1. Leadership at all levels Tony Parkin ICT Adviser
25 March 2017
Leadership at all levels Tony Parkin ICT Adviser

2. Influences and Distributed Leadership…!UK
Global
European
National
Regional
Local Authority
School
School leaders
Staff
Students
Parents and community
Ambivalence!

3. Educational directions for LeadershipUK
Educational directions for Leadership
Globalisation and knowledge economies
The autonomous and self-directed learner
Collaborative and team-working
Lifelong learning
The personalisation of learning
The changing educational workforce
The shift from instruction to coaching and mentoring
Harnessing the technology
…from all directions!

4. Learning and technologies
How to address the leadership of the constantly moving educational technologies for schools?
Complex interactions involving learning and ICT…..
Virtual environments
Curriculum
Pedagogies
Extended schools
Built Environment
Teaching technologies
Learning tools
Personalising Learning

7. iNet’s Mission
'The mission of International Networking for Educational Transformation (iNet) is to create powerful and innovative networks of schools that have achieved or have committed themselves to achieving systematic, significant and sustained change that ensures outstanding outcomes for all students in all settings.'

8. Networking innovation Leadership development Development and research
iNet’s Objectives
Networking innovation
Leadership development
Development and research
Student voice
Networking people and knowledge through conferences, workshops and publications

9. A growing global network

10. 3,000 affiliates networking across twenty seven countries
Where are we already?
Maturing Networks:
England
Australia
South Africa
Hong Kong
Chile
Emerging networks:
China
Wales
Holland
Georgia, USA
New Zealand
3,000 affiliates networking across twenty seven countries

12. Personalising learning – the gateways
Developed by Professor David Hargreaves working with leaders from over 250 Trust schools. Gateways can be seen as a variety of routes by which a school may successfully explore personalising learning.  
Advice and guidance
Assessment for learning
Curriculum
Learning to learn
Mentoring and coaching
New technologies
School design and organisation
Student voice
Workforce development
Development and research

13. Leadership: Student Voice

14. Student voice – autonomous learners?
25 March 2017
Student voice – autonomous learners?
HEALTH WARNING!
The following video extract may cause symptoms of unease, nausea and even vomiting.
The Future – Today!
Courtesy of M*** Labs

15. Student Voice
Growing appreciation in schools of the power and effect of student voice – but developing leadership is a challenge
D& R Networks – one of most effective in action
Many schools still stuck at School Council stage – with all focussing on uniforms and food rather than learning
A small but significant number have achieved breakthrough in each region…
Links to ‘Assessment for Learning’ gateway… but synergy essential and ‘short-sighted vision’ still an issue!

20. eMentoring

21. Douglas Adam’s take on new technology …
25 March 2017
What about teachers?
Douglas Adam’s take on new technology …
“Anything that exists in the world before you are born is part of the normal way in which the world operates.
Anything invented while you're between the ages of 15 and 35 is exciting, revolutionary - and quite possibly something you can get a career out of.
Anything invented after you reach 35 is against the natural order of things.”
Is this impacting new technologies in school?

22. Sharing : CPD in ICT in the Subject
Over 300 schools around England acting as training centres
Based around schools with expertise in ICT in a subject
Maths, Science, Design & Technology, Modern Foreign Languages, English, ICT, Arts, Music, Humanities, Business Education
‘Subject Toolkits’
developed by classroom practitioners
4 X 1hr sessions on each toolkit
One per term in each subject – 8 already in use for most subjects,
Many include sessions on use of Interactive Whiteboards in subject

23. Sharing: Lead Practitioners

24. Subjects Thematic areas Voc GCSE
Lead Practitioner Networks
Subjects
Thematic areas
Voc GCSE
Applied Art & Design
Applied Business
Applied ICT
Applied Science
Engineering
Heath & Social Care
Leisure & Tourism
Manufacturing
Arts
Business & Enterprise
Design & Technology
Languages
Humanities
ICT
Music
Maths
Science
Rural Dimension
Equality & Inclusion
Gifted & Talented
Personalising the Curriculum
SEN / Inclusion
Workforce Reform

