Leadership and Management
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Roles and Responsibilities> Governors
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| Strategic direction |
Support |
Staff/training |
Resourcing |
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Governors’ meetings |
Community use |
Personalised Learning |
Safe school environment |
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Questions to ask |
Publications |
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Strategic direction
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The role of the
governing body is to provide strategic direction for school
improvement (see link below), challenging the senior leadership
team by evaluating effectiveness and holding the school to
account for the quality of education delivered.
http://www.nga.org.uk/
It should be closely involved in:
• deciding the school’s values, vision and aims
• creating the school improvement plan
• setting and monitoring the budget ensuring effective use of
resources
• monitoring and evaluating the outcomes and longer term impact
of all strategic plans and policies. (Making reference to the
self evaluation form (SEF)).
• accounting to all key stakeholders for the school’s
performance
Becta’s self-review framework (see link below) is an on-line
tool which asks fundamental questions about how a school is
using ICT and it can help governors and school leaders make best
use of the ICT in their school.
http://matrix.becta.org.uk/GMATRIX_864802_44361872/
1188485306171/rebrand/matrix/srf/index.cfm
It offers a route for assessing and improving a school’s use of
ICT. Based on maturity models, the framework allows a school to
benchmark itself against established best practice and helps to
create an action plan for improvement.
Link to strategic
planning workshops
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Support
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The following are areas
in which the governor for ICT may feel able to contribute:
• help to ensure that the school’s vision for the use of ICT is
dynamic and addresses the needs of staff, pupils - including
those with special educational needs, governors, parents and the
wider community
• contribute to the formulation of the school ICT policy
including a safe use policy for internet and evaluate the impact
• decide how to respond if the school is offered gifts of free
computers
• ensure that the responsibility for IT security has been
allocated to a member of staff
• comment on and contribute to the development of the ICT
development plan (as part of the school development plan) with
the ICT Subject Leader and the Headteacher or Senior Management
Team;
• engage in discussion about targets for ICT, seeking to ensure
that they are challenging as well as achievable
• evaluate the impact of the ICT development plan including
standards achieved and cross-curricular use
• encourage the school to increase the use of ICT to reduce the
bureaucratic burden and improve administration
• evaluate the performance of the school’s technical support
provider and how they work in partnership with the school to
develop ICT
• with the Headteacher, ICT Subject Leader and other governors,
support the development of a school website, paying close
attention to pupil security and intellectual property
• ensure the school reports developments in ICT to parents
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Staff/training
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Link to CPD
section of website, staff audits,
Liaise regularly with the ICT Subject Leader to:
• seek to understand the level of skills needed by support,
teaching staff and governors in the application of ICT to
the leadership and management of learning
• learn about securing continuity and progression in the
development of ICT skills.
• promote staff development opportunities for all staff,
ensuring that the finance committee is aware of the
needs/cost implications.
• take ownership of their own continuing development and
keep up to date with relevant local and national
initiatives.
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Resourcing
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Link to hardware audit,
disposal of equipment
• Ensure the governing body has a 3-5 year investment plan, to
enable the school’s ICT resources to contribute to increasing
levels of achievement and attainment
• ensure that discussions and decisions about ICT resources are
based on school improvement criteria, contribute to improving
the school's existing resources and have regard for Best Value
principles
• with the Headteacher, ICT Subject Leader and other governors,
be involved in the procurement of new ICT resources
Purchasing ICT equipment can be expensive, so it is important
that the school governing body monitors what is being spent and
evaluates the effectiveness of that expenditure. The fast moving
pace of technology means that the spending on ICT will be an
ongoing cost and should therefore be a long term commitment.
Governing bodies should put in place a programme to plan long
term investment in ICT.
The leaflet Making the
most of your investment in ICT – 2007 (pdf file link) is
aimed at school leaders and provides information on buying what
is right for your school from authorised suppliers at
educational prices.
