This session will focus on the dilemmas and challenges of providing effective leadership skills for modern schools with digital ICT capabilities. It will review the selected challenges of engaging different generations of staff in ICT based learning and recommend strategies for effective leadership of ICT based schools. It will particularly focus on the issues of how a teacher-librarian and a library can assist to provide relevance and appropriateness of ICT based proposals and programs, and suggest ways to implement leadership policies which enable senior staff to remain accountable whilst all the changes enabled by ICT based learning are occurring within a school.

1. Diversity Challenge Resilience
SCHOOL LIBRARIES IN ACTION
Supporting the Digital Education Agenda
Libraries Supporting Staff Development:-
Applying Risk Management Principles To
Education and Training
Diversity Challenge Resilience: School Libraries in Action - The 12th Biennial School Library Association of
Queensland, the 39th International Association of School Librarianship Annual Conference
incorporating the 14th International Forum on Research in School Librarianship,
Brisbane, QLD Australia, 27 September – 1 October 2010.
1 PROFESSOR MICHAEL HOUGH.SEP 10

2. AN OBSERVATION
Black (2008,32) reviewed the recent Australian research on
teachers’ use of technology across three Australian
education sectors. He noted that:
“Technology is still an ‘innovation’ rather than a mainstream
activity; the most important additional investment needs to be in
teachers- to provide the support and professional learning that
enables teachers to embed technology into their practices ….Time
to learn is the greatest barrier.”
2 Professor Michael Hough.3. Sep 2010

3. SOME USEFUL MINDSETS
A TYPOLOGY OF STAFF DEVELOPMENT
A FRAMEWORK OF DEVELOPING SITUATIONAL
LEADERSHIP AND THE VALUE ADDED USAGES OF
I.C.T.
A RISK MANAGEMENT APPROACH TO TRAINING
3 Professor Michael Hough.3. Sep 2010

4. A STAFF DEVELOPMENT FRAMEWORK
Ref:- Joyce ( 1996/7)
4 Professor Michael Hough.3. Sep 2010

5. CLASSROOM TYPE I.C.T. SUPPORT AND
ADVICE REQUIREMENTS
TYPICAL UPDATE ISSUES
How To Work Effectively With A Web Based Learning
System E.G. WebCT / TopClass for both self learning and
class / group learning
How To Use Web 2.0 Systems To Support Meaningful
Learning E.G. Facebook/ Twitter / Wikis / Blogs /
Sliderocket/ Slideshare/ Prezi / Moodle / 2nd Life
Use of support software e.g. Studywiz / Protopage
How to use new learning options e.g. e-Books / e-readers
/
How to use Bloom’s Digital Taxonomy

6. Some I Centre Support Issues-1
ICT Support /Advice Role
Location of ICT Help Desk and Support Services
Physical Hub of I.C.T. Resources
Virtual Hub of I.C.T. Resources
Staff Development and Training Resource

7. BUSINESS IS USING WEB 2.0!
For an example of an Australian small business initiative on
how to use moodle go to:-
http://lms.demo.microsolve.com.au.
Microsolve is a Wollongong I.C.T. support business that offers
an illustratory ‘moodle’ learning website for education e.g.
high schools, as well as businesses to use

8. Some I Centre Support Issues-2
eLearning Policy and Support Centre
Provides access a wide range of eLearning Tools and Resources (e.g. see
Hay, 2010, Ch 9)
Provides Training and Advice to Staff and Users-see useful eLearning
resources listed in Finger & Jamieson-Proctor (2010, 226-227)
Improve the Digital learning Capabilities-see in particular Hay
(2010,145) for a summary of a 2008 research report on the information
behaviour of young people, and a list of at least 10 areas of problems and
weaknesses in them as information users
Maher & Lee (2010) analyse student internet usage patterns, together
with the challenges and policies recommended to deal with these issues
in a supportive way.

9. Some I Centre Support issues-3
Major eLearning Assets
Either on a ‘stand alone’ (i.e. one iCentre per
school), or as part of a wider iCentre network, to
provide what Hay 2010, 163 describes as:- “ Online
Information services” and ‘learning through
information’ scaffolds. Hay also provides a detailed
example of 12 assets and services that could
constitute appropriate eLearning services and
scaffolds.