25. Sharing school to school

26. ICT Register: http://www.ict-register.net/
Register schools provide support network with advice and support on a range of ICT-related issues to other schools
Services are available to all schools
Services range from telephone calls or ed advice to visits, audits, provision of classroom support or courses and extended guidance on ICT strategy
All services are reasonable and affordable … some are offered free of charge

30. Services on offer…
And how to get there…

31. Leadership programmes

32. Developing Leadership and Management
Key common feature: ‘sharing what works – school to school’
Leadership and Management programmes:
Aspirant Headteachers
Developing Leaders for Tomorrow
Middle level leaders
Executive Headteachers
London Leadership Strategy

33. Developing Leaders for Tomorrow
A case study involving an innovation to be based in school
Opportunities to engage in action research in order to raise achievement
Opportunities to listen to and engage with world class thinkers in education
Opportunities to visit and network with other innovative teachers & schools.
Attendance at the National Conference for Schools affiliated to the Trust.
Opportunities to gain experience in a business setting.
Opportunities for Teachers International Professional Development (TIPD).

34. Leadership and New Technologies
The national perspective…
25 March 2017
Leadership and New Technologies
SLICT (Strategic Leadership in ICT)
SLICT programme, launched by NCSL and Becta
Achieved target of 10,000 heads trained
Trust are providers for both primary & secondary SLICT
teamSLICT
Trust joined NCSL & Becta to develop programme for implementation teams from schools
School specified team of up to 4 to attend teamSLICT – key staff to implement strategic ICT developments
New programmes
Secondary SLICT II = head and team combined
Building schools for Future – BRIAN?
Working with partners

35. ICT use in the classroom is rising …
25 March 2017
ICT use in the classroom is rising …
… and nthois was matched by increased use of ICT in lessons.
Highlight the growth in ‘substantial’ use of ICT in one of the three highlighted subjects…. Obviously various factors impact – notably access to resources being key…
Prior, G and Hall, L (2004), ICT in Schools Survey 2004, ICT in Schools Research and Evaluation Series No. 22, Becta/DfES, Coventry/London.
DfES ICT in Schools Survey (institutional survey)

36. Achieving change - how far have we got?
25 March 2017
Achieving change - how far have we got?
Spectrum of e-enablement by schools type
Late adopters
Ambivalent
Enthusiastic
e-enabled
Sample size (N)
Primary schools 7%
44%
39%
10%
118
Secondary schools
11%
41%
34%
14% 85
Special schools
16%
35%
33% 43
All schools and colleges
13%
36%
40%
345
Possibly the most interesting piece of research. Several similar surveys around this time indicate that relatively few schools have become ‘e-enabled (Becta speak) or econfident (NCSL speak)
Indicator of sustainable embedding of ICT – ‘e-enablement’
Based on infrastructure provision & policy, training and technical support, willingness to embed ICT.
Not about lots of kit, but about sustainable and effective use of ICT to serve educational goals
Not an add-on, serves a purpose, strategies for ongoing resourcing to serve goals.
ICT is embedded fully and sustainably in a small minority of institutions
Large group making some progress, but had yet to fully embed ICT
Half full or half empty?
Source: DfES/PwC Report 2004

37. …developing the ICT Self Review Framework…
25 March 2017
Political Background
‘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
Ruth Kelly had thrown down the gauntlet on this area at the BETT Show 2005 – and had given Becta only 12 months to address the challenge. Obviously the DfES and Becta had been involved in negotiations on the approach prior to the announcement, but it was still an ambitious programme and time scale. Not least because it meant getting co-operation and agreement from a large number of organisations.
…developing the ICT Self Review Framework…

