Get on board the MDSS bus Stephen Dinham: Authoritative leadership, action learning and student...

Get on board the MDSS bus

Stephen Dinham: Authoritative leadership, action learning and student accomplishment (2007)

Mackay District Special School

• Links to Central Queensland’s Vision for 2012/13

HR ICT Facilities Finance

School

Morale

Community Confidence

School Culture and

values

Valuing Students

Differentiated Supervision

CapabilityDevelopment

Evidence based

decision making

School leadership and focus

Collaborative Practices

Classroom Teaching – The What and the

HOW

Making a difference

Leadership

Professional Growth of Staff

The Building Blocks

The Intangibles

THE PYRAMID OF LEARNING IN A SCHOOL

• Links to Mackay District Special School’s Vision for 2012/13

Better School

Better Teachers

Better Results

1. School Curriculum

MDSS 2012 Curriculum

Reading & Writing - Four Blocks Way

2. Coaching

GROWTH Model

Giving Feedback to Teachers

3. Staff

Building resilient teams

4.Teaching Practice

Becoming better teachers

Reflective practioners

Strategic Leadership

Click here to see MDSS’s AIP

Frequent monitoring of student progress – Toolkit 1 – Data collection focusing on student literacy development

High expectations for students and staff – Toolkit 2 – Performance management – how we do things better

Strong instructional leadership – Toolkit 3 – Coaching using GROWTH model across all levels of the school

Parent/community involvement – Toolkit 4 – ICTs/Resource Centre community partnerships

Introducing Toolkit 5

eLearning LeadersFramework: eLearning Vision

eLearning Vision is pervasive in the school culture where ICT is a natural and essential part of learning for staff, students and community members

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.

eLearning Vision

I collaborate to develop, implement, monitor and review a sustainable shared eLearning vision Transforming

I ensure that the eLearning 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 iDevices 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 eLearning Plan.

Key aspects around eLearning Leadership include the following:

•distributing and sharing responsibility for leading eLearning 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 eLearning Plan.

Reflect

eLearning Vision

I collaborate to develop, implement, monitor and review a sustainable shared eLearning vision Developing

This year, through the establishment of Toolkit 5 which focuses on the development, implementation, monitoring and review of our annual School ICT

eLearning Plan, consisting of our Principal, Deputy Principal, HOC and other eLearning leaders at our school I collaborate with all team members to drive a

sustainable shared eLearning vision at our school by actively promoting eLearning in my daily practice and by holding regular fortnightly Toolkit 5 meetings,

coaching conversations and through the school newsletter.


achievement

Developing

Through leadership of Toolkit 5 I ensure that our eLearning team use the results from the School ICT eLearning Index , by using the three levels to measure

the maturity that our school has developed across the four ICT eLearning Drivers, to support our school with planning, evaluating and reporting of ICT

eLearning activities in our strategic planning integrated within the School Plan and Annual Implementation Plan (AIP) process, especially the School ICT

eLearning Plan to ensure that ICT and eLearning 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 eLearning 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 eLearning and Curriculum.

Reflect

eLearning Vision

I collaborate to develop, implement, monitor and review a sustainable shared eLearning vision Developing

I participate in Toolkit 5 to create a sustainable eLearning 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 eLearning vision.


achievement

Developing

The eLearning 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 eLearning as the right Assistive

Technology solution can have life changing implications for students.

Reflect

Connect/Act:eLearning Vision

I collaborate to develop, implement, monitor and review a sustainable shared eLearning

vision

I ensure that the eLearning vision aligns with school and systemic strategic planning and

policy towards improving student achievement

I lead a shared vision of purposeful change through transformational leadership

Action

What are the key activities you w ill undertake?

Resources

eg human, f inancial

etc

Measures

How w ill you

measure the

success of your

actions?

Timeframe

eg 3, 6 or 12mths

Participating in fortnightly Toolkit 5 meetings

comprising of

Principal, Deputy Principal, HOC, school

eLearning leaders

human The team is meeting fortnightly and have a visible energised and inspiring,

presence in

the school.

6mths

Actively promoting the vision and our actions towards achieving it (eLearning) and giving the vision a high profile in our next series of teaching and learning walks

human Principals’

feedback

proforma

6mths

eLearning focus section in our fortnightly

school newsletter

human Published

every fortnight

3mths

eLearning Vision Statement on our school

website

human Published on

the website

3mths

“Digital Placemats – Teaching and Learning

with ICT” and the eLearning Vision on every

classroom wall

human Displayed on

every

classroom wall

3mths

eLearning LeadersFramework: Working Digitally

Working Digitally is a reflection of how the school uses digital technology as a way of moving from traditional to transformational ways of working

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 eLearning 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 iDevices across all aspects of the school’s

operations. Teaching and Learning Walks are presented using IWBs incorporating video clips of students demonstrating their capabilities.

iPads/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 OneSchool.