10. DISTRIBUTED LEADERSHIP
ENHANCING THE LEARNING OF YOUNGER GENERATION
LEARNERS / TEACHERS AND PARENTS
DEVELOPING LEADERSHIP CAPABILITIES BASED ON
EMOTIONAL AND MORAL INTELLIGENCE
UNDERSTANDINGS AND CAPABILITIES
ACTIVATING PARTNERSHIPS WITHIN AND BETWEEN
SCHOOLS AND THEIR EXTERNAL AND INTERNAL
COMMUNITIES
10 Professor Michael Hough.3. Sep 2010

11. NEW ROLES For School Leaders
LODERING-Norse/Danish Term
Lindisfarne
MENAGERING-French Army Term
Ellyard:- “Australia is over managed and under led”
We need LODERERS not MENAGERERS
11 Professor Michael Hough.3. Sep 2010

12. BUILDING CAPACITY- LEADERSHIP THE
LIBRARIAN AS C.I.O.
The C.I.O. Role
Senior Leadership Role on School Executive:-
Particular Focus of Expertise:- Developments and Changes in ICT Based learning Options and
Leadership On All Policies Affected by ICT Capabilities
Responsible For ICT Policies:-
Hardware / Software / Move toWireless / Cloud Computing / PDA’s / Cyber Safety/ Digital
Citizenship/ Legal Conformance
Responsible For Information Security:-
School Accreditation to relevant ISO Standards / Cybersafety / Security of School Information
/ Access Policies /
*Responsible For Environmental Scanning on Behalf of School Exec For ICT
based developments
Responsibility for maintaining awareness of new trends and capabilities in Digital Learning and
ICT based technologies/ Advice and Staff Development for the school
12 Professor Michael Hough.3. Sep 2010

13. Some C.I.O. Leadership Tasks
The Librarian As Chief Information Officer (CIO)
Lee (2010, Ch 3) suggests the CIO should provide leadership to ensure that the following
requirements can be met:-
High levels of availability of digital technology across school functions
Adequate deployment of the Technology into Classrooms
Actual Usage of the Technology by Teachers and students in Classrooms
Access to Online learning Platforms (see Becta for example)
The conditions for normalised teacher and student usage are met (see Lee, 2010, 44)
Teacher Training and Support- especially ease of usage in the ‘normal’ teaching classroom
Relevance and Availability of the Technology for example the success and take-up of use the Interactive
Whiteboard (IWB)
Infrastructure
Finance –see Lee (2010) for a compelling argument that the home is the much greater investment point for
student accessible ICT capability, and schools should accept this and learn how to network with these capabilities
as a ‘normal’ relationship
Leadership
Implementation
Bureaucratic and Hierarchical Control
Administration and Communication –especially level of compatability with eLearning systems
Impact of the Major Technology Corporations (e.g. Dell Apple Microsoft)

14. Situational Leadership
ADOPTING THE APPROPRIATE LEADERSHIP ROLE AND
ACTION(S) FOR EACH PARTICULAR SITUATION, AND
THE OUTCOME(S) SOUGHT OR REQUIRED
14 Professor Michael Hough.3. Sep 2010

15. A SITUATIONAL LEADERSHIP MODEL
INTEGRAL LEADERSHIP:-
A 4 QUADRANT MODEL OF SPIRIT, HEAD, HANDS AND
HEART
BY RON CACCIOPE OF W.A.
15 Professor Michael Hough.3. Sep 2010

16. INTEGRAL LEADERSHIP:- 4 QUADRANT
MODEL
QUADRANT 1:-SPIRIT-
(VALUES)-COMMUNITY &
CULTURE
QUADRANT 2:-HEART
(FEELINGS)-PEOPLE WELL
BEING
QUADRANT 3:-HANDS
(SKILLS)-EFFECTIVENESS
QUADRANT 4:-HEAD (
LOGIC)-EFFICIENCY
Professor Michael Hough.3. Sep
16
2010

17. 17 Professor Michael Hough.3. Sep 2010

18. A SITUATIONAL LEADERSHIP MODEL:-
SELECTING I.C.T. AS A POSITIVE ENHANCER OF SCHOOL
PERFORMANCE
See Session Handout pp 5-8 Tables 1-4
EACH QUADRANT IDENTIFIES THE ROLE(S) FOR I.C.T. IN
ENHANCING THIS SITUATIONAL REQUIREMENT AND
OUTCOME
18 Professor Michael Hough.3. Sep 2010

