ACTIVITY:5 Legal and ethical contexts in my digital practice

Bring Your Own Device (BYOD) @ PAKURANGA COLLEGE 2016

At my college the Net Safe kit is used to address student cyber safety and support digital citizenship. New staff to the college, elected BoT members and new students enrolling have to read, understand and sign the cyber safety use agreement. 

Staff also have to familiarise themselves with the Code of Ethics for Registered Teachers/ Ngā Tikanga Matatika mō Ngā Pouako Kua Rēhitatia.  

Before we begin using ICT tools in the classroom following points are revisited at the start of the year.

                       

                         

After reading the week 29's class notes and article by Henderson, et.al (2014), I have analysed some potential issues that might occur in my practice.

·         Social media that I have been using in my practice is students communicate with each other using my blog for classroom use and also Facebook. Students create a video as part of group presentation and also communicate with cultural groups. Most of these activities does involve photography. Each student who is part of the group has access to photographs or videos. Sometime it is possible that student might download photos of other students in their group and share them on other social network such as Instagram and Snapchat etc. with the other friends. Thus there is a potential that these photos or videos could be used for wrong purposes, which could offend the students involved. 

·         In order to resolve the issue students are reminded of net safe agreement that they have signed at enrolment time. 

·         To avoid this to happen at the start of these activities students could be asked to sign an agreement to give consent to use photos only for educational reason by the teacher and no other member would use these photo on any social network. Plus student would be reminded of Net safe Digital citizen guidelines, focusing on care, respect and empathy towards each other. This will also promote the core values of the college: Connect, respect and reflect. 

Check with students if they had covered Owls wise words on privacy in primary and intermediate and revisit its four key component: 

• Own your information – take control
• Wait before you upload
• Lock your information
• Safety first 

(Acknowledgement: https://www.netsafe.org.nz/owls-wise-words-on-privacy/)

Dilemma: I had experienced an issue that involved social media. One lunch time two girls were involved in a fight. While this incident was happening, another group of students took a video recording of the fight and posted it on Facebook. It was brought into a staff member’s notice the next day by one of the student. This student preferred to keep his name anonymous. The matter was soon reported to the Senior Leadership Team and Guidance Councillor. As people had posted a lot of comments with the names of the girls involved. Because the matter falls under The Education Act 1989 and digital technology I am not sure exactly how school must have handled this incident. One thing I do remember is that school approached the Facebook providers and the content was removed on school authority’s request. The matter was handled by BoT, senior management and police. In terms of what were the consequences for everyone involved, I am uncertain as to how it was handled? Perhaps I will leave this issue for us to discuss…….?

References:

• Henderson, M., Auld, G., & Johnson, N. F. (2014). Ethics of Teaching with Social Media. Paper presented at the Australian Computers in Education Conference 2014, Adelaide, SA. Retrieved fromhttp://acec2014.acce.edu.au/sites/2014/files/attachments/HendersonAuldJohnson_EthicalDilemmas_ACEC_2014_0.pdf: The authors categorise 4 common ethical dilemma that teachers need to consider when using social media in teaching. The questions are good starting points for teachers to engage in conversations with colleagues or policy makers in their school in this aspect. Unfortunately, the authors do not provide any guideline to deal with the ethical issues.
• Ministry of Education. (2015). Digital technology- Safe and responsible use in school. Retrieved from http://www.education.govt.nz/assets/Documents/School/Managing-and-supporting-students/DigitalTechnologySafeAndResponsibleUseInSchs.pdf: This is a guideline from Ministry of Education to help school understand and ensure safe and responsible use of digital technology.
• e-learning and BYOD, Preparing for a digital world. https://www.pakuranga.school.nz/elearning-byod/
• Net Safe (2007). This Use Agreement is based on the NetSafe® Cybersafety Use Agreement for Secondary Students Template © NetSafe – The Internet Safety Group Incorporated - January 2007
• New Zealand teacher's council (2016). Guidelines - ethical use of social media. https://teachersandsocialmedia.co.nz/sites/default/files/resources/Guidelines%20-%20ethical%20use%20of%20social%20media_0.pdf.

