Get on board the MDSS bus Mackay District Special School Stephen Dinham: Authoritative leadership, action learning and student accomplishment (2007)
• Links to Central Queensland’s Vision for 2012/13
THE PYRAMID OF LEARNING IN A SCHOOL Making a difference Leadership Professional Growth of Staff The Building Blocks HR School leadership and focus Differentiated Supervision School Morale The Intangibles Classroom Teaching – The What and the HOW Capability Development Community Confidence ICT Collaborative Practices Evidence based decision making School Culture and values Facilities Valuing Students Finance
• Links to Mackay District Special School’s Vision for 2012/13
Strategic Leadership Click here to see MDSS’s AIP
Frequent monitoring of student progress – Toolkit on student literacy development High expectations for students and staff – Toolkit management – how we do things better Strong instructional leadership – Toolkit across all levels of the school 1 – Data collection focusing 2 – Performance 3 – Coaching using GROWTH model Parent/community involvement – Toolkit community partnerships 4 – ICTs/Resource Centre Introducing Toolkit 5
e. Learning Vision is pervasive in the school culture where ICT is a natural and essential part of learning for staff, students and community members e. Learning Leaders. Framework: e. Learning Vision
A place where teaching and learning occurs in an environment that embraces ICTs including assistive and adaptive technologies as tools to access the curriculum and create innovative, flexible and rewarding learning experiences for students with disabilities.
Reflect e. Learning Vision I collaborate to develop, implement, monitor and review a sustainable shared e. Learning vision Transforming I ensure that the e. Learning vision aligns with school and systemic strategic planning and policy towards improving student achievement Transforming I lead a shared vision of purposeful change through transformational leadership Transforming My leadership focus is incorporating the on-going development of leadership capabilities across the school and to lead the school toward a culture focused on school improvement. Adaptive and assistive technologies including IWB’s and i. Devices are a key element of the improvement agenda, along with the implementation of the Australian Curriculum and our Performance Management Framework and Resource Centre. Using T. Sergiovanni’s Leadership Model as the basis for conceptualizing my leadership linked with V. Zbar’s ‘Better Schools, Better Teachers, Better Results’, Michael Fullan’s ‘Power of the Principal” and J Zenger “ Leading in a Team Environment-Executives at every level: 5 strategic skills” I am using the following project A Performance Management System for School Improvement Vision Driven Data Based People Powered to drive the Mackay District Special School’s 2012 school improvement agenda. I am operationalising the project through the use of four toolkits. These have been designed to lead the teams to focus on building capacity to sustain school improvement through a coaching framework. As this is an evolving ‘living’ document toolkit 5 will form the basis of our e. Learning Plan. Key aspects around e. Learning Leadership include the following: • distributing and sharing responsibility for leading e. Learning with consideration of succession planning • facilitating all aspects of ICT implementation so that it supports individual, team and whole school improvement across the school and encompassing data to inform our e. Learning Plan.
Reflect e. Learning Vision I collaborate to develop, implement, monitor and review a sustainable shared e. Learning vision Developing This year, through the establishment of Toolkit 5 which focuses on the development, implementation, monitoring and review of our annual chool ICT S e. Learning Plan, consisting of our Principal, Deputy Principal, HOC and other e. Learning leaders at our school I collaborate with all team members to drive a sustainable shared e. Learning vision at our school by actively promoting e. Learning in my daily practice and by holding regular fortnightly Toolkit 5 meetings, coaching conversations and through the school newsletter. I ensure that the e. Learning vision aligns with school and systemic strategic planning and policy towards improving student Developing achievement Through leadership of Toolkit 5 I ensure that our e. Learning team use the results from the chool ICT e. Learning Index , by using the three levels to measure S the maturity that our school has developed across the four ICT e. Learning Drivers, to support our school with planning, evaluating and reporting of ICT e. Learning activities in our strategic planning integrated within the School Plan and Annual Implementation Plan (AIP) process, especially the chool ICT S e. Learning Plan to ensure that ICT and e. Learning is integral to learning in our school. I lead a shared vision of purposeful change through transformational leadership Developing Through transformational leadership I use my passion for e. Learning to assist the school leadership team to establish a coaching culture through the GROWTH coaching methodology in order to embed a conversational culture, where everyone feels confident and motivated in their roles, and where values and beliefs are shared promoting caring and trust among all members, that contributes to a learning environment focused on constant improvement, especially in relation to e. Learning and Curriculum.
