A presentation showing the section of the ICT PD Self-Review rubric related to National Goal Four, results of the ICT PD Annual Survey 09 related to Goal 4, and discussion questions.

1. Building capacity of school
leaders to plan strategically
Increase e-
learning
leadership and
ICT strategic
planning
capability of
principals and
teachers

2. Self-review rubric
National Goal 4 - Increase e-learning leadership and ICT
strategic planning capability of principals and teachers
Processes Level 1 Level 3 Level 4 Level 5
Development There is no The school has an The school has an up-to-date The school has an up-to-date ICT/
of an ICT/e- ICT/e- up-to-date ICT/e- ICT/e-learning strategy in e-learning strategy in place. The
learning learning learning strategic place. school is involved in a constant
strategic plan plan in place. cycle of design, implementation
strategy.
in place To develop the strategic plan, and review of ICT/e-learning that
within the To develop the the school reviewed their informs developments in school
school. strategic plan, the current systems in management systems.
school reviewed consultation with all stake
their current holders (including students). There is consultation with all stake
systems and holders (including students) and
infrastructure and The strategic plan addresses documentation is reviewed as
assessed the infrastructure issues, the needed.
learning needs of learning needs of teachers
teachers and and students, and involves The ICT/e-learning strategic plan
students. the wider school community. clearly shows how to move the
school forward from its current
School management systems position and is based on
have been changed in order knowledge of best practice in
Level 2 to implement the strategic order to improve student
The school plan. outcomes.
has an ICT/
e-learning The ICT/e-learning strategic There is clear alignment between
strategic plan plan has a number of clear the ICT/e-learning strategic plan
but it is out- links to the broader school and the broader school goals.
of-date. goals. Both are constructed with a
shared vision and complement
each other.

3. Self-review rubric
National Goal 4 - Increase e-learning leadership and ICT strategic
planning capability of principals and teachers
Processes Level 1 Level 3 Level 4 Level 5
Capability of School leaders and School leaders and School leaders and School leaders and
Staff to Board of Trustees Board of Trustees Board of Trustees Board of Trustees
develop an feel ill-equipped to are able to assess have a good have a clear
ICT/e- effectively construct (i.e. audit) the understanding of understanding of the
learning and implement an current position of possible benefits of potential of ICT/e-
strategic plan ICT/e-learning the school in relation ICT/e-learning. learning in schools.
strategic plan. to ICT/e-learning .
They use their They are able to
Level 2 They can construct a knowledge of the accurately identify
basic ICT/e-learning school's current and articulate the
School leaders and strategic plan with position to develop a current position of
Board of Trustees some next steps strategic plan that ICT integration
have some basic identified. addresses across all operational
understanding of infrastructure issues, areas of the school,
what is required to the learning needs of identify the steps
construct an ICT/e- teachers and required to move the
learning strategic students, and school forward, and
plan but need involves the wider engage with key
additional support to school community. stakeholders to
proceed. achieve them.

4. Self-review rubric
National Goal 4 - Increase e-learning leadership and ICT strategic
planning capability of principals and teachers
Processes Level 1 Level 2 Level 3
Capacity of Principals, senior Principals, senior management Principals, senior
Principals and management and school and school personnel with management and school
personnel have no responsibilities for e-learning personnel with
other school
understanding of the need have realised the need for responsibilities for e-
personnel to for change, are not personal professional learning learning are undertaking
lead e-learning undertaking any personal to enable them to lead e- professional learning in
in the school professional learning and are learning development and order to effectively lead e-
ill-equipped to lead whole have some basic learning within the school.
school development in ICT/e- understanding of what is
learning. required. They have also developed
measurement strategies to
gauge success.

5. Self-review rubric
National Goal 4 - Increase e-learning leadership and ICT strategic
planning capability of principals and teachers
Processes Level 4 Level 5
Capacity of Principals, senior management and school Principals, senior management and
Principals and other personnel with responsibilities for e-learning school personnel with responsibilities for
are confident in their abilities to lead whole e-learning are successfully leading whole
school personnel to
school development in e-learning. school development in relation to e-
lead e-learning in learning.
the school They are generally effective in their role and
are aware of the importance of gathering Strategies are designed around the most
evidence of increased confidence and capacity up-to-date information on best practice.
of school personnel and some improved
outcomes for students. The management team lead by example
and are considered effective in their role
by other school personnel.
Systems are in place to gather data
showing evidence of an increase in
teacher effectiveness and student
outcomes in relation to the use of ICT
across the curriculum.

6. Exiting clusters growth in strategic planning
148 comments in the ICT PD Annual Survey 09
Comment on the
development of ICT
strategic planning
within cluster
schools over the
course of the
contract.

7. Development of ICT strategic planning
Most schools now have strategic plans in place as a result of the
contract (13) and these demonstrate a large shift from the
beginning of the contract (7).
Planning has become more of a focus in schools (5) with a
greater understanding of the planning process (5) and with a
move over the three years from a skills driven document to one
that focuses on the pedagogy of e-learning (13).
Strategic planning over the course of the contract has become
more focused with specific goals based on a greater
understanding of the role of e-learning in schools (15)
Planning can still focus on skills acquisition (1) or is very
minimal in some schools (1). It is also very time consuming (1)
Information taken from the ICT PD Annual Survey Responses 2009

8. Issues that impacted on strategic planning
The area of e-learning changes rapidly and plans needed to be
revisited regularly and updated where necessary (10)
As staff became more aware of what is possible, there was increased
financial pressures to update the infrastructure (3)
Integration between ICT strategic plans and the overall school plan
was seen as important (6).
It was helpful to create synergies between the implementation of the
New Zealand Curriculum and the ICT strategic plan (4).
Strategic planning led to distributed leadership with groups such as
ICT committees having an important role (2) but the leadership/vision
of the principals was key (2)
Involving the BOT in the process was beneficial (1)
Turn over of staff needs to be addressed in planning (1)
There was often a large variation in quality of strategic planning
between cluster schools (7)
Information taken from the ICT PD Annual Survey Responses 2009

9. Impact of strategic planning
Plans have moved from being reactive to proactive with
great results (1)
Staff and pupils have a greater understanding of the role of
e-learning as a result of strategic planning (9)
Strategic planning has led to staff being expected to work
on e-learning goals within the appraisal process (2)
Planning will help schools to sustain development past the
end of the contract (2)
Schools have been able to better plan for spending on e-
learning as part of the strategic planning process (4)
Information taken from the ICT PD Annual Survey Responses 2009

10. “We have very open conversations in our cluster and we
have all shared annually our ICT Strategic plan. This has
proved to be invaluable, as everyone has a different area
for focus. By each school sharing their focus and how they
intend to attain their goals, we have gained a collective yet
individual approach from each school.”
“Until the ICT cluster was initiated, ICT strategic planning in
the kura was very reactive, and addressed only the supply of
basic equipment without the requisite skills development to
accompany it. Our ICT strategic plan now focuses on student
outcomes and skills; developing the budget and resourcing
around these priorities.”
Comments from the ICT PD Annual Survey 09 for discussion

11. Questions for discussion
How often should e-learning strategic plans be revisited and
updated?
How do you meaningfully consult stakeholders such as the
BOT, students and the community?
How do you accurately assess the school’s current position in
order to plan effectively?
How do you best ensure that there is sufficient infrastructure to
allow for growth while staying within budgetary constraints?
Where can leaders access quality professional development in
order to be more effective in their roles?
What are the key ‘ingredients’ for effectively leading whole
school developments in e-learning?