leadership at all levels tony parkin ict adviser
TRANSCRIPT
Leadershipat all levels
Tony Parkin ICT Adviser
UKInfluences and Distributed Leadership…!
• Global• European• National• Regional• Local Authority• School
– School leaders– Staff– Students– Parents and community
UKEducational directions for Leadership
• Globalisation and knowledge economies• The autonomous and self-directed learner• Collaborative and team-working• Lifelong learning• The personalisation of learning• The changing educational workforce • The shift from instruction to coaching and
mentoring• Harnessing the technology
…from all directions!
Learning and technologies
• How to address the leadership of the constantly moving educational technologies for schools?
• Complex interactions involving learning and ICT…..
Curriculum
Extended schools
Personalising Learning
Learning tools
Pedagogies
Teaching technologies
Built Environment
Virtual environments
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.'
iNet’s Objectives
• Networking innovation
• Leadership development
• Development and research
• Student voice
• Networking people and knowledge through conferences, workshops and publications
A growing global network
Where are we already?
Maturing Networks:
• England
• Australia
• South Africa
• Hong Kong
• Chile
Emerging networks:
• China
• Wales
• Holland
• Georgia, USA
• New Zealand
3,000 affiliates networking across twenty seven countries
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 guidance • Assessment for learning • Curriculum • Learning to learn • Mentoring and coaching • New technologies • School design and organisation • Student voice • Workforce development
Development and research
Leadership:Student Voice
The Future – Today!Courtesy of M*** Labs
HEALTH WARNING!
The following video extract may cause symptoms of unease, nausea and even vomiting.
Student voice – autonomous learners?
Student Voice
• Growing appreciation in schools of the power and effect of student voice – but developing leadership is a challenge
• D& R Networks – one of most effective in action• Many schools still stuck at School Council stage – with all
focussing on uniforms and food rather than learning• A 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!
eMentoring
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.”
What about teachers?
Sharing : CPD in ICT in the Subject
• Over 300 schools around England acting as training centres
• Based around schools with expertise in ICT in a subject• Maths, Science, Design & Technology, Modern Foreign
Languages, English, ICT, Arts, Music, Humanities, Business Education
• ‘Subject Toolkits’ – developed by classroom practitioners – 4 X 1hr sessions on each toolkit– One per term in each subject – 8 already in use for most subjects, – Many include sessions on use of Interactive Whiteboards in subject
Sharing:LeadPractitioners
• Arts
• Business & Enterprise
• Design & Technology
• Languages
• Humanities
• ICT
• Music
• Maths
• Science
• Rural Dimension
Subjects Thematic areas
• Equality & Inclusion
• Gifted & Talented
• Personalising the Curriculum
• SEN / Inclusion
• Workforce Reform
• Applied Art & Design
• Applied Business
• Applied ICT
• Applied Science
• Engineering
• Heath & Social Care
• Leisure & Tourism
• Manufacturing
Voc GCSE
Lead Practitioner Networks
Sharing school to school
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 schools
• Services are available to all schools
• Services range from telephone calls or emailed advice to visits, audits, provision of classroom support or courses and extended guidance on ICT strategy
• All services are reasonable and affordable … some are offered free of charge
Services on offer…
And how toget there…
Leadership programmes
Developing Leadership and Management
• Key common feature: ‘sharing what works – school to school’
• Leadership and Management programmes:– Aspirant Headteachers– Developing Leaders for Tomorrow– Middle level leaders– Executive Headteachers– London Leadership Strategy
Developing Leaders for Tomorrow
• A case study involving an innovation to be based in school• Opportunities to engage in action research in order to raise
achievement• Opportunities to listen to and engage with world class thinkers in
education• Opportunities 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).
Leadership and New Technologies
SLICT (Strategic Leadership in ICT)• SLICT programme, launched by NCSL and Becta • Achieved target of 10,000 heads trained • Trust are providers for both primary & secondary
SLICT
teamSLICT• Trust joined NCSL & Becta to develop programme
for implementation teams from schools • School specified team of up to 4 to attend
teamSLICT – key staff to implement strategic ICT developments
New programmes• Secondary SLICT II = head and team combined• Building schools for Future – BRIAN?
Working with partners
The national perspective…
ICT use in the classroom is rising …USE OF I CT I N AREAS OF THE CURRICULUM – SECONDARY SCHOOLS
2002 2003 2004
Subst-antial (% )
Some (% )
Little/ none (% )
Subst-antial (% )
Some (% )
Little/ none (% )
Subst-antial (% )
Some (% )
Little/ none (% )
Art & Design 13 60 27 17 63 20 26 62 12
Citizenship n/ a n/ a n/ a 4 50 46 8 52 41
Design & Tech. 54 42 3 62 35 3 66 30 3
English 16 64 19 19 69 12 24 63 14
Geography 20 65 15 22 66 12 30 61 9
History 11 61 28 15 65 20 21 63 16
ICT 98 1 1 99 1 - 99 - 1
Mathematics 24 59 17 31 57 11 41 51 8
MFL 17 57 26 20 60 20 28 55 17
Music 23 48 29 24 51 25 29 49 22
PSHE n/ a n/ a n/ a n/ a n/ a n/ a 7 50 44
Physical ed 2 31 67 3 38 59 7 45 48
Religious ed 5 50 45 6 55 38 11 53 36
Science 33 61 6 41 54 4 49 46 5
DfES ICT in Schools Survey (institutional survey)
Achieving change - how far have we got?
