from strategy to outcomes an inspector’s perspective eminent.pdf · u2.1 developing pupils’ ict...
TRANSCRIPT
From strategy to outcomes
An inspector’s perspective
23 schools visitedSome 20 inspectors1.5 day school visitsA report per schoolA report per country
Kick off meeting sep ’07Final workshop sep ‘08
P2V WP6
Context is everything…
eixugaparabrises
ruitewisseressuie-glace
windscreen wiper
vindrutetorkare
stiklo valytuvas
Context is everything….
essuie- glace
windscreen wiper
Ruitewisser vindrutetorkare
stiklo valytuvas
eixugaparabrisesSource: Google Maps
football
footballvoetbal fotboll
futbolas
futbol
Context is everything….
football
footballvoetbal fotboll
futbolas
futbol
Football is everything….Context
Language is everythingConditions• Leadership• Infrastructure and access• Curriculum planning• Quality assurance and improvement
Use• Pupil use• The teaching process• Administrative use
Outcomes• Impact on learning and standards
Before we begin…What is a schoolleader?What is a curriculum?Who funds what?What is ICT?What is the mandate of the school?
+ Basic info about the school
Discipline is everythingObservation formsEvidence pointers• Could do with examples
Complete programme• Including time to reflect• Flexible schools
Interview guidanceSchool self-questionnaireEvaluator guidance
AVERAGE sd
C3.1 Meeting local, regional and national i t
3,47 0,49
C2.3 Support systems 3,33 0,76
C2.2 deployment of ICT resources 3,23 0,58
U1.1 Development of ICT skills 3,23 0,50
U3.2 Communication 3,23 0,78
C2.1 available resources 3,09 0,50
U2.1 Developing pupils’ ICT 3,05 0,55
C1.1clear vision 3,00 0,66
U2.3 Teaching staff competence and confidence 2,95 0,77
C1.2 strategy 2,90 0,51
C3.2 Coherence, balance and 2,86 0,68
U1.2 Enhancement of learning 2,77 0,58
U2.2 Use of ICT to enhance teaching2,77 0,72
U3.1 Identifying issues 2,77 0,78
O1.1 Gains in broad learner achievement 2,68 0,55
C4.2 Action planning and 2,57 0,64
C3.3 New developments in ICT and 2,55 0,76
C4.1 Review and self-evaluation 2,50 0,77
C4.3 Action monitoring and revision2,36 0,63
O1.2 Effects of ICT use on pupil 1,88 0,57
Numbers are everything
Indicator
avg FR avg LT avg SCO avg SWE avgCAT avgNL AVERAGE sd
C3.1 Meeting local, regional and national i t
3,00 4,00 3,50 4,00 3,50 3,00 3,50 0,47
C2.3 Support systems 2,75 3,50 3,50 3,50 3,00 4,00 3,32 0,70
C2.2 deployment of ICT resources 2,75 3,25 3,00 3,25 3,50 4,00 3,21 0,55
U1.1 Development of ICT skills 3,00 3,00 3,25 3,25 3,50 3,50 3,22 0,46
U3.2 Communication 2,75 3,50 2,75 3,75 3,00 4,00 3,21 0,73
C2.1 available resources 2,75 3,00 3,00 3,50 3,25 3,00 3,09 0,46
U2.1 Developing pupils’ ICT 3,25 3,00 3,25 2,75 3,00 3,00 3,05 0,50
C1.1clear vision 2,75 2,75 3,50 2,50 3,50 3,00 3,00 0,61
U2.3 Teaching staff competence and confidence 2,75 2,50 4,00 2,25 3,25 3,00 2,95 0,73
C1.2 strategy 2,75 3,25 3,00 2,67 2,75 3,00 2,90 0,46
C3.2 Coherence, balance and 3,00 3,25 2,75 2,50 3,00 2,50 2,87 0,62
U1.2 Enhancement of learning 2,50 2,25 2,75 3,00 3,25 3,00 2,77 0,54
U2.2 Use of ICT to enhance teaching2,75 2,75 3,25 2,25 3,00 2,50 2,78 0,66
U3.1 Identifying issues 2,25 2,75 3,00 3,25 2,25 3,50 2,76 0,72
O1.1 Gains in broad learner achievement 2,33 2,75 3,00 2,75 3,00 2,00 2,70 0,52
C4.2 Action planning and 2,25 2,25 3,25 2,00 3,00 2,50 2,57 0,61
C3.3 New developments in ICT and 2,25 2,75 3,00 2,50 2,75 1,50 2,56 0,72
C4.1 Review and self-evaluation 1,50 3,25 2,75 2,50 2,25 3,00 2,49 0,73
C4.3 Action monitoring and revision2,00 2,75 2,50 2,50 2,25 2,00 2,37 0,57
O1.2 Effects of ICT use on pupil 1,50 2,25 2,00 2,00 2,00 1,00 1,90 0,53
avg country 2,54 2,94 3,05 2,83 2,95 2,85 2,86
sd country 0,46 0,45 0,42 0,56 0,44 0,78 0,36
Leadership
Trompe Souris Primary
School, Saint-George du Bois
Ecole Primaire Chateaubriand
College Ambroise Paré
Collège Goulaine –
Nantes
Lycee Albert Camus Nantes
C1.1clear vision 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C1.2 strategy 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Infrastructure and access Score Score Score Score C2.1 available resources 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C2.2 deployment of ICT resources 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C2.3 Support systems 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Curriculum planning Score Score Score Score C3.1 Meeting local, regional and national requirements 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C3.2 Coherence, balance and consistency 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C3.3 New developments in ICT and pedagogy 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Quality assurance and improvement Score Score Score Score C4.1 Review and self-evaluation 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C4.2 Action planning and implementation 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C4.3 Action monitoring and revision 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Pupil use Score Score Score Score U1.1 Development of ICT skills 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U1.2 Enhancement of learning 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 The teaching process Score Score Score Score U2.1 Developing pupils’ ICT capabilities 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U2.2 Use of ICT to enhance teaching 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U2.3 Teaching staff competence and confidence 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Administrative use Score Score Score Score U3.1 Identifying issues 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U3.2 Communication 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Impact on learning and standards Score Score Score Score O1.1 Gains in broad learner achievement 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 O1.2 Effects of ICT use on pupil attainment 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4
