Lyttelton Main School
ICT Strategic Plan
2009-2011
August 2011

















Background
To complete
  • The school is part of a MoE funded ICTPD contract.
  • An EPS2.0 Report was completed using data collected 2009-02-19
  • The school currently has two interactive whiteboards, 14 laptops and PC’s in every classroom. There is also a suit of 5 PC in the library

Strategic Goals 2009 - 2011

1. Development of a shared ICT vision.

2. Development of strong, collaborative leadership capacity to lead, manage and sustain the necessary e-learning changes. (Port Hills cluster application)










Operational Plan

Goal: Vision
At Lyttelton Main we will STRIVE to incorporate the use of ICT in all areas of the curriculum, preparing children to:
  • be thinkers
  • relate to others
  • participate and contribute
  • manage selves
  • use language, symbols and texts


Strategy
Outcome
Timeline
Responsibility
Convene group to lead the development of the ICT vision.

Meetings (with staff, community & selected students) held to discuss readings, research, and ideas for a shared ICT vision. Visit leading schools.

Document vision statement.


Develop and action a plan to communicate the vision.


Staff to plan for children to select and use a range of ICT tools.
Staff development will be required.
A process with timeline has been developed and shared.


Staff and community understand how ICT can be integrated to enhance learning. Participants feel ‘heard’ and ‘valued’.


ICT vision has been completed. It is clear, concise and easily understood by all stakeholders.

The school is successfully communicating the impact of ICT on learning.

The community has a greater understanding of the benefits of ICT.

All children, or nearly all, students use ICT for creative and independent and collaborative learning both within and beyond the school.
Sep 2009


Nov 2009


Dec 2009


Dec 2009 onwards


2010 onwards
Principal or ICT lead teacher


Principal or ICT lead teacher


Principal or ICT lead teacher


Principal or ICT lead teacher


All teaching staff, principal and children



Goal: Leadership
Development of strong, collaborative leadership capacity to lead, manage and sustain the necessary e-learning changes.
  • Establish a supportive learning environment
  • Establish goals and expectations
  • Strategically align resources and learning
  • Plan, co-ordinate and evaluate teaching and learning
  • Promote and participate in professional learning



Strategy
Outcome
Timeline
Responsibility
Ongoing pd


Staff target setting and ongoing PD to meet specific needs e.g. all staff developing skills with interactive whiteboard
Up skilling teachers and developing confidence

Comprehensive audits of staff ICT skills and needs are reviewed and form part of the annual performance management process. They include the effective use of ICT in learning and teaching, as well as new and emerging technologies and practices.
2009 – 11


2010 - 11
eTime, principal and lead teacher
Principal and lead teacher.
Purchasing/updating hardware and software
Reliable hardware and software
2009 - 11
BOT, Pricipal
Sharing ideas within the school and cluster
Collaborative learning. Increased confidence
2009 - 11
eTime, principal and lead teacher
Teacher’s planning to incorporate the use of ICT that will be used to enhance learning
A wide range of ICT chosen to enhance children’s learning
2011 -
Teachers




Goal: Access to Resources
Provide staff and students with robust access to ICT.




Strategy
Outcome
Timeline
Responsibility
Using the ICT audit, develop a plan and budget for the acquisition and replacement of ICT equipment, and technical support.
The ICT plan is complete and shows alignment of resources to the vision.

The implementation of the ICT plan is monitored and reviewed regularly.

Data has been gathered, documenting progress, and identifying next steps for development.

Regular ICT reports are developed for the BOT and community showing progress e.g. principal’s report to BOT and weekly news letters to the community.
2009 - 11
BOT, principal & lead teacher


Principal & lead teacher


Principal, lead teacher & staff


Lead teacher
Use school wiki to compile a data base of useful web resources and planning
Easy sharing of useful resources, this could be extended to community access.
2009 – 11
Principal, lead teacher and staff
Internet to be used during school and home learning
Children and community to have more access to planned teaching & learning
2010 - 11
Principal, all teaching staff children and parents
Regularly update computers and hardware
A minimum of 4 up to date, well maintained computers in every class.
Interactive devices in every class asap
2011 - 2012
BoT, Principal, Lead teacher



Goal: Teacher Expertise
Teachers will be confident, effective and purposeful users of ICT.

An interesting quote

Effective teaching for all students will depend on teachers becoming confident and
capable users of ICT and understanding how to integrate ICT effectively into their
teaching practice.
e-learning has the power to transform the way we learn.
It is about exploiting technologies in everything we do and using ICT effectively
across the curriculum to connect schools and communities and
to support evidence based decision making and practice in schools.”





