ICT Mark Assessor selection day

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Supporting schools on the self-review
framework. Vince James / Roger Pearce
With thanks to Paul Martin Schools ICT Strategy
Adviser, WAG and National coordinator for the SRF
Pilot Programme
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There Are Three Elements

• Self Review Framework
• Recording progress on the On-Line Tool
• Acquiring the ICT Mark

over a three year period
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Supporting schools on the self-review
framework The self-review framework
Using technology effectively? Supporting complex
change a movement to a skills based
curriculum Review and improvement
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What impact have initiatives had?
Estyn report (2007) identifies positive impact of
IWBs in lessons and ways in which teaching and
learning in specific subject areas are benefiting
from thoughtful, well-planned use of specialist
software and equipment
Standards of achievement in using ICT were
continuing to rise across Wales but standards
were higher, and had improved more, in primary
schools
ICT as a key skill was still an issue in
secondary schools and that there was undue
variation in attainment within and between
schools.
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What impact have initiatives had?

• Estyn identified factors contributing to
  under-achievement including
• range of opportunities to use ICT confined to
  particular class or certain subjects
• teachers lack of confidence with particular
  aspects of ICT
• too little account taken of pupils use and
  knowledge of ICT outside the school
• teachers not always having high enough
  expectations of the level of skills that
  pupils could achieve.

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Harnessing technology to enhance learning
Enhance
Reinforce
Transform
Mature
Broad range of technology
Self-review framework
Systematic
Maturity and effectiveness
School improvement
Strategic
Implementing
Developing
Schools work on this to get this by
harnessing technology
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Understanding and confidence through self-review
Mature
Some schools will be here
Self-review framework

• School improvement
• Effective use of technology

Where are you?
Systematic
Maturity and effectiveness
All good schools should be here
Strategic
Implementing
Where are you?
Developing
Some schools will be here
Schools evaluate their progression.
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Concentrating on outcomes for learners

• greater choice and opportunity for learning
• learners to be better motivated, involved and
  engaged in their learning
• to help every child, young person and adult
  learner to have even greater success and
  achievement
• learning to be more exciting, relevant and fun
• and we want learning online to be safe and
  secure
• take the discussion out of the technology world
  and place it firmly in the world of learners and
  learning

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Self-review framework

• A jointly developed framework of standards
  describing progression through a model of
  institutional maturity in the use of ICT.

An agreed set of standards, within the
self-review framework, indicating that technology
is being harnessed effectively and efficiently.
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The self-review elements working together
Impact on the Learner
Professional development (People resource)
Resources
Leadership and management
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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

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What is it all about?
The ICT Mark is set at a level which challenges
schools, allows them to highlight their strengths
and demonstrate areas of good practice. At the
same time it demonstrates to these schools the
way forward to achieve excellence. Caedraw
Primary School
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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 your school leaders prioritise?
• Where might your school need support?

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A few possible approaches to self-review
One lead person reviews all elements
The leadership team reviews and completes the
framework
School staff / cluster 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
All staff contribute to discussion and form a
consensus
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
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
Consider a cluster/ family approach to self-review
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Understanding the self-review framework
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Becta Self Review Framework
Help schools emulate the best by benchmarking
themselves against nationally agreed standards.
Important to distinguish between self review
framework and ICT Mark.
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Self Review Framework levels
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Self Review FrameworkLevels first school review
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Self Review FrameworkLevels - second school
review
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Self-review and school improvement
Online self-review, guidance and action
planning What the SRF/ICT Mark Pilot told
us Starting points for self-review School
improvement and support
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Messages from the pilot programme..
I strongly think that the SRF supports school
self evaluation. It has depth and breadth. I
strongly believe that we should adopt the SRF in
its current format including the awarding of the
ICT Mark.
The ICT Mark is an award of excellence for
schools to strive towards. I see no reason why
the SRF and/or ICT mark would need to be amended
for Wales.
Cyfarthfa High School
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Messages from the pilot programme..
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Messages from the pilot programme..
How does the SRF support school self evaluation?
1. Celebrate success 2. Future developments 3.
Benchmark performance 4. Supports schools self
evaluation
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Messages from the pilot programme..
The Becta Self Review Framework (SRF) closely
supports the Estyn Common Inspection Framework.
1. Levels are appropriately set 2. Rigour of
evidence base 3. Structure reflects Estyns 7
key questions
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Developing an ICT capable school

• Positive characteristics
• - High levels of knowledge, understanding and
  skills demonstrated by all staff and learners
  when planning, selecting and using ICT
• - Strong role for ICT in learning and teaching
  culture of the
• school
• - All classes reflect appropriate use of the
  school ICT development plan
• - Staff and learners have a positive attitude
  towards ICT, disposed to use ICT and evaluate
  the outcomes
• - SMT are proactive in promoting ICT in learning
  and teaching
• - Role of ICT development team and co-ordinator
  results in an effective system for planning
  and regular monitoring
• - Staff development and IT training are planned
  effectively, based upon need.

