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Leadership of ict


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Leadership of ict

  1. 1. Strategic Leadership of ICT<br />
  2. 2. e Maturity Continuum<br />
  3. 3. Why?<br />But, before we look at the role of strategic leadership in leading such change, we should remind ourselves about the why ……….<br />
  4. 4. A Vision of Students Today<br />
  5. 5. The Impact of Technology<br />“Technology will transform culture in ways we cannot predict. Our students live in a different world to us. Some consider that digital technology is the biggest generation divider since rock and roll. The generation that downloads 2 billion ring tones every year, 2 billion songs every month, and 6 billion text messages every day, learns through instant messaging and chat, and through blogs. They exchange peer to peer, they learn from Wikipedia and YouTube, they meet in Second Life and they game online in multi-player games, and on their cell phones.” (Marc Prensky)<br />Marc Prensky: “Don’t Bother Me Now, I’m Learning” Published 2007<br />
  6. 6. 21st Century Learners Need <br /><ul><li>Literacy and numeracy skills
  7. 7. Developing emotional stability, resilience and confidence
  8. 8. Assisting a diversity of cultures to come together
  9. 9. Preparing for changes of career and employment
  10. 10. Technology
  11. 11. Social skills
  12. 12. Life-long learning</li></li></ul><li>21st Century Schools Will Provide<br />From Apple Schools of Tomorrow<br />
  13. 13. ICT Curriculum Matrix<br />
  14. 14. Attributes of Effective ICT Leadership<br />“It is important for the school principals to lead not just support the integration of ICT into teaching and learning”<br />(Kathryn Moyle 2006<br />Voices from the Profession)<br />
  15. 15. The Research Base for What Follows<br />Leadspace ICT Leadership (NZ)<br />Becta: Leadership and Management section (UK)<br />These sites also provide tools and templates to assist in needs analysis and planning<br />
  16. 16. Effective Leadership Best Evidence Synthesis<br />Identified five dimensions that are important if leadership is to impact on student outcomes:-<br /><ul><li>Establishing goals and expectations
  17. 17. Strategic resourcing
  18. 18. Planning, coordinating and evaluating teaching and the curriculum
  19. 19. Promoting and participating in teacher learning and development
  20. 20. Ensuring an orderly and supportive environment</li></ul> Robinson 2008: Keynote to ICSEI conference<br />
  21. 21. Effective leadership<br />“ Leadership is the capacity to translate vision into reality.” <br />(Warren G. Bennis) <br />
  22. 22. But School Leaders Aren’t the Only Strategic Players<br />School leaders are crucial in leading and enabling change but, like their teachers, they too need to be working in an enabling environment in which central agencies:<br />Support infrastructural developments<br />Make bulk purchases on behalf of schools<br />Coordinate and rationalise initiatives<br />Minimise policy shifts<br />
  23. 23.
  24. 24. Planning for ICT development<br />School mission vision and goals<br />Stage 1<br />Strategic objectives and timelines<br />Stage 2<br />School Annual plan<br />Stage 3<br />ICT Action Plan<br />Stage 4<br />
  25. 25. The Fridge-Freezer Analogy<br />What we store in the home freezer is what we intend to use over a long period of time - it is like a strategic plan<br />What we store in the fridge is for more our more immediate use – it is like an annual or action plan<br />
  26. 26. Questions Informing Strategic Planning<br /><ul><li>What is working well in the school?
  27. 27. How do we know?
  28. 28. What do we need to improve?
  29. 29. How do we know?
  30. 30. Have we got a clear vision for the future?
  31. 31. Is that vision focused on student achievement and engagement?
  32. 32. Is our decision-making effective?
  33. 33. What do our stakeholders (parents, students, teachers) think about the state of the school? </li></li></ul><li>The Scope of the Task<br />Strategic planning is not about just “producing a strategic plan”. It involves data collection and analysis, findings from self-review processes, including appraisals, and responsible decision making. <br />
  34. 34. Where do we begin?<br />Find out what is going on in the school now.<br /><ul><li>What is working well and needs to be maintained/sustained?
  35. 35. What can be improved?
