INDEPENDENT SCHOOLS ASSOCIATION <ul><li>DIGITAL STRATEGIES FOR INDEPENDENT SCHOOLS </li></ul><ul><li>Tuesday 22 September ...
References <ul><li>One step ahead of the game – Leading change in ICT in support of pupil learning  Ann Gill, NCSL, summer...
Session 1: <ul><li>Identifying the problems – where do we start? </li></ul>
 
 
 
 
 
Twitter in school – 140 characters <ul><li>So a priest, a rabbi and a minister walk into a bar. The bartender says, &quot;...
“ Headteachers need to learn to deal with change instead of spending time unblocking toilets, filling dishwashers and avoi...
The challenge for the delegates today <ul><li>to understand the critical role ICT now can play in schools </li></ul><ul><l...
<ul><li>The publication of the e-strategy (DfES 2005) marked a step change in government thinking about the importance of ...
<ul><li>Identifying the problems – where do we start? </li></ul><ul><li>So much work has been done in so many areas… </li>...
Assessment costs for ICT mark <ul><li>£400 + VAT for schools (under 100 pupils) </li></ul><ul><li>£500 + VAT for schools (...
But let’s ignore costs, what are the principles in terms of school development planning for the use of ICT? Betca Matrix –...
<ul><li>Identifying the problems – where do we start? </li></ul><ul><li>Defining the role of the ICT strategy leader – co-...
Showing Insight in the area of ICT – skills to deploy… <ul><li>You must ask thoughtful questions </li></ul><ul><li>You nee...
<ul><li>ICT coordinator’s responsibilities  (adapted  from DCSF national strategy document) </li></ul><ul><li>When the res...
<ul><li>ascertaining that each department, including special educational needs and the library, identifies its requirement...
<ul><li>ensuring that sensible, transparent decisions are made when there are competing demands for resources, and that th...
 
Session 2: Factors that help or hinder ICT development <ul><li>Pressures from Teachers, whole school and external agencies...
Effective school and curriculum leadership is the lynchpin  <ul><li>There really is no escape for teaching professionals f...
<ul><li>The statutory requirement to ensure that all pupils make progress in ICT capability extends to the application of ...
Rather than use these ‘difficult’ judgements, what about using traffic lights Red Below 20% Few Red/Amber Around 40% or mo...
<ul><li>The statutory requirement to ensure that all pupils make progress in ICT capability extends to the application of ...
Let’s take time out to review the latest standards statements from ISI <ul><li>ISI grade 1 -  </li></ul><ul><li>Excellent ...
Teacher-level factors  <ul><li>Confidence and competence with ICT  </li></ul><ul><li>Awareness of appropriate curriculum a...
School-level factors <ul><li>ICT ‘vision’ from senior management  </li></ul><ul><li>Whole-school policies focusing on usin...
External factors <ul><li>Professional/subject networks that advise on effective ICT use, such as National Association of A...
The vexed issue of budgeting <ul><li>Guidance figures from the State sector (Becta report 2006) showed: </li></ul><ul><li>...
Becta’s take on budgeting
 
<ul><li>1 Assess the quality of facilities and services needed to support the ICT </li></ul><ul><li>development plan. </li...
What would an asset register look like?  From Kent County Council
Lunchtime
Lunch over…
Session 3:  Case Studies of the Good, the Bad and the Interesting <ul><li>ICT integration is not simply dependent on ‘tick...
Vision Review Implement Starting point: What are the things you need to do first ?
 
St. Custards  An object lesson for an ISA school today?
Writing a suitable policy…
From www.usethekey.org.uk
From www.usethekey.org.uk
Getting IT right <ul><li>The need to integrate ICT fully into all aspects of teaching and learning is no longer a matter o...
www.slideshare.net
CUT TO THE CHASE
References <ul><li>One step ahead of the game – Leading change in ICT in support of pupil learning  Ann Gill, NCSL, summer...
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IsaNet Digital Strategy 09 09

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Course for independent schools to assist them in developing their ISA strategy

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IsaNet Digital Strategy 09 09

