1. 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.

2. 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….

3. 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

4. SRF Steering Committee
Teachers

5. 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

6. 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

7. 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….

8. 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

9. RAG reporting of Aspects in Elements

10. Aspects with level descriptors

11. Aspect information and links

12. Suggested Evidence for Aspect

13. Suggested Action Planning for Aspect

14. 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.

15. 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.

16. Join Naace Become part of the EdTech community
Share ideas and benefit from others ideas
Contribute to improving education
Better together?