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S.M.a.R.T Goals Worksheets

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					Strategic Leadership of ICT
      Dr Phil Coogan
Salaam Aleikum
                 Acknowledgements

My colleagues at Cognition, especially:

 Chris Jager
 Maria Lute
 Therese Ireland
 Micheal King

along with Michal Denny
             Accessing this Presentation

 Many links embedded in this for you to follow up
  at your leisure so the presentation can be
  accessed from:




 Or by Blue Tooth Now
                        You?

 Teachers?
 Principal/Operators?
 Academic VPs?
 ICT Coordinators?
 Subject Department Heads?
 Central Agencies (SEC, MOE, ictQATAR)?
 Other?
The Context
ictQATAR‟s e Maturity Continuum
                     E Schoolbag Project

 Progressive roll-out of one-to-one laptops in
  independent schools
   Al Wakra Prep for Boys
   Omar bin Al Khattab Prep for Boys
   Al Wakra Secondary for Boys (2009 teachers only)
   Omar bin Al Khattab Secondary for Boys (2009 teachers only)
 Cognition providing technical and professional
  support for these 4 schools
                        E Schoolbag Project

 Based on a model of professional learning
  involving:
    Strong leadership involvement
    Starting from wherever schools and teachers are and taking the next
     step
    „Just in time‟ learning rather than a workshop model
 Robust planning aligned to schools‟ strategic direction
 Provision of curriculum aligned digital resources which
  teachers identify as desirable for their forthcoming
  teaching
 Development of an online interactive unit planner
                             E Schoolbag

 Changing pedagogy (but not overnight) involving:

    greater personalisation of learning but also collaboration for
     learning
    more authentic, engaging and student controlled learning
     through project based learning
    ICT as a critical tool for learning and collaboration.


 Moving the schools along the e Maturity Continuum
                         Why?

 But, before we look at the role of strategic
  leadership in leading such change, we should
  remind ourselves about the why ……….
A Vision of Students Today
                  An Example from My Home-Town

Computers keep pupils in class
An Auckland principal thinks she has the answer to stopping children
   playing truant: tripling the number of computers in class. The
   number of Glenavon School pupils wagging school has dropped
   considerably since it has given each child access to a computer -
   one between two.

        Glenavon School 11 year-old Neil Toloa is all concentration in class.
         The Impact of Technology
“Technology will transform culture in ways we cannot
predict. Our students live in a different world to us.
Some consider that digital technology is the biggest
generation divider since rock and roll. The generation
that downloads 2 billion ring tones every year, 2 billion
songs every month, and 6 billion text messages every
day, learns through instant messaging and chat, and
through blogs. They exchange peer to peer, they learn
from Wikipedia and YouTube, they meet in Second Life
and they game online in multi-player games, and on
their cell phones.” (Marc Prensky)

 Marc Prensky: “Don‟t Bother Me Now, I‟m Learning” Published 2007
             21st Century Learners Need
■ Literacy and numeracy skills
■ Developing emotional stability, resilience and confidence
■ Assisting a diversity of cultures to come together
■ Preparing for changes of career and employment
■ Technology
■ Social skills
■ Life-long learning



  Source: International Conference of Principals, Auckland, April 2007
21st Century Schools Will Provide




 From Apple Schools of Tomorrow
                                                                      ICT Curriculum Matrix
English                   Science                    Maths                     Social Sciences            Languages                  Arts                        Technology              Health & PE
   word processing          data logging              spreadsheets             databases                 computer mediated            specialist music, art    specialist graphics    digital video
    tools to draft and        systems - tools for       specialist software      GIS                        communication                 and design software       and design              equipment and
    edit                      data capture,              for maths concepts       Learnz virtual field       (online discussions,         digital photos and        software                software for sports
   publishing and            processing and            graphic calculators       trips                      epals, blogs etc)             images                   digital photos          analysis
    presentation tools        interpretation            multimedia               Living Heritage           specialist language                                                            multimedia
   digital video            databases and              animations and                                       software                                                                        animations and
    equipment and             spreadsheets,              interactives                                        tutorial software                                                               simulations
    editing software          graphing tools,                                                                 (Hot Potatoes,
   BookChats                modelling                                                                       Quia.com)
   Online publishing         environments
    e.g. BarbWired,          simulations of
    Writers‟ Window           processes and
   Online competitions       virtual experiments
    e.g. BookBusters         digital microscopes
    Quiz                     Learnz virtual field
                              trips




