Strategic Leadership of ICT (SLICT) Kevin Burden: The University of Hull

1. Strategic Leadership of ICT (SLICT) Kevin Burden: The University of Hull

2. To enhance the capacity of headteachers to act strategically in leading the development of ICT in their schools Aims of the SLICT programme

3. Develop an understanding of the concept of strategic leadership Be able to evaluate and make judgements about their own school’s current position Be more confident about developing their own vision for the future development of ICT Identify key areas for development in the short term Be able to plan for the longer-term development of ICT Objectives of theprogramme To provide an experience that will enable heads to:

4. Programme Structure Pre-programme preparation and engagement (on-line) 2-3 weeks Three day residential experience 3 day event Ongoing online community support (Talk2Learn) 8 weeks One day conference with other courses 1 day Up to 1 year Masters Accreditation Module (optional through University of Hull)

5. Peers and colleagues in own school – school audits and matrices Other headteachers (face to face element of course and Talk2Learn) Other schools and headteachers (school visits) International experiences (TIPD scheme) Different perspectives

6. Face to Face Programme activities • Day 1 • Online support with talk2learn • Defining strategic leadership • Aspirations and self-review • Preparation for school visits • Day 3 • Learning and teaching • Leading and managing ICT • Action planning • Day 2 • School visits • Visit debriefing • Developing e-confidence Day 4 Follow-up reviews Future thinking Next steps

7. Why do we need such a programme? What’s happening in education that has generated the need for a programme such as this? Background

9. to visualise the future potential of the use and impact of ICT Vision to know where you are now in your own school Review a way forward to reach your vision, both long- and short-term Implement SLICT has three essential components

11. Vision Knowledge, skills, understanding Review Evaluate, audit and monitor Implement Innovate, embed, sustain Essential SLICT components

12. Teaching and learning with ICT Assessment and attainment levels Knowledge National curriculum Use of ICT to improve management New technologies Research on impact of ICT

13. Share and gain ownership for the ICT vision Develop and maintain staff skills Skills Skills to implement the vision Conceptualise current practice, envision and plan for the future Monitor and evaluate effective ICT Develop and implement plans

14. How ICT supports teaching and learning across the curriculum Impact of ICT on staffing, budgets and future developments Understanding How to motivate staff to use ICT effectively The impact of concurrent and prior learning How ICT can impact on management The potential impact of new technologies

15. Knowledge-poor 1980s Uninformed prescription 1970s Uninformed professional judgement National prescription Professional judgement 2000s Informed professional judgement 1990s Informed prescription Knowledge-rich

16. Developing school leaders’ understanding of ICT Focusing on key strategic ICT issues Evaluating leadership and management implications of ICT Reflecting, given time to envision the future of their school Developing school leaders’ ICT capability Informed professional judgment(Michael Barber April 2002)

17. 10 key features High levels of staff confidence, competence and leadership Re-engineered teaching, learning and assessment, integrating effective use Leading and managing distributed and concurrent learning Effective application within organisational and management processes Coherent personal learning development, support and access – for all leaders, teaching and non-teaching staff Secure, informed professional judgement Appropriate resource allocation to ensure sustainable development Availability, access and technical support Pupils/students with high ICT capability School as the lead community learning and information hub The “e-confident” school

18. Use ICT to learn away from school Can select appropriate tool for the task Has a wide range of generic ICT skills Able to learn new skills as needed e-confident pupil Prepared to explore and experiment in their use of ICT Can talk about the way ICT can enhance their learning Has high level of information literacy Knows when ICT can assist their learning

19. Where next with vision, review and implement? What leadership is needed? Who will lead? Who will implement? Review into action

20. National Professional Qualification for Headship (NPQH) Headteacher Induction Programme (HIP) Leadership Programme for Serving Headteachers (LPSH) Research Associate Programme Provision of SLICT

21. To train 10,000 headteachers, 2003-2006 12 national providers across England Targets for SLICT

22. Integrating the reform agenda Measuring impact Sustaining on-line communities Implications of SLICT Developing capacity

23. Visits two different schools in different LEAs (schools selected and prepared by NCSL) Interviews with headteachers in each school and lesson observations Questionnaire and proforma to complete De-briefing with facilitators back at hotel School Visits

24. Your activity Resources Pedagogy Organisation • What evidence would help you to assess success • What evidence has the school got to show it is doing what it says it is doing? • How has the school got there (achieved success)

25. To draw out the key leadership issues raised from host school visits Aims of the session

26. Human Teaching Physical Learning Management Curriculum Focus of the visits Pedagogy Resources SLICT Organisation

27. 2 separate groups Paired reflection (same schools visited) Broad points (for me) Sharing of those broad points (in pairs) 3 -5 key issues (those nuggets….) Group reflection Sharing those key issues Dialogue Open discussion – vision, review and planning What would we say to the other group Review and feedback

28. Teaching and Learning with ICT Leading and Managing with ICT Facilitated elements

29. School Visits

32. Talk2Learn On-line community – Talk2Learn