A summary of responses in the ICT annual survey from facilitators working in New Zealand ICT PD clusters.

1. K EY L ESSONS L EARNED
T HE F ACILITATOR R OLE
compiled from responses to the ICT PD Annual Survey 2009

2. PERSONAL
CHARACTERISTICS

3. E FFECTIVE F ACILITATORS :
are accessible.
have good communication and interpersonal skills.
are prepared for anything.
are problem solvers.
find ways to win hearts and minds eg fixing a small problem
a school is having can get the whole school on board.
can connect personally with a range of staff.
can develop and leverage support networks.
are not fazed by challenges as they arise.
are patient but still firm with expectations.
stay positive!

4. E FFECTIVE F ACILITATORS :
need to be prepared to work hard and perhaps travel long
hours.
are good listeners and mentors
enjoy the role!
maximise opportunities that arise while in the role.
have perseverance.
can accept failure – your ‘great ideas’ may not always fit.
are able to prioritise – you can’t do everything!
know that they can’t be everything to everybody.
don’t try to do it all on their own.
are human and accommodating.

5. E FFECTIVE F ACILITATORS :
know how to say ‘no’.
ensure all teachers feel valued and well-supported.
smile even when it may seem the chips are down.
celebrate the small successes.
are thick skinned – it can be a lonely or even hurtful role at
times.
are resilient.
are humble.
are not locked into one way of thinking and are not so
certain of their own way that they can’t take on board the
ideas of others.

6. E FFECTIVE F ACILITATORS :
are willing to ‘give things a go’ and model new techniques.
keep it ‘real’.
are willing to share ideas and resources.
are able to be flexible when needed.
are reflective.
are unafraid to make mistakes.
BARRIERS
Not enough confidence in their own abilities.

7. SUPPORT IN
THE ROLE

8. E FFECTIVE F ACILITATORS :
can benefit from co-facilitating with a more experienced
facilitator.
can benefit from working with a mentor facilitator.
have clear guidelines set out in the job description as to the
content and goals expected from cluster principals.
have the support of an excellent director who keeps a tight
control on all activities.
are given encouragement by the cluster director.
have a supportive National Facilitator.
receive feedback, ideas and praise from the National
Facilitator.

9. E FFECTIVE F ACILITATORS :
BARRIERS
Juggling the demands of part time facilitation and part time
teaching.
have enough time dedicated to the role to be able to make a
difference (suggestion by one facilitator is at least 0.6 full time
equivalent).

10. KNOWLEDGE AND
UNDERSTANDING

11. E FFECTIVE F ACILITATORS :
have strong pedagogical knowledge of best practices in
teaching and learning.
remember that technology is a tool that should complement the
teaching and learning process.
have a good knowledge of schools’ curriculum.
have a knowledge of how eLearning works within the
curriculum goals.
can quickly pick up how to use various ICT tools.
have an understanding of how to work in digital environments.
understand the inquiry learning approach.
keep the big picture in mind.

12. E FFECTIVE F ACILITATORS :
learn what facilitation actually means.
understand the needs of adult learners and have experience in
facilitating adult learning.
invest heavily in developing their own skill base and gaining an
understanding of what is happening nationally and
internationally.
read widely (including the ICT PD newsletter each fortnight).
benefit from experience in previous ICT clusters as a facilitator,
director, or lead teacher.
engage in self-study.
have the appropriate specific subject knowledge.

13. E FFECTIVE F ACILITATORS :
get opportunities for personal PD as well as cluster wide
opportunities.
are able to develop own learning pathways at conferences.
spend time reading, synthesising and implementing research.
seek exposure to new ideas and systems.
make the most of opportunities to work with outside experts eg
Tony Ryan, Pam Hook.
benefit from having senior management experience in schools.
are successful classroom practitioners who have used ICT
effectively.

14. E FFECTIVE F ACILITATORS :
BARRIERS
Lack of personal classroom experiences with web 2.0
technologies.
General inexperience in the role.