  1. 1. INDEPENDENT SCHOOLS ASSOCIATION <ul><li>DIGITAL STRATEGIES FOR INDEPENDENT SCHOOLS </li></ul><ul><li>Tuesday 22 September 2009 </li></ul><ul><li>with many thanks to </li></ul><ul><li>Highclare School </li></ul>
  2. 2. References <ul><li>One step ahead of the game – Leading change in ICT in support of pupil learning Ann Gill, NCSL, summer 2007 </li></ul><ul><li>http://www.nationalcollege.org.uk/docinfo?id=17319&filename=one-step-ahead-of-the-game.pdf </li></ul><ul><li>Learning and teaching using ICT: Leadership team toolkit – DCSF </li></ul><ul><li>http://nationalstrategies.standards.dcsf.gov.uk/node/175337 </li></ul><ul><li>The National Strategies | Secondary 3 The Framework for secondary ICT: overview and learning objectives </li></ul><ul><li>http://nationalstrategies.standards.dcsf.gov.uk/secondary/secondaryframeworks/ictframework </li></ul><ul><li>Becta - government agency </li></ul><ul><li>“ leading the national drive to ensure the effective and innovative use of technology throughout learning” </li></ul><ul><li>http://www.becta.org.uk / </li></ul><ul><li>The Key – on-line subscription service for school leaders </li></ul><ul><li>www.usethekey.org.uk </li></ul><ul><li>ict-self-review – a public wiki to assist schools in achieving the ICTmark </li></ul><ul><li>http://ict-self-review.pbworks.com/ </li></ul><ul><li>Learn-ICT </li></ul><ul><li>http://www.learn-ict.org.uk/ </li></ul><ul><li>Teaching expertise website </li></ul><ul><li>http://www.teachingexpertise.com </li></ul><ul><li>Any of the little Book of management series… </li></ul>
  3. 3. Session 1: <ul><li>Identifying the problems – where do we start? </li></ul>
  4. 9. Twitter in school – 140 characters <ul><li>So a priest, a rabbi and a minister walk into a bar. The bartender says, &quot;Is this a joke?&quot; </li></ul>Limericks r fun 2 write when your authorship pwrs r lite this medium's sweet a short little tweet this one's not great - just alright
  5. 10. “ Headteachers need to learn to deal with change instead of spending time unblocking toilets, filling dishwashers and avoiding their leadership responsibilities, a major Government report says.” “The PricewaterhouseCoopers report, published by schools minister Jim Knight, proposes changes to the law to provide leaders from outside the schools sector, -agency organisations that combine education, health and social work, and a hearts and minds marketing campaign to win support for the changes. The report acknowledges that school leaders are sick of what they call &quot;initiativitis&quot;, expressing frustration with a deluge of inconsistent and poorly resourced Government initiatives. But, it says, the heads were dreaming of a stability and consistency that could never realistically be delivered, and which was not enjoyed by any other organisation in the public or private sector. The report adds: &quot;We know from other sectors that change, diversity and complexity are inevitable features of the current and future environment, and that leaders need to accept and embrace this.&quot; Jonathan Milne, published in the TES on 19/1/07 Heads must learn to deal with change
  6. 11. The challenge for the delegates today <ul><li>to understand the critical role ICT now can play in schools </li></ul><ul><li>to agree that in their school for this to be accepted there must be whole school support for its role </li></ul><ul><li>to accept their responsibility to ‘ginger’ the action at school </li></ul><ul><li>To identify how and where they can gain support for the goals set for their school. </li></ul>
  7. 12. <ul><li>The publication of the e-strategy (DfES 2005) marked a step change in government thinking about the importance of educational technology. </li></ul><ul><li>ICT is now regarded as a basic educational utility rather than as an additional service, its provision within the curriculum now statutory and part of the core business of any school, state or independent. </li></ul>
  8. 13. <ul><li>Identifying the problems – where do we start? </li></ul><ul><li>So much work has been done in so many areas… </li></ul><ul><li>… best perhaps to follow the Becta/NCSL Matrix model which can lead to the award of the schools’ </li></ul><ul><li>ICT Mark </li></ul>
  9. 14. Assessment costs for ICT mark <ul><li>£400 + VAT for schools (under 100 pupils) </li></ul><ul><li>£500 + VAT for schools (100 pupils or more) </li></ul><ul><li>£600 + VAT for secondary schools. </li></ul><ul><li>Independent and International schools pay the above, plus £150 and the travel costs of the assessor. </li></ul>
  10. 15. But let’s ignore costs, what are the principles in terms of school development planning for the use of ICT? Betca Matrix – seems to be at the heart of lots now…
  11. 16. <ul><li>Identifying the problems – where do we start? </li></ul><ul><li>Defining the role of the ICT strategy leader – co-ordinator </li></ul>
  12. 17. Showing Insight in the area of ICT – skills to deploy… <ul><li>You must ask thoughtful questions </li></ul><ul><li>You need to look beyond the obvious </li></ul><ul><li>You should not be afraid to reframe the problem </li></ul><ul><li>You must learn to trust your gut </li></ul><ul><li>Use research to tell you what you don’t know </li></ul>
