Self-review. What can our tools, advice and guidance do for you?

BETT 08Friday, 11 January 2008

Philippa Lee, Head of Institutional Improvement, Becta 

Today

• What is the current situation of ICT in schools?

• Why do we need to think about leading ICT?

• What can we do to support you with leading ICT?

• What are the next challenges for us all?

• What you need to do next?

Context: Investment in ICT

International benchmarks 2006:

http://ec.europa.eu/information_society/eeurope/i2010/docs/studies/final_report_3.pdf

Strong progress in levels of use of technology to support learning

Much of it demand-led, eg Teachers’ use of ICT resources in lessons (Kitchen et al 2007, Harnessing Technololgy Schools Survey)

Secondary teachers use of ICT in lessons for helping pupils learn in different ways

Gathering information

(%)

Analysing information

(%)

Being creative

(%)

Problem solving

(%)

Working with others

(%)

All or most lessons 1 * 1 * *

More than half of lessons

3 2 3 1 1

Around half of lessons

8 4 4 5 2

Less than half of lessons

58 39 24 25 13

Rarely/Never 31 55 68 69 84

Base: all secondary teachers answering

1192 1190 1190 1185 1186

Not yet strong evidence of pedagogical change

70% about effective change management

20% about the processes

inside

10% about the

technology

* Implementation model based upon BT developments

Change management

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

What it’s all about?

“Self-review framework isn’t just about ICT and, interestingly, that is a key factor of its success. It

focuses the mind on the whole spectrum of school development.”

Steve Gator – Headteacher, Walker Technology College

• A model for self-review and guiding towards maturity.

• Developed and supported by all partner agencies.

• 100 professionals contributed to its development.

• Connects with the model of self-evaluation led by Ofsted.

• Accessed via an online self review tool which offers additional facilities.

• Contains the national standard for ICT and enables progress towards and application for the ICT Mark.

Developing the framework

Help a school decide:

• Where you are in your whole school improvement and ICT development

• How well you are doing compared to others

• Where you want to go – aspirations

• What good looks like and how you can achieve it

• What actions to prioritise

• Where you may need support.

“The self-review framework has taught us to focus in on what we need. It is a quick and easy way to evaluate ourselves and the school.”

Lisa Edwards – Kings Rise Community Primary School

Self-review as a tool for organisational change

Val Cameron

The Park Lane School

Whittlesey

The school context

School context

The ICT position

The pupil perspective

The staff perspective

Vision

Quick fixes

Longer term strategies

What do staff and pupils think?

• Large primary and nursery school • Spans three separate Key Stages

with ages from 3-11 years• mixed catchment• building limitations• strong staff with many areas of

strengths• ICT mark.

The school context – The ICT position

• excellent work already undertaken by the ICT co-ordinator

• ‘kit’ in place

• funding planned

• e-safety very well considered

• strategic vision ‘held’ by the co-ordinator.

School context

The ICT position

The pupil perspective

The staff perspective

Vision

Quick fixes

Longer term strategies

What do staff and pupils think?

The school context – the pupil perspective

• Units of work and coverage

• Implicit and explicit ICT

• Entitlement versus empowerment

• Pupil’s prior knowledge and assessment.

School context

The ICT position

The pupil perspective

The staff perspective

Vision

Quick fixes

Longer term strategies

What do staff and pupils think?

The return of Teddy Robinson from Mars

The school context – the staff perspective

• systematic programme of staff skills training

• ICT mentoring within local authorities

• elements of excellent practice within school

• staff on the whole very keen to utilise their skills but confidence issue for some.

School context

The ICT position

The pupil perspective

The staff perspective

Vision

Quick fixes

Longer term strategies

What do staff and pupils think?

…..but where was the whole school vision?

• vision not demonstrated by word, action or interaction

• lack of overall strategic plan to which ICT contributed

• led to confusion The journey had started but the school needed to know the destination.

School context

The ICT position

The pupil perspective

The staff perspective

Vision

Quick fixes

Longer term strategies

What do staff and pupils think?

Quick fixes for short term gains

• Emails communications

• Starz accounts for pupils and staff

• PC benches and general de-cluttering

• Digital cameras

• While the self-review framework was undertaken…

School context

The ICT position

The pupil perspective

The staff perspective

Vision

Quick fixes

Longer term strategies

What do staff and pupils think?

Longer term strategies……

• Expectations for staff towards vision

• Whole school approach to resources – dedicated ICT assistant, technician time, whiteboards, visualisers etc

• Whole school approach to MIS – assessment, attendance, behaviour and achievement logs

• Pupil use of digital web space utilised.

School context

The ICT position

The pupil perspective

The staff perspective

Vision

Quick fixes

Longer term strategies

What do staff and pupils think?

• Staff training day

• Simple applications that engage and motivate staff and pupils

• Supporting staff with use of ICT in other subjects

• Getting the views of others

• Reviewing curriculum coverage

• Pupil self assessment.

Longer term strategies……

School context

The ICT position

The pupil perspective

The staff perspective

Vision

Quick fixes

Longer term strategies

What do staff and pupils think?

Year 1

Literacy clip

• website development for communications and to showcase

• management structure – Innovation group

• wireless connectivity

• financial aspects – total cost of ownership and sustainability

• measuring the impact on pupil’s learning across all areas.

Longer term strategies……

School context

The ICT position

The pupil perspective

The staff perspective

Vision

Quick fixes

Longer term strategies

What do staff and pupils think?

Video cast

…and what do the staff and pupils think?School council meetings so

the classes can seeParents’ evenings (webcam with parents at home)

Asking friends about homework -sharing ideas or

good work

Webcam from residential

visits

Reports to Mrs Cameron (bad and good from

classrooms)

Communicate with Y7s at

SHSCC

Check the tidiness of bedrooms! Monitoring the

playground

See if you’ve been good enough for

sweets!

School context

The ICT position

The pupil perspective

The staff perspective

Vision

Quick fixes

Longer term strategies

What do staff and pupils think?

…and what do the staff and pupils think?Using e-mail as a

communication tool is invaluable – ensures all members of staff receive

the same information.

…it has opened up a world some pupils didn’t know existed….. and they now want to be part of it.

The children have used webcams as a ‘diary room’ tool, Big Brother

style, and the children have reported on a variety of subjects…

providing a safe space between them and their audience.

The impact on pupil outcomes can be

determined not only in their work but also in

their behaviour, enthusiasm and

interaction.

We are sharing planning more effectively in teams and using a wealth of resources that are already out there.

School context

The ICT position

The pupil perspective

The staff perspective

Vision

Quick fixes

Longer term strategies

What do staff and pupils think?

….and a final thought from Charles Leadbeater ‘The shape of things to come’

Thank you for listening

Val CameronThe Park Lane School

Whittlesey Cambridgeshire

PE7 1JB

head@parklane.cambs.sch.uk

The process/outcome

“The self-review framework … has enabled all the staff, not just the ICT specialists, to understand where we are going strategically. It has brought

us together and consolidated the whole vision for the school.”

Roger Whittall – Headteacher, Westwood School

National ICT Mark ….

Demonstrates commitment to continual improvement through ICT Based on schools own review using Becta’s Self-review framework Nationally agreed standards and threshold Externally assessed Apply for assessment when ready Small charge for assessor time Register of accredited assessors Over 200 Assessors registered 939 ICT Mark schools.

http://www.becta.org.uk/schools

philippa.lee@becta.org.uk