15. WORKING WITH
THE CLUSTER
MANAGEMENT
TEAM

16. E FFECTIVE F ACILITATORS :
seek guidance from cluster principals regarding the needs of
the schools.
are able to be effect change more easily if principals meet
regularly and take an active part in the cluster.
trust their management team but will still follow things up
themselves.
meet regularly with the cluster management team.
set clear guidelines for those with delegated roles.
have regular contact with the director.
have strong support from principals.

17. E FFECTIVE F ACILITATORS :
have principals that come on board and trust, resource and lead the
programme.
work with schools that are all totally committed to the success of the
contract.
work with schools that have a clear vision and commitment towards
providing a high quality teaching and learning environment.

18. E FFECTIVE F ACILITATORS :
BARRIERS
Inexperience of the cluster leadership.
Lack of management backup within the cluster.
Leadership that prevents or inhibits change.
School principals being opinionated and overriding
decisions of the director.
Negativity about the contract can be transferred onto the
facilitator unfairly.
Suggestions not being taken up by the cluster management
team.

19. STRATEGIC
PLANNING

20. E FFECTIVE F ACILITATORS :
help keep the focus on having a strong cluster vision and
use this to reflect against in their own role.
have clear goals and expectations.
have a clear vision of where to next and how to go about
getting there.
provide a wide range of PD opportunities to cater for the
diverse needs of cluster teachers.
are realistic when setting goals.
know the importance of strategic planning for the
cluster.

21. E FFECTIVE F ACILITATORS :
BARRIERS
Developing a cluster programme through trial and error
meaning that change takes longer and valuable time is lost
at the start.
The contract not being embedded in development around
the new curriculum and therefore being seen as an ‘add on’.

22. COMMUNICATION

23. E FFECTIVE F ACILITATORS :
create multiple lines of communication within the cluster.
have at least two points of contact within each school.
build clear systems and structures for communication within the
cluster – wiki/webpage etc
provide schools and staff with simple, timely instructions as needed.

24. E FFECTIVE F ACILITATORS
BARRIERS
Schools not communicating plans/ expectations
in advance.
Lack of response to emails sent to schools.
Ineffective lines of communication within each
school.
Difficulty in sharing the vision of what in means
to be in a cluster and what the cluster stands for.

25. FOSTERING THE
CLUSTER
COMMUNITY

26. E FFECTIVE F ACILITATORS :
maximise opportunities for collaboration within the cluster.
focus on creating an atmosphere of trust and sharing between
cluster schools so that schools feel supported in leading change
and cross cluster sharing is actively encouraged and fostered.
help to make connections between teachers with similar interests
across the cluster.
have a way of sharing PD with all schools to ensure that they all
get a ‘bite’ of the professional learning eg cluster shares or a
cluster conference
establish a strong connection within the group of lead teachers as
this helps to create a great collegial support group.

27. E FFECTIVE F ACILITATORS :
know the importance tapping into expertise across the cluster
so it is not always the facilitator taking the lead.
have regular cluster meetings with lead teachers and principals.
are suppported by a team of collaborative lead teachers.
work with schools that all having a shared vision.
help to foster a strong sense of community amongst the cluster.
are visible and available personally – be that online,
through texting or a phone call away.
expose staff to new ways of thinking about and working with
ICTs.

28. E FFECTIVE F ACILITATORS :
BARRIERS
Cluster principals having difficulty in working well together.
Too many schools in the cluster making collaboration and
communication difficult.
Not getting full commitment from all schools and staff.
Wide geographical disbursement of cluster schools.
A huge variety between cluster schools.

29. BEING PART OF
THE WIDER
NETWORK

30. E FFECTIVE F ACILITATORS :
meet regularly with other facilitators (formally and informally) for
dialogue, to share resources and plan collaboratively.
make use of the National Facilitator team and online sites for
information and clarification.
go to regional meetings – there is a lot of information and help to be
sourced there from other clusters. Find out who the other facilitators
are and liaise with them.
spend time visiting other schools from across the sector to find out
what they are doing.
build a network of colleagues in the same field and do this as early in
the contract as possible.