38. SRF Self Review Framework
25 March 2017
Self Review Framework
“The strength of this approach is the cross-agency input as it ties together many areas of development”. 
Head, Primary School Cambridgeshire
Key focus is on school’s own self review processes to effect and manage change
Building on the work of Ofsted’s ‘Common Evaluation Framework’ and on the approach of NAACEmark
Development led for DfES by Becta, national agency for ICT in education
Involved many national agencies and organisations, including SSAT, NCSL, Ofsted, QCA, NAACE
Over 100 professionals and even more schools contributed to its ongoing development
“It has given us a baseline and gave great satisfaction… It raised self esteem among the staff and confirmed that we were doing well. It has helped the deputy head…to identify priorities for school improvement in ICT.”
Head, Pilot Primary School
Professionals/organisations involved included Becta, NCSL, OFSTED, SSAT, QCA, TDA, NAACE, representatives from Scotland, Wales, N Ireland, and a number of Local Authorities.
Ofsted had developed Common Evaluation Framework (prior to Self-Evaluation Framework), whilst NAACE and Becta had been offering Naacemark for a number of years. These, and other assets were used as a starting point for the Self Review Framework.
THE KEY FEATURE WAS THAT THIS IS A SELF-REVIEW APPROACH – MUST BE DONE BY SCHOOL AND NOT BY OUTSIDE ‘EXPERTS’, THOUGH THESE CAN HELP WITH THE PROCESS WHEN REQUIRED.
SRF

39. The Elements of the Self-Review Framework
25 March 2017
The Elements of the Self-Review Framework
The curriculum
Professional development
(People resource)
Impact on the
Learner
Learning and teaching
Assessment
Resources
Extending Learning
Impact on the learner is the reason that we use ICT in schools.
This effectiveness of the impact of ICT on the learner is directly affected by four elements:
curriculum, learning and teaching, assessment and extending learning.
These four elements are reliant on well developed and robust resources (infrastructure and software) as well as people (professional development). The vision and the implementation for the whole system is underpinned by the leadership and management.
Leadership and management

40. Aspirational e-confident
25 March 2017
Leadership and Management
Curriculum
Learning and teaching
Assessment
Professional Development
Extending Learning
Resources
Impact on pupil outcomes 5 4 3 2 1
Aspirational e-confident
Strategy in place
Nothing in place
Coherence
Made a start
The next step is to introduce the LEVELS at which an organisation can assess itself to have reached. Traditional maturity models use a five step scale – there was lots of debate around Ofsted’s four level scale for the Self Evaluation Framework and the need for alignment.
The words used above are entirely unofficial to give a feel for the stages.
Note that level 5 would be off the bottom of the Ofsted SEF scale – so that there is alignment between levels 1- 4 on both SEF and SRF.
Identifying the levels (unofficial!)

41. Self Review Framework- Matrix
25 March 2017
Self Review Framework- Matrix
Online self review tool with:
Action planning
Links to support materials
Phase specific exemplars
Benchmarking
Evidence examples
Linked to ICT Mark accreditation
A key feature from the outset was an online self-review tool that could be used by a number of staff at a school to audit their current position and help them move forward by offerihg focussed and responsive online support and guidance

42. Self Review Framework- Matrix
25 March 2017
Self Review Framework- Matrix
A key feature from the outset was an online self-review tool that could be used by a number of staff at a school to audit their current position and help them move forward by offering focussed and responsive online support and guidance

43. As school progresses… Leadership and Vision Curriculum
25 March 2017
As school progresses…
Leadership and Vision
Curriculum
Learning and teaching
Assessment
Resource
CPD
Impact on pupil outcomes
Extending learning 5 4 3 2 1

44. As school progresses… Notification of reaching threshold is automatic
25 March 2017
As school progresses…
Leadership and Vision
Curriculum
Learning and teaching
Assessment
Resource
CPD
Impact on pupil outcomes
Extending learning 5 4 3 2 1
Notification of reaching threshold is automatic

45. High Tech High School, San Diego
25 March 2017
‘Building Schools for the Future’
High Tech High School, San Diego
..or “The Life of Brian”?

46. New Block ROSLA Block Tech wing Main Building PFI Block
25 March 2017
Changing the UK school environment: Worstcase – a school of the present?
New Block
ROSLA Block
Tech wing
Main Building
PFI Block

47. Main building 19th Century coal baron’s mansion
25 March 2017
Main building
19th Century coal baron’s mansion
No room suitable for whole class teaching
Given over to Head’s study, reception, medical room, main school office, repro room, boardroom, schoolkeeper’s storage, sixth form study area, and several staff offices….
Wonderful roomy corridors and high ceilings – but students barred from using them….