Reflect e. Learning Vision I collaborate to develop, implement, monitor and review a sustainable shared e. Learning vision Developing I participate in Toolkit 5 to create a sustainable e. Learning vision in collaboration with other team members. Toolkit 5 is facilitated by the HOC and includes Teachers and Teacher Aides with a passion for ICT. The Toolkit uses the results of the ICT index in order to develop a set of goals and to inform the direction in which the group will drive change. Toolkit 5 meets regularly to monitor progress towards the goals identified in the e. Learning vision. I ensure that the e. Learning vision aligns with school and systemic strategic planning and policy towards improving student Developing achievement The e. Learning vision shared by the school communities responds directly to the school AIP. ELearning is a key factor in all four areas of the School Improvement Agenda: 1. School curriculum – differentiated learning 2. Coaching – use of GROWTH coaching model to enable staff to identify areas for development 3. Staff development – resilient teams – building capacity across the school 4. Effective teaching practice – target key stakeholder to encourage best practice Through Toolkit 5 the team will ensure that the student achievement is kept front and centre at all times. I lead a shared vision of purposeful change through transformational leadership Developing Through participation in Toolkits and within parameters identified by the Principal I facilitate purposeful change. Members of toolkits have been identified as potential “Change Agents” who are capable of being catalysts for change. Michael Fullan states “I see four core capacities for building greater change capacity: personal vision-building, inquiry, mastery and collaboration. ” The Toolkit system provides a forum for all these areas to be met. Moral purpose and change agentry combined are powerful drivers for productive change. “Moral purpose keeps teachers close to the needs of children and youth; change agentry causes them to develop better strategies for accomplishing their moral goals. ” Michael Fullan (1993). In Special Education there are high stakes associated with having a strong culture of e. Learning as the right Assistive Technology solution can have life changing implications for students.
Connect/Act:
Working Digitally is a reflection of how the school uses digital technology as a way of moving from traditional to transformational ways of working e. Learning Leaders Framework: Working Digitally
Reflect Working Digitally I nurture leadership development that enhances, enables and transforms teaching and learning through ICT Transforming I cultivate sustainable local, national or global networks and partnerships that enhance e. Learning opportunities Transforming I model and enable staff to connect, communicate and collaborate safely, legally and ethically Transforming My expectation is that we will all interact digitally. I lead the school to transform practice and work digitally by inspiring and supporting staff to use i. Devices across all aspects of the school’s operations. Teaching and Learning Walks are presented using IWBs incorporating video clips of students demonstrating their capabilities. i. Pads/apps are identified that support pedagogy. Sharepoint is the key communication point managing day to day messages and staff now look to it for the day’s key messages. All staff interact and share documents through this portal. I provide staff with opportunities to communicate through formal and informal learning communities and Education Queensland discussion lists by encourage the sharing of information through the use of email, sharepoint, Oneportal, and One. School. Using e. Learning communities' school´s website provides parents and the community with access to up to date and relevant school and curriculum information. Our teachers use ICTs to support each other in the use of digital resources and curriculum planning by using ICT and virtual environments to enable communication, interaction and collaboration focused on purposeful learning, among learners, teachers, and other local and global learning communities. Our school community is in the process of developing collaborative culture and protocols so that learners can operate effectively in connected digital environments.
Reflect Working Digitally I nurture leadership development that enhances, enables and transforms teaching and learning through ICT Transforming I have been instrumental in instigating a whole school process shift from Individual Education Plans (IEPs) from Word based documents to completion of Individual Student Plans (ISPs) on One. School. Due to our school context our students use the optional Report template on One. School and a schoolbased achievement scale. Teachers report on goals only so I have configured One. School Reporting to reflect individual student goals as set up under their Specific Educational Requirements. I have led teachers in our school to engage in accessing, copying, modifying and adapting unit plans on One. School. Through the “i. Pads for Success” project at our school I have collaboratively worked with our i. Pad coordinator and teachers at our school to improve student learning outcomes for Students With Disabilities (SWDs). Some of the transformations that have occurred as a result of this project include some of our non-verbal students who have not previously been able to demonstrate their reading ability and ability to communicate functionally are now doing so through the use of the i. Pad an app called Proloquo 2 Go. I cultivate sustainable local, national or global networks and partnerships that enhance e. Learning opportunities Transforming Through joint leadership of the “i. Pads for Success” project at our school we have established partnerships with a wide range of networks, including parents, local mines and businesses and other schools within our region to share the i. Pad management processes at our school and ultimately enhance e. Learning opportunities for the students, staff and broader school community within our region. I model and enable staff to connect, communicate and collaborate safely, legally and ethically Transforming Through joint leadership of the “i. Pads for Success” project at our school I have had to put strict processes and guidelines into place to ensure the safe, ethical and legal use of these devices on Education Queensland’s Corporate ICT Network. Through leadership of our school’s ICT e. Learning Community I have led a number of afternoon sessions around the appropriate use of i. Devices focusing on restriction settings and the use of LGS-PR-001: Consent to use Copyright Material, Image, Recording or Name for parents and staff in the district.
