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Simon Shaw Head of institutional management Becta. School improvement using the Self-review framework. Context: Investment in ICT. Access to technology continues to improve: For example, a ratio of 1:3·6 in Secondary. Rapid growth in the use of ICT resources to support learning. - PowerPoint PPT Presentation
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Simon Shaw
Head of institutional management
Becta
School improvement using the School improvement using the Self-review frameworkSelf-review framework
Context: Investment in ICT
Access to technology continues to improve: For example, a ratio of 1:3·6 in Secondary
Rapid growth in the use of ICT resources to support learning
Source: Harnessing Technology schools survey (Kitchen et al 2007)
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%)
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 children’s work in all subjects via the internet.”
“The use of computers to assist learning is excellent and students extend their work using the school’s independent learning network which provides homework tasks as well as additional information.”
International benchmarks 2006: UK does well
•http://ec.europa.eu/information_society/eeurope/i2010/docs/studies/final_report_3.pdf
Starting points for self-review
What are the current educational and organisational challenges and changes facing the schools you work in or with?
Starting points for self-review
Raising achievementProcurementTotal cost of ownershipBuilding Schools for the FutureComputers for PupilsLearning PlatformsManaged learning environmentsE-safetyEngaging parentsTruancyWorkforce developmentCurriculum development14-19 agendaEvery Child MattersPersonalising learningBehaviourRecruitment
Could progress and improvement be made in any of these areas without a review of how technology is being used and harnessed?
•52%
•29%
•25%
•22%
•22%
•17%
•16%
•16%
•10%
•10%
•9%
•8%
•7%
•7%
•4%
•3%
Copy from the board or a book
Listen to a teacher talking for a long time
Have a class discussion
Take notes while my teacher talks
Work in small groups to solve a problem
Have a drink of water when I need it
Work on a computer
Listen to background music
Have some activities that allow me to move around
Create pictures or maps to help me remember
Have a change of activity to help focus
Which three of the following do you do most often in class?
Spend time thinking quietly on my own
Talk about my work with a teacher
Learn things that relate to the real world
Teach my classmates about
•Base: •All pupils (2,417) •Source: Ipsos MORI
Have people from outside to help me learn
Learn outside in my school’s grounds
•33%
11-19 year olds’ classroom
experience (2007)
11-19 year olds’ most preferred ways to learn (2007)
•55%
•39%
•35%
•31%
•21%
•19%
•16%
•14%
•12%
•9%
•9%
•8%
•5%
•6%
•3%
•1%
In groups
By doing practical things
With friends
By using computers
Alone
From friends
With your parents
By practising
By copying
By thinking for yourself
Other
From others
In which three of the following ways do you prefer to learn?
From teachers
By seeing things done
In silence
At a museum or library
•Base: •All pupils (2,417) •Source: Ipsos MORI
Becta priorities
• Safeguarding children online • Getting best value from your investment • Using technology for school improvement • Personalising learning in a connected world • Planning technology into your building • Extending learning beyond the classroom
Mat
urity
and
effe
ctiv
enes
s
A maturity model for developing good ICT……A maturity model for developing good ICT……
Self-review framework
All good schools should be here
Some schools will be here
Where are you?
Where are you?
The self-review framework is a maturity model. It describes stages of development across 8 elements.
Developing
Implementing
Strategic
Systematic
Mature
15% - 20%
…………using self-review to track progressusing self-review to track progress
Actions supported by the leadership team determine improvement outcomes
..rather than actions changing the learning environment.
Schools tend to focus actions on staff and resources….
The self-review elements working togetherThe self-review elements working together
Impact on the Learner
The curriculum
Extending opportunities for
learning
Learning and teaching
Assessment
Leadership and management
Professional development(People resource)
Resources
SWOT analysis
Internal
(e.g. within elements of framework)
Strengths Weaknesses
External
(e.g. issues and initiatives driving
change)
Opportunities Threats
Factors affecting your effective use of technology
TOWS analysis – action planning
Threats Opportunities
Strengths
Weaknesses
Becta priorities
•Safeguarding children online
• Getting best value from your investment • Using technology for school improvement • Personalising learning in a connected world • Planning technology into your building • Extending learning beyond the classroom
SEF 4b: E-safety and good practice (descriptions of ICT Mark levels of practice)
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.
Becta priorities
• Safeguarding children online
• Getting best value from your investment • Using technology for school improvement • Personalising learning in a connected world • Planning technology into your building
•Extending learning beyond the classroom
The Parents’ Premium
Parental involvement in a child’s schooling between ages 7 and 16 is a more powerful force than family background, size of family and level of parental education.Feinstein, L & Symons, J. Oxford Economic papers, 51 (1999)
Achievement Parent effect School effect
Age 7 0.29 0.05
Age 11 0.27 0.21
Age 16 0.14 0.51
Effect of parents / Effect of school
Learner
Parent School
Relevant
Meaningful Timely
MentoringDia
logu
e
Partnership
Real-time information and online reporting
Learner
Parent School
Community information
Access from home
Parents resources
Access to resources
Home and course work
Access to materials
Online reporting
Parent and learner days
Electronic reports
Email exchanges
Mobile ‘phone alerts
SMS
texting
Engaging parents toextend opportunities for learning
The challenge for schools
Resources
A meaningful commentary about resourcesA meaningful commentary about resources
Example - 7a-2
Element 7 – ResourcesStrand a) – ProvisionAspect 2 – Sufficiency, availability
and suitability of resources
L3 Might link to learning and teaching (element 3) commentary
L2Commentary might also describe improvement and link to impact on pupil outcomes (element 8)
ICT resources are sufficient in quality, quantity, range, suitability
and availability to make a contribution to the current
practice in learning, teaching and school organisation.
L3
ICT resources are sufficient in quality, quantity, range and
suitability and are readily available to support learning across the
curriculum. These make a significant impact on learning,
teaching and school organisation.
L2
Actions supported by the leadership team determine improvement outcomes
The self-review elements working togetherThe self-review elements working together
The curriculum
Extending opportunities for
learning
Learning and teaching
Assessment
Leadership and management
Resources
Dimensions of change
VisionVision SkillsSkills IncentivesIncentives ResourcesResources Action PlansAction Plans
VisionVision SkillsSkills IncentivesIncentives Action PlansAction Plans FrustrationFrustration
VisionVision SkillsSkills IncentivesIncentives ResourcesResources False StartsFalse Starts
VisionVision SkillsSkills ResourcesResources Action PlansAction Plans Slow ChangeSlow Change
SkillsSkills IncentivesIncentives ResourcesResources Action PlansAction Plans ConfusionConfusion
VisionVision IncentivesIncentives ResourcesResources Action PlansAction Plans AnxietyAnxiety
SuccessSuccess
Jacqueline S. Thousand & Richard A. VillaManaging Complex Change; 2001
The Self-review framework has guide a school through the change
process.
A school using the framework can have confidence in where they are
and where they are going.
For more information:
Visit us online
www.becta.org.uk
simon.shaw@becta.org.uk
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