Cross Curricula                                                                                                Virtual field trips
      Internet research                                                                                       WebQuests
      publishing and presentation tools                                                                       Telecollaborative projects
      multimedia presentation tools                                                                           Videoconferencing
      digital photos and video                                                                                Online discussion / chat
      computer projection technology                                                                          Blogs (reflective journals)
      e-portfolios                                                                                            Wikis (class/group representation of learning)
      Online quizzes (Hot Potatoes, Quia.com)
          And where I‟d like to go in this presentation-
           some tools with which take make learning
              wonderful (including Web 2.0 tools)
   An introduction to Web 2.0
   How it Works: The Machine is Us
   A class blog: Voyagers
   A school podcast: Korero Pt England
   Sharing bookmarks: del.icio.us
   E Learning Web Based Community
   WWWEDU: E Learning Listserv
   Hooking in: RSS feeds
   Pulling it all together: Pageflakes
   Using it in a school: Qatar Academy: E Learning for Life
Making it Happen: Leadership
   Attributes of Effective ICT Leadership


“ It is important for the school principals to
lead not just support the integration of ICT
        into teaching and learning”

                                  (Kathryn Moyle 2006
                              Voices from the Profession)
        The Research Base for What Follows

 Leadspace ICT Leadership (NZ)

 Becta: Leadership and Management section (UK)

 These sites also provide tools and templates to
  assist in needs analysis and planning
       Effective Leadership Best Evidence
                       Synthesis
Identified five dimensions that are important
if leadership is to impact on student
outcomes:-
 Establishing goals and expectations
 Strategic resourcing
 Planning, coordinating and evaluating teaching and the
  curriculum
 Promoting and participating in teacher learning and
  development
 Ensuring an orderly and supportive environment
             Robinson 2008: Keynote to ICSEI conference
              Effective leadership


“ Leadership is the capacity to translate
           vision into reality.”

                               (Warren G. Bennis)
             But School Leaders Aren’t the Only
                     Strategic Players
School leaders are crucial in leading and enabling
  change but, like their teachers, they too need to
  be working in an enabling environment in which
  central agencies:
   Support infrastructural developments
   Make bulk purchases on behalf of schools
   Coordinate and rationalise initiatives
   Minimise policy shifts
   Ensure national assessment policy doesn‟t preclude the
    teaching of anything “Not on the Test”
Making it Happen: Planning
Planning for ICT development
            School mission
            vision and goals
Stage 1


             Strategic
             objectives and
Stage 2      timelines




           School Annual plan
Stage 3



Stage 4    ICT Action Plan
              The Fridge-Freezer Analogy




 What we store in the home freezer is what we intend to
  use over a long period of time - it is like a strategic plan
 What we store in the fridge is for more our more
  immediate use – it is like an annual or action plan
       Questions Informing Strategic Planning

■ What is working well in the school?
■ How do we know?
■ What do we need to improve?
■ How do we know?
■ Have we got a clear vision for the future?
■ Is that vision focused on student achievement and
  engagement?
■ Is our decision-making effective?
■ What do our stakeholders (parents, students, teachers)
  think about the state of the school?
           The Scope of the Task


      Strategic planning is not about just
“producing a strategic plan”. It involves data
  collection and analysis, findings from self-
 review processes, including appraisals, and
          responsible decision making.
                  Where do we begin?

Find out what is going on in the school now.


■ What is working well and needs to be
  maintained/sustained?
■ What can be improved?
■ What needs to be changed?
                Possible Sources of Evidence:
■ Student achievement data
■ Student attendance data
■ Demographic data – ethnic trends, numbers in each year group, roll
  growth trends etc
■ MOE/SEC plans and priorities
■ Financial, technical and property reports
■ Surveys, interviews teachers
■ Research and best practice literature, visits to schools to observe
  innovative practice etc
■ Consultation documents e.g. surveys of parents and students, meeting
  reports etc
■ External consultant reports
  Affirm or Re-Develop Your Vision


The Vision paints a word picture of the
   desired future state of the school
                     From ictQATAR‟s Vision
■ Our schools are leaders in researching and developing best and
  emerging practice in:-
  o Teaching and learning through technology. We have a
     responsibility to act as a catalyst for change disseminating our
     expertise to the wider educational community;
  o With professionalism that enables other schools to follow our
     lead
  o We represent the practical application of innovative teaching and
     learning theories
  o Enhanced by ICT and we will deliver and channel the wider
     educational outcomes of Qatar‟s education reform objectives.
         From one School‟s Vision Statement

   “The school aims at providing outstanding learning to
    prepare generations capable of taking advantage of
 successful opportunity through the development of their
knowledge and their capabilities. The school also aims at
     unveiling students' creativity, enhancing their self
confidence and spirit and directing their inclinations in the
 right direction to serve their society and country through
 an educational system and qualified teachers, along with
               effective societal participation”.
                                     Omar bin Al Khattab Prep for Boys
                 From Qatar Academy