Reflect Working Digitally I nurture leadership development that enhances, enables and transforms teaching and learning through ICT Developing Leadership responsibility is shared within the staff. Expressions of interest are invited for small leadership roles and to attend Professional Development to develop ICT skills. Key staff members with a passion for ICT participate in roles such as ipad co-ordinator and website co-ordinator in order to drive planned ICT initiatives forward. Staff members are given opportunities to demonstrate how they have embedded ICT into their pedagogy through Teaching and Learning walks to every classroom. Staff members are supported to work digitally through Computers for Teachers and the ipad program which is working towards every teacher and every TA having an ipad. The School Improvement Team (SIT) model digital work practices through use of Elluminate sessions, communicating through Sharepoint and encouraging the use of One Portal. I cultivate sustainable local, national or global networks and partnerships that enhance e. Learning opportunities Developing I participate in CQ Alliance of Special School discussions. Online research from other countries is shared with staff for discussion. I model strong partnerships with other Special Educators in the region and encourage professional partnerships across the various Special Education settings. I maintain professional discussion with colleagues in the UK in order to compare how digital pedagogy is used in a variety of education systems. I model and enable staff to connect, communicate and collaborate safely, legally and ethically Developing Through the use of Sharepoint and departmental emails I model digital communication. I encourage staff who are talented with ICT to share their good practice and participate in collaborative sessions. The school ipad policy and procedures are adhered to and a teacher is in charge of maintaining control over these systems. Opportunity for collaboration on the direction in which the school is moving in relation to the e. Learning vision through Toolkit 5. Staff are required to show they are embedding ICT and meeting the National Professional Standards through Teaching and Learning Walks. Staff are encouraged to communicate digitally through Sharepoint and to interact with data collection documents through the shared documents facility.
Working Digitally I nurture leadership development that enhances, enables and transforms teaching and learning through ICT I cultivate sustainable local, national or global networks and partnerships that enhance e. Learning opportunities I model and enable staff to connect, communicate and collaborate safely, legally and ethically Action Resources Measures What are the key activities you will undertake? eg human, financial etc How will you measure the success of eg 3, 6 or 12 mths Using distributed leadership a Toolkit 5 facilitator is appointed. Timeframe your actions? human Toolkit 5 is established with 6 months This is based upon expertise and interest. The facilitator sets in place parameters of the toolkit and identify actions with members of the committee. Build up number of suitable apps for the i. Pads. members who meet fortnightly. Share an apps for the i. Pad at each meeting. All staff and parents/carer givers of students using i. Devices will human ongoing complete an i. Device Agreement Policy. To be reviewed yearly to ensure it reflects current thinking and applications. Establish a process of interacting with data collection documents using sharepoint and shared documents over the next 12 months human All staff will access Student Protection modules on e. Learning and human will receive a certificate of completion. Staff to become familiar with i. Connect and competent in using Eluminate (therapists and AVTs) Toolkits 1 -5 are loaded and made accessible on shared documents from Sharepoint/One. Portal 3 months 100% staff have a certificate 3 months of completion (on-line student protection training) 20% staff having completed 12 months Eluminate as moderators Move school sharepoint to One. Portal human 100% of staff able to access 1 month shared documents from home
Developing Professionals articulates expectations regarding teacher and leader capabilities necessary to deliver quality teaching and learning in a contemporary learning environment e. Learning Leaders Framework: Developing Professionals
Reflect Developing Professionals I empower staff to develop their e. Learning capabilities, as well as develop my own, aligned with system, school and personal goals Developing I provide ongoing support to continuously improve e. Learning practices and advance capabilities Developing I monitor and evaluate workforce capability, to identify performance and professional development needs, through Developing engagement with the Smart Classrooms Professional Development Framework I focus my team on being able to transfer new skills to changed pedagogical practice and improvements in the classroom by: • Identifying teacher ICT capabilities-developing ICT skills and encouraging teachers to engage with and seek accreditation through the Smart Classrooms Professional Development Framework • Developing an understanding of how ICTs can enable improved teaching and learning by creating opportunities for teachers to engage with the Digital Pedagogy Pack • Identify and invest in professional development for staff towards improving e. Learning practices and advancing capabilities through developing collaborative, reflective, inquiry based ICT professional learning models and culture aligned to the school’s vision and goals • Planning and implementing effective professional learning focused on and embedded in teachers ‘ ICT practice using mentoring and sharing of practice and promoting professional learning opportunities available through Smart Classrooms initiatives such as One. Channel and Edstudio.