Leadership
Panemune Primary school, Kaunas
„Vyturio“primary, Vilnius
“Vyturys” secondary school, Panevezys
Jesuit gymnasium, Vilnius
C1.1clear vision 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C1.2 strategy 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Infrastructure and access Score Score Score C2.1 available resources 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C2.2 deployment of ICT resources 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C2.3 Support systems 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Curriculum planning Score Score Score C3.1 Meeting local, regional and national requirements 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C3.2 Coherence, balance and consistency 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C3.3 New developments in ICT and pedagogy 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Quality assurance and improvement Score Score Score C4.1 Review and self-evaluation 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C4.2 Action planning and implementation 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C4.3 Action monitoring and revision 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Pupil use Score Score Score U1.1 Development of ICT skills 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U1.2 Enhancement of learning 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 The teaching process Score Score Score U2.1 Developing pupils’ ICT capabilities 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U2.2 Use of ICT to enhance teaching 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U2.3 Teaching staff competence and confidence 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Administrative use Score Score Score U3.1 Identifying issues 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U3.2 Communication 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Impact on learning and standards Score Score Score O1.1 Gains in broad learner achievement 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 O1.2 Effects of ICT use on pupil attainment 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4
Leadership
Abbeyhill primary, Edinburgh
Dunblane primary, Stirling
All-Saints secondary, Glasgow
Gracemount, Edinburgh
C1.1clear vision 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C1.2 strategy 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Infrastructure and access Score Score Score C2.1 available resources 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C2.2 deployment of ICT resources 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C2.3 Support systems 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Curriculum planning Score Score Score C3.1 Meeting local, regional and national requirements 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C3.2 Coherence, balance and consistency 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C3.3 New developments in ICT and pedagogy 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Quality assurance and improvement Score Score Score C4.1 Review and self-evaluation 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C4.2 Action planning and implementation 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C4.3 Action monitoring and revision 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Pupil use Score Score Score U1.1 Development of ICT skills 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U1.2 Enhancement of learning 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 The teaching process Score Score Score U2.1 Developing pupils’ ICT capabilities 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U2.2 Use of ICT to enhance teaching 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U2.3 Teaching staff competence and confidence 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Administrative use Score Score Score U3.1 Identifying issues 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U3.2 Communication 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Impact on learning and standards Score Score Score O1.1 Gains in broad learner achievement 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 O1.2 Effects of ICT use on pupil attainment 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4
Leadership
Apelgårdsskolan, Malmö
Liljeborgsskolan, Trelleborg
NTI-Gymnasiet, Malmö
Söderslättsgymnasiet, Trelleborg
C1.1clear vision 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C1.2 strategy 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Infrastructure and access Score Score Score Score C2.1 available resources 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C2.2 deployment of ICT resources 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C2.3 Support systems 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Curriculum planning Score Score Score Score C3.1 Meeting local, regional and national requirements 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C3.2 Coherence, balance and consistency 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C3.3 New developments in ICT and pedagogy 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Quality assurance and improvement Score Score Score Score C4.1 Review and self-evaluation 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C4.2 Action planning and implementation 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C4.3 Action monitoring and revision 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Pupil use Score Score Score Score U1.1 Development of ICT skills 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U1.2 Enhancement of learning 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 The teaching process Score Score Score Score U2.1 Developing pupils’ ICT capabilities 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U2.2 Use of ICT to enhance teaching 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U2.3 Teaching staff competence and confidence 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Administrative use Score Score Score Score U3.1 Identifying issues 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U3.2 Communication 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Impact on learning and standards Score Score Score Score O1.1 Gains in broad learner achievement 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 O1.2 Effects of ICT use on pupil attainment 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4