This work is licensed under a Creative Commons Attribution-Non Commercial-Share Alike 4.0 International License.

Activities 4 : Indigenous knowledge and cultural responsiveness in my practice

History

Aotearoa has been inhabited by humans for at least 50 generations. More than 40 of these generations' inhabitants were all Polynesian origin. About 7 generations ago Pakeha started settling here with the agreement and authority of various tribal groups who became collectively known as Maori. In 1840 Maori handed over responsibility to the British Crown under the Treaty of Waitangi. The crown guaranteed partnership in mutually negotiated endeavours (such as education, conservation, health and wellbeing). The crown also pledged the right to full participation in society. In the 1970's the treaty gained prominence amid greater awareness of Maori issues and grievances, particularly with regard to land claims.

Signing the Treaty of Waitangi

(Acknowledgement://www.teara.govt.nz/en/artwork/35126/signing-the-treaty-of-waitangi)

My initial indigenous knowledge and culturally responsive pedagogy

Arriving in 1999 in New Zealand, after working as a Tertiary teacher in India for 10 years. Within the third month of arriving in New Zealand, I was enrolled in teacher's training programme. With very limited knowledge around Treaty of Waitangi and Maori culture. I stepped in secondary school's as student teacher. It was not until I did an assignment on biculturalism and language, that I was fortunate to dig some articles around Maori language and indigenous Maori people as Tāngata Whenua (people of the land).While working on this assignment I could relate the importance of cultural responsiveness in teaching practice. Back home as a student myself, I could relate to my experiences of being from a minority culture and how it feels among vast majority of other predominant culture. I am firm believer that to flourish a culture the most essential elements are language and cultural values of. 

My understanding around Maori culture and protocols deepened after my first teaching job at Te Kura  Kaupapa O Hoani Waititi. My first week at this Kura has ever lasting memories in my life. As I started throwing my scientific knowledge and vocabulary towards my akonga as Latin coming from an alien ( I am sure for most of them this was a first ever experience of an Indian science teacher). I could sense the distracted nature of the students in front of me, least interested in my scientific knowledge. This is when I learned my first lesson that "relationship" is the vital key to win hearts of Maori students. I still remember the time of the day and twinkle in my students’ eyes, when I referred to them as my younger "brothers or sisters". My second lesson ,which took me longer to learn, was around using students as my teachers to gain more insight around indigenous culture. This happened effectively when my student explained me the story of this song which I use to love watching on television at home in 2000.

“Whaka-awe-awe-awe-e"                                 Be inspired-inspired-inspired

(Acknowledgement: https://www.youtube.com/watch?v=gb1FnUH1mxE)

“Our journey began to move towards our goals by inspiring each other, creating a environment of mutual trust and sharing the decision making".

My next job helped me to strengthen my indigenous cultural knowledge and embed culturally responsive teaching practice in my planning after being part of "Te Kotahitanga" professional development programme for many years. I have been fortunate enough to attend workshops run by Bishop Russell. This also provided opportunities to analyse research articles of Russell et.al (2003).

(Acknowledgement: http://www.teara.govt.nz/en/document/1595/linking-maori-and-indian-culture)

Cultural Responsive Pedagogy at my current School

The following 5 values are part of my school's learning charter: Respect, Connect, Reflect, Strive & Create

Along these values school had identified the following learning habits

My teaching practice these values go in this order Connect------ Respect------ Create-----Strive------Reflect

CONNECT: 

Manaakitanga: Caring for students as Måori

First and foremost I believe in building strong teacher-student relationship. Which starts from getting to know each other, who we are and what values we bring to the classroom environment. Learning begins from providing an opportunity to akonga to share their prior knowledge. Thus enable a comfortable environment for students, developing trust, honesty and willingness to collaborate with each other. 