Using eLearning 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 OneSchool. Due to our school context our students use the optional Report template on OneSchool and a school-

based achievement scale. Teachers report on goals only so I have configured OneSchool 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

OneSchool. Through the “iPads for Success” project at our school I have collaboratively worked with our iPad 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 iPad and an app called Proloquo2Go.

I cultivate sustainable local, national or global networks and partnerships that enhance eLearning opportunities Transforming

Through joint leadership of the “iPads 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 iPad management processes at our school and ultimately enhance

eLearning 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 “iPads 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 eLearning Community

I have led a number of afternoon sessions around the appropriate use of iDevices 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 eLearning 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 eLearning vision through Toolkit 5. Staff are required to show

how 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.

Reflect

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 eLearning opportunities I model and enable staff to connect, communicate and collaborate safely, legally and ethically

Action

What are the key activities you will undertake?

Resources

eg human, financial etc

Measures

How will you measure the success of

your actions?

Timeframe

eg 3, 6 or 12mths

Using distributed leadership a Toolkit 5 facilitator is appointed.

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 iPads.

human Toolkit 5 is established with

members who meet

fortnightly. Share an apps for

the iPad at each meeting.

6 months

All staff and parents/carer givers of students using iDevices will

complete an iDevice Agreement Policy . To be reviewed yearly to

ensure it reflects current thinking and applications.

human ongoing over the next 12

months

Establish a process of interacting with data collection documents

using sharepoint and shared documents

human Toolkits 1-5 are loaded and

made accessible on shared

documents from

Sharepoint/OnePortal

3months

All staff will access Student Protection modules on eLearning and

will receive a certificate of completion.

Staff to become familiar with iConnect and competent in using

Eluminate (therapists and AVTs)

human 100% staff have a certificate

of completion (on-line

student protection training)

20% staff having completed

Eluminate as moderators

3 months

12 months

Move school sharepoint to OnePortal human 100% of staff able to access

shared documents from

home

1 month

eLearning LeadersFramework: Developing Professionals

Developing Professionals articulates expectations regarding teacher and leader capabilities necessary to deliver quality teaching and learning in a contemporary learning

environment

Developing Professionals

I empower staff to develop their eLearning capabilities, as well as develop my own, aligned with system, school and

personal goals

Developing

I provide ongoing support to continuously improve eLearning practices and advance capabilities Developing

I monitor and evaluate workforce capability, to identify performance and professional development needs, through

engagement with the Smart Classrooms Professional Development Framework

Developing

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 eLearning 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 OneChannel and Edstudio.

Reflect



personal goals

Developing

Over the past few years I have led our schools ICT eLearning Community and been responsible for empowering staff to develop their eLearning capabilities through regular afternoon information sessions and workshops relating to the effective use of ICTs for Students With Disabilities (SWDs), OneSchool, Smart Classrooms Professional Development Framework, OneChannel and The Learning Place. I am a lifelong learner and continuously develop my eLearning 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 eLearning 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 eLearning Leaders Framework towards attaining “transforming” in each category.


I have provided ongoing support to continuously improve eLearning 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 OneSchool, with the most recent including Optional Reporting Formats and Specific Educational Requirements as well as Accessing, Copying and Editing C2C 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 OneSchool 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 OneSchool 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.

Reflect



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 eLearning 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 eLearning Masterclass and successfully obtaining $3000 funding based on a submission to assist in the development of eLearning Professionals at our schoolConsulting with our School Improvement Team (SIT) and developing an action plan for developing eLearning ProfessionalsOrganising and facilitating various workshops through our Information Communications Technologies Learning Community (ICT-LC) and other external agenciesConducting peer coaching interviews and supporting teachers with resources Some of the outcomes to date includeAchievement of performance measures of 50% of teaching staff signed off on level 1 of the SCPDF in 2011Principal, DP and HOC engaging with the Smart Classrooms eLearning Leaders Framework in 2012Two teachers identified as catalysts for change are being supported on their journey towards level 2 of the SCPDF in 2012Introduction 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



personal goals

Developing

Through the Developing Performance Framework system staff are encouraged to identify key areas for development to assist their eLearning 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 eLearning PD opportunities by a Senior Teacher in her role as Professional Development Co-ordinator.


I provide opportunities for staff to improve their eLearning 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.



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.

Reflect


I empower staff to develop their eLearning capabilities, as well as develop my own, aligned with system, school and personal goals I provide ongoing support to continuously improve eLearning 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

How will you measure the

success of your actions?