31. E FFECTIVE F ACILITATORS :
use the plentiful online resources as a support (including ICT PD
online)
attend national conferences to upskill and to make connections with
others working in the same role.
collaborate with other clusters and facilitators.
are willing to present at other cluster events.
visit other cluster wikis to access the ideas and resources.
use Twitter as a tool to build up contacts.
ask questions of the network.
make use of resources on the facilitation wiki.

32. E FFECTIVE F ACILITATORS :
participate in synchronous online discussions and chats with
other facilitators such as the live chat opportunity during the
facilitation module.
contribute to ideas and resources in the ICT PD online modules.
BARRIERS
Not enough chances to have rigorous discussions with
other facilitators eg around the rubric – what does the ideal
look like?
Not enough time to visit best practice classrooms.

33. WORKING WITH
INDIVIDUAL
SCHOOLS

34. E FFECTIVE F ACILITATORS :
regularly point schools to quick little helpful tools for classroom use
to keep the enthusiasm alive – not everything has to be time
consuming and a drain on teacher energies.
visit each school regularly.
make sure that any practical session is based on sound pedagogy and
that this is discussed with participants.
facilitate buddy observations around the school.
celebrate all the good things happening within the school, within the
school community and with other cluster schools.
make sure that what is covered when in a school is followed up by
either the teacher or principal.
works in with the individual needs of each school.

35. E FFECTIVE F ACILITATORS :
are supported by excellent lead teachers who ensure that staff and
ready and prepared when the facilitator visits their school.
can achieve more when working with supportive and enthusiastic staff.
have the support of principals who are learning leaders within their
schools.
work with schools that expect staff to transfer their learning into
classroom practice.
can have a greater impact when working with teachers prepared to step
outside of their comfort zone and explore the potential of a range of
ICTs to enhance learning.
are supported by the openness of school principals and lead teachers
who are willing to change practice and trial new initiatives.

36. E FFECTIVE F ACILITATORS :
are aware that it is not always the perceived ‘experts’ that will spread
skills and information. Teachers are often more encouraged and
inspired by seeing everyday colleagues use ICT than the gurus.
empower teachers to lead their colleagues.
look for opportunities to involve the students in new initiatives.
get to know the school secretaries well!
join in social occasions and school events where ever possible to show a
willingness to be part of their learning experiences.
choose teachers to target wisely – start with those that have respect in
their departments and who actually want to change.
have systems in place to track time with schools/ teachers to ensure that
there is sufficient time and opportunity to follow up professional
learning.

37. E FFECTIVE F ACILITATORS
BARRIERS
Principals not being supportive of the facilitator and/or their
lead teacher
Many staff changes including changes of lead teacher and
principal.
Schools that are going through other difficulties unrelated to
ICT PD that means they don’t prioritise the contract.
Schools having too many other commitments so not
prioritising the contract.
Expectations of teachers are not always realistic.
Not enough time for teachers to implement what they have
learned.

38. E FFECTIVE F ACILITATORS
BARRIERS
Schools that continually complain they don’t have enough
time and staff won’t try new things.
Schools not being organised or prepared.
The inexperience of school management and staff heading
into the contract.
Large range of abilities of teachers within each school.
Goal setting with individual teachers can result in narrow and
low tech goals without plenty of support and input which can
be difficult to do as a facilitator.
Development related to the new curriculum has squeezed time
for PD related to the contract.

39. E FFECTIVE F ACILITATORS
BARRIERS
Being dictated to by school principals as to what to do in their
school when this does not fit in with wider cluster goals.
Teachers not being ready at the start of the contract to
participate in new PD opportunities.
Not being included in staff meetings where other professionals
are invited to present.
Lack of cohesion between school management and staff.
Difficulty in having enough time with each teacher in large
schools.
Staff being unwilling to change and take risks.