Ngå whakapiringatanga: Creating a secure, well-managed learning environment

Managing classroom well and overcoming behaviour issues in non-confrontational way by use of restorative practice. Involving whanau in students' learning, through regular communications during year. Which I do at beginning of the year and start of each topic by sending milestone for the topic.  

In order to prepare students for wider world. The process must begin from the classroom. This create "Culturally appropriate and responsive context for learning in a classroom"(Bishop et.al., 2001). 

Personally I am firm believer of the concept of ako (reciprocal learning), where teacher is seen as a facilitator and there is room for everyone to participate by using all possible tools to gain knowledge or master a skill. Teacher is not visualised as the only source of knowledge. 

RESPECT:

Täonga Tuku Iho (Cultural Aspirations):

 täonga tuku iho teaches us to respect the tapu (specialness) of each individual child (McCudden, 1992) and to acknowledge their mana. For this very reason as mentioned in my previous blog I enjoy parent evenings mainly because it reminds me that a student in my classroom holds a special place in someone's home. 

I value the cultural identities of students and colleagues and allow them to bring their individuality to who they are in my classroom. 

Tino Rangatiratanga (Relative Autonomy/ Self-Determination):

This creates room for self-regulated learning making them autonomous learners plus creates opportunity for power sharing in decision making process. In terms of preferred learning style, students tend to raise their voice comfortably and honestly without any fear. This enables me to get critical feedback from students. 

CREATE:

Nga whakapiringatanga –  to create a secure, well-managed learning environment

I try my best to create problem-based learning environment. Where students work in groups to explore a possible solution by interacting with each other using google doc, Trello, coggle or thing link programmes. As this learning places the learner at the centre of the learning process and aims to integrate learning with practice (Howell, 1997).

In order to create learning interesting for students, I challenge myself as a teacher to make learning relevant to real life as well as to students interests. e.g. in teaching quite an abstract topic of level 3 physics Lenz's law. 

A law stating that the direction of an induced current is always such as to oppose the change in the circuit or the magnetic field that produces it.

I make them visualise themselves as current (as a teenager) magnetic field creates this current (as they are created by their parents). Current behaves exactly like a typical teenager trying to oppose the creator, which is magnetic field's direction (parent my analogy).

I never get complains from students that they did not get Lenz's law. 

Using scientific investigation in units of learning at all levels create lot of opportunities for students to be innovative. 

STRIVE:

Mana motuhake – care for the performance 

I share every now and then my expectations with my students in my subject. I encourage them to set goals using dream catcher programme, this is been used school wide and students are reminded around these goals by asking them to reflect regularly. 

Achievements are rewarded by providing students certificates at classroom level, also acknowledging them in school assembly and in achievers breakfast once a term. 

In order to improve student's effort my current teacher inquiry is around micro-intervention of growth mind-set and I have involved whanua to promote similar message at home, LINK. Since I have started using growth mindset strategies in class, I have noticed a huge positive shift in student's attitude towards effort and commitment. I am trying to teach them how to embrace challenges and see failure as a learning experience. 

School wide quite early during the year student at CUSP are identified. Teachers are advised to put some strategies to support these students regularly and interact with and discuss with senior manager around the progress or concerns around these students at risk.

REFLECT: 

I critically reflect on my teaching, regularly by maintaining a reflective log and having professional dialogue with my buddy. School wide staff are encouraged to review the unit of learning at the end of each unit, where teachers reflect on positives, concerns and what strategies will be in place for future?

Wananga –   effective teaching interactions with Māori students as Māori or students as individuals

An effective teacher creates a visibly culturally appropriate context for learning.
(Acknowledgement: http://tekotahitanga.tki.org.nz/content/download/275/1284/file/te-kotahitanga+(phase+1).pdf)

In the end summarise my pedagogy around cultural responsiveness in this visual 

(Acknowledgement: https://nz.pinterest.com/rangrang92/celebrating-diversity-and-cultural-competence/)

 References:

