The next deadline for Ministry Funded PLD Applications is 17 May, 2024. Get in touch to learn more.
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The next deadline for Ministry Funded PLD Applications is 17 May, 2024. Get in touch to learn more.
Protecting schools against threats that could jeopardise data integrity, personal information or the operating environment is at the forefront of TTS managed services support. Threats are monitored, and tools are maintained and in line with best practise standards.
Without diving into specifics for individual sites, here are three facts about ICT security across schools:
No system is hack-proof and disaster could strike at any time. However, there are three tiers to responding to a security threat: prevention, mitigation, recovery.
Each school staff member has access to critical data, such as cloud services and SMS, which makes them vulnerable to malicious attempts to gain access to school systems. These break ins might be used, for example, to access school bank accounts and payroll, or to access or delete private student information.
It is important that schools have an ICT user policy in place, and educate staff against:
Should a user’s failure to comply with security recommendations lead to a breach, best practice standards would recommend mitigation systems should be in place to minimise the destruction. This would include a proactive maintenance schedule and continued monitoring and adjusting based on environment variables and recognised threats. A reactive approach for unforeseen events relies on the recovery tools identified.
Cloud platforms, like Google and Office 365, are not hack-proof. They do, however, both have layers of defence-in-depth security and geographical distributed data to protect against natural disaster or unauthorised attacks. Their biggest risk, but not the only, is a user’s failure to comply with security recommendations.
Should there be a major ICT service failure, enterprise products and services are required to ensure the best chance of full recovery. Most of these products and services provide instantaneous failover, but it all boils down to a fit for purpose solution developed with risk, priority and budget in mind.
A remarkable feature of an enterprise grade solution is that it isn’t an all-or-nothing offering. TTS can develop tools to protect only key users and the data deemed most critical for your school, thereby ensuring access to robust security for any budget.
TTS currently uses best practice standards which are managed with world leading technologies to protect our managed services schools. Please feel free to reach out if you would like any further detail or clarification. We love the opportunity to point out the unseen value we provide to our schools and invite you to engage us in a discussion at any time.
Our team can help. Get in touch to schedule a chat with an expert who can help you understand what security flaws to look for in your school technology.
I have been working for TTS for the past 7 years assisting schools with their technology infrastructure and digital alignment with the MoE.
Before that I was completing a Batchelors of Business with a major in Management and a Graduate Diploma in Business Administration, I worked in Massey University tutoring, relief lecturing, and marking in the business college while also being a director of a small software company. I also previously held roles as sales manager in the corporate world.
Within the professional learning environment, I specialise in assisting schools with strategic management, change management and leadership. These are all challenging areas that often require specific planning and implementation. Change is not only synonymous with technology but is part of the daily environment in education and embracing change can be a daunting. My goal is to assist schools to feel comfortable and accepting of necessary change.
I am a graphic and digital designer with nearly 20 years experience designing for the digital realm. I have a Bachelor of Fine Arts in Visual Communication, a Certificate in Computer Engineering and am a certified Adobe Creative Educator.
I am passionate about using technology to bring ideas to life and love encouraging learners to look for new ways to answer old questions. As a life-long learner myself, I always enjoy trying out new creative tools and exploring the impact they can have on students’ learning outcomes.
I am excited to be part of the TTS team and continue to help schools make the most of their websites and support teachers and students in creating engaging graphics, presentations, videos, websites, and more.
I’m a teacher with 20 years of classroom experience in a range of schools, locations, deciles and age groupings. I have background in technology education with a specialisation in Food and Material Technology.
I am passionate about technology education. So much so that it lead me to complete a Masters and PhD in Education qualifications where I explored communities of practice, teacher pedagogy and defined technological food literacy. I believe that many hands make light work, and networking and collaboration are key tools in the teacher kete.
I am currently part of the Subject Expert Group working with the Ministry of Education on the Review of Achievement Standards project.
I am a primary trained teacher with over 20 years’ experience finding new ways to effectively implement digital technologies into the classroom. I have always been passionate about finding and utilising digital tools within my class, and I enjoy exploring the internet to find new tools and learn about new ways in which other educators use digital technologies to best support their students.
I believe that is it important to find the right tools for you and your students as every class and school is different. Digital tools and technologies change rapidly and what may not have been suitable in the past could be just what you need now. I look forward to working with and supporting you to find and implement the best digital technologies for your specific learning environment.
I am a specialist teacher and PLD provider of creative writing, drawing on 20 years’ hands-on experience in the primary classroom teaching years 0-6, and as literacy leader, ALL teacher and CoL teacher.
In addition to my classroom experience, I bring my own experiences as a creative writer to my PLD sessions. I have published over 100-chapter books and 9 novels. Much of my published content is for the education market in NZ, Australia, the U.S, U.K and China. Publishers include Macmillan, Pearson, Oxford University Press, Capstone, Lift education, Sunshine books and Cengage. In addition, I have written several assessment and comprehension guides as well as books on how to teach creative writing (Essential resources). I hold a Doctorate in Education (EdD), where I investigated how primary school teachers teach creative writing, often focusing on the use of digital technology. As well as education and teaching qualifications, I also hold a Masters in Creative Writing.
I can provide individual hands-on modelling and feedback, as well as whole staff PLD. In addition, I examine the potential of new media (technology) in creative writing pedagogy.
I am a primary teacher of 30+ years experience covering all year levels from 1-8. I believe in “lifelong learning” and am passionate about encouraging teachers to be facilitators of their learning, and that of their students. I believe knowing when, what, why and how to implement digital tools to fit the purpose of “the teaching and learning” is essential today. I believe relationships are intrinsic in education, connecting people with tools/resources for teaching and learning, and how they support creativity, collaboration and innovation.
Michael is a teacher with 8 years classroom experience, and has taught students from years 1 through to 8. He has a bachelor of teaching and continues to learn through post-graduate studies. Michael is passionate about literacy education, and how reading and writing can – and should – be made accessible and interesting for all learners in schools. As a teacher, he recognises the need for resources that engage, enable, and empower students so they can achieve a meaningful, successful, and sustainable education.
I am an MoE Accredited PLD facilitator with a BEd (Hons) Degree in Education. I have over 20 years of experience in teaching 11 to 18-year-olds, with the last fourteen years being in New Zealand. I believe in empowering teachers to be confident in a modern learning environment and to discover new ways of inspiring students. I am a firm believer of continuous improvement in the skills of a teacher to deliver a more interactive, productive and engaging experience. I am extremely skilled with Google Suite/Apps and Microsoft.