Leadership
CEIP Jacint Verdaguer,
Sant Sadurní d’Anoia
CEIP Sant Miquel,
Cornellà de Llobregat
IES Marina, La Llagosta
IES Salvador Espriu,
Barcelona C1.1clear vision 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C1.2 strategy 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Infrastructure and access Score Score Score Score C2.1 available resources 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C2.2 deployment of ICT resources 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C2.3 Support systems 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Curriculum planning Score Score Score Score C3.1 Meeting local, regional and national requirements 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C3.2 Coherence, balance and consistency 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C3.3 New developments in ICT and pedagogy 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Quality assurance and improvement Score Score Score Score C4.1 Review and self-evaluation 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C4.2 Action planning and implementation 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C4.3 Action monitoring and revision 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Pupil use Score Score Score Score U1.1 Development of ICT skills 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U1.2 Enhancement of learning 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 The teaching process Score Score Score Score U2.1 Developing pupils’ ICT capabilities 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U2.2 Use of ICT to enhance teaching 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U2.3 Teaching staff competence and confidence 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Administrative use Score Score Score Score U3.1 Identifying issues 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U3.2 Communication 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Impact on learning and standards Score Score Score Score O1.1 Gains in broad learner achievement 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 O1.2 Effects of ICT use on pupil attainment 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4
Leadership
De Triangel primary, Gouda
Helen Parkhurst secondary,
Almere C1.1clear vision 0|1|2|3|4 0|1|2|3|4 C1.2 strategy 0|1|2|3|4 0|1|2|3|4 Infrastructure and access Score Score C2.1 available resources 0|1|2|3|4 0|1|2|3|4 C2.2 deployment of ICT resources 0|1|2|3|4 0|1|2|3|4 C2.3 Support systems 0|1|2|3|4 0|1|2|3|4 Curriculum planning Score Score C3.1 Meeting local, regional and national requirements 0|1|2|3|4 0|1|2|3|4 C3.2 Coherence, balance and consistency 0|1|2|3|4 0|1|2|3|4 C3.3 New developments in ICT and pedagogy 0|1|2|3|4 0|1|2|3|4 Quality assurance and improvement Score Score C4.1 Review and self-evaluation 0|1|2|3|4 0|1|2|3|4 C4.2 Action planning and implementation 0|1|2|3|4 0|1|2|3|4 C4.3 Action monitoring and revision 0|1|2|3|4 0|1|2|3|4 Pupil use Score Score U1.1 Development of ICT skills 0|1|2|3|4 0|1|2|3|4 U1.2 Enhancement of learning 0|1|2|3|4 0|1|2|3|4 The teaching process Score Score U2.1 Developing pupils’ ICT capabilities 0|1|2|3|4 0|1|2|3|4 U2.2 Use of ICT to enhance teaching 0|1|2|3|4 0|1|2|3|4 U2.3 Teaching staff competence and confidence 0|1|2|3|4 0|1|2|3|4 Administrative use Score Score U3.1 Identifying issues 0|1|2|3|4 0|1|2|3|4 U3.2 Communication 0|1|2|3|4 0|1|2|3|4 Impact on learning and standards Score Score O1.1 Gains in broad learner achievement 0|1|2|3|4 0|1|2|3|4 O1.2 Effects of ICT use on pupil attainment 0|1|2|3|4 0|1|2|3|4
General impressionsHard to do work without the fundsBut… lack of funding doesn’t stop schools from
forming a strategy and a vision…on the contrary
Involved persons can turn schools aroundHardware is important and not yet ‘ubiquitous’Schools who are not yet that advanced: learn lessons. Strategy first.
Slow but positive cycleSame mistakes can be made several times: e.g. hardware purchase without strategyNo good use without strategy and vision… vision befor hardware … BUT: ‘best’ visions informed by many mistakesNational policies DO influence what happens in schools… is it the intended outcome?… negative impact (lack of funds, vision, support)… link to national priorities (personalised learning, lll, equity, basic skills, integration)
Less digital naiveDigital literacy teachers increased… Awareness of what is needed/lacking… More confident users… More reflective
Pupils do well… but could they do better?… most happy with ICT use… advanced skills, differentiation in skills… integration ofsocial aspect of learning/social
sw… some critical information consumers
A black box with a twistImpact and outcomes a black box in most schools… what leads to results?… what is the contribution of a tool?Learning environments ‘traditional with a twist’… more interaction inside /outside… more self-directed/autonomous… better availability of sources
Blended resourcesMix of traditional and newMix of self-made and from othersICT allows to share, but…Integration, synergies lackingQuality on the upWho makes it?Different teachers different needs