• Bishop, R., Berryman, M., & Richardson, C. (2001a). Teachers’ perceptions and use of Aro Matawai Urunga-a-Kura: Suggestions for improvement. Wellington: Ministry of Education.
• Bishop, R., Berryman, M., Tiakiwai, S., & Richardson, C. (2003). Te Kötahitanga: The experiences of Year 9 and 10 Mäori students in mainstream classrooms. Report to the Ministry of Education. Retrieved from http://tekotahitanga.tki.org.nz/content/download/275/1284/file/te-kotahitanga+(phase+1).pdf
• Bishop, R., Berryman, M., Powell, A., & Teddy, L. (2007a). Te Kōtahitanga Improving the Educational Achievement of Māori Students in Mainstream Education Phase 2: Towards A Whole School Approach. Retrieved from http://www.educationcounts.govt.nz/__data/assets/pdf_file/0009/9909/TeKotahitanga-Phase2.pdf
• Bishop, R., Berryman, M., Cavanagh, T., & Teddy, L. (2007b). Te Kōtahitanga Phase 3 Whānaungatanga : Establishing a Culturally Responsive Pedagogy of Relations in Mainstream Secondary School Classrooms Report to the Ministry of Education
• Howe, K. R. The quest for origins: who first discovered and settled New Zealand and the Pacific islands? Auckland: Penguin, 2003
• Howell, F. (1997). A report on problem based learning. Unpublished paper. Griffith University.
• McCudden, M. (1992). He Tohu Umanga Matauranga. Wellington: Specialist Education Services.

ACTIVITY 3: APC Trends in Global education

ACTIVITY 3: APC

Trends in Global education

Speed up & Awareness

Using Week 27 notes and going through videos on:

"Changing education paradigms" by Sir Ken Robinson, 

Global trends: The world is changing faster than at any time in human history Pearson. (2013, April 26). Myself a visual learner would initially like to share these three images on changing trends of global education 

This where we were at the beginning of 21st century 

Acknowledgement: http://www.mtabsurveyanalysis.com/wp-content/uploads/2012/12/iStock_000011272391XSmall.jpg

This is our target for 21st century learning learners are collaborating across the world

Acknowledgement: https://media.licdn.com/mpr/mpr/p/6/005/057/006/07ef439.jpg

The education has always been and will be in state of review and constant reconstruction with the changing global demands and needs of  learner, the only difference I see in current times looking at global trends (from Global trends: Alternative Worlds. National Intelligence Council: US, 2012), is that restructuring is required in current time at faster pace than it happened in past. 

http://mywebodyssey.blogspot.co.nz/2010/09/under-construction-template-for.html

Current Issues in Global Education

To achieve universal primary education:

Globally, 123 million youth (aged 15 to 24) lack basic reading and writing skills; 61 per cent of them are young women. Children who start school late are more likely to drop out before completing their education. Data from household surveys in 22 developing countries (conducted between 2005 and 2010) show that 38 per cent of students starting primary school were at least two years older than the official entry age. Children from poorer households are more likely to delay the start of their education for a number of reasons, including poor health and nutrition and the risks associated with travelling long distances to school. Girls are less likely to start school than boys, but once enrolled, they are more likely to reach the last grade of primary school, except in Western Asia and Eastern Asia. Boys tend to repeat grades more often than girls, which can increase the risk of leaving school early.

Mega trends and their impact on global education

Acknoledgement: http://www.strategy-business.com/media/image/00309_ex1b.gif

Influence of Issues in New Zealand education

Shifting the focus to student-centred learning by:

• identify the needs of students 
• modifying school systems, programmes and resources to meet these needs of the students
• being innovative around students' learning needs 
•  catering for students with diverse needs 
• providing opportunities for creative problem solving 
• working effectively as teams 
•  having strong communication with external agencies, families and whānau 
• using information about students' strengths, interests and needs to develop and review programmes for students
•  Supporting students well to manage transitions within and beyond the school.

Knowledgeably implementing a responsive and rich curriculum:

From secondary school point of view the area that needs to be reflected in classroom planning and school curriculum planning is are NZC principles. A classroom that will be inclusive of these principles will cater well the needs of 21st century. 

