ICT Mark Assessor selection day

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Facilitator - Simon Shaw Senior
manager Accreditation and Recognition Becta
School improvement using the Self-review framework
Course organiser L2tICT
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School improvement using the Self-review
framework

• The course objectives are to
• develop greater understanding of the self-review
  framework as a school improvement tool
• improve understanding of self-review, level
  descriptions, interpretation and commentary
• show how self-review can be used as part of
  change management
• use self-review to identify areas of further
  development and support

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Sessions

• 930 Introductions and welcome
• 940 Session 1 - The impact of technology on
  school improvement
• Activity - Review of completed self-review
  element
• 1020 Session 2 - Vision, planning and learner
  voice
• Activity - Review element of the self-review
  framework
• 1100 Coffee break
• 1115 Session 3 - Self-review as a tool for
  change
• Activity - Applying familiar change management
  tools to use of technology
• 1230 Lunch

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Sessions

• 1330 Session 4 - Whole school approaches to
  change and improvement
• Activity - Action planning using the self-review
  framework
• 1430 Session 5 - The impact of ICT on school
  improvement
• Activity - Identifying collaborative actions and
  support requirements
• 1530 Plenary, next steps and evaluations
• 1545 Close

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School improvement using the Self-review
framework
Session one The impact of technology on school
improvement
What is the impact of technology on schools? The
self-review framework supporting change and
improvement Reflective self-review and
commentaries
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Context Investment in ICT
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Access to technology continues to improve For
example, a ratio of 136 in Secondary
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International benchmarks 2006
http//ec.europa.eu/information_society/eeurope/i2
010/docs/studies/final_report_3.pdf
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Rapid progress in levels of use of technology to
support learning
Much of it demand-led e.g. Teachers use of ICT
resources in lessons (Kitchen et al 2007, HT
Schools Survey)
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ICT Test Bed Outcomes

• Primary level
• Developing e-maturity took primary pupils
  average point scores (APS) above the national
  average statistical neighbours.

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Evidence of impact

• Some subject results improve by half a grade as
  a result of pupil use of technology.
• ImpaCT2 (2003)
• Gains equivalent to a terms progress in KS2
  English and KS3 science. In GCSE Science the
  gains represented over 50,000 pupils moving from
  grade D to C. In GCSE Design and Technology
  10,000 pupils moving from D to C.
• Broadband evaluation (2005)
• Schools making good use of connectivity
  demonstrated better improvement than other
  schools in five or more A-Cs at GCSE on
  average a 4.4 increase in the year following the
  implementation of broadband.

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Evidence of impact

• Underperforming schools that develop their
• e-maturity improve results at a faster rate than
  other institutions.
• Significant improvement in percentage of five or
  more A-Cs and five or more A-Cs including Maths
  and English GCSEs relative to comparators.
• ICT Test Bed final report 2006

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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)

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Ofsted reports on ICT Mark schools

• The large majority of Ofsted reports on ICT Mark
  schools contain positive comments in relation to
  a number of ICT areas, including
• Use of interactive whiteboards
• Development of pupils ICT skills
• The use of ICT to raise attainment
• Investment and level of ICT resources
• Planning, assessment and pupil profiling using
  ICT
• Teachers ICT skills
• ICT raising pupil confidence and
• ICT leading to involvement in community events.

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Example quotes from Ofsted reports

• The considerable investment in ICT, including
  whiteboards in every classroom, and a good number
  of computers and other technology, has had an
  outstanding impact on pupils progress.
• The use of information and communication
  technology and the provision of tasks relevant to
  children's ages and interest have helped those
  who were reluctant to write to achieve well.
• Standards in information and communication
  technology (ICT) areexceptionally high. Pupils
  become very confident and independent in using
  technology in a wide variety of contexts.
• The school has sought to meet local needs by
  joining a programme to provide families with
  computers to help pupils with their homework.
  This useful initiative is strongly supported by
  parents, who can see portfolios of the childrens
  work in all subjects via the internet.
• The use of computers to assist learning is
  excellent and students extend their work using
  the schools independent learning network which
  provides homework tasks as well as additional
  information.

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Starting points for self-review

• What are the current educational and
  organisational challenges and changes facing the
  schools you work in or with?

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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
• 14-19 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?
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Example E-safety and good practice

• School (aspect 1c-4)
• The school is aware of its responsibilities in
  ensuring that ICT usage by all network users is
  responsible, safe and secure. There are relevant
  and comprehensive policies in place which are
  understood and adhered to by many network users.
  