19. 19 Professor Michael Hough.3. Sep 2010

20. 20 Professor Michael Hough.3. Sep 2010

21. 21 Professor Michael Hough.3. Sep 2010

22. Why a Risk Based Approach?
Three Action Recommendations:
School Librarians and School iCentres need to become central agencies
in the staff development upgrades of staff, students and parents as the
networked learning community emerges
iCentres should promote adaptive staff development which must be
developed using “targeting” techniques such as risk management
applied to staff development choices, if the wide range of challenges and
needs is to be met in upgrading teachers and leaders in our schools
Librarians need to exert a leadership role in the I.C.T. support of teachers
and leaders by developing into the Chief Information Officer (CIO)
Role- a role which will require them to remain current in the developing
technologies and recommended options, to provide effective leadership in
selecting wisely from I.C.T. options and usages, and be available to ‘project
manage’ and ‘house’ the actual approaches developed

23. RISK MANAGEMENT
The benefits of using a Risk Management Approach include but
are not limited to:-
* Increased likelihood of achieving objectives
* Encouraging proactive management
* Improved identification of opportunity and threats
* Complying with legislative requirements
* Improved financial reporting
* Improve governance
* Improved stakeholder confidence and trust
* Improve controls by management
* More effective allocation of resources
23 Professor Michael Hough.3. Sep 2010

24. R.M. and Training
In essence the risk management approach requires
considered answers to the risks involved in educator’s
answers to the following key questions:-
What Item (S) Must Be Taught?
What Level (S) Of Achievement Is Acceptable?
How Can We Justify Our Choices In Selecting Or
Rejecting Items To Be Included And Taught?
How Do We Know That They Have Been Taught To An
Acceptable Level Of Achievement By The Learner (s)
Have We Minimised Risk In Selecting Answers To Their
Above Key Questions?
24 Professor Michael Hough.3. Sep 2010

25. The Basic Risk Management Logic
ISO 13001:-The basic risk management matrix is a simple
two-way analysis table-which enables level of risk to be
matched against level of consequence. The extremes of a
simple risk management matrix then become:-
High Risk + High Consequence
High Risk + Low Consequence
Low Risk + High Consequence
Low Risk + Low Consequence.
25 Professor Michael Hough.3. Sep 2010

26. So
One method of
deciding which staff development options should be priorities
for implementation, and to what level(s) should they be
achieved?
Deciding which of the leadership functions should be initially
supported by I.C.T., and to what level(s)?
Is to use the Risk Management approach as follows:-
26 Professor Michael Hough.3. Sep 2010

27. 27 Professor Michael Hough.3. Sep 2010

28. RISK IN CURRICULUM CHOICE
ITEM TO BE ACHIEVED e.g. TEACHER SD RISK LEVELS
JOB IMBEDDDED ITEMS 1- ? FOR EACH ONE A RATING OF:
R1-High Risk + High Consequence
R2-High Risk + Low Consequence
R3-Low Risk + High Consequence
R4-Low Risk + Low Consequence
JOB RELATED ITEMS 1-? E.G. JR1- R1 / JR2-R3 / JR3-R2 ETC
EMPLOYMENT SYSTEM RELATED 1-? E.G.
CAREER / PROFESSION RELATED 1 -? E.G.
SELF DIRECTED 1-? E.G.
OTHER? E.G.
EACH ITEM NEEDS TO THEN BE CATEGORISED The levels are:
AS A REQUIRED LEVEL Essential Knowledge
Important Knowledge
Basic knowledge
Associated knowledge
28 Professor Michael Hough.3. Sep 2010

29. ESSENTIAL KNOWLEDGE
THE R.M. APPROACH ESSENTIALLY USES RISK LOGIC
TO WORK THROUGH AND DECIDE:-
Levels of knowledge for use in the matrix table hierarchy. The
levels are:
Essential Knowledge
Important Knowledge
Basic knowledge
Associated knowledge
29 Professor Michael Hough.3. Sep 2010