Timeframe

eg 3, 6 or 12mths

Development of an ICT PD plan containing hyperlinks to the key

information as part of Smart Classrooms Professional Development

Framework

human

TRS days for those

staff

ICT certificates

Pedagogical ICT license

Advanced Pedagogical

12 months

Teachers become active, supportive and enthusiastic

contributors/leaders in online and face to face eLearning communities

advocating the innovative pedagogies underpinning ICT use

Implement and lead a supportive ICT- focused

peer-coaching/mentoring program

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 iDevices

support pedagogy

Continue to utilise Professional Learning Networks, conferences and

other channels to identify new and useful ICTs that may be used in

the classroom to improve teaching and learning.

human

TRS days for those

staff

human

TRS days for those

staff

Human

Human

Human

TRS days for staff

financial

ICT certificates



ICT certificates



100% staff have an

identified ICT goal on

DPF

100% staff engage in TL

walk

100% staff engage in TL

walk

12 months

12 months

6 months

12 months

12 months

eLearning Leaders Framework: Enabling Learners

Enabling Learners focuses on establishing effective learning environments necessary to address the needs of learners in a complex changing world

Enabling Learners

I allocate time, resources and opportunities to maximise learning potential of eSpaces, digital pedagogies and digital

resources

Developing

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 iPads for use across all learning environments. “ MDSS iPads for Success” project

drives the focus and implementation and has links to Toolkit 5.

Through engaging in OneSchool 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


resources

Developing

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 iPads for Success project, since the iPad is a tool that provides our students with multiple methods of

engagement and it promotes Universal Design for Learning. The iPad also offers plenty of opportunity in the area of communication and self-

management. 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 iPad can easily accommodate different learning styles. As such, the iPads 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 iDevices 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 iPads, we have

been successful in raising funds to support our school’s iPads for Success project with our current situation reflecting 26 school and 29 student owned

iPads 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.


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

SmartBoards as opposed to laptops to increase student access. For promoting access to computers and iPads, 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.

Review

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 School ICT eLearning Plan within the Enabling Learners driver.

Enabling Learners


resources

Developing

The school budget is aligned with the school Annual Improvement Plan which contains within it the eLearning 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.


Comment:

Many students with disabilities are dependent on assistive technology for communication. All classrooms are divided into clear areas for learning.

eLearning takes place in a variety of learning environments, for example:

-Students gather to use the IWB for guided reading

-Students use proloquo2go 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.

Review

Enabling Learners

I allocate time, resources and opportunities to maximise learning potential of eSpaces, 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

eg 3, 6 or 12mths

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

Developing an ‘assistive technology prototype kit’ to enable teachers to

trial specific technologies for their students

iDevices financial

support-Toolkit 5

Production of the kit 6 months

eLearning Leaders Framework: Harnessing the Enterprise Platform

Harnessing the Enterprise Platform focuses on the processes, systems and practices necessary to develop and maintain effective learning

and business productivity

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 eLearning vision Developing

I collaborate to collect, analyse and critically evaluate data to support innovative eLearning 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 iDevices 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

• iDevices to create online communities that would not otherwise be possible to transform student learning.

The ICT infrastructure and technical support underpins the school’s eLearning 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




Transforming

At MDSS I assist the Principal in the role of OneSchool as School and Reporting Administrator and Timetabler and with the Managed Internet Service

(MIS) as Administrator. The initial stages of the rollout of OneSchool 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 OneSchool and MIS Administrator, I: Organised and conducted school-based workshops and provided individual support and mentoring to staff on the use of OneSchool over the past three years as well as the MIS last yearBecame 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 communitySome of the outcomes to date includeMDSS SAR 2010 identifies that a high number of staff are confident in engaging and using OneSchool to perform tasks specific to their jobs and all staff can now access their MIS Webmail as is evident in their e-mail responsesRevitalised school website

I ensure equitable access to appropriate ICT, for students and staff, to achieve the eLearning 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 iDevices (iPods/iPads) 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 iDevices and IWBs for parents and staff in the school and districtWorking in partnership with our P&C to run a successful art auction raising in excess of $5000 funds to support our school’s iPads for Success project Advocating Disability Services Queensland (DSQ) to parents for funding to support acquisition of iPadsAssisting the DP to successfully apply for and receive funding for the sponsorship of iPadsAssisting 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 IWBsSome of the outcomes to date includeSuccess in supporting staff and parents to access community and government funding for iDevices and IWBsBeginning 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 iPads in a school with a student enrolment of 80Results 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

Review

I collaborate to collect, analyse and critically evaluate data to support innovative eLearning 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 eLearning practices and to work with other school staff and community members in order to create a shared vision

for eLearning 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 eLearning Index as framework to lead the way in yearly data review to support long

term planning and inform our eLearning Plan and Census. We have successfully implemented the “iPads 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 Thiess and Peabody Energy regarding the

advancement of independent achievement of students with disabilities using assistive and adaptive technologies.




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 eLearning 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 eLearning practices Beginning

In our Toolkit group which focuses on eLearning 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

eLearning 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 Proloquo2go on the ipad

Review


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 eLearning vision I collaborate to collect, analyse and critically evaluate data to support innovative eLearning practices

Action


Resources


Measures



Timeframe

eg 3, 6 or 12mths

Technician establishes a ‘help site’ on sharepoint including FAQ and

answers to your tech problems (Bruce’s therapy site)

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

the feasibility of using text messaging (idevices) with all members of our

school community to communicate key messages.

financial

human resources

SMS technology

school based survey 12 months

Newsletter is digitally produce and is accessible through our webpage human hits on the visits to our

webpage

6 months

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

Connect/Act:

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