymore


  1. Cateogory 5 Financial barriers....

    For very remote / rural schools, broadband access is a problem.
     
      1 2 3 4  
    No improvement  Totally not a problem anymore


  1. The cost of broadband is virtually unobtainable by the average kura / wharekura.
     
      1 2 3 4  
    No improvement  Totally not a problem anymore


  1. Costs of technical support is almost impossible to maintain
     
      1 2 3 4  
    No improvement  Totally not a problem anymore


  1. Category 6 New ways of communicating and working together....

    Some teachers feel that engaging with online communities is dehumanising, which makes them less attractive to engage with.
     
      1 2 3 4  
    No improvement  Totally not a problem anymore


  1. Many teachers had not met each other before, despite the small pool of Maori immersion teachers in Auckland
     
      1 2 3 4  
    No improvement  Totally not a problem anymore


  1. Category 7 Teacher workload stress....

    All Principals (except 1) are also full time teachers
     
      1 2 3 4  
    No improvement  Totally not a problem anymore


  1. All schools are low decile, have low resource levels in Te Reo Maori, have small school numbers, and receive low levels of funding
     
      1 2 3 4  
    No improvement  Totally not a problem anymore


  1. In some schools there are high numbers of teachers who are only on long term reliever contracts, meaning they cannot receive TELA lap tops, only available to permanent staff members.
     
      1 2 3 4  
    No improvement  Totally not a problem anymore


  1. Which school management system do you use and if there is more than one, please list them all.


  1. Is this school management system web based?


  1. Do you intend upon changing your school management system in the near future?


  1. If yes, which school management system do you anticipate you will be with in the near future?


  1. How many teaching staff,in total, do you have at your school? (Include yourself if applicable)


  1. How many teachers in total, have full use of a laptop for school use?


  1. With regards to the ICTPD Cluster, what would 'you AND your school staff' like to see more of in the ict professional development programme?


  1. In 2006, the Faculty of Education, Te Puna Wananga, will be conducting a further Whakapiki Programme of Professional Development. It is anticipated that this professional development will be with fully paid leave (similar to the Whakapiki Pangarau) Which area of professional development do you think your school would like more professional development on. Please write at least 3 choices in order of priority (The first being the highest priority)





Tauira
Auckland