strategic leadership of ict (slict) kevin burden: the university of hull
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Strategic Leadership of ICT (SLICT) Kevin Burden: The University of Hull. To enhance the capacity of headteachers to act strategically in leading the development of ICT in their schools. Aims of the SLICT programme. Develop an understanding of the concept of strategic leadership - PowerPoint PPT PresentationTRANSCRIPT
Strategic Leadership of ICT
(SLICT)
Kevin Burden: The University of Hull
Aims of the SLICT programme
To enhance the capacity of headteachers to act
strategically in leading the development
of ICT in their schools
Objectives of the programme
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
To provide an experience that will enable heads to:
Programme StructurePre-programme preparation and engagement (on-
line)
Ongoing online community support (Talk2Learn)
Three day residential experience
Masters Accreditation Module (optional through University of Hull)
2-3 weeks
One day conference with other courses
3 day event
8 weeks
1 day
Up to 1 year
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)
Face to Face Programme activities
Day 1
•Online support with talk2learn•Defining strategic leadership•Aspirations and self-review•Preparation for school visits
Day 2•School visits•Visit debriefing•Developing e-confidence
Day 4Follow-up reviewsFuture thinkingNext steps
Day 3
•Learning and teaching•Leading and managing ICT•Action planning
Background
Why do we need such a programme? What’s happening in education that has
generated the need for a programme such as this?
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
SLICT has three essential components
Essential SLICT components
Vision Knowledge, skills, understanding Review Evaluate, audit and monitor Implement Innovate, embed, sustain
New technologi
es
Teaching and learning with
ICT
National curriculu
m
Research on impact
of ICT
Assessment and
attainment levels
Use of ICT to improve manageme
nt
Knowledge
Monitor and evaluate effective
ICT
Develop and maintain staff
skills
Skills to implement the vision
Skills
Conceptualise current practice, envision and plan
for the future
Share and gain
ownership for the ICT vision
Develop and implement
plans
Understanding
How ICT can impact
on manageme
nt
The potential impact of
new technologie
s
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
Knowledge-poor
Knowledge-rich
National prescription
Professional judgement
1980sUninformed prescription
1970sUninformed
professional judgement
1990sInformed
prescription
2000sInformed
professional judgement
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
The “e-confident” school
10 key features1. High levels of staff confidence, competence and leadership
2. Re-engineered teaching, learning and assessment, integrating effective use
3. Leading and managing distributed and concurrent learning
4. Effective application within organisational and management processes
5. Coherent personal learning development, support and access – for all leaders, teaching and non-teaching staff
6. Secure, informed professional judgement
7. Appropriate resource allocation to ensure sustainable development
8. Availability, access and technical support
9. Pupils/students with high ICT capability
10. School as the lead community learning and information hub
Use ICT to learn away from school
Use ICT to learn away from schoolHas a wide range of
generic ICT skills
Has a wide range of generic ICT skills
Able to learn new skills as needed
Able to learn new skills as needed
Has high level of information literacy
Has high level of information literacy
e-confident pupil
e-confident pupil
Knows when ICT can assist their learning
Knows when ICT can assist their learning
Prepared to explore and experiment in their use of ICT
Prepared to explore and experiment in their use of ICT
Can talk about the way ICT can enhance
their learning
Can talk about the way ICT can enhance
their learning
Can select appropriate tool
for the task
Can select appropriate tool
for the task
Review into action
• Where next with vision, review and implement?
• What leadership is needed?• Who will lead?• Who will implement?
Provision of SLICT
• National Professional Qualification for Headship (NPQH)
• Headteacher Induction Programme (HIP)• Leadership Programme for Serving
Headteachers (LPSH)• Research Associate Programme
Targets for SLICT
• To train 10,000 headteachers, 2003-2006
• 12 national providers across England
Implications of SLICT
Measuring impact
Developing capacity
Integrating the reform agenda
Sustaining on-line communities
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
Your activity
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)
Resources Pedagogy Organisation
Aims of the session
To draw out the key leadership issues raised from host school visits
Hum
an
Learning
Teaching
Management Curriculum
Phy
sica
l
Organisation
Res
ourc
esP
edagogy
Focus of the visits
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
Facilitated elements
• Teaching and Learning with ICT
• Leading and Managing with ICT
School Visits
On-line community – Talk2Learn
• Talk2Learn