ICT Mark Assessor selection day - PowerPoint PPT Presentation

Loading...

PPT – ICT Mark Assessor selection day PowerPoint presentation | free to view - id: 94afe-YWEyZ



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

ICT Mark Assessor selection day

Description:

develop greater understanding of the self-review framework as a school improvement tool ... cheap, fashionable, wearable, inescapable... Vision and aspirations ... – PowerPoint PPT presentation

Number of Views:79
Avg rating:3.0/5.0
Slides: 70
Provided by: simon77
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: ICT Mark Assessor selection day


1
Facilitator - Simon Shaw Senior
manager Accreditation and Recognition Becta
School improvement using the self-review framework
Course organiser Becta
2
School improvement using the self-review framework
  • The course objectives are to
  • develop greater understanding of the self-review
    framework as a school improvement tool
  • improve understanding of self-review, level
    descriptions, interpretation and commentary
  • show how self-review can be used as part of
    change management
  • use self-review to identify areas of further
    development and support

3
Sessions
  • 1) The impact of ICT and self-review
  •     activity - review of a sample self-review
    (Element 4)
  • 2) Developing a vision of future provision
  •     activity - review of element deciding who to
    involve in developing a commentary (Element 8)
  •  
  • Refreshments
  • 3) Self-review as a tool for change
  •     activity - use of change management tools for
    action planning
  •  
  • Lunch
  • 4) Moving forward together
  •     activity - action planning using self-review
    framework (Element 3)
  • 5) Recognition of progress and improvement
  •     activity - collaboration and sharing
    resources (Element  6 )

4
School improvement using the self-review
framework Session One The impact of technology
and self-review
What is the impact of technology on schools? The
self-review framework supporting change and
improvement Reflective self-review and
commentaries
5
Context Investment in ICT
6
International benchmarks 2006
http//ec.europa.eu/information_society/eeurope/i2
010/docs/studies/final_report_3.pdf
7
Strong progress in levels of use of technology
to support learning
Much of it demand-led e.g. Teachers use of ICT
resources in lessons (Kitchen et al 2007, HT
Schools Survey)
8
ICT Test Bed Outcomes
  • Primary level
  • Developing e-maturity took primary pupils
    average point scores (APS) above the national
    average statistical neighbours

9
Evidence of impact
  • Some subject results improve by half a grade as
    a result of pupil use of technology.
  • ImpaCT2 (2003)
  • Gains equivalent to a terms progress in KS2
    English and KS3 science. In GCSE Science the
    gains represented over 50,000 pupils moving from
    grade D to C. In GCSE Design and Technology
    10,000 pupils moving from D to C.
  • Broadband evaluation (2005)
  • Schools making good use of connectivity
    demonstrated better improvement than other
    schools in five or more A-Cs at GCSE on
    average a 4.4 increase in the year following the
    implementation of broadband.

10
Evidence of impact
  • Underperforming schools that develop their
  • e-maturity improve results at a faster rate than
    other institutions.
  • Significant improvement in percentage of five or
    more A-Cs and five or more A-Cs including Maths
    and English GCSEs relative to comparators.
  • ICT Test Bed final report 2006

11
Ofsted success for ICT Mark schools
  • Schools accredited with the ICT Mark are
    considerably more likely to be rated
    outstanding in all five measures.
  • More specifically, ICT Mark accredited schools
    are
  • Four times more likely to be rated as
    outstanding in the overall effectiveness of the
    school category (ICT Mark schools 40, national
    primary 9, national secondary 10)
  • Three times more likely to be rated as
    outstanding in the Achievement and standards
    category (ICT Mark schools 31, national
    primary 8, national secondary 9)
  • Three times more likely to be rated as
    outstanding in the Leadership and management
    category (ICT Mark schools 42, national
    primary 11, national secondary 12)
  • Four times more likely to be rated as
    outstanding in the Teaching and learning
    category (ICT Mark schools 29, national
    primary 7, national secondary 5)

12
Ofsted reports on ICT Mark schools
  • The large majority of Ofsted reports on ICT Mark
    schools contain positive comments in relation to
    a number of ICT areas, including
  • Use of interactive whiteboards
  • Development of pupils ICT skills
  • The use of ICT to raise attainment
  • Investment and level of ICT resources
  • Planning, assessment and pupil profiling using
    ICT
  • Teachers ICT skills
  • ICT raising pupil confidence and
  • ICT leading to involvement in community events.