Source: DfES/PwC Report 2004
Spectrum of e-enablement by schools type
Late adopters
Ambivalent Enthusiastic e-enabled Sample size (N)
Primary schools 7% 44% 39% 10% 118
Secondary schools 11% 41% 34% 14% 85
Special schools 16% 35% 33% 16% 43
All schools and colleges 13% 36% 40% 11% 345
Half full or half empty?
Political 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 2005
…developing the ICT Self Review Framework…
Self Review Framework
• Key focus is on school’s own self review processes to effect and manage change
• Building on the work of Ofsted’s ‘Common Evaluation Framework’ and on the approach of NAACEmark
• Development led for DfES by Becta, national agency for ICT in education
• Involved many national agencies and organisations, including SSAT, NCSL, Ofsted, QCA, NAACE
• Over 100 professionals and even more schools contributed to its ongoing development
“The strength of this approach is the cross-agency input as it ties together many areas of development”.
Head, Primary School Cambridgeshire
“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 schoolimprovement in ICT.”
Head, Pilot Primary SchoolSRF
The Elements of the Self-Review Framework
Impact on the Learner
The curriculum
Extending Learning
Learning and teaching
Assessment
Professional development(People resource)
Resources
Leadership and management
Leadership and Management
Curriculum
Learning and teaching
Assessment
Professional Development
Extending Learning
Resources
Impact on pupil outcomes
5 4 3 2 1
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Asp
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Identifying the levels (unofficial!)
Self Review Framework- Matrix
• Online self review tool with:– Action planning– Links to support
materials– Phase specific
exemplars– Benchmarking– Evidence
examples– Linked to ICT
Mark accreditation
Self Review Framework- Matrix
Leadership and Vision
Curriculum
Learning and teaching
Assessment
Resource
CPD
Impact on pupil outcomes
Extending learning
5 4 3 2 1
As school progresses…
As school progresses…
Leadership and Vision
Curriculum
Learning and teaching
Assessment
Resource
CPD
Impact on pupil outcomes
Extending learning
5 4 3 2 1
Notification of reaching threshold is automatic
High Tech High School, San Diego
‘Building Schools for the Future’
..or “The Life of Brian”?
Changing the UK school environment:Worstcase – a school of the present?
Main Building
Tech wing
New BlockROSLA Block
PFI Block
Main building
• 19th Century coal baron’s mansion• No room suitable for whole class teaching• Given 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….
New Block
• Built in the 1960’s…. the oldest building except for the main block
• The 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…
ROSLA Building
• Built in the 1970’s• Only 3 people know about ROSLA – the
rest believe he was a Polish benefactor• Competes with New block for worst
corridors award – and smallest classrooms prize
• The 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
The Tech Wing
• Built entirely using the capital funding associated with a successful specialism bid
• Famous for its interior design of bare breeze-block/fibreboard
• Corridors marginally wider – achieved by reducing classroom size even further…
The BSF /PFI block (proposed)
• Only exists as a 3D virtual model from architect • Comes with interesting fly-throughs - the head
loves to demonstrate them on open evenings• No room appears to hold more than 6 desks, as
the architect did not want to clutter the model• Similarly each room appears to hold a
maximum of 4 people, and they have also been shown translucent to minimise their impact on the environment….
The 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 whiteboard
• The other notable change was that the doors they recommended did not have any glass panels…
• Corridors or public spaces? • Setting the style – classrooms, a mall or
offices?
Linking ethos, building design and curriculum design• Key concept of shopping/learning mall – in best
practice you haven’t got a shop window but a walk-through store
• Display takes many forms, from conventional boards to lessons in action to on line galleries
• ‘Learning by Exhibition’ raises self esteem• Colour plays a key part• Removing walls into corridors and between
classrooms transforms schools
Linking ethos, building design and curriculum design• Abandon corridors and lose the corridor culture • Change school day to reduce numbers moving at one
time • This also provides constant adult supervision• Students more considerate as they move around
• You walk through learning spaces instead of corridors …• … so you need to bring classrooms alive• Carpets reduce noise and create a different atmosphere
Learning Centre
Three classrooms and a corridor
Open 7.30am – 6pm
Three classroom spaces
Two classes timetabled every lesson
Art• Walk through• Use of display• Colour, colour
Surf and Turf• Public space for interaction• Colour colour
Science
• Science
Thinking out of the box
• Flexible learning spaces in which there is opportunity for large group work, smaller group work, individual enquiry
• Blocking windows for screens and rotating rooms
• All furniture is easily moveable and students are able to arrange it to suit their needs
Changing the building, or the thinking…?
Which do YOU think presents the greater leadership challenge, and which should be addressed first?
Building the rich virtual environment
• The virtual learning world sits inside the school’s managed learning space but has global reach
• The comfort and design of the virtual environment is equally as important as the built environment
• The provision within that environment must:– Automate what we do already – but more
efficiently and effectively to add real value– Offer opportunities to address learning challenges
of today and the future, not just yesterday…– Build on current technologies and pedagogies
The Student Voice….
Alice’s Virtual Environments…
The SIMSZooTycoon
Building the rich virtual environment
