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Milestone 10 School Reports

**Notes for writing School Reports in Milestones**
The milestone reporting expectations have now been reduced from four reports a year to two bi-annual reports. There is, however a requirement that each contributing school within your cluster will provide some additional information for each milestone submitted as written, “Provide a brief report on progress from each school.”

The following are some guidelines for each school to follow; so that the reports submitted are a true reflection of evidence-based practice and progress for that particular reporting period. This evidence will do well to provide information for your-selves as a form of review and will also supply the Ministry of Education with some insight into the progress and developments made within each contributing school.

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 * There is an expectation that:
 * ** Both the lead teacher/s and the Principals will have some input in these reports. **
 * ** The timeframes are reflective of the reporting period **
 * ** Comments are made in relation to Programme implementation, Developing ICT planning and Leadership Capability, Establishing a professional learning community **
 * ** Comments relate to the intended contract goals **
 * ** Evidence is provided to support the reports **

Possible Points to Consider: Programme implementation • Methods of programme delivery (staff meetings, workshops, one-to-one tutoring, quality learning circles, in-class support, school visits, mini-conference, student workshops) • Personnel involved (Principals, lead teachers, support staff, teachers, students) • Outcomes, progress, issues, barriers, trends

Developing ICT planning and Leadership Capability • ICT documentation (strategic plans, action plans, teacher planning, appraisal) • Infrastructural developments (environmental layout, purchasing, maintenance, upgrades) • Developing leaders (Principals leading learning, lead teachers as mentors, student experts) • Outcomes, progress, issues, barriers, trends

Establishing a professional learning community • Methods of programme delivery (staff meetings, workshops, one-to-one tutoring, quality learning circles, in-class support, school visits, mini-conference, student workshops) • Developing leaders (Principals leading learning, lead teachers as mentors, student experts) • Reflective dialogue in relative contexts (ICT skills, theory, pedagogy) • Outcomes, issues, barriers, trends