Strategy
Outcome
Timeline
Responsibility
Ongoing PD
Confident, effective and purposeful users of ICT
2009 - 11
eTime, principal and lead teacher
Select a learning theory e.g. Structure of Observed Learning Outcomes (SOLO) taxonomy, Blooms taxonomy, etc.
All staff to have a SOLO taxonomy display
Choose a model/models to be implemented school wide

School wide use of SOLO taxonomy
Dec 09


End of term 2 2010
Principal and lead teacher

Principal – as part of staff appraisal
Sharing in school and cluster /
Continued up skilling
2009 - 11
Principal, lead teacher and teaching staff


Goal: Teaching and Learning
Enrich students’ understanding of the world through the effective use of e-learning.
• Collaboration
• Inquiry and critical thinking
• Creativity
• Excellence
• Diversity
• Self-management

Strategy
Outcome
Timeline
Responsibility
Ongoing PD
Confident, effective and purposeful users of ICT
2009 - 11
Principal, lead teacher and all teaching staff
Select and use a learning theory(s) e.g. SOLO taxonomy, Blooms taxonomy, etc.
Empowering children with thinking strategies
2009 - 11
Principal, lead teacher and all teaching staff
Providing readily available access to ICT tools e.g. COW & interactive whiteboards
Teaching and learning enhanced through the use of ICT
2009 - 11
Principal, lead teacher and all teaching staff
Develop and use school-wide inquiry model
Children become active inquirers
2011 -
Principal and teachers


Goal: Equity
All students in the school have access to learning with high-quality
technologies, irrespective of their year level, class, physical, gender, race, socioeconomic
status, learning needs or abilities.

Strategy
Outcome
Timeline
Responsibility
Ensuring all teachers of all age groups have access to all ICT tools
All children have access to ICT tools to enhance teaching and learning
2009 - 11
Principal, lead teacher and teachers
Teachers provide learning opportunities which incorporate the use of ICT
All children take opportunities to enhance learning through the use of ICT.
2009 - 11
Principal, lead teacher and teachers









ICT Review Rubric
School Name:
Teacher:
National Goal - Increase capability of teachers and principals to improve students' learning and achievement through e-learning
Processes
Level 1
Level 2
Level 3
Level 4
Level 5
Students’ learning with ICT
Students experience a narrow range of ICT applications mainly focused on low-level tasks. There is an over-emphasis on skill development.
Students experience a limited range of ICT applications. There is variation in the extent to which knowledge, skills and understanding are emphasised.
Many students use ICT in their learning through varied approaches and resources, leading to more active and interactive learning experiences.
Most students have positive and appropriate experiences in a wide range of ICT applications.
All, or nearly all, students use ICT for creative and independent and collaborative learning both within and beyond the school.
Students decision making
Students make no decisions of their own as to when ICT may be the most effective tool for their work. They have no expectation about using ICT as a natural part of their learning.
Some students make decisions about when to use ICT in some learning areas but often lack confidence to transfer their ICT capability to new situations.
Some students have little expectation about using ICT as a natural part of their learning.
Many students make informed decisions about when to use ICT and are able to transfer their ICT capability to new situations. They have growing expectations about using ICT to support their learning.
Most students make informed decisions across the curriculum about when to use ICT and are confident to transfer their ICT capability to new situations. They have clear expectations about using ICT to support their learning.
All or nearly all students make regular informed decisions across the
curriculum about when to use ICT and are confident to transfer their ICT capability to new situations. They have high expectations about using
ICT to support their learning both within and beyond the school.
Identifying staff professional learning needs
There is no planned audit of staff skills or needs in relation to ICT.
There is little attempt to audit staff skills and needs in relation to ICT.
There is a reliance on individuals identifying their own needs, usually in relation to the development of ICT skills.
There is some planning for the identification of individual staff ICT needs.
This is often generated by the arrival of new technologies or resources and focuses more on ICT skills than the use of ICT to improve learning and teaching.
There is a regular and systematic audit of staff skills and needs, in relation to ICT competence and the effective use of ICT in learning and teaching.
Where appropriate this is part of the performance management process.
Comprehensive audits of staff ICT skills and needs are reviewed and form part of the annual performance management process. They include the effective use of ICT in learning and teaching, as well as new and emerging technologies and practices.
Meeting individual and school ICT needs
There is no planning to link any identified individual or whole-school needs for ICT, and the range of development activities is very limited.
Planning for ICT professional development takes only limited account of individual and whole-school needs. Some attempt is made to widen the range of development opportunities.
There is a range of planned professional development activities which meet the needs of some (but not all) staff and begin to address whole school need.
A wide range of development opportunities are provided both within and out of school. These address whole-school needs and also meet the individual needs and styles of most staff, taking account of the outcomes of performance management where appropriate.
A wide range of engaging approaches to staff development are used that blend different forms of provision. Plans follow a well established annual professional development process which balances strategic and individual needs and sets targets related to performance management.