48. 25 March 2017
New Block
Built in the 1960’s…. the oldest building except for the main block
The rooms can hold the regulation 30 desks and chairs – though the teacher has to manage without
… except where desk numbers have been reduced to 25.
Narrow corridors with intriguing wall designs of irregular black horizontals – achieved by application of rucksacks and elbows…

49. ROSLA Building Built in the 1970’s
25 March 2017
ROSLA Building
Built in the 1970’s
Only 3 people know about ROSLA – the rest believe he was a Polish benefactor
Competes with New block for worst corridors award – and smallest classrooms prize
The flat roof doubles as a wave tank for science – except when it drains into …
… the art department – to provide appropriate dank garret feel and ceiling patterns to inspire abstract artforms

50. 25 March 2017
The Tech Wing
Built entirely using the capital funding associated with a successful specialism bid
Famous for its interior design of bare breeze-block/fibreboard
Corridors marginally wider – achieved by reducing classroom size even further…

51. The BSF /PFI block (proposed)
25 March 2017
The BSF /PFI block (proposed)
Only exists as a 3D virtual model from architect
Comes with interesting fly-throughs - the head loves to demonstrate them on open evenings
No room appears to hold more than 6 desks, as the architect did not want to clutter the model
Similarly each room appears to hold a maximum of 4 people, and they have also been shown translucent to minimise their impact on the environment….

52. The teachers’ designs…
25 March 2017
The teachers’ designs…
The Head consulted staff on their views on classroom design…
They came up with rectangular rooms holding 30 desks comfortably when set out in rows, plus a teacher’s desk with an electronic whiteboard
The other notable change was that the doors they recommended did not have any glass panels…

53. Building the ‘school for the future’ …
What do we need in place to ensure the school of the future is built to meet 21st C learning needs and technologies?
‘Build it and they will come’ … or change the pedagogy first? Or can they develop in parallel?
Does ‘one size fit all’ for this future vision of the school – or do we need to be more aware of global variations?

54. Corridors or public spaces?
25 March 2017
Corridors or public spaces?
Setting the style – classrooms, a mall or offices?

55. Linking ethos, building design and curriculum design
25 March 2017
Linking ethos, building design and curriculum design
Key concept of shopping/learning mall – in best practice you haven’t got a shop window but a walk-through store
Display takes many forms, from conventional boards to lessons in action to on line galleries
‘Learning by Exhibition’ raises self esteem
Colour plays a key part
Removing walls into corridors and between classrooms transforms schools

56. Linking ethos, building design and curriculum design
25 March 2017
Linking ethos, building design and curriculum design
Abandon corridors and lose the corridor culture
Change school day to reduce numbers moving at one time
This also provides constant adult supervision
Students more considerate as they move around
You walk through learning spaces instead of corridors …
… so you need to bring classrooms alive
Carpets reduce noise and create a different atmosphere

57. 25 March 2017
Learning Centre Three classrooms and a corridor Open 7.30am – 6pm Three classroom spaces Two classes timetabled every lesson

58. 25 March 2017
Art
Walk through
Use of display
Colour, colour

59. 25 March 2017
Surf and Turf
Public space for interaction
Colour colour

60. 25 March 2017
Science
Science

61. 25 March 2017
Thinking out of the box
Flexible learning spaces in which there is opportunity for large group work, smaller group work, individual enquiry
Blocking windows for screens and rotating rooms
All furniture is easily moveable and students are able to arrange it to suit their needs

62. Changing the building, or the thinking…?
Which do YOU think presents the greater leadership challenge, and which should be addressed first?

63. Building the rich virtual environment
The virtual learning world sits inside the school’s managed learning space but has global reach
The comfort and design of the virtual environment is equally as important as the built environment
The provision within that environment must:
Automate what we do already – but more efficiently and effectively to add real value
Offer opportunities to address learning challenges of today and the future, not just yesterday…
Build on current technologies and pedagogies

64. Alice’s Virtual Environments…
25 March 2017
The Student Voice….
Alice’s Virtual Environments…
The SIMS
Zoo
Tycoon

65. Building the rich virtual environment
25 March 2017
Building the rich virtual environment
There were 20 families home educating in the UK 20 years ago; now there are more than 30,000

66. Tony Parkin Leadership & Affiliation Networks tonyp@ssatrust.org.uk
25 March 2017
Tony Parkin Leadership & Affiliation Networks