Schools could also use the
Institutional
Infrastructure Matrix (see link below) to assess their school’s ICT
infrastructure. As well as looking at what it enables you to do
this matrix will produce an action plan for improvement.
http://matrix.ncsl.org.uk/GMATRIX_864801_65146024/
1188493918546/rebrand/home/index.cfm?forcenew=yes
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Governors' Meetings
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• with the ICT Subject
Leader, assist the governing body in agreeing targets for ICT,
monitoring progress and evaluating outcomes.
• raise the awareness of the Governing Body about the use of ICT
within the school
• ensure that ICT and IT security is a periodic agenda item
• promote the use of ICT as a resource for governors;
• with the Headteacher and/or ICT Subject Leader, provide a
regular updated assessment of the school's ICT resources to the
governing body, including content, connectivity, maintenance,
computers and associated equipment.
• help the governing body to understand and evaluate the impact
of those resources on learning and the management of learning.
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Community Use
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Link to extended
schools?
• consider how the school’s ICT facilities can be made available
for use out of school hours by pupils and the wider community.
• consider how the school can develop as a focus in a connected
learning community working with other learning organisations to
improve access;
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Personalised Learning
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Link to learning
platform audit (on portal)
ICT is ideal for tailoring education to individual need. It
allows pupils to learn at their own pace and style. Learning
platforms can provide a useful personal online learning space
and also make information about progress and achievement
available to teachers. Becta’s Learning Platform Services
Framework (see link below) provides a list of approved suppliers
to provide learning platforms to schools. You can find more
information about learning platforms (see link below) on the
website.
http://schools.becta.org.uk/index.php?section=re&catcode=ss_res_pro_bps_lp_04
http://schools.becta.org.uk/index.php?section=lv&catcode=ss_lv_lp_03
To introduce a learning platform successfully into your school,
you need to start with a good understanding of your school's
educational needs. Once you have established your requirements,
you can consider the type of underlying technologies that will
support those needs. Becta and other agencies have developed
tools to guide you through the planning process and help prepare
you for purchasing.
The Learning Platform Functionality Matrix (see link below) is a
self-assessment tool that will help you to decide if your school
is ready for a learning platform.
http://matrix.ncsl.org.uk/GMATRIX_864801_65146024/
1188486560296/rebrand/home/index.cfm?forcenew=yes
Also see the information
on implementation of learning platforms on this website and on
the SWGfL website.
See the case study from Crossways Junior school and also the
South Glos video
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Safe school environment
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Governors should also
be aware of the risks and issues surrounding ICT in schools. An
acceptable use policy should be put in place, as part of a clear
strategy for implementing safe ICT.
Link to SGlos E-safety, SWGfL E-safety, Whiteboard and projector
security (see link below)
http://schools.becta.org.uk/index.php?section=lv&catcode=ss_lv_saf_se_03&rid=10902
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Questions to ask
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Strategic Direction
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• What is the strategic vision for our school and is ICT at the
heart of this vision?
• Is the vision based on the technology or on teaching and
learning?
• What do we want ICT to achieve in the school in the next 5 –
10 years?
• What policies are in place and when are they updated?
• Is everyone that needs to know aware of the contents of the
policies?
• Have we considered adopting the Becta self-review framework? |
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On the Teaching of ICT
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• What strengths and
weaknesses emerge from an ICT audit?
• Does the use of ICT work better in some classes than in
others? If so, why?
• Is ICT an agenda item for the governing body meeting?
• How do subject leaders manage ICT in their subject areas – do
they meet statutory requirements?
• What outcomes do we expect from the use of ICT?
• How will the effectiveness of ICT be judged?
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On Resourcing ICT
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• Are there sufficient
resources to support the teaching and learning with ICT?
• Is there a budget plan in place for replacement and
sustainability of the ICT infrastructure?
• What advice have we sought and who from about ICT provision in
the school?
• Why are we buying this equipment? How will it be used?
• How are learning support/classroom assistants being trained
and used in ICT teaching across the curriculum?
• How does the school utilise all its resources (books,
materials and displays, as well as electronic media) to promote
the raising of standards?
• What technical support is in place? Is it adequate for the
needs of the school? |
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On Training Issues
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• How much time is the
school allocating for INSET in ICT each year?