40. E FFECTIVE F ACILITATORS
BARRIERS
Having to overcome teacher concerns about a lack of technical
support when integrating technology.
Having to ‘go in blind’ as there has not been information from
the teacher about the desired focus of the session.
Lead teachers that are not suited to the position and inhibit
progress.
Principals not wanting to overload their staff so not having
high expectations for outcomes.
Slow school networks and unreliable hardware.
Technicians that act as gatekeepers and obstruct rather than
facilitate.

41. E FFECTIVE F ACILITATORS
BARRIERS
Not enough equipment in schools to maximise benefits of PD.
Rural networking issues.
Schools that think the contract is all about getting new
equipment.
Sites being blocked .
Non-compatible peripherals with computers eg videos that
don’t work with computer software.
Different versions of software within the school.
Not having the appropriate software on the facilitator laptop
that is needed to work with teachers in schools.

42. WORKING WITH
INDIVIDUAL
STAFF

43. E FFECTIVE F ACILITATORS :
spend one on one time with staff to allow for personalised learning.
Quality over quantity in terms of PD.
are aware that all teachers have different needs and are coming from
different positions so a one size model won’t work for everyone.
find a motivating interest for each staff member that they can then
apply to ICT PD.
make staff feel at ease when working with them.
take small steps rather than overload staff.
talk to teachers about what they want to get out of each session
before starting.
feedback to those they have worked with – they like the connection
and personal recognition.

44. E FFECTIVE F ACILITATORS :
don’t just talk about using ICT but model it – staff respond to hands
on action.
know that you can’t impose new learning on people – it has to be
embedded in tasks that have a direct relevance on day-to-day
practice.
put time and energy into relationship building with staff.
support people where they are first and work to understand the
uniqueness of their contexts before introducing anything new.
remain professional yet sensitive to the needs of staff.
can be flexible when working with teachers – it doesn’t matter how
well you think things are organised if the person you are working
with is in a different space.

45. E FFECTIVE F ACILITATORS :
apply a little ‘positive pressure’ to move people along.
BARRIERS
Lack of information at national level about the effectiveness
of different school-wide PD models and possible models for
differentiation.

46. CLUSTER
ADMINISTRATION
AND REPORTING

47. E FFECTIVE F ACILITATORS :
seek guidance on how a milestone should be put together.
are aware of what evidence is needed for milestone reports and set
up systems for collecting this.
have efficient, stream lined systems for collecting information.
allow time for administration and professional learning each week.
shouldn’t have to handle to finances for the cluster.
BARRIERS
Not enough time to keep up-to-date and to keep up with
administrative tasks.
Not enough release time to work on the milestone.

48. E FFECTIVE F ACILITATORS :
BARRIERS
Schools not meeting agreed deadlines.
Time management of principals and teachers can be poor.
Not enough funding.
Change in emphasis of the national goals midway through
the contract.
Difficulty in being able to isolate ICT as the reason for
improved student outcomes.

49. D ISCUSSION P ROMPTS
Which points would you prioritise for the facilitator
role?
What would you add to these key lessons learned?
Which do you disagree with and why?
How could the barriers that are listed be overcome?
What would you like to see happen at national level to
address some of the points raised?
How could you use this information within your own
cluster?

50. IMAGE CREDITS
Slide No. Image source Image title Author
1, 42 Flickr MEL_056 torres21
2 Flickr Hide and Seek lunadirimmel
7 Flickr Scaffolding Tattooed JJ
10 Flickr The word for today is “knowledge”, pass it on Stephen Poff
15 Flickr Meeting table mnadi
19 Flickr When work is play... Christmas w/a k
22 Flickr the maus phone 54/365 Jason Nicholls
25,27 Flickr Hanging by a thread Jenny Downing
33 Flickr Pungerahu_School kiwiripp
346 Flickr 3D Bar Graph Meeting lumaxart
4,6,9,12,18,24,27 Flickr Red lights wlodi