Using assessment information to know about, and plan for, students’ learning: 

Teachers must have knowledge of students‟ cultural backgrounds, including their bicultural foundations, so they can ensure that the curriculum which students experience is culturally and ethnically relevant. With a strong knowledge of all of the aspects mentioned above, teachers are well placed to plan a curriculum that links to, and builds on, students‟ interests, strengths, and learning needs. 

Addressing Issues in My Community of Learning:

At my school in order to prepare learners for 21st century huge emphasis on building learning habits of students and students are regularly asked to reflect on the following rubric

In order to prepare teacher to embrace technology in their classroom e-learning group is an effective group represented by mentors from each faculty. These mentors meet regularly to create a e-learning vision for the school and support staff within their individual faculties to provide professional development in ICT. In 2016 e-learning team has stated offering e-certificates to staff on completion of certain basic, intermediate and advanced levels certificates on successful inclusion of ICT tools around google doc, google classroom and moodle in lesson plans and unit plans. In term four about 4-5 hours professional learning time is provided to build new ICT resources or to review the existing ones. Science faculty has stated using SAMR model in their e-learning annual plan.

Student voice has big emphasis at my school in overall school's plan as well as in individual teacher's progression over the year. Teacher’s carryout teaching inquiry project around an area that teacher would like to investigate. During this project a reflective log is maintained and inquiry is shared with colleagues and student voice around this is gathered that assist in analysing the inquiry. In term 3 some of these teaching inquiries are shared all across the school, the most interesting aspects of these presentations are that they are done by students, who share their teacher's inquiry.

Success is promoted through "Positive Behaviour For Learning Group" by promoting the issuing of positive attribute certificate around core values of school "Strive, Connect, Reflect & Respect"  and teacher are encouraged to take selfie with students at the time of issuing these certificates. These selfie photos go on school's display stations all across the school. 

At faculty level there is huge emphasis on making learning relevance to the needs of the learner and to link learning with real world and this must be included in teaching and delivery of lessons on regular basis, so that the learner can see the need of learning of what they are learning. 

Cultural diversity is embraced well during school year by organising cultural expos, cultural night, acknowledging various language weeks and celebrating cultural festivals. Each Maori & Pasifika students work with an individual staff mentor throughout the year to support these students in the overall wellbeing. Whanau Hui and Talanoa nights are organised once a term to build strong connection with whanau and aiga.

Student led homework clubs are run every Wednesday. The house system at college is very strong to create sense of belonging and role of tutor teacher has been very effective since 2014 when Tutor -Parent-student conferencing has been introduced twice each year and tutees set goals annually around three areas: Academic, co-curricular and personal. Tutees are encouraged to reflect on these goals using dream catcher programme regularly. 

Concluding statement

Personally I believe that we certainly do not need to be in a panic stage, we as educationist are trying our best to move forward only thing is we need to do it at faster pace and making sure that it is a collaborative approach among our colleagues, as some of them are still in a fixed mind-set stage, as they are still working with some assumptions like:

•  learning is content driven rather than skills, 
• blaming the learner for not being able to concentrate rather then investigating why things are not working for learner in my classroom
• fear of embracing challenges.

Above all I think Mind lab course should be promoted well so that most schools will have staff ready to embrace 21st century challenges.

   References:

• Bickham, M., Bradburn, F., Edwards, R., Fallon, J., Luke, J., Mossman, D., & Ness, L. A. V. (2008). Learning in the 21st Century : Teaching Today’s Students on Their Terms. International Education Advisory Board, 7–20.
• Education Review Office. (2012). Evaluation at a Glance : Priority Learners in New Zealand Schools August 2012, (August).
• Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2015). NMC Horizon Report: 2015 K-12 Edition. Austin, Texas: The New Media Consortium.Retrieved from http://cdn.nmc.org/media/2015-nmc-horizon-report-k12-EN.pdf: This report drawn from the panel of experts around the globe provides informative and easy-to-access reading around technology trends that impact on the educational practices and what plan and actions should be done to effectively address the changes.
• OECD. (2016). Trends Shaping Education 2016. OECD Publishing:Paris. DOI: http://dx.doi.org/10.1787/trends_edu-2016-en (this publication can be read online by following its DOI’s hyperlink): This document compiles the analysis of the global trends affecting education and raises relevant questions for education policy makers and practitioners to consider how to act towards those trends.

