1. Strategic Leadership of ICT
(SLICT)
Kevin Burden:
The University of Hull
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2. Aims of the SLICT programme
To enhance the capacity of headteachers to act strategically
in leading the development of ICT in their schools
Stress that this is the key programme aim
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3. Objectives of the programme
To provide an experience that will enable heads to:
Develop an understanding of the concept of strategic leadership
Be able to evaluate and make judgements about their own school’s current position
Be more confident about developing their own vision for the future development of ICT
Identify key areas for development in the short term
Be able to plan for the longer-term development of ICT
Objectives of SLICT – Required slide do not skip
Having discussed the idea of Strategic Leadership and the knowledge skills and understanding requires, as well as the background to the programme, this is the point to identify with participants the objectives for the programme.
The objectives should be self-explanatory after the previous sets of slides.
This is however an important slide which needs to be used to ensure that participants have understood the nature of the programme and what it is trying to achieve.
This should avoid later comments that heads wanted to talk about particular technologies, software or were expecting to see innovative practice.
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4. Programme Structure Three day residential experience
Pre-programme preparation and engagement (on-line)
2-3 weeks
Three day residential experience
3 day event
Ongoing online community support (Talk2Learn)
8 weeks
One day conference with other courses
1 day
Up to 1 year
Masters Accreditation Module (optional through University of Hull)

5. Different perspectives
Peers and colleagues in own school – school audits and matrices
Other headteachers (face to face element of course and Talk2Learn)
Other schools and headteachers (school visits)
International experiences (TIPD scheme)

6. Face to Face Programme activities
Day 1
Online support with talk2learn
Defining strategic leadership
Aspirations and self-review
Preparation for school visits
Day 3
Learning and teaching
Leading and managing ICT
Action planning
Day 2
School visits
Visit debriefing
Developing e-confidence
Day 4
Follow-up reviews
Future thinking
Next steps
Use this slide to focus on the key activities of the four days.
Stress the importance of the fourth day and the need to make a commitment to it.
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7. Background Why do we need such a programme?
What’s happening in education that has generated the need for a programme such as this?
DfES
99.9% of schools are now connected to the Internet
Primary ratio is 1:8 – up from 1:11
Secondary is 1:5 – up from 1:8
Teacher confidence is up in secondary - 80% unchanged in primary - 76%
Ofsted
Weaknesses in the leadership and management of ICT and use of management information for school improvement
Headteachers and other school leaders have not had access to any specific professional development for their key role in strategically leading ICT
ImpaCT2
Positive relationship between ICT use and achievement in almost all cases
Pupils with high ICT use progress the equivalent of a whole term or half a grade at GCSE, more than those with low ICT use
Leading ICT
Long-term sustainability of ICT within the curriculum and management of ICT in schools depends upon the capacity of the schools’ leadership to embed ICT structurally within the teaching, learning, management and planning systems
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9. SLICT has three essential components
Vision
Review
Implement
to visualise the future potential of the use and impact of ICT
to know where you are now in your own school
a way forward to reach your vision, both long- and short-term
The SLICT programme has defined three key components to the strategic leadership of ICT. This slide highlights these ideas.
The programme provides opportunities for heads to:
Create a vision for your school
Self-review and reflect on your own progress and circumstances
Begin to plan a way forward, both short term achievable targets, but also towards a longer term vision for your school
Discuss the fact that strategic leadership of ICT requires a set of knowledge understanding and skills. (these will be examined later in the programme)
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11. Essential SLICT components
Vision
Knowledge, skills, understanding
Review
Evaluate, audit and monitor
Implement
Innovate, embed, sustain
Nb Some participants will meet this session before the Defining SLICT session
Base depth of exemplification and discussion on previous session experiences
Handout Vision action planner
This is a document for use during the 3 days and beyond.
Also handout personal action planner so participants have a range of documents that can help aid planning and the gathering of thoughts
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12. Knowledge Teaching and learning with ICT
New technologies
Teaching and learning with ICT
National curriculum
Research on impact of ICT
Assessment and attainment levels
Use of ICT to improve management
Knowledge
Optional
Knowledge
Use this slide briefly to introduce the ideas of the knowledge that leaders require to lead their schools forward. Highlight that this is not necessarily deep technical knowledge about ICT components, but rather knowledge of how ICT can impact on teaching, learning, standards and school management.
The question may come as to where this knowledge resides. It may be different in different phases of education, with primary heads often more closely linked to curriculum issues.
The key point to make is where heads acquire the knowledge they need:
their own interest and reading
other members of staff
LEA or other support services
networking with other headteachers, online and offline
websites
I know a person who knows
other sources …
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13. Skills Share and gain ownership for the ICT vision
Develop and maintain staff skills
Skills
Skills to implement the vision
Conceptualise current practice, envision and plan for the future
Optional
Skills
This slide looks at the leadership skills that headteachers need to implement their vision through their knowledge and understanding. It doesn’t focus on ICT skills – although they may be useful – but rather on the skills needed to implement the vision for the school.
Hence this slide focuses on issues such as:
how you motivate and lead staff
how you create and implement plans
how you monitor and evaluate the impact of the use of ICT in school
how you continue to develop staff skills and confidence
how you sustain the infrastructure to support and develop the use of ICT
Monitor and evaluate effective ICT
Develop and implement plans
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14. Understanding
How ICT can impact on management
The potential impact of new technologies
How ICT supports teaching and learning across the curriculum
Impact of ICT on staffing, budgets and future developments
The impact of concurrent and prior learning
How to motivate staff to use ICT effectively
Optional
Understanding
This slide looks at some deeper understandings which may arise from having the knowledge from the previous slide, but also requires some critical thinking about the impact of that knowledge.
Knowing, for example, how ICT can be used within the classroom is important, but understanding how this can impact on the future and on the way that pupils will learn with ICT requires a more profound and deeper understanding.
Most of us have known ‘techies’ at some stage or other, who have a high level of knowledge but are unable to use that for the benefit of learns in the classroom.
Understanding about the impact of prior and concurrent learning is important in order to understand the impact that this will have on teaching and learning in the classroom and in schools as a whole. Keynote speakers are likely to pick this issue up in the keynote input.
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15. 1980s 1970s 1990s 2000s Uninformed prescription
Knowledge- poor
1980s
Uninformed prescription
1970s
Uninformed professional judgement
National prescription
Professional judgement
1990s
Informed prescription
2000s
Informed professional judgement
Optional
Knowledge-rich
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16. Informed professional judgment (Michael Barber April 2002)
Developing school leaders’ understanding of ICT
Focusing on key strategic ICT issues
Evaluating leadership and management implications of ICT
Reflecting, given time to envision the future of their school
Developing school leaders’ ICT capability
This slide is just to make the point that ICT should not drive the learning vision for the school, but that the learning vision should drive how ICT is used and deployed to support, extend and enhance learning. Too many schools start from the wrong place and try to impose an ICT solution without thinking through clearly enough what it is that we are trying to achieve in learning.
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17. The “e-confident” school
10 key features
High levels of staff confidence, competence and leadership
Re-engineered teaching, learning and assessment, integrating effective use
Leading and managing distributed and concurrent learning
Effective application within organisational and management processes
Coherent personal learning development, support and access – for all leaders, teaching and non-teaching staff
Secure, informed professional judgement
Appropriate resource allocation to ensure sustainable development
Availability, access and technical support
Pupils/students with high ICT capability
School as the lead community learning and information hub
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18. e-confident pupil Use ICT to learn away from school
Has a wide range of generic ICT skills
Able to learn new skills as needed
Has high level of information literacy
e-confident pupil
Knows when ICT can assist their learning
Prepared to explore and experiment in their use of ICT
Can talk about the way ICT can enhance their learning
Can select appropriate tool for the task
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19. Review into action Where next with vision, review and implement?
What leadership is needed?
Who will lead?
Who will implement?
If participants have not met the Defining SLICT session ensure content is not pr-empted
Utilise Handout Vision action document to focus thoughts
Encourage participants to keep and up date throughout the 3 days.
Give participants the rest of the session to focus on early thoughts
Flag up the fact that e-confidence will be address later and this may adjust their thinking
Tell them this need not be a prioritised list yet but in Session 9 priority will be sought
Tell them that this is the start of a 12 – 14 week process that will be re-visited on Day 4
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20. Provision of SLICT
National Professional Qualification for Headship (NPQH)
Headteacher Induction Programme (HIP)
Leadership Programme for Serving Headteachers (LPSH)
Research Associate Programme

