ICT Mark Assessor selection day

1
Supporting the use of the Becta Self Review
Framework in Schools
Facilitators - Stephanie Davies, WMnet Steve
Pincher, Birmingham LA Geoff Turrell, Athena
EAZ
Course organiser
2
Supporting the use of the Becta Self Review
Framework in Schools

• The course objectives are to
• develop greater understanding of the self-review
  framework and assessment
• shared understanding of the descriptions and
  levels of the framework
• stimulate discussion about self-review commentary
  and evidence
• use self-review to identify areas of further
  development and support

3
Programme - morning

• 930 am Welcome and introduction to course
• 940 am Session One The self-review framework
• 1000 am Activity One Review of example
  self-review
• 1020 am Session Two School approaches to using
  self-review
• 1040 am Activity Two Review of school using
  video material
• 1110 am Coffee break
• 1120 am Session Three support and advice for
  progression
• 1140 am Activity Three Self-review role play
  creating a commentary
• 1215 am Lunch

4
Programme -afternoon

• 115 pm Preparing for support visit
• 1.45 pm School/support provider discussions
• 215 pm Activity Three plenary
• 225 pm Session Four ICT Mark assessment and
  accreditation
• 2.45 pm Coffee break
• 300 pm Activity Four Review of exemplar
  resources
• 330 pm Next steps and close of course
  Evaluation forms
• 3.45 pm End of day

5
Supporting the use of the Becta Self Review
Framework in Schools Session One The self-review
framework
Are schools using technology effectively? Supporti
ng complex change The self-review
framework Review and improvement
6
Technology is an essential and inescapable part
of 21st Century living and learning. All aspects
of school life are enhanced and enabled with
technology.
Learning, Teaching and Managing with
ICT Funding Guidance for Schools and Local
Authorities 2006- 2007
7
Achieving change A key turning point..
Moving Towards e-Learning in Schools and FE
Colleges Models of Resource Planning at the
Institution Level PricewaterhouseCoopers LLP -
Dec 2004
8
What impact have initiatives had?
In the most outstanding examples, ICT is starting
to have a pervasive impact on the way teachers
teach and children learn.
As yet the governments aim for ICT to become
embedded in the work of schools is a reality in
only a small minority of schools.
The gap between the best and the worst is
unacceptably wide and increasing.
9
Self-review and complex change
?
Confusion
?
Anxiety
?
Slow Change
?
Frustration
?
False Starts
?
Uncertainty
Adapted fromAmbrose Managing Complex Change
1987 Thousand and Villa 2002
10

• Mature systematic use of technology results in
  effective and efficient practice that enhances
  education e-confidence
• Systematic common practice and systems are
  emerging from a strategic approach.
• Strategic strategies and planning are in place
  to develop whole institutional practice.
• Implementing technology is starting to be
  applied by individuals or in small targeted
  ways.
• Developing technology may be there but no
  strategies are in place to make effective use of
  it.

Maturity and effectiveness
11
Harnessing technology to enhance education
Enhance
Reinforce
Transform
Mature
Broad range of technology
Self-review framework
Systematic
Maturity and effectiveness
School improvementEvery Child Matters
Strategic
Implementing
Developing
Schools work on this to get this.. by
harnessing technology
12
Understanding and confidence through self-review
Mature
Some schools will be here
Self-review framework

• School improvement
• Effective use of technology

Where are you?
Systematic
Maturity and effectiveness
All good schools should be here
Strategic
Where are you?
Implementing
Developing
Schools evaluate their progression.
13
take the discussion out of the technology world
and place it firmly in the world of learners and
learning

• Concentrating on outcomes for learners
• greater choice and opportunity for learning
• learners to be better motivated, involved and
  engaged in their learning
• to help every child, young person and adult
  learner to have even greater success and
  achievement
• learning to be more exciting, relevant and fun
• and we want learning online to be safe and secure

14
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.
15
The self-review elements working together
Impact on the Learner
Professional development (People resource)
Resources
Leadership and management
16
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

17
Sources of self-review commentary
Planning documents
Discussions
Data and analysis
Observations
18
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)

19
Supporting the use of the Becta Self Review
Framework in Schools Activity One Review of
self-review commentary

• In groups take it in turns to comment on whether
  the self-review commentary
• Indicates that the level recorded has been
  reached
• Reveals areas of development or support

20
Supporting the use of the Becta Self Review
Framework in Schools Session Two School
approaches to the self-review framework
The benefits and outcomes of self-review Different
approaches to self-review A real example of a
school approach Self-review as part of complex
change
21
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

22
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 your school leaders prioritise
• Where might your school need support

23
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
24
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 what key
  messages you would give to schools about using
  the self-review framework.

