- Planning and Leading for Online Safety:
Leaders of Schools – Exploring strategic approaches to effectively embed digital citizenship and online safety into the culture of a school.
This interactive session provides an opportunity for leaders to review their current position, and identify what priorities and next steps might be needed going forward. Pragmatic examples and resources are provided. Also included are key aspects of the Harmful Digital Communications Act and implications for schools; responding to online incidents; online safety and staff wellbeing; and engaging students and community.
- Online Safety at the Coalface
Unpacking digital citizenship and online safety through an interactive session and exploring ways to pragmatically implement these into the learning environment and culture of school.
Critical Conversations towards Change within Alternative Education.
There are many education law issues currently facing schools. This seminar will focus on discussion of solutions to some of
§ The Harmful Digital Communications Act 2015 – what responsibilities does the school have when dealing with
students who use social media to spread rumours or bully etc outside school hours, and in particular when they are
using sites that are school-sanctioned?
§ Blended families – non co-operative parents, court orders, parenting and guardianship. Issues surrounding the
obligations set by the court
§ What do schools do with students who get dropped off at 7 and/or may not get picked up from school until after 5 –
what does the law say about offering supervision – what about when school starts late (eg PD mornings)
The format will encourage questions and discussion from those participating and allow attendees to raise other issues of
Rachael Schmidt-McCleave – Wellington barrister and mediator practising largely in the areas of health, health and safety,
education and public law
Patrick Ikiua – Regional Manager NZSTA Tamaki Makaurau & Te Tai Tokerau
Chris France & Michael O’Brien – Governance Advisors NZSTA Tamaki Makaurau
Dates: Wednesday 22 August at One Tree Hill College – 421-451 Great South Rd, Penrose
Thursday 23 August at Orewa College – 76 Riverside Drive, Orewa
Timing: 4pm for tea/coffee. 4:15pm start – 6pm finish
For further information, contact the Secretary: firstname.lastname@example.org – tel 0210 67 42 47
As per PLG Group
The Task as outlined for department PD; as TIC of level 3 I worked with (experienced L3 teachers Phil Mitchinson and Richard Collins.
For the report review, please will you have a look at these documents and share them with those who are reviewing reports with you:
- Key competencies and where they are validly used in the curriculum at Level 2 English – please will you write into each document as you review that year level as a way of feedback.
Level 3 English:
We had a thought provoking and lively conversation that this brief summary doesn’t seem to quite do justice….
On 22 February 2018 at 09:51, Christopher Kinsler <email@example.com> wrote:
Our thoughts on L3 as I understand it,
a) do we want to report as we do for NCEA or do we want to report according to curriculum levels?
NCEA – students and parents like and understand this – the parental equivalent of “is this for credits?”
b) do we want to report as we do by giving indicative reports and then grades only?
Yes, probably, more or less, sort of
c) do we need to comment?
Well to contradict the previous point (b), they can be helpful . . . but also problematic
c) should we be including in their reports things such as numeracy, literacy, UE literacy?
Refer point a
d) are there any other aspect of reports and their implications you can think of?
Simplicity and clarity are good.
Let me/us know if you’d like more detail.