2. Malcolm Hunt, Head of Workforce Development, Becta Making technology ‘personal’ for the 21 st Century Teacher

3. Presentation Outline Where are teachers now in their use of technology? - Evidential background to the project A framework for teachers’ technology skills and pedagogy: - Becta’s 21 st Century Teacher Framework & thinking Making the framework personal: - Applying the framework to what teachers do day by day Developing the 21 st century teacher framework through professional development and support: - Subject Exemplification - Hard to Teach programmes with Teachers TV

4. Becta’s 21 st Century Teacher framework - Background & context Only teachers entering the profession in the last 7 years have an agreed set of ICT skills/competences Built on the Teacher Professional Standards developed by the TDA Informed by wide consultation over two years Seeks to accommodate the ‘e confidence’ and the ‘e I’m not sure about ICT’ What does ‘good look like’ for the 21 st Century Teacher, using technology discerningly in their work? http://schools.becta.org.uk/index.ph p?section=pd&catcode=ss_pd_te_02

5. Where are teachers now? - ICT Attitudes & Beliefs Harnessing Technology School Survey 2009/10 Teachers are positive that ICT is helpful in supporting the diverse needs of learners: -85 per cent primary, -70 per cent secondary, -79 per cent special Over 75% of ICT co-ordinators reported that all or most of the teachers in their school were enthusiastic towards using ICT in delivering the school curriculum. Significant rise in teachers agreeing that ICT can have a positive impact on attainment, (27-39%) for most groups of learners 95% of teachers believe that the use of technology is raising standards in schools and colleges ‘Greater proportions of school staff than previously believe that new technologies improve learner engagement and attainment.’

6. Where are teachers now? – Use of ICT Resources & Practice Increasing use of ICT resources by all teachers Display Technologies: Over 80% of primary & 70% of secondary teachers said that they use display technologies at least once a day Internet Resources: 46-65% use them in half or more of their lessons Teachers think they are effective at using ICT for lesson planning and lesson deliver HT School Survey 2009 & 2010 34% of primary & 51% of secondary teachers rarely or never use technology to support learners to be creative Over 50% of teachers think they are effective in using ICT for a range of tasks, but: - 29% rarely or never use ICT to communicate with parents effectively - fewer than 27% claim to use ICT to share information between pupils

7. Where are teachers now? - the Learner ICT experience Learner judgements about ICT use more than once a week: English: 43% Primary, 8% Secondary Maths: Primary 46%, 7% Secondary (http://research.becta. org.uk/index.php?sect ion=rh&catcode=_re_ rp_02&rid=17155)

8. Where are teachers now? - the Learner ICT experience Helen Burns podcast SubjectsYear Groups Year 5Year 8Year 10 English40%24%23% Maths41%24%19% Science24% 22% Learner judgements about technology use in lessons more than one a week? HT School Survey 2010: http://research.becta.org.uk/index.php?section=rh&catcode=_re_os_02&rid=17829

9. A framework for teachers’ technology skills and pedagogy: - Becta’s 21 st Century Teacher Framework

10. 21 st Century Teacher Framework Five maturity statements Further detailed explanation TDA Standards and self-review framework cross references Professional skills and practice Five maturity statements Further detailed explanation TDA Standards and self-review framework cross references Professional knowledge and skills Five maturity statements Further detailed explanation TDA Standards and self-review framework cross references Professional values and attitudes

11. Defining by job role rather than job title Leading Learners Guiding Learners Supporting Learners 

12. Professional skills and practice Professional knowledge and understanding Professional values and attitudes Professional skills and practice Professional knowledge and understanding Professional values and attitudes Professional skills and practice Professional knowledge and understanding Professional values and attitudes  Professional knowledge and understanding Professional skills and practice 21 st Century Teacher LEADINGGUIDINGSUPPORTING

13. 21 st Century Teacher Resources: - Key Aspects Use a core framework to informed a range of exemplification Relates the professional standards to the main activities of teachers Provides case studies and sector specific exemplification Includes a simple tool for a teacher/ department to self assess in the context of performance management/planning Designed for all teachers as a bedrock to build on.

14. 21 st Century School Workforce model Leading Professional skills and practice Professional knowledge and understanding Professional values and attitudes Guiding Professional skills and practice Professional knowledge and understanding Professional values and attitudes Supporting Professional skills and practice Professional knowledge and understanding Professional values and attitudes 21 st Century Teacher Framework and Resources 21 st Century Teaching Assistants Framework and resources ??