Activity: 2 APC Current Issues In My professional Context

Organisational culture

Values and Guiding Principles at Pakuranga College

·         There 5 main core values emphasised at Pakuranga College: Strive, Respect, Connect, Reflect and Create.

•  Students are always encouraged to take responsibility for their own learning. Students are encouraged to aim for their very best performance in whatever they undertake whether it is in academic, cultural or sporting endeavours.
• Staff collaborate to build independent learners. Success in all endeavours is acknowledged and rewarded.
• College environment promotes respect. 
• The local community including business, sporting, cultural and other organisations are included in the development of our policies and priorities.
•  Students will celebrate and enjoy all forms of diversity in our college, nationally, and internationally. This includes cultural, gender, intellectual and physical difference. 

My contribution in my community of Practice:

• Another key aspect for successful teaching practice is building positive student and teacher relationships, in particularly beneficial to older students as stronger effects are found in higher grades (Roorda et. al. 2011).
• My Practices are around building Self-regulatory (Mega, et.al. 2014),  learning habits among students and keeping high expectations from my students, whether it's is around key competencies or for academic performance.
• As a tutor teacher I encourage all my tutees to actively get involved in extra-curricular activities as results showed that the amount of participation in extracurricular activities was positively related to academic achievements (Gerber, 1996). I foster the leadership skills among my students by assigning them leadership roles from small scales in group activities at classroom level to become cultural group leaders, sports in-charge, and home-work club runners or involved with specific school councils. As developing leadership skills helps in motivation.
• My teaching practice has evolved over the years, when I was a beginning teacher my style of delivery had been very traditional, chalk talk. My position in the class now has become more of a facilitator role, working either one on one or with small groups.
• Lately I have started spending more time around critical reflective process, gathering student voice and action research using teaching inquiry. As supported by the researchers, teachers and students gain a sense of empowerment as they deepen their relationships and negotiate new roles as partners and co-researchers making sense of learning in their classrooms (Bell, & Aldridge, 2014).
• My current teaching inquiry is around creating and promoting a culture of growth mind set using strategies from Dweck‘s research (1988).
• My perceptions towards  how collaborative approach can be an effective tool still depends upon where in the school the collaborative approach is used. If it is among members of same faculty team this approach does work. However it is very much shaped still from the people high up in the hierarchy, collaboration at individual level becomes effective only once you have strong emotional connection with a team member. This could be within the faculty supporting each other on similar need of topic resources or with colleagues in other faculties, with whom you open up to share strategies that when you implemented worked in your class. However in many times these later half of collaboration is carried out more among members on same students that they teach in different areas. 

Issues with collaborative approach:

:

• Serious collaboration--teachers engaging in the rigorous mutual examination of teaching and learning--is rare, and where it exists, it is fragile. When teachers work as colleagues, it produces greater coherence and integration to the daily work of teaching. Further it equips individual teachers, groups of teachers and school for steady improvement.
• Two fundamental conditions appear to be crucial to joint action among teachers: interdependence and opportunity. The key practices of colleagues are most likely to make a difference where they are an integral, inescapable part of day-to-day work. Joint work will beneficial if teachers find themselves truly interdependent with one another to manage and reap the rewards of teaching. When teachers' success and satisfaction can be achieved independently, the motivation to collaborate is weakened.