13
Example quotes from Ofsted reports
  • The considerable investment in ICT, including
    whiteboards in every classroom, and a good number
    of computers and other technology, has had an
    outstanding impact on pupils progress.
  • The use of information and communication
    technology and the provision of tasks relevant to
    children's ages and interest have helped those
    who were reluctant to write to achieve well.
  • Standards in information and communication
    technology (ICT) areexceptionally high. Pupils
    become very confident and independent in using
    technology in a wide variety of contexts.
  • The school has sought to meet local needs by
    joining a programme to provide families with
    computers to help pupils with their homework.
    This useful initiative is strongly supported by
    parents, who can see portfolios of the childrens
    work in all subjects via the internet.
  • The use of computers to assist learning is
    excellent and students extend their work using
    the schools independent learning network which
    provides homework tasks as well as additional
    information.

14
Starting points for self-review
  • What are the current challenges and changes
    facing the schools you work with or support?

15
Starting points for self-review
  • Raising achievement
  • Procurement
  • Total cost of ownership
  • Building Schools for the Future
  • Computers for Pupils
  • Learning Platforms
  • Managed learning environments
  • E-safety
  • Engaging parents
  • Truancy
  • Workforce development
  • Curriculum development
  • 14-19 agenda
  • Every Child Matters
  • Personalising learning
  • Behaviour
  • Recruitment

Could progress and improvement be made in any of
these areas without a review of how technology is
being used and harnessed?
16
E-safety and self-review
  • School (aspect 1c-4)
  • The school is aware of its responsibilities in
    ensuring that ICT usage by all network users is
    responsible, safe and secure. There are relevant
    and comprehensive policies in place which are
    understood and adhered to by many network users.
  • Staff (aspect 2a-3)
  • All curriculum planning identifies key areas
    where ICT can support learning and teaching and
    includes effective e-safety education for pupils.
    All, or nearly all, staff use these plans for all
    subjects of the curriculum.
  • Pupils (aspect 3b-2)
  • Most pupils have a good range of skills that
    enable them to access and make effective use of
    digital resources to support their learning.
    They understand the issues relating to safe and
    responsible use of ICT and adopt appropriate
    practices.
  • Parents (aspect 6b-3)
  • General information about the curriculum is
    available electronically to families and there
    are suggestions about how to support pupils
    learning out of school. The school uses a range
    of ICT approaches to engage parents/carers in
    communication with the school. Advice is
    routinely provided for parents/carers on e-safety
    and security issues.

17
Self-review framework
  • A jointly developed framework of standards
    describing progression through a model of
    institutional maturity in the use of ICT.

ICT Mark
An agreed set of standards, within the
self-review framework, indicating that technology
is being harnessed effectively and efficiently.
18
Improvement through self-review
  • Working on effective use of technology
  • Getting school improvement

Some schools will be here
Self-review framework
Mature
Where are you?
Maturity and effectiveness
Systematic
All good schools should be here
15 - 20
Strategic
Where are you?
Implementing
Developing
Schools evaluate their progression.
19
(No Transcript)
20
(No Transcript)
21
Sources of self-review commentary
Planning documents
Discussions
Data and analysis
Observations
22
Self-review - people planning improvement
  • Review practice not technology
  • Focus on evaluating whole school improvement not
    auditing technology implementation
  • Review your actions and progress as well as
    practice
  • Use review to establish a consensus involving
  • All staff
  • Pupils' views and insights
  • Other stakeholders

23
Commentary - improvement across all elements
  • Example - 7a-2
  • Element 7 Resources
  • Strand a) Provision
  • Aspect 2 Sufficiency of provision
  • L3
  • Might link to learning and teaching (element 3)
    commentary
  • L2
  • Commentary might also describe improvement and
    link to impact on pupil outcomes (element 8)

24
School improvement using the self-review
framework Activity Review of self-review
commentary
  • In groups take it in turns to comment on whether
    the self-review commentary for element 2
    Assessment
  • Indicates that the level recorded has been
    reached
  • Reveals areas of further development

25
School improvement using the self-review
framework Session Two Developing a vision of
future provision
Where will future technology take education and
schooling?
26
Learners of the future today
27
Harnessing technology to enhance education
Enhance
Reinforce
Transform
Application of technology
Self-review framework
Mature
Maturity and effectiveness
School improvementEvery Child Matters
Systematic
Strategic
Implementing
Developing
Schools work on this to get this.. by
harnessing technology
28
11-19 year olds classroom experience (2007)
Which three of the following do you do most often
in class?
Copy from the board or a book
  • 52

