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

Strategic Leadership of ICT

(SLICT)

Kevin Burden: The University of Hull

Aims of the SLICT programme

To enhance the capacity of headteachers to act

strategically in leading the development

of ICT in their schools

Objectives of the programme

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

To provide an experience that will enable heads to:

Programme StructurePre-programme preparation and engagement (on-

line)

Ongoing online community support (Talk2Learn)

Three day residential experience

Masters Accreditation Module (optional through University of Hull)

2-3 weeks

One day conference with other courses

3 day event

8 weeks

1 day

Up to 1 year

Different perspectives• 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)

Face to Face Programme activities

Day 1

•Online support with talk2learn•Defining strategic leadership•Aspirations and self-review•Preparation for school visits

Day 2•School visits•Visit debriefing•Developing e-confidence

Day 4Follow-up reviewsFuture thinkingNext steps

Day 3

•Learning and teaching•Leading and managing ICT•Action planning

Background

Why do we need such a programme? What’s happening in education that has

generated the need for a programme such as this?

Vision

Review

Implement

to visualise the future potential of the use and impact of ICT

to know where you are now in your own school

a way forward to reach your vision, both long- and short-term

SLICT has three essential components

Essential SLICT components

Vision Knowledge, skills, understanding Review Evaluate, audit and monitor Implement Innovate, embed, sustain

New technologi

es

Teaching and learning with

ICT

National curriculu

m

Research on impact

of ICT

Assessment and

attainment levels

Use of ICT to improve manageme

nt

Knowledge

Monitor and evaluate effective

ICT

Develop and maintain staff

skills

Skills to implement the vision

Skills

Conceptualise current practice, envision and plan

for the future

Share and gain

ownership for the ICT vision

Develop and implement

plans

Understanding

How ICT can impact

on manageme

nt

The potential impact of

new technologie

s

How ICT supports teaching and

learning across the curriculum

Impact of ICT on staffing, budgets and

future developments

The impact of concurrent and prior learning

How to motivate staff

to use ICT effectively

Knowledge-poor

Knowledge-rich

National prescription

Professional judgement

1980sUninformed prescription

1970sUninformed

professional judgement

1990sInformed

prescription

2000sInformed

professional judgement

Informed professional judgment(Michael Barber April 2002)

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

The “e-confident” school

10 key features1. High levels of staff confidence, competence and leadership

2. Re-engineered teaching, learning and assessment, integrating effective use

3. Leading and managing distributed and concurrent learning

4. Effective application within organisational and management processes

5. Coherent personal learning development, support and access – for all leaders, teaching and non-teaching staff

6. Secure, informed professional judgement

7. Appropriate resource allocation to ensure sustainable development

8. Availability, access and technical support

9. Pupils/students with high ICT capability

10. School as the lead community learning and information hub

Use ICT to learn away from school

Use ICT to learn away from schoolHas a wide range of

generic ICT skills

Has a wide range of generic ICT skills

Able to learn new skills as needed

Able to learn new skills as needed

Has high level of information literacy

Has high level of information literacy

e-confident pupil

e-confident pupil

Knows when ICT can assist their learning

Knows when ICT can assist their learning

Prepared to explore and experiment in their use of ICT

Prepared to explore and experiment in their use of ICT

Can talk about the way ICT can enhance

their learning

Can talk about the way ICT can enhance

their learning

Can select appropriate tool

for the task

Can select appropriate tool

for the task

Review into action

• Where next with vision, review and implement?

• What leadership is needed?• Who will lead?• Who will implement?

Provision of SLICT

• National Professional Qualification for Headship (NPQH)

• Headteacher Induction Programme (HIP)• Leadership Programme for Serving

Headteachers (LPSH)• Research Associate Programme

Targets for SLICT

• To train 10,000 headteachers, 2003-2006

• 12 national providers across England

Implications of SLICT

Measuring impact

Developing capacity

Integrating the reform agenda

Sustaining on-line communities

School Visits

• 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

Your activity

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)

Resources Pedagogy Organisation

Aims of the session

To draw out the key leadership issues raised from host school visits

Hum

an

Learning

Teaching

Management Curriculum

Phy

sica

l

Organisation

Res

ourc

esP

edagogy

Focus of the visits

Review and feedback 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

Facilitated elements

• Teaching and Learning with ICT

• Leading and Managing with ICT

School Visits

On-line community – Talk2Learn

• Talk2Learn