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National Goal 4 - Building leadership capacity
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National Goal 4 - Building leadership capacity

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A presentation showing the section of the ICT PD Self-Review rubric related to National Goal Four, results related to this goal from the ICT PD Annula Survey 09, and discussion questions.

A presentation showing the section of the ICT PD Self-Review rubric related to National Goal Four, results related to this goal from the ICT PD Annula Survey 09, and discussion questions.

Published in: Education, Business

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    • 1. Building capacity of school leaders to plan strategically Increase e- learning leadership and ICT strategic planning capability of principals and teachers
    • 2. Self-review rubric National Goal 4 - Increase e-learning leadership and ICT strategic planning capability of principals and teachers Processes Level 1 Level 3 Level 4 Level 5 Development There is no The school has an The school has an up-to-date The school has an up-to-date ICT/ of an ICT/e- ICT/e- up-to-date ICT/e- ICT/e-learning strategy in e-learning strategy in place. The learning learning learning strategic place. school is involved in a constant strategic plan plan in place. cycle of design, implementation strategy. in place To develop the strategic plan, and review of ICT/e-learning that within the To develop the the school reviewed their informs developments in school school. strategic plan, the current systems in management systems. school reviewed consultation with all stake their current holders (including students). There is consultation with all stake systems and holders (including students) and infrastructure and The strategic plan addresses documentation is reviewed as assessed the infrastructure issues, the needed. learning needs of learning needs of teachers teachers and and students, and involves The ICT/e-learning strategic plan students. the wider school community. clearly shows how to move the school forward from its current School management systems position and is based on have been changed in order knowledge of best practice in Level 2 to implement the strategic order to improve student The school plan. outcomes. has an ICT/ e-learning The ICT/e-learning strategic There is clear alignment between strategic plan plan has a number of clear the ICT/e-learning strategic plan but it is out- links to the broader school and the broader school goals. of-date. goals. Both are constructed with a shared vision and complement each other.
    • 3. Self-review rubric National Goal 4 - Increase e-learning leadership and ICT strategic planning capability of principals and teachers Processes Level 1 Level 3 Level 4 Level 5 Capability of School leaders and School leaders and School leaders and School leaders and Staff to Board of Trustees Board of Trustees Board of Trustees Board of Trustees develop an feel ill-equipped to are able to assess have a good have a clear ICT/e- effectively construct (i.e. audit) the understanding of understanding of the learning and implement an current position of possible benefits of potential of ICT/e- strategic plan ICT/e-learning the school in relation ICT/e-learning. learning in schools. strategic plan. to ICT/e-learning . They use their They are able to Level 2 They can construct a knowledge of the accurately identify basic ICT/e-learning school's current and articulate the School leaders and strategic plan with position to develop a current position of Board of Trustees some next steps strategic plan that ICT integration have some basic identified. addresses across all operational understanding of infrastructure issues, areas of the school, what is required to the learning needs of identify the steps construct an ICT/e- teachers and required to move the learning strategic students, and school forward, and plan but need involves the wider engage with key additional support to school community. stakeholders to proceed. achieve them.
    • 4. Self-review rubric National Goal 4 - Increase e-learning leadership and ICT strategic planning capability of principals and teachers Processes Level 1 Level 2 Level 3 Capacity of Principals, senior Principals, senior management Principals, senior Principals and management and school and school personnel with management and school personnel have no responsibilities for e-learning personnel with other school understanding of the need have realised the need for responsibilities for e- personnel to for change, are not personal professional learning learning are undertaking lead e-learning undertaking any personal to enable them to lead e- professional learning in in the school professional learning and are learning development and order to effectively lead e- ill-equipped to lead whole have some basic learning within the school. school development in ICT/e- understanding of what is learning. required. They have also developed measurement strategies to gauge success.
    • 5. Self-review rubric National Goal 4 - Increase e-learning leadership and ICT strategic planning capability of principals and teachers Processes Level 4 Level 5 Capacity of Principals, senior management and school Principals, senior management and Principals and other personnel with responsibilities for e-learning school personnel with responsibilities for are confident in their abilities to lead whole e-learning are successfully leading whole school personnel to school development in e-learning. school development in relation to e- lead e-learning in learning. the school They are generally effective in their role and are aware of the importance of gathering Strategies are designed around the most evidence of increased confidence and capacity up-to-date information on best practice. of school personnel and some improved outcomes for students. The management team lead by example and are considered effective in their role by other school personnel. Systems are in place to gather data showing evidence of an increase in teacher effectiveness and student outcomes in relation to the use of ICT across the curriculum.
    • 6. Exiting clusters growth in strategic planning 148 comments in the ICT PD Annual Survey 09 Comment on the development of ICT strategic planning within cluster schools over the course of the contract.
    • 7. Development of ICT strategic planning Most schools now have strategic plans in place as a result of the contract (13) and these demonstrate a large shift from the beginning of the contract (7). Planning has become more of a focus in schools (5) with a greater understanding of the planning process (5) and with a move over the three years from a skills driven document to one that focuses on the pedagogy of e-learning (13). Strategic planning over the course of the contract has become more focused with specific goals based on a greater understanding of the role of e-learning in schools (15) Planning can still focus on skills acquisition (1) or is very minimal in some schools (1). It is also very time consuming (1) Information taken from the ICT PD Annual Survey Responses 2009
    • 8. Issues that impacted on strategic planning The area of e-learning changes rapidly and plans needed to be revisited regularly and updated where necessary (10) As staff became more aware of what is possible, there was increased financial pressures to update the infrastructure (3) Integration between ICT strategic plans and the overall school plan was seen as important (6). It was helpful to create synergies between the implementation of the New Zealand Curriculum and the ICT strategic plan (4). Strategic planning led to distributed leadership with groups such as ICT committees having an important role (2) but the leadership/vision of the principals was key (2) Involving the BOT in the process was beneficial (1) Turn over of staff needs to be addressed in planning (1) There was often a large variation in quality of strategic planning between cluster schools (7) Information taken from the ICT PD Annual Survey Responses 2009
    • 9. Impact of strategic planning Plans have moved from being reactive to proactive with great results (1) Staff and pupils have a greater understanding of the role of e-learning as a result of strategic planning (9) Strategic planning has led to staff being expected to work on e-learning goals within the appraisal process (2) Planning will help schools to sustain development past the end of the contract (2) Schools have been able to better plan for spending on e- learning as part of the strategic planning process (4) Information taken from the ICT PD Annual Survey Responses 2009
    • 10. “We have very open conversations in our cluster and we have all shared annually our ICT Strategic plan. This has proved to be invaluable, as everyone has a different area for focus. By each school sharing their focus and how they intend to attain their goals, we have gained a collective yet individual approach from each school.” “Until the ICT cluster was initiated, ICT strategic planning in the kura was very reactive, and addressed only the supply of basic equipment without the requisite skills development to accompany it. Our ICT strategic plan now focuses on student outcomes and skills; developing the budget and resourcing around these priorities.” Comments from the ICT PD Annual Survey 09 for discussion
    • 11. Questions for discussion How often should e-learning strategic plans be revisited and updated? How do you meaningfully consult stakeholders such as the BOT, students and the community? How do you accurately assess the school’s current position in order to plan effectively? How do you best ensure that there is sufficient infrastructure to allow for growth while staying within budgetary constraints? Where can leaders access quality professional development in order to be more effective in their roles? What are the key ‘ingredients’ for effectively leading whole school developments in e-learning?