Listen to a teacher talking for a long time
  • 33

Have a class discussion
  • 29

Take notes while my teacher talks
  • 25

Work in small groups to solve a problem
  • 22

Spend time thinking quietly on my own
  • 22

Have a drink of water when I need it
  • 17

Talk about my work with a teacher
  • 16

Work on a computer
  • 16

Listen to background music
  • 10

Learn things that relate to the real world
  • 10

Have some activities that allow me to move around
  • 9

Teach my classmates about something
  • 8

Create pictures or maps to help me remember
  • 7
  • Source Ipsos MORI
  • 7

Have a change of activity to help focus
  • All pupils (2,417)
  • 4

Have people from outside to help me learn
  • 3

Learn outside in my schools grounds
29
11-19 year olds most preferred ways to learn
(2007)
In which three of the following ways do you
prefer to learn?
  • 55

In groups
By doing practical things
  • 39

With friends
  • 35
  • 31

By using computers
  • 21

Alone
  • 19

From teachers
From friends
  • 16

By seeing things done
  • 14

With your parents
  • 12

By practising
  • 9

In silence
  • 9

By copying
  • 8
  • Source Ipsos MORI

At a museum or library
  • 5

By thinking for yourself
  • 6

From others
  • 3

Other
  • 1
  • Base
  • All pupils (2,417)

30
A thought from Charles Leadbeater The Shape of
Things to Come
31
If this is how learners use technology....
32
...what should our vision be like? ...how
extensive should our planning be?
33
The future - now! from ipods to implants cheap,
fashionable, wearable, inescapable...
34
(No Transcript)
35
(No Transcript)
36
(No Transcript)
37
Vision and aspirations
  • What are your aspirations for how technology
    might be used to support wider school aims and
    learning environment.
  • Pedagogy and teaching strategies
  • Curriculum development
  • Assessment for learning
  • Extending opportunities for learning
  • Parental engagement

38
School improvement using the self-review
framework Activity Who to involve in self-review?
  • Look at the aspects and guidance for
  • Element 8 Impact on pupil outcomes.
  • Where would you find evidence?
  • Who do you need to involve in developing a
    commentary?
  • What actions will you take?

39
School improvement using the self-review
framework Session Three Self-review as a tool
for change
Identifying the need for change The complexity of
change Change management tools
40
The merging of two environments?
41
The merging of two environments?
Built
Virtual
halls
teaching
e-portfolio
dining
staff
?
MIS
admin
circulation
learning platform
toilets
social
communication
walls
resources
personalised space
plant
storage
content
kitchen
personal
communities
42
Self-review and complex change
The self-review framework has been developed to
help schools evaluate where they are and where
they are going
?
Confusion
?
Anxiety
?
Slow Change
?
Frustration
?
False Starts
?
Uncertainty
Adapted fromAmbrose Managing Complex Change
1987 Thousand and Villa 2002
43
The 8 self-review elements working together
Impact on the Learner
Professional development (People resource)
Resources
Leadership and management
44
(No Transcript)
45
(No Transcript)
46
SWOT analysis
Factors affecting your effective use of technology
47
TOWS analysis action planning
48
(No Transcript)
49
(No Transcript)
50
School improvement using the self-review
framework Session Four Moving forward together
Successful approaches to using the self-review
framework
51
What is it all about?
  • The self-review framework isnt just about ICT
    and, interestingly, that is a key factor of its
    success. It focuses the mind on the whole
    spectrum of school development.
  • Steve Gater Headteacher, Walker Technology
    College, Newcastle

52
Since the launch.
Most used element Leadership and Management
  • Over 9000 schools using the framework
  • Interesting patterns of use emerging

Peak time 300 400 pm What do teachers do
after the pupils have gone home?
Most used on Mondays but also used Sundays!
53
Self-review benefits and outcomes
  • Where are you in your whole school improvement
    and ICT development
  • How does your school compare with others
  • What are your schools aspirations
  • What does good look like in your school
  • How will your school progress further
  • What actions will prioritise
  • Where might your school need support

54
A few possible approaches to self-review
One lead person reviews all elements
The leadership team reviews and completes the
framework
School staff work in teams to complete each
element
All staff work together to review an element
The leadership team or staff teams provide
feedback to all staff
The person feeds back to the leadership team
All staff contribute to discussion and form a
consensus
Views of all staff, pupils, governors and
community are obtained through discussion,
contributions are made to the review commentary
and a consensus is reached on the levels achieved
Staff work together on each element in turn
All staff work on identifying the actions that
need to be taken to progress to higher levels of
maturity. Responsibilities and accountabilities
are agreed with the leadership team and actions
become part of the school improvement plan
55
Finding your way with the self-review
framework This is a DVD produced to help schools
find their way through the self-review framework.
It comprises an introduction, providing an
overview of the framework and the benefits of
using the online tool, and six filmed case
studies of schools who have successfully engaged
with the self-review framework.
  • Watch the video and think about how you would
    approach the self-review framework.