21. Targets for SLICT To train 10,000 headteachers, 2003-2006
12 national providers across England

22. Integrating the reform
agenda
Measuring impact
Sustaining on-line
communities
Implications of SLICT
Developing capacity

23. School Visits
Visits two different schools in different LEAs (schools selected and prepared by NCSL)
Interviews with headteachers in each school and lesson observations
Questionnaire and proforma to complete
De-briefing with facilitators back at hotel

24. Your activity Resources Pedagogy Organisation
What evidence would help you to assess success
What evidence has the school got to show it is doing what it says it is doing?
How has the school got there (achieved success)
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25. To draw out the key leadership issues raised from host school visits
Aims of the session
To draw out the key leadership issues raised from host school visits
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26. Focus of the visits SLICT Resources Pedagogy Organisation Human
Learning
Teaching
Management
Curriculum
Physical
Resources
Pedagogy
SLICT
Organisation
Explain that this triangle is the centre of the whole SLICT model which will be explored in detail later in the evening session. Heads of Host schools have been asked to focus on one or two strengths of their school from each of the Resources, Pedagogy and Organisation headings. This is to really focus the visits on the leadership issues involved.
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27. Review and feedback 2 separate groups
Paired reflection (same schools visited)
Broad points (for me)
Sharing of those broad points (in pairs)
3 -5 key issues (those nuggets….)
Group reflection
Sharing those key issues
Dialogue
Open discussion – vision, review and planning
What would we say to the other group
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28. Facilitated elements Teaching and Learning with ICT
Leading and Managing with ICT

29. School Visits

32. On-line community – Talk2Learn