A Community of Education Technology Professionals Delighted to be present Know us from the SRF, ICT Mark and perhaps the Third Millennium Learning Award Some of the exciting things we are doing in the future and right now.

Better outcomes through self-review Self-review Framework Some schools will be here 1. Advanced Maturity and IMPACT All good schools should be here 2. Capable 3. Implementing Your actions Where is your school? Some schools will be here 4. Developing The ICT Mark is not set at a level of excellence. The ICT Mark thresholds are set within each aspect at a level that any good school making effective use of technology should be able to achieve. This is the level all schools should be achieving. All schools should be making effective use of technology and improving. The challenge of the ICT Mark is to achieve this threshold in all the different elements and strands that make up the self-review framework. The benefit for schools and support providers of the self-review framework is as a tool to be able to position themselves within the model and the understanding and confidence in knowing where to go next. 5. Starting out Schools take actions to become more mature and capable in their use of technology….

A little history 2001: Naace develop review framework with local authority advisors 2003: NaaceMark available for schools 2006: Self-review Framework & ICT Mark 2008: SRF and ICT Mark used in Wales 2008: ICT Mark schools used in SLICT 2010: SRF fully revised 2012: New online tool launched 2012: 3rd Millennium Learning Award developed

SRF Steering Committee Teachers

OECD studies (not including UK) show that use of technology has very mixed impact! Flipped or flopped? Empower learning Develop thinking skills Encourage independence Create and produce content Co-construct knowledge Deepen quality of feedback Engage parents vs. Distract from learning vs. Enable lazy thinking vs. Reinforce dependence vs. Consume content vs. Spoon fed knowledge vs. Shallower feedback vs. Distancing parents

The Naace Self-review Framework Are you sure……. … you are continuing to take the right steps to: Benefit from your technology investments. Safeguard learners and protect their data. The Naace Self-review Framework

Better outcomes through self-review Self-review Framework Some schools will be here 1. Advanced Maturity and IMPACT All good schools should be here 2. Capable 3. Implementing Your actions Where is your school? Some schools will be here 4. Developing The ICT Mark is not set at a level of excellence. The ICT Mark thresholds are set within each aspect at a level that any good school making effective use of technology should be able to achieve. This is the level all schools should be achieving. All schools should be making effective use of technology and improving. The challenge of the ICT Mark is to achieve this threshold in all the different elements and strands that make up the self-review framework. The benefit for schools and support providers of the self-review framework is as a tool to be able to position themselves within the model and the understanding and confidence in knowing where to go next. 5. Starting out Schools take actions to become more mature and capable in their use of technology….

Safeguarding changes to the Naace self-review elements Actions supported by the leadership team determine educational and safeguarding outcomes 1) Leadership and Management ( ..and consider how they are protecting and educating children about digital safeguarding. Schools must train staff on e-safety and ensure online resources and communications are safe… 2) Teaching and Learning Impact on learners and outcomes 5) Professional Development (Combined with use in the curriculum) 3) Assessing digital capability 6) Resources 4) Digital Safeguarding

RAG reporting of Aspects in Elements www.naacesrf.com

Aspects with level descriptors

Aspect information and links

Suggested Evidence for Aspect

Suggested Action Planning for Aspect

Professional Development 5a - Evaluating and developing digital capability Aspect What does “good” look like? 5a-1 Managing professional development needs A regular comprehensive evaluation of staff use of technology in learning, teaching and management processes takes place. This informs the school’s strategic plans and priorities and is incorporated as part of performance management of staff. 5a-2 Identifying development needs Staff are encouraged to learn from other schools and participate in wider communities of practice to identify both individual and whole school education technology development needs. 5a-3 Provision and evaluation of training Staff have access to a wide range of professional development opportunities such as in-house support, purchased training, practitioner research, professional and academic qualifications and participation in wider communities of practice. Development activities are systematically evaluated for effectiveness and value for money. 5a-4 Use of technology and learning communities The school makes use of face-to-face, online and blended training as well as participation in learning communities to develop staff capabilities. 5a-5 Mentoring and coaching Systematic support through coaching and mentoring is part of planned professional development.

Professional Development 5b - Developing and sharing new and safe digital practices Aspect What does “good” look like? 5b-1 Developing new practices Many staff engage in the research and development of new practices with education technology. Outcomes are frequently incorporated into the curriculum and are reflected in whole school priorities. 5b-2 Sharing developments with all staff Clear processes are in place for recognising and routinely sharing effective use of education technology within school. 5b-3 Professional development with other schools Effective practice and professional development opportunities are shared with other schools and wider communities of learning and practice. 5b - 4 Meeting e-Safety training requirements The school has clear and effective training arrangements for all staff and governors in respect of digital safeguarding and changing technologies. 5b - 5 New e-Safety training Involvement with wider communities of practice is used to understand and assess the risks associated with emerging technologies and the developing practice and associated training in other schools. 5b - 6 Sharing e-Safety professional development Most staff can provide guidance to others in relation to the appropriate use and associated risks of information technology within and beyond school.

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