self evaluation of whole school ict 19 th september 2007 ian brewer

Self Evaluation of whole school ICT – 19th September 2007

Self Evaluation of whole school ICT

19th September 2007Ian Brewer

[email protected]


Programme

Morning:• Introductions• Context• The Self Review

Framework• Strengths / AfDs• Coffee• SRF Familiarisation• Who does what

when?• Changing Roles• Getting started

Afternoon• Gathering evidence

(How do you know?)• Modifying /

introducing processes to find out

• Web based resources• Needs & strategies• The SEF• Action Plan• Evaluation


Web based Resources

www.dorset.rmplc.co.uk/srf


Getting to know you…

My name

When I’m not working my favourite way of spending time is…

Introduce my school and my role in the school

A strength of ICT in my school is ……

An ICT area for development in my school is ……

Take 30……


Getting the values and processes right

‘So, how can we help all schools to use ICT effectively

and achieve fairness and equality of opportunity? I want to develop a route-map which

enables schools to identify where they are, and shows the practical steps they can take. I have asked Becta to work on

this so that every school knows where they are and what to do next – ‘models of maturity’ in

the jargon.’

Ruth Kelly, Secretary of State for Education and Skills, BETT 2005


Dimensions of change

VisionVision SkillsSkills IncentivesIncentives ResourcesResources Action PlansAction Plans

VisionVision SkillsSkills IncentivesIncentives Action PlansAction Plans FrustrationFrustration

VisionVision SkillsSkills IncentivesIncentives ResourcesResources False StartsFalse Starts

VisionVision SkillsSkills ResourcesResources Action PlansAction Plans Slow ChangeSlow Change

SkillsSkills IncentivesIncentives ResourcesResources Action PlansAction Plans ConfusionConfusion

VisionVision IncentivesIncentives ResourcesResources Action PlansAction Plans AnxietyAnxiety

SuccessSuccess

Jacqueline S. Thousand & Richard A. VillaManaging Complex Change; 2001


Concept - Key components of improvement

Evidence

Support

Self Review

Leadership capability

Maturity based

Model


Wouldn’t it be good to agree…

• What ‘good’ looks like– in particular areas– with common language– with shared assets– with wider range of resources– with exemplar/case studies– with self-review tools– with action planning


Self Review Framework

• http://matrix.becta.org.uk • Launched March 2006• Brings together

– Previous Becta matrix– Common Evaluation Framework– Naacemark– The new ICT Quality Mark



• The self-review framework is an online tool which enables schools to assess and benchmark their use of ICT across all their activities. It enables schools to identify where they are, and shows the practical steps they can take to improve their ICT use to benefit the organisation. In many areas, it complements the work schools currently undertake for Ofsted’s Self Evaluation Framework.



• The self-review framework comprises eight elements; these elements cover the whole development of ICT across the school and enables the organisation to assess itself against the following elements.

• Leadership and Management • Curriculum • Learning & Teaching • Assessment • Professional Development • Extending Opportunities for Learning • Resources • Impact on Pupil Outcomes


Strengths / Areas for development

Leadership and

ManagementCurriculum

Learning & Teaching

Assessment

Professional Development

Extending Opportunities for Learning

Resources Impact on

Pupil Outcomes


Developing the framework

Leadership and Management NCSL

Curriculum Strategies

Learning and teaching Becta

Assessment QCA

Professional Development TDA

Extending Learning Becta

Resources Becta

Impact on pupil outcomes Ofsted


The approach to self-evaluation and action

planning

• By seeing where your school sits in relation to a series of levels you can establish a profile of your school's ICT development.

• The online tool enables you to link evidence to your evaluations. Use the overall profile to help prioritise the areas requiring development.

• By setting out a clear picture of what a ‘good’ and 'outstanding' institution looks like, the framework also enables you to benchmark your school’s capabilities against established best practice.


Framework interface


The Grading


Action Planning


Benchmarking


DVD


Some process models ...All staff work together

to review each element.

Work through each strand for

the element

Move on to the next element

Develop Action Plan to feed into the School Improvement Plan

School staff work in teams, each team

reviews and completes an element of the SRF

Team feed back to the staff

Views of all staff, pupils, governors and community contribute to the evidence collated. Staff asked to provide evidence to support the

views expressed by the original reviewer(s).

Senior Management/Leadership team

reviews and completes the SRF

One person reviews all aspects, completes

appropriate sections of the SRF

Person feeds back information to the

staff or senior management

team


Element 8.Assimilation to the ICT Mark.

Element 2. Curriculum Development

Elements 3 and 4. Learning and Teaching, focus on assessment.

Element 7 and 1Network development and other resources.

Element 6Extending Learning Opportunities.

1.

2.

3.

4.

5.

ICTcoand HT

Curriculum Development

Team

All staff

Strategic ICT Team

Network Manager

and Myself


Please make your selection...

Lev

el O

ne

Lev

el T

wo

Lev

el T

hree

Lev

el F

our

Lev

el F

ive

0% 0% 0%0%0%

1. Level One2. Level Two3. Level Three4. Level Four5. Level Five

NB Level 1 = outstanding


National ICT Mark


Element 5 Professional Development - CPD

5b The provision of professional development opportunities for ICT

5 4 3 2 1

Range of development opportunities

Most development for ICT tend to be course based.

Some attempt is made to widen the range of development opportunities, but these are generally limited in scope, type and relevance.

A range of development opportunities are provided that meet the needs of some, but not all staff.

A wide range of development opportunities are provided both within and out of school which meet the individual needs and styles of most staff.

A wide range of innovative approaches to staff development are used that incorporate face-to-face and online provision. These provide a model for other schools.

Quality of professional development

Professional development takes place according to what’s available at the time with no real regard to quality and/or relevance to staff or school need.