  13. 18. <ul><li>ICT coordinator’s responsibilities  (adapted from DCSF national strategy document) </li></ul><ul><li>When the responsibilities of ICT coordinator and ICT subject leader are held by two teachers, the ICT coordinator's role is usually one of strategic leadership and management across subjects to promote the use of ICT in teaching and learning. </li></ul><ul><li>Through liaison with others who have ICT responsibilities, the coordinator's role typically includes: </li></ul>
  14. 19. <ul><li>ascertaining that each department, including special educational needs and the library, identifies its requirements for ICT provision </li></ul><ul><li>coordinating the effective use of ICT across the whole curriculum and encouraging aspects of cross-curricular planning </li></ul><ul><li>with the ICT subject leader, helping other departments to consider how ICT can support the teaching and learning of other subjects, and what those subjects can contribute to the teaching and learning of ICT </li></ul><ul><li>monitoring, on behalf of the senior leadership team, the use of accommodation, the acquisition, maintenance and replacement of equipment and software, and its storage, access and use by pupils and staff </li></ul>
  15. 20. <ul><li>ensuring that sensible, transparent decisions are made when there are competing demands for resources, and that the school improvement plan includes plans for ICT </li></ul><ul><li>encouraging and supporting the professional development of all staff in the use of ICT in their subjects, in line with whole-school policy and practice </li></ul><ul><li>liaising with partner primary schools, any local city learning centre, the local education authority and the wider community </li></ul><ul><li>managing the school's ICT technician and network manager </li></ul>
  16. 22. Session 2: Factors that help or hinder ICT development <ul><li>Pressures from Teachers, whole school and external agencies often drive ICT investment in the wrong direction </li></ul>
  17. 23. Effective school and curriculum leadership is the lynchpin <ul><li>There really is no escape for teaching professionals from the ‘drudge’ of checking precisely what their scheme of work requires… </li></ul><ul><li>… or that matter from the writing of the scheme of work in the first place! </li></ul>
  18. 24. <ul><li>The statutory requirement to ensure that all pupils make progress in ICT capability extends to the application of ICT in other subjects. This should be seen as distinct from the use of ICT to broaden approaches to teaching and learning, and from the use of ICT in a learning activity that does not necessarily require the use of ICT or contribute to the learner's attainment in ICT. </li></ul><ul><li>Extending ICT capability may occur through, for example, the application of modeling in science, mathematics or geography, the use of a database to explore settlement patterns in geography, or the use of a range of presentation applications in any subject. </li></ul>Using ICT across the curriculum
  19. 25. Rather than use these ‘difficult’ judgements, what about using traffic lights Red Below 20% Few Red/Amber Around 40% or more Some Amber Around 70% or more Many Green 90% or more Most Green Traffic Lights (JTW) with very few exceptions Nearly all
  20. 26. <ul><li>The statutory requirement to ensure that all pupils make progress in ICT capability extends to the application of ICT in other subjects. This should be seen as distinct from the use of ICT to broaden approaches to teaching and learning, and from the use of ICT in a learning activity that does not necessarily require the use of ICT or contribute to the learner's attainment in ICT. </li></ul><ul><li>Extending ICT capability may occur through, for example, the application of modeling in science, mathematics or geography, the use of a database to explore settlement patterns in geography, or the use of a range of presentation applications in any subject. </li></ul>Using ICT across the curriculum
  21. 27. Let’s take time out to review the latest standards statements from ISI <ul><li>ISI grade 1 - </li></ul><ul><li>Excellent - ICT and the library enhance learning </li></ul><ul><li>ISI grade 2. </li></ul><ul><li>Good - Resources such as ICT and the library are well used, such as books and ICT are used well in support of the pupils’ learning. </li></ul><ul><li>ISI grade 3. </li></ul><ul><li>Satisfactory - Resources such as books and ICT are used well in support of the pupils’ learning, </li></ul><ul><li>Teachers have satisfactory knowledge … </li></ul><ul><li>… and make reasonable use of resources, including ICT </li></ul><ul><li>ISI grade 4. </li></ul><ul><li>Unsatisfactory - ICT is taught through the subjects of the curriculum, but most pupils do not develop much beyond word processing and internet use </li></ul>
  22. 28. Teacher-level factors <ul><li>Confidence and competence with ICT </li></ul><ul><li>Awareness of appropriate curriculum application of ICT </li></ul><ul><li>Full access to appropriate software and hardware when required </li></ul><ul><li>Time to develop new skills and applications </li></ul><ul><li>Access to own personal laptop </li></ul>