15. Applying the framework to what teachers do day by day

16. 21 st century teacher - The ‘daily duties’ and technology 21st century teachers use technology to: - deliver greater flexibility and choice of lessons and teaching techniques, - communicate information and concepts clearly with high quality lessons and resources, - make learning exciting and engaging for all learners - provide adaptive solutions for learners with special needs - create a learning environment where learners feel safe and secure - extend learning and work in partnership with parents families and the community Assessing and reporting. Planning and administration Learning and teaching

17. 21 st century teacher - The ‘daily duties’ and technology Assessing and reporting. Planning and administration Learning and teaching 21st century teachers use technology to: - support their professional judgements - track pupil progress, - monitor learners to ensure their use of technology is safe, legal and responsible, - communicate with parents/carers, sharing information through online reporting 21 st century teachers use technology to help them with: - planning teaching and learning activities, across the curriculum - reusing, adapting and sharing documents - storing and analysing pupil data - identifying and addressing professional development needs - responding to emerging technologies and practice

18. 21 st Century Teachers: Learning and Teaching Professional skills and practice Design effective learning opportunities involving technology Design effective learning opportunities involving technology Use technology to effectively lead learning Use technology to effectively lead learning Use technology to manage learning resources Use technology to manage learning resources Use technology to monitor learning and reporting Use technology to monitor learning and reporting Professional knowledge and understanding Are capable of using technology in a professional context Understand the role of technology in effective learning and teaching Have knowledge of specialist ICT applications Understand the issue surrounding e-safety, Health & Safety, data protection etc. Understands the development of ICT capability in learning Professional attitudes and values Have a vision for technology in learning and teachingHave a vision for technology in learning and teaching Understand issues around equality and diversityUnderstand issues around equality and diversity See ICT within a wider contextSee ICT within a wider context Review and evaluate contribution of technologyReview and evaluate contribution of technology

19. Self Assessment, reflection & review

20. Online tool- providing further exemplification Option for selecting more information and exemplification http://www.nextgener ationlearning.org.uk/2 1cteacherchecklist/

21. Links to a range of resources, not just Becta material. Capable of contextualisation & the linking to local resources. Could be used for self assessment, in a Performance management or mentoring situation.

22. Applying the framework to the wider context, professional development and support

23. Supporting the process of PD Need to combine national perspective and sound practice with local and individual context. Seeks to encourage self assessment and reflection. Works at the individual, department and institution level. Fits into current performance management & PD practice Goes beyond self assessment to encouraging changes in practice. Builds on good CPD practice. Goes further into subject teaching and pedagogy Attitudes to improved practice (Fullen 1995) Teacher who improved their practice: Believed it was possible to improve, Were ready to be self critical, Recognised better practice than their own in others or elsewhere, Were willing to learn what had to be learnt in order to be able to do what needed or had to be done

24. Recent developments New subject exemplification pdf documents offer additional resources and guidance. (English, Maths, Science, Music, MfL and RE) http://schools.becta.org.uk/index.php?section=pd&catcode=ss_pd_te_02 http://schools.becta.org.uk/index.php?section=pd&catcode=ss_pd_te_02 Developed in partnership with the subject associations Similar approach to the core document, but with: - subject specific case studies/ examples, - a revised checklist, - subject specific online links Hard to Teach programmes with Teachers TV - Current programmes in English, Maths and Science - Geography and MfL broadcast in June 2010 http://www.teachers.tv/series/hard-to-teachhttp://www.teachers.tv/series/hard-to-teach Working on Primary H2T materials H2T English programme Visualisers Wikki wars

25. Summary Points Publication and resources seeks to help teachers and those who support them through CPD, to understand what it means to use ICT discerningly and well Builds on the teaching standards developed by the TDA, so will be appropriate for all teachers. The checklist & online tool can be used by individuals and groups of teachers to: - assess their current skills and competencies, - draw up an action plan for further professional development & - tie in with local CPD provision. Suits individual assessment in the context of performance management, as well as the professional development elements of SRF. Future subject exemplification will offer additional resources and guidance.

26. Discussion Points How might you use these materials to develop the use of technology with: - Student teachers in training, - NQTs and serving teachers, - Participants on MTL programmes. Are colleagues using the materials already and if so, in what ways? Does the checklist cover the areas of professional skills and competence expected? Are there some omissions? Would ITTE be interested in: - developing specific materials to help exemplify the checklist for those in initial teacher education, - collect case studies of use of the resources by the ITTE membership? Is there scope in using the checklist to support research and inform planning for professional development?

27. Contact… Malcolm Hunt, Head of Workforce Development, Becta Millburn Hill Road Science Park Coventry CV4 7JJ Telephone:+44 (0)24 7679 7033 E mail:malcolm.hunt@becta.org.uk (until December 2010)malcolm.hunt@becta.org.uk Website:www.becta.org.ukwww.becta.org.uk Resources… 21 st century teacher resources: http://schools.becta.org.uk/index.php?section=pd&catcode=ss_pd_te_02 Teacher TV programmes: http://www.teachers.tv/series/hard-to-teach http://www.teachers.tv/series/hard-to-teach http://schools.becta.org.uk/index.php?section=pd&catcode=ss_pd_te_02&rid=17103 ICT CPD Research: http://research.becta.org.uk/index.php?section=rh&catcode=_re_rp_02&rid=17359 http://research.becta.org.uk/index.php?section=rh&catcode=_re_rp_02&rid=17359