25
Approach to self-review and complex change
Confusion
Vision
Anxiety
Skills
Slow Change
Incentives
Frustration
Resources
False Starts
Action Plans
Uncertainty
Evaluation
Adapted fromAmbrose Managing Complex Change
1987 Thousand and Villa 2002
26
Supporting the use of the Becta Self Review
Framework in Schools Activity Two Review of
school using video material

• View the video of a school talking about ICT
  practice
• Discuss what elements of the self-review are
  relevant
• Watch the video again
• Agree on FIVE questions to ask the schools head
  teacher

27
Supporting the use of the Becta Self Review
Framework in Schools Session Three Self-review
and school improvement
Online self-review, guidance and action
planning Starting points for self-review Getting
best value from harnessing technology School
improvement and support
28
The self-review process

• The process has been very extensive and
  comprehensive, enabling both ICT leaders and
  subject leaders to engage with, and reflect upon,
  all aspects of ICT.
• Balwant Baines Head of Student Achievement,
  Westwood School
• Much of the process was about confirming and
  celebrating strengths and highlighting areas for
  development.
• Steve Gator Headteacher, Walker Technology
  College
• It has generated discussions within the
  leadership team which was very healthy and
  allowed us to reach a decision about where we
  are
• Gina OConnor Headteacher, Walker Technology
  College

29
http//matrix.ncsl.org.uk
30
(No Transcript)
31
(No Transcript)
32
(No Transcript)
33
(No Transcript)
34
(No Transcript)
35
Since the launch.
Most used element Leadership and Management

• Over 8000 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!
36
Starting points for self-review

• What are the current challenges and changes
  facing the schools you work with or support?

37
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?
38
Achieving best value
Becta self-review framework Exemplars of
practice Online action plans
Framework contractsBest value procurement Nationa
l Digital Infrastructure
Self-supporting improvement
Aggregated procurement
39
CHALLENGING effectiveness and efficiency of
outcomes
Becta self-review framework Exemplars of
practice Online action plans
Framework contractsBest value procurement Nationa
l Digital Infrastructure
Self-supporting improvement
Aggregated procurement
40
The self-review framework 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
41
Changes to the SEF that will recognise the role
of ICT

• The revisions to SEFs expected include the
  following
• 3a 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 the extent to which learners adopt safe and
  responsible practices in using new technologies,
  including the Internet.
• 4e through the development of literacy,
  numeracy, information and communication
  technology, enterprise capability, economic and
  business understanding and financial capability.

42
Ofsted and ICT - quotes

• With regard to OFSTEDs formal attitude to ICT
  S5 inspectors no longer look at subjects but
  ICT is looked at in relation to the ECM agenda.
• We have a duty to ensure that all students are
  able to make a valuable contribution to society
  this is impossible to achieve if we do not ensure
  that students develop and apply their ICT
  capability effectively in their everyday lives.
• Through the ICT subject inspection visits we look
  closely at curriculum. Unfortunately our evidence
  indicates that not all students receive their
  entitlement to ICT, particularly in Key Stage 4.
  Whilst the majority of schools provide a
  qualification in ICT, not all students choose to
  study for one.
• Schools need to map, monitor and where
  appropriate, supplement students ICT experiences
  to ensure full coverage of the statutory
  programmes of study.
• Cathy Morgan - HMI, Ofsted

43
The Self-review Framework and Every Child Matters.
Element 1. Leadership and Management
Element 5. Professional Development
Element 6. Resources
Element 2. The Curriculum
Element 4. Assessment
Element 7. Extending Learning Opportunities
Element 3. Learning and Teaching
Element 8. Impact on Pupil Outcomes
Be Healthy
Be Safe
Enjoy Achieve
Positive Contribution
Economic Well-being
44
COMPARING practice, effectiveness and efficiency
Becta self-review framework Exemplars of
practice Online action plans
Framework contractsBest value procurement Nationa
l Digital Infrastructure
Self-supporting improvement
Aggregated procurement
45
(No Transcript)
46
(No Transcript)
47
CONSULTATION, facilitation and supporting tools
Becta self-review framework Exemplars of
practice Online action plans
Framework contractsBest value procurement Nationa
l Digital Infrastructure
Self-supporting improvement
Aggregated procurement
48
A difficult balance
CONSULTATION
Functionality Impact Build Quality
Funding
Specifications
Technology accounts for about 10 of the funding
for new buildings but funding is a constraint.
What are the fundamental qualities of
functionality, impact and build quality that the
specifications need to describe to get best value?
49
CONSULTATION Quality Indicators F.A.V.E.