“Qatar Academy exists to provide the highest
 possible standard of education, and to achieve
 academic excellence for each student, develop
 independent critical thinkers, lifelong learners
 and responsible citizens”.
               Using Evidence for Planning

1. Collect and interpret data: eg data shows computer use is
   largely restricted to completion of worksheets
2. Define the strategic issue: eg student achievement and
   engagement
3. Write a strategic goal: eg at Grade 8, Project based learning
   will be trialed with computers as a key learning tool
4. Define strategic actions: eg develop an action plan which
   includes outcomes, actions, responsibilities, time-frames
   resources needed etc
5. Determine how actions will be monitored/reviewed/
   evaluated
            Effective leadership


“ Leadership is the capacity to translate
           vision into reality.”

                                 (Warren G. Bennis)
                     Strategic Goals
Strategic goals encapsulate priorities for achieving your
vision for the school.
They are:
■ medium to long-term statements of intent – typically 3 to 5
  years
■ set in the areas the board has identified as priorities for
  improvement and/or change, as determined by the
  evidence that has been gathered.
               „S-M-A-R-T‟ Goals


■ Specific
■ Measurable
■ Achievable
■ Realisitic
■ Able to be achieved within the Timeframe
           Some of the Strategic Goals From One
                          School
 To enhance the learning environment with an international outlook that
  develops knowledge and tolerance for the differences among cultures
 To provide an academic challenge to the more able student, while providing
  appropriately designed instruction, such as individual and small group
  tutoring, taped instructional materials, extra time for the completion of
  assignments or tests, etc., for those students with learning difficulties or
  other special health or intellectual needs
 To promote effective teaching through a comprehensive staff development
  program
 To promote involvement of parents and the community with all that is
  relevant regarding performance of duties to improve the school
  performance on the part of those in charge.
                                                    Omar bin Al Khattab Prep for Boys
                    Possible ICT Strategic Goals

 To institute a school-wide Managed Learning
  Environment which enables teachers and students to
  store and share digital resources and collaborate in
  learning and teaching
 To evaluate current technical infrastructure to inform a 5
  year infrastructure development
 To plan for learning and teaching approaches which
    personalise learning
    encourage informed choices of appropriate ICTs
    include creation of a digital products for a real-world audiences
               Translating these into Reality:
              Implementation/Action Planning
■   Leaders must be involved in this process but the coordination
    should be devolved
■   Those most affected by planning must be part of that planning or
    represented in the planning process
■   Planning must involve all parties - leaders, technical and academic
    personnel
■   There must be a chance for internal critique and feedback if there
    is to be buy-in/ownership
■   The format is less important than the process, but it should include
    accountability and sustainability mechanisms, for example:
■   One school‟s plan
    Learning on the job:
Facilitating professional learning in ICT
           The Emerging Online Life
             of the Digital Native

“ Today, when a student is motivated to learn
  something, they have the tools to go further in
their learning than ever before – far beyond their
 teachers‟ ability and knowledge, and far beyond
  what even adults could have done in the past.”

                                   (Mark Prensky 2004)
            Teacher Must Drive Their Own
                    Development
 Teachers world-wide are suffering from
  innovation fatigue

 If they are not in control of their own
  professional learning then the response will be
  this.
          Professional learning– 7 key elements
                          cont…
 Extended time for opportunities to learn was necessary but not
  sufficient
 External expertise was typically necessary but not sufficient
 Teachers‟ engagement in learning at some point was more
  important than initial volunteering
 Prevailing discourses challenged
 Opportunities to participate in a professional community of practice
  were more important than place
 Consistency with wider trends in policy and research
 And Number 7?
                      Active School Leadership

Leaders whose actions impacted on student learning:

 actively organised a supportive environment
 focused on developing a learning culture within the
  school and were learners along with the teachers
 provided alternative visions and targets for student
  outcomes and monitored whether these were met
 created the conditions for distributing leadership by
  developing the leadership of others.
   Timperly et al (2008) Teacher Professional Development and Learning Best Evidence
                                                                           Synthesis
        What professional learning might look
                    like in action
 Let‟s return to one school‟s plan
                              In Summary
 Leaders are central to any change
 Leaders grow leaders
 Without a vision you won‟t know your direction so are likely to get
  lost
 Leadership is about enabling, supporting and modelling change
 Planning and review are critical
 Planning can‟t be done to people – if real change is wanted,
  participant involvement is fundamental
 Superficial change is easy; real change takes time and pain.
 Shukran

Questions?

				
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