Whole School Improvement Self Review Framework and Change Management

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I suppose earlier generations had to sit through all this huffing and puffing with the invention of television, the phone, cinema, radio, the car, the bicycle, printing, the wheel and so on, but you would think we would learn the way these things work, which is this: Everything that’s already in the world when you’re born is just normal; Anything that gets invented between then and before you turn thirty is incredibly exciting and creative and with any luck you can make a career out of it; Anything that gets invented after you’re thirty is against the natural order of things and the beginning of the end of civilisation as we know it until it’s been around for about ten years when it gradually turns out to be alright really. Douglas Adams

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 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?

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.

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

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%)

What is it all about? “The self-review framework isn’t 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

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

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 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 All staff contribute to discussion and form a consensus 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

Dimensions of change Vision Skills Incentives Resources Action Plans Vision Skills Incentives Action Plans Frustration Vision Skills Incentives Resources False Starts Vision Skills Resources Action Plans Slow Change Skills Incentives Resources Action Plans Confusion Vision Incentives Resources Action Plans Anxiety Success Jacqueline S. Thousand & Richard A. Villa Managing Complex Change; 2001 The Self-review framework can guide a school through the change process. A school using the framework can have confidence in where they are and where they are going.

Managing Complex Change Frustration Slow Change Confusion False Starts Anxiety Vision Skills Incentives Resources Action Plans Evaluation Jacqueline S. Thousand & Richard A. Villa Managing Complex Change; 2001 Adapted by M Blows (2006) VisionIncentivesResourcesAction PlansEvaluation VisionSkillsResourcesAction PlansEvaluation VisionSkillsIncentivesAction PlansEvaluation Vision SkillsIncentives Resources Evaluation Uncertainty SkillsIncentivesResourcesAction PlansEvaluation Action PlansResourcesSkillsVisionIncentives

The Eight Elements Leadership and Management Curriculum Learning and Teaching Assessment Professional Development Extended Learning opportunities Resources Impact on pupil outcomes

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 together Impact on the Learner The curriculum Extending opportunities for learning Learning and teaching Assessment Professional development (People resource) Resources Leadership and management

ICT prompts within 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

If schools get this right it will lead to: Improved Experience of Learning Better Engagement with Learning Real Enhanced Learning