• Fundamental (need) the aspects that are basic
  and essential in order to ensure ICT fulfils its
  potential as such are objectively measurable.
• Added Value (want) these aspects will enhance
  the ICTs usefulness and pleasure value. These
  factors are desirable and would be beneficial to
  the embedding of the ICT.
• Excellence (wish) these make the ICT transform
  the experience of learning, teaching and being in
  the building. These factors make the ICT
  exceptional.

50
ICT Quality Indicators - Old ideas / New terms
Learners Workforce Parents Community Character
innovation

• Access
• Integrated digital environments
• Use

IMPACT
Delight Venustas
Commodity Utilitas
FUNCTIONALITY
Performance Scalability Environmental Sustainabili
ty Interoperability
Firmness Firmitas
BUILD QUALITY
Vitruvius Wootton Design Quality Indicators ICT
Quality Indicators
51
CONSULTATION What do the statements look like?

• Functionality Access
• Access is available to all appropriate users
• anytime ?
• anywhere ?
• with any device ?
• FAVE - What is
• Fundamental (need)
• Added Value (want)
• Excellence (wish)
• What do these statements look like to a learner,
  teacher and other groups of stakeholders?

52
CONSULTATION How is a vision delivered?
wish
want
need
Subjective Quality Indicators
Added Value AV desired
Excellence E inspired
Fundamental F required
Objective Specifications
Vision statements Development plans
brief / output spec
Educational vision
53
CHOICE through managed and aggregated competition
Becta self-review framework Exemplars of
practice Online action plans
Framework contractsBest value procurement Nationa
l Digital Infrastructure
Self-supporting improvement
Aggregated procurement
54
(No Transcript)
55
Products and services bought by schools should
include these functional requirements and
specifications
56
CHOICE 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
57
Supporting the use of the Becta Self Review
Framework in Schools Activity Three School/suppor
t scenario Part one develop your commentary

• Look at the school description
• Decide on the level of practice you want to
  describe
• Select one element of the self-review framework
  to develop comments drawing on your own
  experiences
• You may consider adopting specific roles

58
Supporting the use of the Becta Self Review
Framework in Schools Activity Three School/suppor
t scenario Part two develop the support role

• Think about how your role as a support provider
  will be different to the assessment role.
• View slides and video about ICT Mark assessment
• Visit another group to exchange information about
  the school and which element is to be discussed.
• Develop an approach for identifying areas of
  development and support

59
Sources of ICT Mark evidence
ICT Mark assessor interviews and observations
Planning documents
Discussions
Data and analysis
Observations
Self-review commentary
60
Assessment video from The way to the ICT Mark

• Differences in the use of self-review tools
• Assessment challenging whether schools have
  reached the ICT Mark threshold.
• Support dialogue to establish and agree areas of
  support.

61
Supporting the use of the Becta Self Review
Framework in Schools Activity Three School/suppor
t scenario Part three role play visit

• One group plays the role of the school the
  other group the role of visiting support
  provider.
• Discuss where the school is within the
  self-review framework and agree on areas of
  development and support. 20 mins
• Swap roles. 20 mins
• Plenary to discuss outcomes of visits

62
Supporting the use of the Becta Self Review
Framework in Schools Session Four ICT Mark
Accreditation

• The ICT Mark scheme and the role of Naace
• Why have accreditation for the effective use of
  technology?
• What are the benefits of independent assessment?
• What are the benefits of accreditation?

63
Awarded by
Delivered by
Support schools applying for the ICT Mark Support
the submission of self-review commentary Arrange
assessment visits Manage the quality assurance of
assessments Administer the certification Provide
related self-review and ICT Mark services
64
Why a framework and accreditation?

