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Strategic Leadership of ICT

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Presentation on theme: "Strategic Leadership of ICT"— Presentation transcript:

1 Strategic Leadership of ICT
(SLICT) Kevin Burden: The University of Hull D1-S3-W1-PP

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 D1-S3-W1-PP

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. D1-S3-W1-PP

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. D1-S3-W1-PP

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 D1-S3-W1-PP

8 D1-S3-W1-PP

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) D1-S3-W1-PP

10 D1-S3-W1-PP

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 D1-S3-W1-PP

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 … D1-S3-W1-PP

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 D1-S3-W1-PP

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. D1-S3-W1-PP

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 D1-S3-W1-PP

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. D1-S3-W1-PP

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 D1-S3-W1-PP

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 D1-S3-W1-PP

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 D1-S3-W1-PP

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) D1-S3-W1-PP

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 D1-S3-W1-PP

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. D1-S3-W1-PP

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 D1-S3-W1-PP

28 Facilitated elements Teaching and Learning with ICT
Leading and Managing with ICT

29 School Visits



32 On-line community – Talk2Learn


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