Research Findings 85 ICT PD Cluster Schools Use of the EPS2.0 self review tool January-February 2009 Dr Vince Ham & Derek Wenmoth CORE Education Ltd

Key findings 1 • Techniques, Strategies, and Structures as the most variable of the three Dimensions. Elements most often identified as relative strengths: Assessment Trust and supportive relationships Educative purpose Vision and values

• Techniques, Strategies, and Structures as the most variable of the three Dimensions.

Elements most often identified as relative strengths:

Assessment

Trust and supportive relationships

Educative purpose

Vision and values

Key findings 2 Elements most often identified as relative weakness: - ICTs - Physical infrastructure Informed Risk-taking Clarity and Organisational Infrastructure (esp. Intermeds) School staff rate schools’ performance higher than school management.

Elements most often identified as relative weakness:

- ICTs

- Physical infrastructure

Informed Risk-taking

Clarity and Organisational Infrastructure (esp. Intermeds)

School staff rate schools’ performance higher than school management.

Key Findings 3 Secondary schools: - more confident about Curriculum implementation, & Ed. purpose - less critical of their ICT performance - less likely to say they work in a risk-taking culture Primary schools: - more confident about Organisational Infrastructure - less confident about ICTs

Secondary schools:

- more confident about Curriculum implementation, & Ed. purpose

- less critical of their ICT performance

- less likely to say they work in a risk-taking culture

Primary schools:

- more confident about Organisational Infrastructure

- less confident about ICTs

Key Findings 4 Tests: Collectivity was the test with the highest levels of dissensus, and the one most likely to be rated as weak, followed by Robustness ICTs: schools likely to be rated low on all four tests. Collectivity (35%) Congruence (40%)

Tests:

Collectivity was the test with the highest levels of dissensus, and the one most likely to be rated as weak, followed by Robustness

ICTs: schools likely to be rated low on all four tests.

Collectivity (35%)

Congruence (40%)

Recommendations 1 That adequate preparation of staff is provided by facilitators & school leaders before the survey is commenced in future. That further opportunities are created to assist school leaders with how to interpret the EPS data and how to use it as basis for an action plan for their school.

That adequate preparation of staff is provided by facilitators & school leaders before the survey is commenced in future.

That further opportunities are created to assist school leaders with how to interpret the EPS data and how to use it as basis for an action plan for their school.

Recommendations 2 T he key to interpreting and using the data is understanding that: - The Elements provide insight into the general areas of school organisation and culture where further development and action may be required, while - The fours Tests are the cues to action – suggesting what specific aspects of each element may be targeted for action, who needs to be involved, etc.

T he key to interpreting and using the data is understanding that:

- The Elements provide insight into the general areas of school organisation and culture where further development and action may be required, while

- The fours Tests are the cues to action – suggesting what specific aspects of each element may be targeted for action, who needs to be involved, etc.

Recommendations 3 That cluster facilitators be offered further instruction on how to maximize the benefit of the EPS data for schools. That cluster facilitators use EPS data to tailor programmes to individual school’s needs, perhaps sharing activities among schools where they share the same identified needs, but differentiating PD activities among schools where they do not. That cluster facilitators develop programmes that consciously connect ICT use to at least 2-3 other Elements of school life (eg. Curriculum development, Learning & Thinking, Physical infrastructure etc.)

That cluster facilitators be offered further instruction on how to maximize the benefit of the EPS data for schools.

That cluster facilitators use EPS data to tailor programmes to individual school’s needs, perhaps sharing activities among schools where they share the same identified needs, but differentiating PD activities among schools where they do not.

That cluster facilitators develop programmes that consciously connect ICT use to at least 2-3 other Elements of school life (eg. Curriculum development, Learning & Thinking, Physical infrastructure etc.)