• Staff (aspect 2a-3)
• All curriculum planning identifies key areas
  where ICT can support learning and teaching and
  includes effective e-safety education for pupils.
  All, or nearly all, staff use these plans for all
  subjects of the curriculum.
• Pupils (aspect 3b-2)
• Most pupils have a good range of skills that
  enable them to access and make effective use of
  digital resources to support their learning.
  They understand the issues relating to safe and
  responsible use of ICT and adopt appropriate
  practices.
• Parents (aspect 6b-3)
• General information about the curriculum is
  available electronically to families and there
  are suggestions about how to support pupils
  learning out of school. The school uses a range
  of ICT approaches to engage parents/carers in
  communication with the school. Advice is
  routinely provided for parents/carers on e-safety
  and security issues.

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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.

ICT Mark
An agreed set of standards, within the
self-review framework, indicating that technology
is being harnessed effectively and efficiently.
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A maturity model for developing good ICT

• The self-review framework is a maturity model. It
  describes stages of development across 8
  elements.

Some schools will be here
Self-review framework
Mature
Where are you?
Maturity and effectiveness
Systematic
All good schools should be here
15 - 20
Strategic
Where are you?
Implementing
Developing
using self-review to track progress
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Sources of self-review commentary
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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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Commentary - improvement across all elements

• Example - 7a-2
• Element 7 Resources
• Strand a) Provision
• Aspect 2 Sufficiency of provision
• L3
• Might link to learning and teaching (element 3)
  commentary
• L2
• Commentary might also describe improvement and
  link to impact on pupil outcomes (element 8)

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Activities taken from Working towards and beyond
the ICT Mark Activity Review of self-review
commentary

• In groups take it in turns to comment on whether
  the self-review commentary provided
• Indicates that the level recorded has been
  reached
• Shows reflective thinking

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School improvement using the Self-review
framework
Session two Vision, planning and learner voice
Where will technology take education in the
future?
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Learners of the future today
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Harnessing technology to enhance education
Enhance
Reinforce
Transform
Application of technology
Self-review framework
Mature
Maturity and effectiveness
School improvementEvery Child Matters
Systematic
Strategic
Implementing
Developing
Schools work on this to get this.. by
harnessing technology
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11-19 year olds classroom experience (2007)
Which three of the following do you do most often
in class?
Copy from the board or a book

• 52

Listen to a teacher talking for a long time

• 33

Have a class discussion

• 29

Take notes while my teacher talks

• 25

Work in small groups to solve a problem

• 22

Spend time thinking quietly on my own

• 22

Have a drink of water when I need it

• 17

Talk about my work with a teacher

• 16

Work on a computer

• 16

Listen to background music

• 10

Learn things that relate to the real world

• 10

Have some activities that allow me to move around

• 9

Teach my classmates about something

• 8

Create pictures or maps to help me remember

• 7

• Source Ipsos MORI

• 7

Have a change of activity to help focus

• All pupils (2,417)

• 4

Have people from outside to help me learn

• 3

Learn outside in my schools grounds
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11-19 year olds most preferred ways to learn
(2007)
In which three of the following ways do you
prefer to learn?

• 55

In groups
By doing practical things

• 39

With friends

• 35

• 31

By using computers

• 21

Alone

• 19

From teachers
From friends

• 16

By seeing things done

• 14

With your parents

• 12

By practising

• 9

In silence

• 9

By copying

• 8

• Source Ipsos MORI

At a museum or library

• 5

By thinking for yourself

• 6

From others

• 3

Other

• 1

• Base

• All pupils (2,417)

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A thought from Charles Leadbeater The Shape of
Things to Come
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If this is how learners use technology....
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...what should our vision be like? ...how
extensive should our planning be?
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The future - now! from ipods to implants cheap,
fashionable, wearable, inescapable...
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Vision and aspirations

• What are your aspirations for how technology
  might be used to support wider school aims and
  learning environment.
• Pedagogy and teaching strategies
• Curriculum development
• Assessment for learning
• Extending opportunities for learning
• Parental engagement

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Activities taken from Working towards and beyond
the ICT Mark Activity Review of element 1
- Leadership and management

• Look at the aspects and guidance for
• Element 1 Leadership and management
• Where would you find evidence?
• Who do you need to involve in developing a
  commentary?
• What actions will you take?

