1. Strategic Leadership of ICT

2. e Maturity Continuum

3. Why? But, before we look at the role of strategic leadership in leading such change, we should remind ourselves about the why ……….

4. A Vision of Students Today

5. 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

7. Developing emotional stability, resilience and confidence

8. Assisting a diversity of cultures to come together

9. Preparing for changes of career and employment

10. Technology

11. Social skills

13. ICT Curriculum Matrix

14. 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)

15. 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

17. Strategic resourcing

18. Planning, coordinating and evaluating teaching and the curriculum

19. Promoting and participating in teacher learning and development

20. Ensuring an orderly and supportive environment Robinson 2008: Keynote to ICSEI conference

21. Effective leadership “ Leadership is the capacity to translate vision into reality.” (Warren G. Bennis)

22. 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

24. Planning for ICT development School mission vision and goals Stage 1 Strategic objectives and timelines Stage 2 School Annual plan Stage 3 ICT Action Plan Stage 4

25. 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

27. How do we know?

28. What do we need to improve?

29. How do we know?

30. Have we got a clear vision for the future?

31. Is that vision focused on student achievement and engagement?

32. Is our decision-making effective?

35. What can be improved?

37. Student attendance data

38. Demographic data – ethnic trends, numbers in each year group, roll growth trends etc

39. Financial, technical and property reports

40. Surveys, interviews teachers

41. Research and best practice literature, visits to schools to observe innovative practice etc

42. Consultation documents e.g. surveys of parents and students, meeting reports etc

45. Teaching and learning through technology. We have a responsibility to act as a catalyst for change disseminating our expertise to the wider educational community;

46. With professionalism that enables other schools to follow our lead

47. We represent the practical application of innovative teaching and learning theories

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

50. Effective leadership “ Leadership is the capacity to translate vision into reality.” (Warren G. Bennis)

53. Measurable

54. Achievable

55. Realisitic

57. 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

59. Those most affected by planning must be part of that planning or represented in the planning process

60. Planning must involve all parties - leaders, technical and academic personnel

61. There must be a chance for internal critique and feedback if there is to be buy-in/ownership

62. The format is less important than the process, but it should include accountability and sustainability mechanisms, for example:

64. 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.

65. 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?

66. 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

67. What professional learning might look like in action Let’s return to one school’s plan

68. 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.