Reflect Developing Professionals I empower staff to develop their e. Learning capabilities, as well as develop my own, aligned with system, school and personal goals Developing Over the past few years I have led our schools ICT e. Learning Community and been responsible for empowering staff to develop their e. Learning capabilities through regular afternoon information sessions and workshops relating to the effective use of ICTs for Students With Disabilities (SWDs), One. School, Smart Classrooms Professional Development Framework, One. Channel and The Learning Place. I am a lifelong learner and continuously develop my e. Learning capabilities aligned with system, school and personal goals as identified on my Developing Performance Framework in collaboration with my Principal. Last year I completed the Elluminate Web Moderators course on The Learning Place as well as participated in Round 2 of the “Websites for Schools” Pilot as site administrator. I also attended the e. Learning Master Class and the Accredited Facilitator (AF) training for Digital Pedagogical Licence (DPL) in 2011. My next goal is to complete and grow within the ICT e. Learning Leaders Framework towards attaining “transforming” in each category. I provide ongoing support to continuously improve e. Learning practices and advance capabilities Developing I have provided ongoing support to continuously improve e. Learning practices and advance capabilities through regular coaching conversations with staff and leadership of MDSS ICT – LC over the past years and Toolkit 5 this year. Through MDSS ICT – LC and Toolkit 5 I have been instrumental in conducting and facilitating regular meetings and workshops with the school and broader community around the effective use of ICTs for students with disabilities. Over the past years I have also conducted various professional development sessions for teachers at our school about using the various features of One. School, with the most recent including Optional Reporting Formats and Specific Educational Requirements as well as Accessing, Copying and Editing C 2 C Unit Plans and recording assessment results to report on the overall progress of SWDs. This has brought about the transition from Microsoft Word based Individual Education Plans (IEPs) to Individual Student Plans (ISPs) created on One. School for 100% of students enrolled at MDSS from the start of 2012. As a result of this transition all teachers are now setting up individualised goals on One. School for SWDs in their class and can now through the ISP transfer these provisions directly over to their unit plan to allow them to indicate with ease how they are differentiating for the individual needs of the students in their class. All parents of SWDs now receive a meaningful report card using the optional report card format twice a year that reflects the progress their child has made in their individual curriculum goals. Grading systems are now evidence based and comments given at the level curriculum was delivered.