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Developing an ICT capable school
Features of low levels of ICT capability -
Failure to build upon learners prior
learning- Undemanding work (simple tasks,
irrelevant contexts, repetitive tasks) - ICT
used only as a reward or to keep learners
quiet - Assumption any use of ICT is good (even
when inappropriate)- Little feedback to
encourage individual development of work /
skills- Current provision does not recognise
what technology learners use confidently
away from the classroom.
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Self Review Framework
Leadership Management Curriculum Learning and
Teaching Assessment Professional
development Extending opportunities for
learning Resources Impact on pupils outcomes
Common Inspection Framework
The achievement of learners (standards) The
quality of education and training provided Effec
tiveness and efficiency of leadership and
management.
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• Common Inspection Framework
• The achievement of learners (standards)
• How well to learners achieve?
• The quality of education and training provided
• How effective are teaching, training and
  assessment?
• How well do the learning experiences meet the
  needs and interests of learners and the wider
  community?
• How well are learners cared for, guided and
  supported?
• Effectiveness and efficiency of leadership and
• management
• How effective are leadership and strategic
  management?
• How ell do leaders and managers evaluate and
  improve quality and standards?
• How efficient are leaders and managers in using
  resources?

Self Review Framework
Leadership Management Curriculum Learning and
Teaching Assessment Professional
development Extending opportunities for
learning Resources Impact on pupils outcomes
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Supporting schools on the self-review
framework Overview of the new on-line tool
Purpose of on-line tool Recording evidence on the
new tool Review of the framework
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Purpose of the online tool

• An interactive means of engaging with the
  framework
• One stop shop for access to guidance and advice
• To provide schools with their own version of
  their self-review
• To allow them to compare themselves with others
  and benchmark their progress
• To provide action planning tools
• To be user friendly!

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Question page
New style questions break down level
descriptions into key points on a rating
scale Improved usability
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• Extra features

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Plan

• - Improved usability
• - Simplified sharing export
  features- Versioning

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Compare

• - Redesigned benchmarking- Improved usability
• - Flexible options

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Supporting schools on the self-review
framework The ICT Mark accreditation
Celebrating success!
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Awarded by
Delivered by
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Why a framework and accreditation?

• Better Schools Fund and new Schools ICT Strategy
• After staffing technology is the second greatest
  area of ongoing expenditure that a school has.
• How do parents and carers know that the schools
  you support get value for money?
• How much do you schools spend a year on
  technology?
• How do you demonstrate value for money from this
  investment?

The ICT Mark shows that aschool is an investor
in technology
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Whats in it for schools?

• Confidence in their own self-review processes
  supported by external validation
• Celebrating achievement and commitment of all
  staff with certificate, badges, promotion,
  press releases, etc.
• External recognition of whole school success
  withpupils, parents, all staff, governors,
  community etc.
• A body of independently assessed evidence that
  will help schools through inspection processes.
• A quality accreditation that is recognised by
  other national schemes and initiatives.
• ICT Excellence Awards Schools being assessed for
  the ICT mark will be considered for the
  prestigious ICT Excellence Awards.

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Where do we go from here?
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Where are we now? School Review Sheet
Review Sheet
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What do we have to do?

• BSF Activity 6 requirements
• The LEA must demonstrate improvement in two
  elements.
• One of the elements must be - Impact On Pupil
  Outcomes
• Suggested that schools work on Leadership and
• Management
• Consider other elements to link with other school
  priorities
• eg. Assessment to link with Assessment For
  Learning

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Consider the best approach for your school /
cluster
One lead person reviews all elements
The leadership team reviews and completes the
framework
School staff / cluster 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
All staff contribute to discussion and form a
consensus
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
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
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Support
The LEA is currently working on a model to
release time for schools to develop two elements
per year over a three year period (six elements)
BSF Activity 6a Support of ICT SRF
Consultants Encourage schools to work in families
or groups of similar schools Encourage schools to
develop the two final elements and consider ICT
Mark accreditation Support to use the on-line
tool Mechanism for sharing good practice
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