  36. 36. What needs to be changed?</li></li></ul><li>Possible Sources of Evidence:<br /><ul><li>Student achievement data
  37. 37. Student attendance data
  38. 38. Demographic data – ethnic trends, numbers in each year group, roll growth trends etc
  39. 39. Financial, technical and property reports
  40. 40. Surveys, interviews teachers
  41. 41. Research and best practice literature, visits to schools to observe innovative practice etc
  42. 42. Consultation documents e.g. surveys of parents and students, meeting reports etc
  43. 43. External consultant reports </li></li></ul><li>Affirm or Re-Develop Your Vision <br />The Vision paints a word picture of the desired future state of the school<br />
  44. 44. A Sample Vision<br /><ul><li>Our schools are leaders in researching and developing best and emerging practice in:-
  45. 45. Teaching and learning through technology. We have a responsibility to act as a catalyst for change disseminating our expertise to the wider educational community;
  46. 46. With professionalism that enables other schools to follow our lead
  47. 47. We represent the practical application of innovative teaching and learning theories
  48. 48. Enhanced by ICT and we will deliver and channel the wider educational outcomes of educational reform objectives.</li></li></ul><li>From one School’s Vision Statement <br />“The school aims at providing outstanding learning to prepare generations capable of taking advantage of successful opportunity through the development of their knowledge and their capabilities. The school also aims at unveiling students' creativity, enhancing their self confidence and spirit and directing their inclinations in the right direction to serve their society and country through an educational system and qualified teachers, along with effective societal participation”.<br />
  49. 49. Using Evidence for Planning<br />Collect and interpret data: eg data shows computer use is largely restricted to completion of worksheets<br />Define the strategic issue: eg student achievement and engagement <br />Write a strategic goal: eg at Grade 8, Project based learning will be trialed with computers as a key learning tool<br />Define strategic actions: eg develop an action plan which includes outcomes, actions, responsibilities, time-frames resources needed etc <br />Determine how actions will be monitored/reviewed/ evaluated <br />
  50. 50. Effective leadership<br />“ Leadership is the capacity to translate vision into reality.” <br />(Warren G. Bennis) <br />
  51. 51. Strategic Goals<br />Strategic goals encapsulate priorities for achieving your vision for the school.<br />They are:<br /><ul><li>medium to long-term statements of intent – typically 3 to 5 years
  52. 52. set in the areas the board has identified as priorities for improvement and/or change, as determined by the evidence that has been gathered. </li></li></ul><li>‘S-M-A-R-T’ Goals<br /><ul><li>Specific
  53. 53. Measurable
  54. 54. Achievable
  55. 55. Realisitic
  56. 56. Able to be achieved within the Timeframe </li></li></ul><li>Some of the Strategic Goals From One School <br />To enhance the learning environment with an international outlook that develops knowledge and tolerance for the differences among cultures<br />To provide an academic challenge to the more able student, while providing appropriately designed instruction, such as individual and small group tutoring, taped instructional materials, extra time for the completion of assignments or tests, etc., for those students with learning difficulties or other special health or intellectual needs<br />To promote effective teaching through a comprehensive staff development program<br />To promote involvement of parents and the community with all that is relevant regarding performance of duties to improve the school performance on the part of those in charge.<br />
  57. 57. Possible ICT Strategic Goals<br />To institute a school-wide Managed Learning Environment which enables teachers and students to store and share digital resources and collaborate in learning and teaching<br />To evaluate current technical infrastructure to inform a 5 year infrastructure development<br />To plan for learning and teaching approaches which <br />personalise learning<br />encourage informed choices of appropriate ICTs<br />include creation of a digital products for a real-world audiences<br />
  58. 58. Translating these into Reality: Implementation/Action Planning<br /><ul><li>Leaders must be involved in this process but the coordination should be devolved
  59. 59. Those most affected by planning must be part of that planning or represented in the planning process
  60. 60. Planning must involve all parties - leaders, technical and academic personnel
  61. 61. There must be a chance for internal critique and feedback if there is to be buy-in/ownership
  62. 62. The format is less important than the process, but it should include accountability and sustainability mechanisms, for example:
  63. 63. One school’s plan</li></li></ul><li>The Emerging Online Life of the Digital Native<br />“Today, when a student is motivated to learn something, they have the tools to go further in their learning than ever before – far beyond their teachers’ ability and knowledge, and far beyond what even adults could have done in the past.”<br />(Mark Prensky 2004)<br />
  64. 64. Teacher Must Drive Their Own Development<br />Teachers world-wide are suffering from innovation fatigue<br />If they are not in control of their own professional learning then the response will be this.<br />
  65. 65. Professional learning– 7 key elements cont…<br />Extended time for opportunities to learn was necessary but not sufficient<br />External expertise was typically necessary but not sufficient<br />Teachers’ engagement in learning at some point was more important than initial volunteering<br />Prevailing discourses challenged<br />Opportunities to participate in a professional community of practice were more important than place<br />Consistency with wider trends in policy and research<br />And Number 7?<br />
  66. 66. Active School Leadership<br />Leaders whose actions impacted on student learning:<br />actively organised a supportive environment<br />focused on developing a learning culture within the school and were learners along with the teachers<br />provided alternative visions and targets for student outcomes and monitored whether these were met<br />created the conditions for distributing leadership by developing the leadership of others.<br />Timperly et al (2008) Teacher Professional Development and Learning Best Evidence Synthesis<br />
  67. 67. What professional learning might look like in action<br />Let’s return to one school’s plan<br />
  68. 68. In Summary<br />Leaders are central to any change<br />Leaders grow leaders <br />Without a vision you won’t know your direction so are likely to get lost<br />Leadership is about enabling, supporting and modelling change<br />Planning and review are critical<br />Planning can’t be done to people – if real change is wanted, participant involvement is fundamental<br />Superficial change is easy; real change takes time and pain.<br />