I monitor and evaluate workforce capability, to identify performance and professional development needs, through engagement with the Smart Classrooms Professional Development Framework Developing The 2010 School Opinion Survey (SOS) identified that only 64% of staff were satisfied with access to professional development opportunities that relate to school and systemic initiatives. As part of the Annual Implementation Plan (AIP), one of the key strategies to increase satisfaction ratings was to develop ICT skills of all teaching staff, in line with MDSS ICT e. Learning Plan. Performance measures were set to 50% of all teaching staff to be signed off on level 1 of the SCPDF. As (Digital Pedagogical Licence) DPL holder and (Accredited Facilitator) AF I consulted with various teachers regarding embarking on their journey of the SCPDF. Initial responses included reluctance to engage due to time restraints, resources and lack of knowledge. To this end I set about trying to minimise the effects of these restraints by: Attending the e. Learning Masterclass and successfully obtaining $3000 funding based on a submission to assist in the development of e. Learning Professionals at our school Consulting with our School Improvement Team (SIT) and developing an action plan for developing e. Learning Professionals Organising and facilitating various workshops through our Information Communications Technologies Learning Community (ICT-LC) and other external agencies Conducting peer coaching interviews and supporting teachers with resources Some of the outcomes to date include Achievement of performance measures of 50% of teaching staff signed off on level 1 of the SCPDF in 2011 Principal, DP and HOC engaging with the Smart Classrooms e. Learning Leaders Framework in 2012 Two teachers identified as catalysts for change are being supported on their journey towards level 2 of the SCPDF in 2012 Introduction of the “Education Support Workers Framework” to the teacher aides employed at our school at a staff meeting to be targeted during our weekly “teaching and learning walks” in Semester 2 2012
Reflect Developing Professionals I empower staff to develop their e. Learning capabilities, as well as develop my own, aligned with system, school and personal goals Developing Through the Developing Performance Framework system staff are encouraged to identify key areas for development to assist their e. Learning journey. GROWTH coaching is used throughout the school to enable staff to develop and articulate their goals. Key members of staff are identified and offered the opportunity to seek accreditation with the Smart Classrooms framework. Success is celebrated and good practice is shared and encouraged. Staff are made aware of e. Learning PD opportunities by a Senior Teacher in her role as Professional Development Co-ordinator. I provide ongoing support to continuously improve e. Learning practices and advance capabilities Developing I provide opportunities for staff to improve their e. Learning practices by participating in online training through the learning place, advertising local ipad user groups and by enabling staff to collaborate and share good practice. I model the process of advancing capabilities by sharing with staff my areas for development and then sharing when I have learnt something new. I monitor and evaluate workforce capability, to identify performance and professional development needs, through engagement with the Smart Classrooms Professional Development Framework Developing As part of the Toolkit 5 group we are identifying where we are now and where we want to get to. The group use the ICT index, DPFs and general audit information to gather this information. The group then set some clear goals that are Specific, Measurable, Achievable, Recordable and Timed (SMART). The group meets regularly to monitoring progress towards these goals.
Developing Professionals I empower staff to develop their e. Learning capabilities, as well as develop my own, aligned with system, school and personal goals I provide ongoing support to continuously improve e. Learning practices and advance capabilities I monitor and evaluate workforce capability, to identify performance and professional development needs, through engagement with the Smart Classrooms Professional Development Framework Action Resources Measures Timeframe What are the key activities you will undertake? eg human, financial etc How will you measure the eg 3, 6 or 12 mths success of your actions? Development of an ICT PD plan containing hyperlinks to the key human information as part of Smart Classrooms Professional Development TRS days for those Framework staff ICT certificates Pedagogical ICT license Advanced Pedagogical 12 months Teachers become active, supportive and enthusiastic human contributors/leaders in online and face to face e. Learning communities TRS days for those advocating the innovative pedagogies underpinning ICT use staff ICT certificates Pedagogical ICT license Advanced Pedagogical 12 months Implement and lead a supportive ICT- focused peercoaching/mentoring program ICT certificates 12 months Pedagogical ICT license 6 months Advanced Pedagogical 100% staff have an identified ICT goal on DPF 100% staff engage in TL 12 months walk Link ICT PD to DPP whereby teachers and support staff identify a goal with an adaptive/assistive technology focus Facilitate ongoing teaching and learning walks to develop an understanding of professional learning needs and provide authentic feedback with a futures perspective and how i. Devices support pedagogy human TRS days for those staff Human Continue to utilise Professional Learning Networks, conferences and Human other channels to identify new and useful ICTs that may be used in TRS days for staff the classroom to improve teaching and learning. financial 100% staff engage in TL 12 months walk
Enabling Learners focuses on establishing effective learning environments necessary to address the needs of learners in a complex changing world e. Learning Leaders Framework: Enabling Learners
Review Enabling Learners I allocate time, resources and opportunities to maximise learning potential of e. Spaces, digital pedagogies and digital Developing resources I promote blended learning environments that are student centred and cater for the needs of all learners Developing I foster a learning culture where ICT learning expectations are explicit for learners and the shared responsibility of staff Developing We have been able to create engaging, effective and flexible learning spaces for students and establish an environment for the future. With strategic planning we have been able to through NSSCF provide IWBs for all learning spaces along with wireless connectivity across the school site. Local community sponsorship has provided support to purchase i. Pads for use across all learning environments. “ MDSS i. Pads for Success” project drives the focus and implementation and has links to Toolkit 5. Through engaging in One. School we continue to extend learning opportunities and improve learning outcomes by: • Supporting teachers to recognise and integrate a variety of authentic uses of ICTs in curriculum planning and delivery that is underpinned by EQ initiatives • Collecting, communicating and collating student assessment data to inform curriculum design and to report on student progress. This has been a significant change to the way we go about business particularly as the teachers embed MDSS 2012 Curriculum into our learning, teaching assessment and reporting culture, and • Using digital environments to provide access to digital resources for improved curriculum planning.