  23. 29. School-level factors <ul><li>ICT ‘vision’ from senior management </li></ul><ul><li>Whole-school policies focusing on using ICT across the curriculum </li></ul><ul><li>Ethos that encourages innovation </li></ul><ul><li>Program of ICT training and curriculum support from the ICT coordinator </li></ul><ul><li>Effective timetabling of rooms and equipment </li></ul><ul><li>Ready availability of quality resources </li></ul><ul><li>Onsite technical/network support </li></ul>
  24. 30. External factors <ul><li>Professional/subject networks that advise on effective ICT use, such as National Association of Advisers for Computers in Education (NAACE) and the National Literacy Trust </li></ul><ul><li>Going to conferences and exhibitions, such as BETT and the Education Show </li></ul><ul><li>Support and training opportunities (ISA etc) </li></ul><ul><li>Commercial training, such as that provided by software producers </li></ul><ul><li>Resources from national/government agencies, such as Becta, DfES/DCSF, the Qualifications and Curriculum Authority (QCA) </li></ul>
  25. 31. The vexed issue of budgeting <ul><li>Guidance figures from the State sector (Becta report 2006) showed: </li></ul><ul><li>Total cost of ICT ownership was: </li></ul><ul><li>£50k per primary, £195 per pupil </li></ul><ul><li>£270k per secondary, £246 per pupil </li></ul>
  26. 32. Becta’s take on budgeting
  27. 34. <ul><li>1 Assess the quality of facilities and services needed to support the ICT </li></ul><ul><li>development plan. </li></ul><ul><li>2 Audit existing infrastructure provision, equipment age and costs. </li></ul><ul><li>3 Identify the impact of existing provision and practices on staff </li></ul><ul><li>(and possibly pupil) satisfaction, confidence and competence. </li></ul><ul><li>4 Review staff training needs. </li></ul><ul><li>5 Compare current costs against relevant internal and external benchmarks. </li></ul><ul><li>6 Review current procurement practice and value-for-money processes. </li></ul><ul><li>7 Challenge assumptions about the quality and value of current technical </li></ul><ul><li>support services and practices. </li></ul><ul><li>8 Reassess the quality of facilities and services needed to support the ICT </li></ul><ul><li>development plan in the light of these reviews (points 2–7). </li></ul><ul><li>9 Plan and introduce a rolling three-year whole-school budget which </li></ul><ul><li>includes a realistic proportion allocated to ICT-related costs, based upon </li></ul><ul><li>the development plan. </li></ul>
  28. 35. What would an asset register look like? From Kent County Council
  29. 36. Lunchtime
  30. 37. Lunch over…
  31. 38. Session 3: Case Studies of the Good, the Bad and the Interesting <ul><li>ICT integration is not simply dependent on ‘ticking all the boxes’. This is because ICT integration is a result of sometimes complex interactions between these factors, interactions that take place within particular institutional contexts. Put simply, what works for one school may be completely inappropriate for another. </li></ul>
  32. 39. Vision Review Implement Starting point: What are the things you need to do first ?
  33. 41. St. Custards An object lesson for an ISA school today?
  34. 42. Writing a suitable policy…
  35. 43. From www.usethekey.org.uk
  36. 44. From www.usethekey.org.uk
  37. 45. Getting IT right <ul><li>The need to integrate ICT fully into all aspects of teaching and learning is no longer a matter of choice for schools, but one of necessity. While the financial costs of a failed strategy are likely to be considerable, the costs in terms of staff morale and student outcomes are potentially irrecoverable. </li></ul>
  38. 46. www.slideshare.net
  39. 47. CUT TO THE CHASE
  40. 48. References <ul><li>One step ahead of the game – Leading change in ICT in support of pupil learning Ann Gill, NCSL, summer 2007 </li></ul><ul><li>http://www.nationalcollege.org.uk/docinfo?id=17319&filename=one-step-ahead-of-the-game.pdf </li></ul><ul><li>Learning and teaching using ICT: Leadership team toolkit – DCSF </li></ul><ul><li>http://nationalstrategies.standards.dcsf.gov.uk/node/175337 </li></ul><ul><li>The National Strategies | Secondary 3 The Framework for secondary ICT: overview and learning objectives </li></ul><ul><li>http://nationalstrategies.standards.dcsf.gov.uk/secondary/secondaryframeworks/ictframework </li></ul><ul><li>Becta - government agency </li></ul><ul><li>“ leading the national drive to ensure the effective and innovative use of technology throughout learning” </li></ul><ul><li>http://www.becta.org.uk / </li></ul><ul><li>The Key – on-line subscription service for school leaders </li></ul><ul><li>www.usethekey.org.uk </li></ul><ul><li>ict-self-review – a public wiki to assist schools in achieving the ICTmark </li></ul><ul><li>http://ict-self-review.pbworks.com/ </li></ul><ul><li>Learn-ICT </li></ul><ul><li>http://www.learn-ict.org.uk/ </li></ul><ul><li>Teaching expertise website </li></ul><ul><li>http://www.teachingexpertise.com </li></ul><ul><li>Any of the little Book of management series… </li></ul>
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