Current issues in my community of practice

• The school overall does value providing a caring and supportive environment for well being of all staff. There is a strong emphasis on staff and student voice in decision making. But as the education is driving many schools across the country into competing with one another, unfortunately the main criteria used for this is based around grades and performance. Which shifts the teaching practice towards assessment driven. A lot of teacher time is being used around number crunching and regular reflective written records needs to be maintained by staff, which is quite time consuming. 
• My perception on collaborative team work on shared vision and values is still at transient stage in high schools, as it is still working under the directions of  senior leaders rather than self-driven among colleagues. I do believe at organisational level collaborative approach needs to be developed with opportunities for reflective professional dialogues and professional training. Schools do need to invest more time and effort in this area as suggested by Hongboontri and Keawkhong(2014).
• Lots of new initiative but these initiatives needs to be integrated well. As suggested by research conducted by Timms et.al (2007) teachers generally regard their workload as increasing every year.

Comment from a teacher was: “What tires me out (after 30 years of teaching) is the ever increasing tasks that are placed into my “teachers’ work wheelbarrow”. Never does anyone take tasks off, so the barrow gets harder to push, more time consumed, and often on tasks not directly related to face-to-face, classroom contact with children”.

Addressing challenges in my community of practice

• Time being a major factor affecting the teaching profession, bearing this in mind schools try and listen to teachers voice by providing professional learning time to complete these kind of documentation. However this is done at cost of adding yet another job into your already full basket. 

• School is trying currently to link a new initiative to a previous one. Either by providing professional learning time or by spending some of the ToD time around collaboratively working on new initiatives.

•  Regular professional learning time is provided to staff on Friday mornings period one as this not only provide opportunities for collaboration but also gives us time to plan our teacher inquiry around our teaching practice. This additional time help us to plan our inquiry, analyse inquiry and receive feedback from critical buddies. Plus it is also used in sharing strategies around classroom subject practices, literacy resources and also for collaborating on e-learning strategies.

Changes occurring in my profession and how these changes are addressed by my community of practice

• Effective school wide e-learning programme: e-learning mentoring teams has been set up school wide, staff from each faculty has a role in this team. Collectively school wide vision for e-learning initiative is developed annually. E-learning mentors work with their own faculties to communicate school wide policies to be implemented and to collaborate resources in this field. 
• Any necessary professional development to colleagues in e-learning is provided by the faculty mentors or by students digital councils (students assigned to each faculty are also encouraged to support staff in their professional development around use of ICT tools in classroom). Student mentors and peer support leaders are also used to help and train new students to use google docs and other ICT tools. 
• The list is endless..... however overall I must say school is moving towards as Stoll, 1998 suggests 

"An understanding of and respect for the different meanings and interpretations people bring to educational initiatives, and work to develop shared meanings underpinned by norms that will promote sustainable school improvement."

References:

1. Bell, L. M., & Aldridge, J. M. (2014). Student Voice, Teacher Action Research and Classroom Improvement. Springer.
2. Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256 – 273.
3. Haddad, W., & Jurich, S. (2002). ICT for education: Potential and potency.Technologies for education: Potential, parameters and prospects. UNESCO and Academy for Educational Development, 28-4
4. Hongboontri, C., & Keawkhong, N. (2014). School Culture: Teachers' Beliefs, Behaviors, and Instructional Practices. Australian Journal of Teacher Education, 39(5), 66-88. Retrieved from http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2332&context=ajte
5. Gerber, S. B. (1996). Extracurricular activities and academic achievement. Journal of Research & Development in Education.
6. Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121.
7. Roorda DL, Koomen HMY, Spilt, JL, and Oort FJ. 2011 The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement. Review of Educational Research 81 (4): 493-529. - See more at: http://www.parentingscience.com/student-teacher-relationships.html#sthash.bZiocgEb.dpu
8. Stoll (1998). School Culture. School Improvement Network’s Bulletin 9. Institute of Education, University of London. Retrieved from http://www.educationalleaders.govt.nz/Culture/Understanding-school-cultures/School-Culture
9. Timms, C., Graham, D., & Cottrell, D. (2007). “I just want to teach” Queensland independent school teachers and their workload. Journal of Educational Administration, 45(5), 569-586.