Review Enabling Learners I allocate time, resources and opportunities to maximise learning potential of e. Spaces, digital pedagogies and digital Developing resources Most of the students enrolled at MDSS require significant support and adjustments to enable them to participate in the general curriculum as a result of their disability. Most of them also require significant support in the area of functional communication. At MDSS a significant amount of time, resources and opportunities have been allocated to the i. Pads for Success project, since the i. Pad is a tool that provides our students with multiple methods of engagement and it promotes Universal Design for Learning. The i. Pad also offers plenty of opportunity in the area of communication and selfmanagement. The touch technology and available applications offer strategies that promote access and communication for students with a disability. From a special needs teachers perspective the i. Pad can easily accommodate different learning styles. As such, the i. Pads for Success project is growing from strength to strength. Some of our students are now, able, for the first time to use digital technologies to access information and to communicate and collaborate with others at school and in the wider community. Through delivering and facilitating training related to i. Devices for parents and staff in the school and district and working in partnership with our School Improvement Team (SIT), Parents and Citizens Association (P&C) and staff in the school as well as advocating Disability Services Queensland (DSQ) to parents for funding to support the acquisition of i. Pads, we have been successful in raising funds to support our school’s i. Pads for Success project with our current situation reflecting 26 school and 29 student owned i. Pads in a school with a student enrolment of 80. Through our ICT – LC I offer and promote opportunities to maximise learning potential of these resources. I promote blended learning environments that are student centred and cater for the needs of all learners Developing As a result of the diversity of our student population and the wide range of student needs that we cater for within the special school learning environment, physical learning spaces and teaching spaces form a very important focus of our everyday school life in order to promote equitable access opportunities for students with disabilities (SWDs). As a result of this, we opted to convert our NSSCF to flexible funding in order to purchase Smart. Boards as opposed to laptops to increase student access. For promoting access to computers and i. Pads, other very important considerations for our students include mounting systems, environmental controls, computer access options, switches, switch adapters and interfaces. We often have to refer our students to occupational therapists and physiotherapists, accessible from student services on The Department of Education, Training and Employment’s (DET) website to make recommendations for individual student’s regarding the consideration of furniture, learning environment and physical learning spaces.
I foster a learning culture where ICT learning expectations are explicit for learners and the shared responsibility of staff Beginning At our last Toolkit 5 meeting we discussed the Student ICT Expectations for Prep to 3 and their place in relation to the ICT strand of our developmental school based curriculum. We made an agreement that we would focus on the audit of the ICT strand of our developmental school based curriculum and evaluate it in light of the Student ICT Expectations for Prep to 3 in alignment with the Australian Curriculum – ICT Capabilities, in Toolkit 5, in order to make it the shared responsibility of all staff, and to include this area to action in our chool ICT e. Learning Plan within the Enabling Learners driver. S
Review Enabling Learners I allocate time, resources and opportunities to maximise learning potential of e. Spaces, digital pedagogies and digital resources Developing The school budget is aligned with the school Annual Improvement Plan which contains within it the e. Learning agenda. Specific cost centres are set up for the purchase and replacement of digital resources. Purchases are made in response to an identified need and with a clear purpose in mind. Staff are then provided with ample training opportunities to enable them to maximise the use of the resource. Teachers receive Professional Development certificates to acknowledge their learning. The ipad co-ordinator receives 0. 1 fraction NCT to fulfil the role. I promote blended learning environments that are student centred and cater for the needs of all learners Developing Comment: Many students with disabilities are dependent on assistive technology for communication. All classrooms are divided into clear areas for learning. e. Learning takes place in a variety of learning environments, for example: -Students gather to use the IWB for guided reading -Students use proloquo 2 go app on their ipads to make requests at shops during community outings -Students access ipads in the playground to make choices and communicate with unfamiliar staff members -Students access the Resource centre and borrow resources I foster a learning culture where ICT learning expectations are explicit for learners and the shared responsibility of staff Developing I have an expectation that student ICT outcomes will be explicitly addressed on every student’s ISP. Staff will be expected to set clear goals for each student then plan for learning opportunities and report on the progress towards these goals. ISP goals are shared with all teachers and TAs who work with the student and data is collected to show evidence of progress.