• Within Building Schools for the Future (BSF)
  alone over 5 billion pounds will be spent on
  technology.
• After staffing technology is the second greatest
  area of ongoing expenditure that a school has.
• How do parents and carers know that the schools
  you support get value for money?
• How much do your schools spend a year on
  technology?
• How do they demonstrate the value they are
  getting from this investment?
• The ICT Mark shows that aschool is an investor
  in technology

65
Why be assessed?

• The self-review process allows all schools to
  identify where they believe they are but we know
  that some schools undervalue or overvalue
  themselves
• Do schools really know their areas of strength
  and weakness compared to others?
• Do schools know which areas of investment and
  development will have the greatest impact?
• Can schools be confident that technology really
  is being used effectively by all?
• An ICT Mark assessment by an objective,
  experienced and accredited ICT Mark assessor
  would help provide schools with answers to these
  questions.
• The assessment feedback is of value whether
  schools achieve the ICT Mark standard or not.
• (How much would it cost for a consultant to do
  the same analysis and provide feedback?)

66
Whats in it for the schools?

• Something for the whole school to celebrate
  certificate, badges, promotion, press releases,
  etc.
• A body of independently assessed evidence that
  will help schools through inspection processes.
• A quality accreditation that is recognised by
  other national schemes and initiatives.
• ICT Excellence Awards Schools being assessed
  for the ICT Mark will be considered for the
  prestigious ICT Excellence Awards
• ICT Register The ICT Mark can be used to
  apply for the ICT Register of schools providing
  services.
• Host schools The ICT Mark is part of the
  quality assurance process for schools offering
  hosting services for professional development
  courses such as in the strategic leadership of
  ICT.

67
ICT Mark How has the scheme developed?

• Self-review framework and standards in place Nov
  05
• Naacemark schools assessed and assimilated Feb 06
• Online self-review tool in place Mar 06
• ICT Mark assessors selected and accredited Apr
  06
• Early adopters assessed and accredited Sep 06
• Guidance and example evidence online Oct 06
• ICT Register schools adopting the ICT Mark Sep 06
  
• SLICT host schools being assessed and
  accredited Nov 06
• Schools in Wales awarded the ICT Mark Dec 06
• Self-review framework launched in Northern
  Ireland Mar 07
• Over 700 schools accredited
• (contact ictmark_at_becta.org.uk for latest figures)

68
Example impact of the ICT Mark

• Celebrated with a press release to local
  newspapers
• The ICT Mark award immediately posted on our
  website this has assisted staff recruitment.
• Some of our primary partner schools included
  details of the review process and resulting ICT
  Mark in their communications with parents.
• Has had a surprising knock on effect to the
  tendering process for ICT related items. We are
  seen as a centre of excellence for the use of ICT
  and suppliers want our business.

Tony Ryan Assistant Principal Kings College for
the Arts and Technology, Guildford
69
Supporting the use of the Becta Self Review
Framework in Schools Activity Four Review of
exemplars

• Key aspects will be a way of engaging schools
• Review the real exemplars provided for some key
  aspects
• From your group experiences write a different
  exemplar for a level of your choice.

70
(No Transcript)
71
Supporting the use of the Becta Self Review
Framework in Schools Session Five Next steps
course close
General advice to schools Self-review framework
and the ICT Mark Course aims review and
evaluation
72
General advice to schools

• Use the Self-review Framework to identify areas
  of development and actions that will lead to
  school improvement.
• Where are you?
• Where are you going?
• How will you get there?
• How will you know you are going the right way?
• Find out what support for the self-review
  framework and ICT Mark is available through your
  local authority or support provider.
• Overview of the ICT Mark video

73
By the end

• of this process I hope the pupils actually
  have a better chance to use ICT because the
  adults understand it better themselves
• Rob Hazelgrove - Headteacher, St Loys Primary
  School

74
Objectives of course - review

• The course aims were to
• develop greater understanding of the self-review
  framework and assessment
• shared understanding of the descriptions and
  levels of the framework
• stimulate discussion about self-review commentary
  and evidence
• use self-review to identify areas of further
  development and support
• Have these aims been met?
• What do you need now?
• Please complete evaluation forms.

75

• Further information
• WMnet - West Midlands Self Review Framework
  Support pageshttp//www.wmnet.org.uk/go/srf
• 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

76
www.wmnet.org.uk/go/srf
77
Dates of future training events

• Local Authority / Support provider
• Tuesday 2nd October
• Schools
• Monday 15th October
• Thursday 1st November

78
Supporting the use of the Becta Self Review
Framework in Schools
Contacts
Stephanie Davies stephanie.davies_at_wmnet.org.uk Ste
ve Pincher stephen_J_pincher_at_birmingham.gov.uk
79
WWW / EBI