Presentation on theme: "Leadership at all levels Tony Parkin ICT Adviser"— Presentation transcript:
1 Leadership at all levels Tony Parkin ICT Adviser 25 March 2017Leadership at all levels Tony Parkin ICT Adviser
2 Influences and Distributed Leadership…! UKGlobalEuropeanNationalRegionalLocal AuthoritySchoolSchool leadersStaffStudentsParents and communityAmbivalence!
3 Educational directions for Leadership UKEducational directions for LeadershipGlobalisation and knowledge economiesThe autonomous and self-directed learnerCollaborative and team-workingLifelong learningThe personalisation of learningThe changing educational workforceThe shift from instruction to coaching and mentoringHarnessing 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 environmentsCurriculumPedagogiesExtended schoolsBuilt EnvironmentTeaching technologiesLearning toolsPersonalising 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 ObjectivesNetworking innovationLeadership developmentDevelopment and researchStudent voiceNetworking people and knowledge through conferences, workshops and publications
10 3,000 affiliates networking across twenty seven countries Where are we already?Maturing Networks:EnglandAustraliaSouth AfricaHong KongChileEmerging networks:ChinaWalesHollandGeorgia, USANew Zealand3,000 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 guidanceAssessment for learningCurriculumLearning to learnMentoring and coachingNew technologiesSchool design and organisationStudent voiceWorkforce developmentDevelopment and research
14 Student voice – autonomous learners? 25 March 2017Student 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 VoiceGrowing appreciation in schools of the power and effect of student voice – but developing leadership is a challengeD& R Networks – one of most effective in actionMany schools still stuck at School Council stage – with all focussing on uniforms and food rather than learningA 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!
21 Douglas Adam’s take on new technology … 25 March 2017What 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 centresBased around schools with expertise in ICT in a subjectMaths, Science, Design & Technology, Modern Foreign Languages, English, ICT, Arts, Music, Humanities, Business Education‘Subject Toolkits’developed by classroom practitioners4 X 1hr sessions on each toolkitOne per term in each subject – 8 already in use for most subjects,Many include sessions on use of Interactive Whiteboards in subject
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 schoolsServices are available to all schoolsServices range from telephone calls or ed advice to visits, audits, provision of classroom support or courses and extended guidance on ICT strategyAll services are reasonable and affordable … some are offered free of charge
32 Developing Leadership and Management Key common feature: ‘sharing what works – school to school’Leadership and Management programmes:Aspirant HeadteachersDeveloping Leaders for TomorrowMiddle level leadersExecutive HeadteachersLondon Leadership Strategy
33 Developing Leaders for Tomorrow A case study involving an innovation to be based in schoolOpportunities to engage in action research in order to raise achievementOpportunities to listen to and engage with world class thinkers in educationOpportunities 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 2017Leadership and New TechnologiesSLICT (Strategic Leadership in ICT)SLICT programme, launched by NCSL and BectaAchieved target of 10,000 heads trainedTrust are providers for both primary & secondary SLICTteamSLICTTrust joined NCSL & Becta to develop programme for implementation teams from schoolsSchool specified team of up to 4 to attend teamSLICT – key staff to implement strategic ICT developmentsNew programmesSecondary SLICT II = head and team combinedBuilding schools for Future – BRIAN?Working with partners
35 ICT use in the classroom is rising … 25 March 2017ICT 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 2017Achieving change - how far have we got?Spectrum of e-enablement by schools typeLate adoptersAmbivalentEnthusiastice-enabledSample size (N)Primary schools7%44%39%10%118Secondary schools11%41%34%14%85Special schools16%35%33%43All schools and colleges13%36%40%345Possibly 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 goalsNot an add-on, serves a purpose, strategies for ongoing resourcing to serve goals.ICT is embedded fully and sustainably in a small minority of institutionsLarge group making some progress, but had yet to fully embed ICTHalf full or half empty?Source: DfES/PwC Report 2004