56
How other schools have used the self-review
framework
  • Local examples

57
School improvement using the self-review
framework Activity Review of - Element
3 Learning and Teaching
  • In school groups do an initial review of element
    3
  • Consider who else should be involved across school

58
School improvement using the self-review
framework Activity Review of - Element
3 Learning and Teaching
  • Imagine you are 3 years in the future and have
    achieved your vision.
  • Write a commentary that reflects this
    achievement.
  • Discuss your commentary with other schools and
    the action that you could take now to make your
    vision a reality.

59
School improvement using the self-review
framework Session Five Recognition of progress
and improvement
60
The self-review framework and ICT Mark an
overview
61
Why would your school want the ICT Mark?
  • Confidence in their self-review processes through
    external validation.
  • Celebrating achievement and commitment of all
    staff with
  • certificates, badges, promotion, press releases,
    Becta website, etc.
  • External recognition of whole school success
    with pupils, parents , staff, governors,
    community, etc.
  • A quality accreditation that is recognised by
    other national schemes and initiatives.
  • Host schools The ICT Mark is part of the
    quality assurance process for schools offering
    hosting services for professional development
    courses.
  • ICT Register The ICT Mark can be used to
    apply for the ICT Register of schools providing
    services.
  • ICT Excellence Awards Schools being assessed
    for the ICT Mark may be considered for the
    prestigious ICT Excellence Awards
  • A body of independently assessed evidence that
    will help schools through inspection processes.

62
ICT self-review and Ofsteds SEF
SEF
SRF
Leadership and Vision Curriculum Teaching and
learning Assessment Professional
Development Resources Extended
learning Impact on pupil outcomes
Achievement and standards Personal development
and well-being The quality of
provision Leadership and management Overall
effectiveness and efficiency
63
Explicit examples from the SEF
  • 3a - How well do learners achieve, and how high
    are their standards?
  • the extent to which information and communication
    technology (ICT) capability and other key skills
    enable learners to improve the quality of their
    work and make progress
  • 4b - To what extent do learners feel safe and
    adopt safe practices?
  • the extent to which learners adopt safe and
    responsible practices in using new technologies,
    including the Internet. 
  • 4f - How well do learners prepare for their
    future economic well-being?
  • through the development of literacy, numeracy,
    information and communication technology,
    enterprise capability, economic and business
    understanding and financial capability

64
School improvement using the self-review
framework Activity Review of - Element
6 Resources and collaboration
  • In school groups do an initial review of element
    6
  • Discuss with other schools where collaboration
    might provide more efficient procurement and more
    effective use of resources.

65
The self-review framework..
  • . has enabled all the staff, not just the ICT
    specialists, to understand where we are going
    strategically. It has brought us together and
    consolidated the whole vision for the school.
  • Roger Whittall Headteacher, Westwood School

66
School improvement using the self-review framework
  • The course objectives are to
  • develop greater understanding of the self-review
    framework as a school improvement tool
  • improve understanding of self-review, level
    descriptions, interpretation and commentary
  • show how self-review can be used as part of
    change management
  • use self-review to identify areas of further
    development and support

67
  • Further information
  • simon.shaw_at_becta.org.uk
  • Self-review framework http//www.becta.org.uk/sch
    ools/selfreviewframework
  • ICT Mark information and registration
  • http//www.becta.org.uk/schools/ictmark
  • Accreditation or assessment enquiries
  • ictmark_at_becta.org.uk
  • or ictmark_at_naace.org

68
(No Transcript)
69
Advice and guidance for schools
Impact of ICT in schools a landscape review
What is the self-review framework?
Ways to use the self-review framework
Making a difference with technology for learning
evidence for school leaders
Using technology safely in schools an essential
guide
Making a difference with technology for learning
evidence for local authorities
About PowerShow.com