Professional development is generally ad hoc and does not link to the ICT resources available in the school, current practices or have a positive impact on staff attitude to ICT.

Professional development activities are well planned and executed at an individual level, but are not always timely, linked to the school’s ICT resources or effective in developing staff practices with ICT.

Professional development activities for all staff are timely, and closely linked to the school’s ICT resources and current practices. They are well-focused, engaging, effective and address the confidence levels of individuals.

Professional development activities for all staff are innovative, of high quality and linked to the school’s current and future ICT resources and practices.

Sharing effective practice

There may be some sharing of effective practice between individual members of staff on an ad hoc basis

The sharing of effective practice of ICT use is encouraged during staff meetings but still works only at an individual level.

Individual staff development incorporates the sharing and wider adoption of effective practice.

Sharing of effective practice occurs across the school and on a planned and reciprocal basis, with other schools.

The school has developed innovative approaches to the sharing of effective practice within and beyond the school and makes use of the technology itself to achieve this.


National ICT Mark ….

Demonstrates commitment to continual improvement through ICTExternally assessed Nationally agreed standards and thresholdTried and tested – 20 pilot schools .First 200 awarded at BETT

‘The process has been time consuming but there is little doubt that the framework is an effective tool for identifying strengths and areas for development within schools’


AccreditationBased on schools own review using the Self Review Framework

Apply for assessment when ready

Register of trained accredited assessors

Small charge for assessor time

‘We are delighted to receive the ICT Mark. It recognises our approach to ICT and the positive impact that it is having on our whole school life.’


ICT Assessment QCA

http://www.qca.org.uk/13116_16119.html


SLICTwww.ncsl.org.uk/slict

•Designed by school leaders, the Strategic Leadership of ICT (SLICT) programme gives school leaders the tools to draw up a strategy which places technology at the centre of learning and teaching. The programme combines analysis of key issues and school visits with thinking and peer discussion. The Primary SLICT programme has been specifically developed to address the needs of primary school leaders.•You are eligible for SLICT if you are a serving headteacher, deputy or assistant headteacher with responsibility for the strategic leadership of ICT in your school.•Registration is now open for spring term 2008


Funding 2007-2008

• Devolved Formula Capital This grant provides schools with one source of devolved formula-based capital funding for ICT equipment, buildings and grounds. Schools may wish to take advantage of the three-year carry-forward available for this grant to take a more strategic approach to their ICT investment.

• School Development GrantSchools may spend this grant in any way to support improvement in teaching and learning which leads to higher standards of attainment for pupils. This includes investment in ICT. Schools should consider how best to invest this grant alongside the funding within their Devolved Formula Capital.

• National Digital Infrastructure for Schools• Electronic Learning Credits (eLCs)


Renewed Literacy and Mathematics Frameworks

• The ….. greater emphasis on the use of ICT is a significant addition in the renewal.

• Frameworks Review website

• Audit of needs associated


Ofsted report – impact of PNS

• The recent Ofsted report into the implementation of the PNS stated that ICT is being used much more effectively in primary schools as a tool for teaching and learning. Approaches to use of ICT are widening and schools are making more effective use of technology. Teachers still require CPD to embed ICT teaching across the curriculum. Further development is also needed to ensure that use of ICT moves from teachers’ use, as a simple whole-class teaching tool, to children’s use and application in their own learning. The Primary National Strategy has supported the development of ICT as a tool for learning and teaching and provided national networks and resources to further the development of ICT in primary schools.


Level 1 - ICT is used innovatively to enable pupils to learn where and when they want. Wider curriculum experience is enabled through the extended use of ICT. Expectations of pupils’ learning with ICT beyond school are high and such learning is recognised, valued and celebrated.

Learning Platforms and web 2.0


Exchange

Exchange OHPs for data projectors, using whiteboards as projection screens

Enrich

whiteboards used interactively and with a wider range of teaching resources and methodologies

Enhance

Significantly alter the way that teaching and learning takes place using ICT

Extend

Deeper learning though ICT-based teaching and learning resources

Empower

Pupils take control of learning anduse ICT to research and manage own learning

Where is embedded?

Sh

all

ow

Le

arn

ing

De

ep

Passive Pupil engagement Active

Knowledge

Comprehension

Application

Synthesis

Evaluation

Analysis

ICT and learning

?

Edutainment?Computer-assisted learning?

Content-based software?Computer games?


Links between SRF and Links between SRF and SEFSEF

Achievement and standards

Personal development and well-being

The quality of provision

Leadership and management

Overall effectiveness and efficiency

SRF

SEFLeadership and

management

Curriculum

Learning and teaching

Assessment

Professional Development

Resources

Extended learning

Impact on pupil outcomes


The Self-review Framework and Every Child Matters.

Be Healthy

Element 5. Professional Development

Element 6. Resources

Be SafeEnjoy

& Achieve

Positive Contribution

Economic Well-being

Element 1. Leadership and Management

Element 2. The Curriculum

Element 7. Extending Learning Opportunities

Element 4. Assessment

Element 3. Learning and Teaching

Element 8. Impact on Pupil Outcomes


Poetry in motion..

There are many things that we just don’t knowWhich way next, where shall we go?Making decisions is really toughWe know we are good but are we good enough?

Too many initiatives the way’s not clearOFSTED, SIPs , ECM .. Oh dearA bit of help wouldn’t go amissPlease help us to see a solution to this.

Clear the way for the framework it’s a helpful toolIt tells us what's good as a general ruleIt tells us where next and what to considerIt gives us a plan and helps us deliver

We dream of a less frustrating timeNo more rubber gloves to clean up the grimeNo more knitting of fog is requiredWe’re clear in out thoughts and thoroughly inspired.

self evaluation of whole school ict 19 th september 2007 ian brewer

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