37 …developing the ICT Self Review Framework… 25 March 2017Political 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 2005Ruth 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 2017Self Review Framework“The strength of this approach is the cross-agency input as it ties together many areas of development”. Head, Primary School CambridgeshireKey focus is on school’s own self review processes to effect and manage changeBuilding on the work of Ofsted’s ‘Common Evaluation Framework’ and on the approach of NAACEmarkDevelopment led for DfES by Becta, national agency for ICT in educationInvolved many national agencies and organisations, including SSAT, NCSL, Ofsted, QCA, NAACEOver 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 SchoolProfessionals/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 2017The Elements of the Self-Review FrameworkThe curriculumProfessional development(People resource)Impact on theLearnerLearning and teachingAssessmentResourcesExtending LearningImpact 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 2017Leadership and ManagementCurriculumLearning and teachingAssessmentProfessional DevelopmentExtending LearningResourcesImpact on pupil outcomes54321Aspirational e-confidentStrategy in placeNothing in placeCoherenceMade a startThe 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 2017Self Review Framework- MatrixOnline self review tool with:Action planningLinks to support materialsPhase specific exemplarsBenchmarkingEvidence examplesLinked to ICT Mark accreditationA 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 2017Self Review Framework- MatrixA 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 2017As school progresses…Leadership and VisionCurriculumLearning and teachingAssessmentResourceCPDImpact on pupil outcomesExtending learning54321
44 As school progresses… Notification of reaching threshold is automatic 25 March 2017As school progresses…Leadership and VisionCurriculumLearning and teachingAssessmentResourceCPDImpact on pupil outcomesExtending learning54321Notification 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 2017Changing the UK school environment: Worstcase – a school of the present?New BlockROSLA BlockTech wingMain BuildingPFI Block
47 Main building 19th Century coal baron’s mansion 25 March 2017Main building19th Century coal baron’s mansionNo room suitable for whole class teachingGiven 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 2017New BlockBuilt in the 1960’s…. the oldest building except for the main blockThe 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 2017ROSLA BuildingBuilt in the 1970’sOnly 3 people know about ROSLA – the rest believe he was a Polish benefactorCompetes with New block for worst corridors award – and smallest classrooms prizeThe 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 2017The Tech WingBuilt entirely using the capital funding associated with a successful specialism bidFamous for its interior design of bare breeze-block/fibreboardCorridors marginally wider – achieved by reducing classroom size even further…
51 The BSF /PFI block (proposed) 25 March 2017The BSF /PFI block (proposed)Only exists as a 3D virtual model from architectComes with interesting fly-throughs - the head loves to demonstrate them on open eveningsNo room appears to hold more than 6 desks, as the architect did not want to clutter the modelSimilarly 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 2017The 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 whiteboardThe 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 2017Corridors or public spaces?Setting the style – classrooms, a mall or offices?
55 Linking ethos, building design and curriculum design 25 March 2017Linking ethos, building design and curriculum designKey concept of shopping/learning mall – in best practice you haven’t got a shop window but a walk-through storeDisplay takes many forms, from conventional boards to lessons in action to on line galleries‘Learning by Exhibition’ raises self esteemColour plays a key partRemoving walls into corridors and between classrooms transforms schools
56 Linking ethos, building design and curriculum design 25 March 2017Linking ethos, building design and curriculum designAbandon corridors and lose the corridor cultureChange school day to reduce numbers moving at one timeThis also provides constant adult supervisionStudents more considerate as they move aroundYou walk through learning spaces instead of corridors …… so you need to bring classrooms aliveCarpets reduce noise and create a different atmosphere
57 25 March 2017Learning Centre Three classrooms and a corridor Open 7.30am – 6pm Three classroom spaces Two classes timetabled every lesson
58 25 March 2017ArtWalk throughUse of displayColour, colour
59 25 March 2017Surf and TurfPublic space for interactionColour colour
61 25 March 2017Thinking out of the boxFlexible learning spaces in which there is opportunity for large group work, smaller group work, individual enquiryBlocking windows for screens and rotating roomsAll 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 reachThe comfort and design of the virtual environment is equally as important as the built environmentThe provision within that environment must:Automate what we do already – but more efficiently and effectively to add real valueOffer opportunities to address learning challenges of today and the future, not just yesterday…Build on current technologies and pedagogies
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