• Does the ICT subject leader have sufficient time to monitor
and support implementation?
• How are teachers learning from and supporting each other in
teaching ICT?
• Have staff training needs been identified? If so, how?
• What roles do our Teaching Assistants play?
• Is the ICT Coordinator given release time? |
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On Setting Targets
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• How do we ensure
continuity and progression in ICT?
• Do the children have targets for ICT?
• How is transition data recorded and used?
• Do the children know how well they are doing?
• Do the children know what they need to do to improve?
• Target setting should involve pupils, making sure they
understand and help to define their own targets. |
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On Informing Parents
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• Are parents aware of
how ICT is taught in the school? If so, in what way?
• What efforts has the school made to explain the usage of ICT?
How are parents encouraged to ask questions and help?
• Does the School Profile mention how ICT is being used to meet
the learning needs of individual pupils?
• How does the school inform parents of their child’s ICT
progress?
• Are parent’s views taken on board?
• Are parents aware of safety issues with regard to the use of
technologies? |
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Publications
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ICT: essential guides
for school governors No. 01 - Policies and directions
http://publications.becta.org.uk/
display.cfm?resID=25895&page=1835
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ICT: essential guides
for school governors No. 02 - Developing a vision for ICT
http://publications.becta.org.uk/
display.cfm?resID=25896&page=1835
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This guide focuses on
current policy directions, support arrangements and available
ICT resources that form part of the Government's e-learning
vision. |
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This guide focuses on
informing and encouraging governors so they can contribute to
developing the ICT vision for their school.
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| Published 11/5/05 |
Published 11/5/05 |
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ICT: essential guides
for school governors No. 03 - Towards the e-confident school
http://publications.becta.org.uk/
display.cfm?resID=25898&page=1835 |
ICT: essential guides
for school governors No. 04 - Administrative roles and
responsibilities
http://publications.becta.org.uk/
display.cfm?resID=25899&page=1835 |
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This guide focuses
on informing governors about ten key features of an e-confident
school as exemplified by the National College for School
Leadership (NCSL). |
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This guide looks to
help governors to be aware of the vital role that ICT plays in
supporting effective leadership, management and administration. |
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Published
11/5/05 |
Published
11/5/05 |
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ICT: essential guides
for school governors No. 05 - Assessment and ICT
http://publications.becta.org.uk/
display.cfm?resID=25900&page=1835 |
ICT: essential guides
for school governors No. 06 - Safety and security with ICT
http://publications.becta.org.uk/
display.cfm?resID=25901&page=1835 |
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This guide aims to
provide governors with information about ICT and assessment so
they can identify the key areas for their involvement in
assessment. |
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This guide outlines
the need for governors to monitor the use of ICT and also
highlights health and safety issues associated with ICT
equipment. |
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Published
11/5/05 |
Published
11/5/05 |
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ICT: essential guides
for school governors No. 07 - Learning and teaching
http://publications.becta.org.uk/
display.cfm?resID=25902&page=1835
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ICT: essential guides
for school governors No. 08 - ICT infrastructure
http://publications.becta.org.uk/
display.cfm?resID=25903&page=1835
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Enables governors
to contribute to developing and reviewing a vision for learning
and teaching with ICT and monitor ICT use in the curriculum more
effectively. |
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Focuses on the
hardware, cabling, networks, connectivity and software that
enable a school to use ICT to support learning, teaching and
administration. |
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Published
11/5/05 |
Published
11/5/05 |
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ICT: essential guides
for school governors No. 09 - Professional development and ICT
http://publications.becta.org.uk/
display.cfm?resID=25904&page=1835 |
ICT: essential guides
for school governors No.10 - ICT and whole-school improvement
http://publications.becta.org.uk/
display.cfm?resID=25905&page=1835 |
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Developing and
reviewing vision and policy for continuing professional
development (CPD) for ICT and monitoring the extent to which ICT
CPD for all staff is taking place. |
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Considers the
contribution of ICT in enabling organisational change, and
monitor the role of ICT in contributing to more effective
communication both within and beyond the school. |
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Published
11/5/05 |
Published
11/5/05 |
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