30. ASSESSING RISK IN TEACHING APPROACHES
TYPES OF TEACHING- EXAMPLES CONSEQUENCES AND RISKS INVOLVED
MAX CLASS TIME WITH EXPERIENCED SENIOR ASSIMILATION OF SUBJECT MATTER BY ALL
TEACHER STUDENTS , MOST COSTLY APPROACH. NO
DISCIPLINE PROBLEMS LIKELY
MIN CLASS TIME WITH JUNIOR TEACHER ASSIMILATION OF SUBJECT MATTER BY BETTER /
INTERESTED STUDENTS
POOR ASSIMILATION BY AVERAGE STUDENTS
MIN CLASS TIME WITH NON SUBJECT / AREA ASSIMILATION OF SUBJECT MATTER BY ONLY BEST
QUALIFIED TEACHER STUDENTS .LIKELY DISCIPLINE PROBLEMS AND
PARENT COMPLAINTS ABOUT POOR LEARNING
PROVIDE GUIDANCE NOTES NO CLASS TIME LIKELY WORKABLE METHOD FOR VERY BRIGHT,
ALLOCATED MOTIVATED STUDENTS WITH HIGH ACHIEVEMENT
GOALS. UNLIKELY TO GAIN SUCCESS WITH NON
MOTIVATED STUDENTS CHEAP TO RUN OVER
TIME
REFER TO OTHER COURSES WHICH A STUDENT ?
COULD CHOOSE TO EXPERIENCE AND LEARN
FROM
PUT UP A LIST OF REFERENCES AND USEFUL ?
SOURCES
DELIBERATELY IGNORE ?
30 Professor Michael Hough.3. Sep 2010

31. ASSESSING RISK IN ASSESSMENT
APPROACHES
ASSESSMENT TECHNIQUE / APPROACH LIKELY ACTUAL OUTCOME + RISK
FULL ASSESSMENT OF EVERY LEARNING HIGHLY EXPENSIVE AND TIME
OUTCOME EVERY TIME, ON AN CONSUMING BUT GUARANTEES? THAT
INDIVIDUAL STUDENT BASIS, BY OUTCOME CLAIMED IS VALID
EXTERNAL ASSESSORS
FULL ASSESSMENT OF LEARNING LESS EXPENSIVE AND STILL GIVES HIGH
OUTCOMES ON A GROUP BASIS BY LEVEL OF REASSURANCE BUT MORE
EXTERNAL ASSESSORS RISK
PARTIAL ASSESSMENT OF LEARNING RAISES RISK LEVELS THAT WHAT IS
OUTCOMES BY EXTERNAL ASSESSORS CLAIMED TO BE LEARNED ACTUALLY
HAS BEEN
ANY OF THE ABOVE APPROACHES, BUT RAISES THE RISK THAT RESULTS NOT
BY INTERNAL ASSESSORS SEEN AS VALID AS EXTERNAL
ASSESSMENTS
PEER OR SELF ASSESSMENT ?
NO ASSESSMENT
Professor Michael Hough.3. Sep 2010 ?
31

32. SO A RISK ASSESSMENT OF TRAINING
APPROACH
WHAT IS THE RISK IN THE WAY YOU HAVE RANKED
OUTCOMES FOR ACHIEVEMENT?
WHAT IS THE RISK IN THE TEACHING METHOD YOU
HAVE ASSIGNED TO ACHIEVE AN OUTCOME?
WHAT IS THE RISK IN THE ASSESSMENT METHOD YOU
THEN ADD TO THE TEACHING SELECTED?
32 Professor Michael Hough.3. Sep 2010

33. IN A MYSPACE DATE APPROACH
WOULD AN AUDIT TRAIL OF EVIDENCE OF THE RISK
BASED DECISIONS ANALYSED AND THEN TAKEN
PROVIDE REASSURANCE AND COMFORT TO THOSE
ASSESSING YOUR SCHOOL?
33 Professor Michael Hough.3. Sep 2010

34. PERCEIVED BENEFITS
Some of the benefits of a risk management approach to training are as follows:
Improved Effectiveness Of Training Decisions Taken More Thoughtfully
Improved cost effectiveness of training
Improved allocation of training resources
Optimising of training efforts towards important and relevant outcomes
Ensuring appropriate knowledge is included in training
Ability to demonstrate to internal and external stakeholders fair and equitable
training decisions
Minimisation of organisational legal risks - especially in relation to any statutory
training requirements
Ensuring staff Occupational Health and Safety risks are minimised
?
34 Professor Michael Hough.3. Sep 2010

35. FINAL COMMENTS-1
This is a very promising methodology and you are invited to
work with Barry Horton and myself in developing this
approach further
35 Professor Michael Hough.3. Sep 2010

36. Remember
Three key learnings:
Librarians need to actively promote their role as
Chief Information Officer and influence the
leadership of the school
School Libraries need to evolve into iCentre(s)-
which houses the knowledge-based resources
essential to modern learning and schooling.
The iCentre will need to provide students and staff
with a ‘one stop shop’ for all resourcing of,
technology and learning needs on a daily basis.

37. THANK YOU
mhough5@gmail.com
37 Professor Michael Hough.3. Sep 2010