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School improvement using the Self-review
framework
Session three Self-review as a tool for change
and action planning
What are the challenges of new learning
environments? The dimensions of change. Using
change management tools as part of self-review.
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The challenge of merging of two environments?
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The challenge of merging of two environments?
Built
Virtual
halls
teaching
e-portfolio
dining
staff
?
MIS
admin
circulation
learning platform
toilets
social
communication
walls
resources
personalised space
plant
storage
content
kitchen
personal
communities
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Dimensions of change
Jacqueline S. Thousand Richard A.
Villa Managing Complex Change 2001
The Self-review framework has guide a school
through the change process. A school using the
framework can have confidence in where they are
and where they are going.
Success
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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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SWOT analysis
Factors affecting your effective use of technology
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TOWS analysis action planning
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School improvement using the Self-review
framework
Session four Moving forward together
Self-review and whole school change. How is the
Self-review framework being used in practice?
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What is it all about?

• The self-review framework isnt 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

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Since the launch.
Most used element Leadership and Management

• Over 9000 schools using the framework
• Interesting patterns of use emerging

Peak time 300 400 pm What do teachers do
after the pupils have gone home?
Most used on Mondays but also used Sundays!
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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 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 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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Finding your way with the self-review
framework This is a DVD produced to help schools
find their way through the self-review framework.
It comprises an introduction, providing an
overview of the framework and the benefits of
using the online tool, and six filmed case
studies of schools who have successfully engaged
with the self-review framework.

• Watch the video and think about how you would
  approach the self-review framework.

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How other schools have used the self-review
framework

• Local examples or discussion

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Activities taken from Working towards and beyond
the ICT Mark Activity Review of - Element
3 Learning and Teaching

• Do an initial review of element 3
• Write a commentary about where you want to be in
  3 years
• Write actions that will enable you to achieve
  this vision

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School improvement using the Self-review
framework
Session five Recognition of success and
supporting further improvement
The role of independent review/assessment of
schools. Reasons to seek accreditation Identifying
areas for support
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Why would your school want the ICT Mark?

• Confidence in their self-review processes through
  external validation.
• Celebrating achievement and commitment of all
  staff with
• certificates, badges, promotion, press releases,
  Becta website, etc.
• External recognition of whole school success
  with pupils, parents , staff, governors,
  community, etc.
• A quality accreditation that is recognised by
  other national schemes and initiatives.
• Host schools The ICT Mark is part of the
  quality assurance process for schools offering
  hosting services for professional development
  courses.
• ICT Register The ICT Mark can be used to
  apply for the ICT Register of schools providing
  services.
• ICT Excellence Awards Schools being assessed
  for the ICT Mark may be considered for the
  prestigious ICT Excellence Awards
• A body of independently assessed evidence that
  will help schools through inspection processes.

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The self-review framework and ICT Mark an
overview
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Self-review and Ofsteds SEF
SEF
SRF
Leadership and Vision Curriculum Teaching and
learning Assessment Professional
Development Resources Extended
learning Impact on pupil outcomes
Achievement and standards Personal development
and well-being The quality of
provision Leadership and management Overall
effectiveness and efficiency
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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

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A maturity model for developing good ICT

• The self-review framework is a maturity model. It
  describes stages of development across 8
  elements.

Some schools will be here
Self-review framework
Mature
Actions and support
Maturity and effectiveness
Systematic
All schools can improve
Strategic
Actions and support
Implementing
Developing
where do you need further support?
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Activities taken from Working towards and beyond
the ICT Mark Activity Review of - Element
5 Professional development

• In school groups do an initial review of element
  5
• Discuss with other schools where joint actions
  could be taken or where there are mutual areas
  where development is required.

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The self-review framework..

• . has enabled all the staff, not just the ICT
  specialists, to understand where we are going
  strategically. It has brought us together and
  consolidated the whole vision for the school.
• Roger Whittall Headteacher, Westwood School

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School improvement using the Self-review
framework

• The course objectives are to
• develop greater understanding of the self-review
  framework as a school improvement tool
• improve understanding of self-review, level
  descriptions, interpretation and commentary
• show how self-review can be used as part of
  change management
• use self-review to identify areas of further
  development and support

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• Further information
• simon.shaw_at_becta.org.uk
• Self-review framework http//www.becta.org.uk/sch
  ools/selfreviewframework
• ICT Mark information and registration
• http//www.becta.org.uk/schools/ictmark
• Accreditation or assessment enquiries
• ictmark_at_becta.org.uk
• or ictmark_at_naace.org

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Advice and guidance for schools
Impact of ICT in schools a landscape review
What is the self-review framework?
Ways to use the self-review framework
Making a difference with technology for learning
evidence for school leaders
Using technology safely in schools an essential
guide
Making a difference with technology for learning
evidence for local authorities
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