Enabling Learners I allocate time, resources and opportunities to maximise learning potential of e. Spaces, digital pedagogies and digital resources I promote blended learning environments that are student centred and cater for the needs of all learners I foster a learning culture where ICT learning expectations are explicit for learners and the shared responsibility of staff Action Resources Measures Timeframe What are the key activities you will undertake? eg human, financial etc How will you measure the eg 3, 6 or 12 mths success of your actions? Audit ICT strand of MDSS 2012 Curriculum to include ‘switch progression roadmap’ and to delete out-dated technology Embed the Student ICT Expectations in the school´s curriculum framework for teacher planning and implementation Ian Bean’s ‘switch progression roadmap’ AF network TRS release time completed strand 6 months All teachers to report on the ICT strand indicators Human Report cards 12 months Production of the kit 6 months Developing an ‘assistive technology prototype kit’ to enable teachers to i. Devices financial trial specific technologies for their students support-Toolkit 5
Harnessing the Enterprise Platform focuses on the processes, systems and practices necessary to develop and maintain effective learning and business productivity e. Learning Leaders Framework: Harnessing the Enterprise Platform
Review Harnessing the Enterprise Platform I support the establishment and/or sustainability of a futures oriented infrastructure to support digital learning and curriculum objectives Developing I ensure equitable access to appropriate ICT, for students and staff, to achieve the e. Learning vision Developing I collaborate to collect, analyse and critically evaluate data to support innovative e. Learning practices Developing Over the past 2 years there has been a clear focus on supporting staff to use their knowledge of digital pedagogy in powerful new ways by considering: • Flexible anywhere anytime access for students, teachers and parents that suits individual styles and needs • Exploration of learning environments not bound by time and space that adapts to all learning styles and needs and is supported by personalised timetable, curriculum and physical spaces • The use of i. Devices to enable students to learn new things in new ways not previously possible • Establishing and using a digital library to provide opportunities for personalisation through access, creation, use and repurposing of quality assured digital learning resources within and beyond the school • i. Devices to create online communities that would not otherwise be possible to transform student learning. The ICT infrastructure and technical support underpins the school’s e. Learning vision. We have created a flexible reliable and appropriate technical environment that supports students and teachers as they engage in effective digital learning and teaching.
Review Harnessing the Enterprise Platform I support the establishment and/or sustainability of a futures oriented infrastructure to support digital learning and curriculum objectives Transforming At MDSS I assist the Principal in the role of One. School as School and Reporting Administrator and Timetabler and with the Managed Internet Service (MIS) as Administrator. The initial stages of the rollout of One. School at MDSS were met with signs of stress and cynicism by some staff. Regarding our website we often received negative comments, which, in 2011 only served one purpose, namely, that of, hosting our SAR as one of EQs requirements. At the beginning of 2011 it was evident that a number of non-teaching staff were not accessing their e-mail, which, upon closer investigation was directly attributed to lack of knowledge. To this end as One. School and MIS Administrator, I: Organised and conducted school-based workshops and provided individual support and mentoring to staff on the use of One. School over the past three years as well as the MIS last year Became involved in the second round of the Websites for Schools Project with the Principal in the role of site manager to create a dynamic website for our school community Some of the outcomes to date include MDSS SAR 2010 identifies that a high number of staff are confident in engaging and using One. School to perform tasks specific to their jobs and all staff can now access their MIS Webmail as is evident in their e-mail responses Revitalised school website I ensure equitable access to appropriate ICT, for students and staff, to achieve the e. Learning vision Tranforming The 2010 School Opinion Survey (SOS) identified that only 41% of staff were satisfied with the availability of ICT resources in the school. Two performance measures toward strategic planning identified on the AOP include targeted use of school resources measured with an increase to 50% of classes with Interactive Whiteboards (IWBs) and an increase in the number of students with i. Devices (i. Pods/i. Pads) leading to differentiated classroom learning. As leader of MDSS Information Communications Technologies Learning Community (ICT-LC) and Accredited Facilitator (AF) for Digital Pedagogical Licence (DPL), I have been instrumental in: Delivering and facilitating training related to i. Devices and IWBs for parents and staff in the school and district Working in partnership with our P&C to run a successful art auction raising in excess of $5000 funds to support our school’s i. Pads for Success project Advocating Disability Services Queensland (DSQ) to parents for funding to support acquisition of i. Pads Assisting the DP to successfully apply for and receive funding for the sponsorship of i. Pads Assisting the Principal to apply for the latest round of the National Secondary Schools Computer Funds (NSSCF) which was received and converted to flexible funding used to purchase additional IWBs Some of the outcomes to date include Success in supporting staff and parents to access community and government funding for i. Devices and IWBs Beginning 2012, not only had we achieved the performance measures identified in the AOP, but had an IWB installed in every class and 26 school and 29 student owned i. Pads in a school with a student enrolment of 80 Results of a school based survey conducted in Term 1 2011 showed an increase to 59% and the same survey in Term 3 2011 continued to show an upward trend to 79% satisfaction with availability of ICT resources
I collaborate to collect, analyse and critically evaluate data to support innovative e. Learning practices Developing The Principal has introduced Toolkits at MDSS this year to target the different priorities in our school as identified on our AIP. As leader of Toolkit 5 my priority is to collaborate with members of the toolkit including the Principal, DP, teachers and teacher-aides in order to collect, analyse and critically evaluate data to support innovative e. Learning practices and to work with other school staff and community members in order to create a shared vision for e. Learning at our school. I have been instrumental in advancing EQ strategic smart classrooms agenda by using initiatives within the strategy to support our SIT (School Improvement Team) to identify where we are now, where we want to be and how we are going to get there. In consultation with my Principal we successfully use the four drivers of the ICT e. Learning Index as framework to lead the way in yearly data review to support long term planning and inform our e. Learning Plan and Census. We have successfully implemented the “i. Pads for Success” project at our school and through Toolkit 5 are currently embarking on a new venture supported by two of our local mining companies hiess and Peabody Energy regarding the T advancement of independent achievement of students with disabilities using assistive and adaptive technologies.
Review Harnessing the Enterprise Platform I support the establishment and/or sustainability of a futures oriented infrastructure to support digital learning and curriculum objectives Beginning The annual budget has a cost centre allocated for replacement and repair of ICT resources. We are a school leadership team that works to build capacity among staff at all levels to ensure that expertise is not lost when staff move on. We have small leadership roles identified in the school – ICT coordinator and ipad coordinator to ensure sustainable program delivery. I ensure equitable access to appropriate ICT, for students and staff, to achieve the e. Learning vision Beginning The ICTs in the school are rolled out according to a transparent and equitable timeline. For example this semester all teachers and teacher’s aides in the school will have been allocated an ipad to use with the students to support curriculum objectives. We have a Toolkit 5 ICT Team who develop processes by which staff can request resources as and when required. I collaborate to collect, analyse and critically evaluate data to support innovative e. Learning practices Beginning In our Toolkit group which focuses on e. Learning we look at as much data and other information as we can gather before deciding to invest in a new technology. In our school we collect and interpret data to show improvements in teaching and learning. We look at the relationship between innovative e. Learning practises and these improvements. For example we have some non-verbal students using ipads to show their ability to read. There has been a direct relationship between the improvement in their PM Benchmark and the innovative practice of using Proloquo 2 go on the ipad
Connect/Act: Harnessing the Enterprise Platform I support the establishment and/or sustainability of a futures oriented infrastructure to support digital learning and curriculum objectives I ensure equitable access to appropriate ICT, for students and staff, to achieve the e. Learning vision I collaborate to collect, analyse and critically evaluate data to support innovative e. Learning practices Action Resources Measures Timeframe What are the key activities you will undertake? eg human, financial etc How will you measure the eg 3, 6 or 12 mths Technician establishes a ‘help site’ on sharepoint including FAQ and answers to your tech problems (Bruce’s therapy site) success of your actions? human 3 months To continue developing our suite of software to support digital devices financial asset register 6 months Move from a ‘paper based ‘ school to a ‘digital based’ school. Explore financial the feasibility of using text messaging (idevices) with all members of our human resources school community to communicate key messages. SMS technology school based survey 12 months Newsletter is digitally produce and is accessible through our webpage human hits on the visits to our 6 months webpage Teachers and parents/caregivers use digital communication tools to replace present paper based communication books. (iphone, email, ipad, ipod) human school based survey 12 months
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