1 School Empowerment Through ICT Byron Evans Adviser RTU Geraldine Taggart Adviser WELB Mary Jo O’Carolan – St Columb’s College

2 Background “As a result of the New Opportunities Fund (NOF) programme in ICT and the earlier ‘Connecting Teachers’ initiative, teachers and school librarians have taken a competent step forward. While many teachers have advanced we believe, nonetheless, that competence generally still needs to be raised further for every staff member. Continuing professional development, based closely on individual needs, is required. In the context of its development plans, the school’s post-NOF agenda ought to address the professional development for school leaders, teachers and support staff.”

3 Aim … explore an ‘online collaborative community’ approach to developing the ICT competence of staff and to embedding ICT into the life and work of the school, in the context of school development planning and whole school improvement.

4 Objectives Support school leadership through technology Support school leadership through technology Develop the capacity of staff to use ICT Develop the capacity of staff to use ICT Make progress with embedding ICT in practice by supporting significant change Make progress with embedding ICT in practice by supporting significant change Ensure post-NOF uplift is supported, without operating as a separate initiative Ensure post-NOF uplift is supported, without operating as a separate initiative

5 Project Scope embed ICT into teaching and learning in a purposeful context embed ICT into teaching and learning in a purposeful context develop effective online collaborative strategies and arrangements within and between clusters of schools develop effective online collaborative strategies and arrangements within and between clusters of schools provide early experience of online CPD for teachers provide early experience of online CPD for teachers make technology leadership development an integral part to formally engage school principals make technology leadership development an integral part to formally engage school principals link to Becta’s Self-Review Framework for ICT in schools. link to Becta’s Self-Review Framework for ICT in schools.

6 Partnerships Schools – individual and in clusters Schools – individual and in clusters Northern Ireland Education Technology Strategy Group Northern Ireland Education Technology Strategy Group Five ELBs Five ELBs RTU RTU TalNet / OU TalNet / OU AMMA Centre and Studio On AMMA Centre and Studio On HEIs HEIs BECTA BECTA

7 Project stages Planning Planning Invitations and Selection Invitations and Selection Getting started: Getting started: –Summer School –SETT Developing plans and agreeing budgets Developing plans and agreeing budgets Technological Leadership Technological Leadership Cluster working Cluster working Presentations Presentations The whole process underpinned by evaluation The whole process underpinned by evaluation

8 Success Criteria 1 1 Workable clusters are formed which support the aims of the project and the needs of the schools. Workable clusters are formed which support the aims of the project and the needs of the schools. 2 Each cluster agrees a relevant context, draws up a realistic, workable and measurable project plan and implements plan. 3 Clusters are offered support by CASS advisers, ITE lecturers or other professionals.

9 Success Criteria 2 4 Clusters use LNI as a significant and effective part of their means of working within and between Clusters. 5 Each Cluster to work collaboratively to produce 3 online portfolios. 6 The Pilot Leader supports and monitors the work of teachers undertaking CPD online.

10 Success Criteria 3 7Schools: identify online CPD as a priority; identify online CPD as a priority; develop manageable models of online CPD; and develop manageable models of online CPD; and engage their staff in an online CPD programme according to school requirements. engage their staff in an online CPD programme according to school requirements. 8 Clusters achieve the outcomes listed in their project plan. Clusters achieve the outcomes listed in their project plan. 9Principals: participate in the RTU Strategic Leadership Programme; use their involvement in the project to lever significant change in their school; use appropriate methods of measuring and reporting that change; participate in the formal evaluation of the pilot. participate in the formal evaluation of the pilot.

11 Success Criteria Principals and pilot leaders report an increased capacity to embed ICT Pilot leaders report on the effectiveness of the online environments in supporting the work of the project: LNI Teach and Learn.net % of Cluster Schools are prepared to submit to the ICT Mark in

12 The project has 1: met all success criteria, albeit with some specific qualifications met all success criteria, albeit with some specific qualifications demonstrated the difference made by the personal commitment of the school leadership demonstrated the difference made by the personal commitment of the school leadership seen schools express a high degree of satisfaction about their collaborative experiences and suggested that they wished to continue developing the productive arrangements established seen schools express a high degree of satisfaction about their collaborative experiences and suggested that they wished to continue developing the productive arrangements established has levered about five times the budget invested has levered about five times the budget invested

13 The project has: 2 captured the collaborative spirit of the times and, through putting into practice the necessary support systems, has furthered the development of effective school collaboration. captured the collaborative spirit of the times and, through putting into practice the necessary support systems, has furthered the development of effective school collaboration. made a further contribution to enhancing the role of ICT as a means of encouraging organisational and individual growth. made a further contribution to enhancing the role of ICT as a means of encouraging organisational and individual growth.

14 Caveats it takes longer than 8 months to soundly establish full online collaborative work amongst teachers it takes longer than 8 months to soundly establish full online collaborative work amongst teachers the schools identified necessary improvements to online services (LNI) to promote effective online working the schools identified necessary improvements to online services (LNI) to promote effective online working there is an overhead cost to schools to establishing partnership- based patterns of working. there is an overhead cost to schools to establishing partnership- based patterns of working.