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Section 2: Planning and Implications for Managers

Self-evaluation

Central to the planning process is a rigorous approach to effective self-evaluation...

Central to the planning process is a rigorous approach to effective self-evaluation - complemented by input from external evaluations where these are available. How Good Is Our School? outlines an evaluation process

familiar to schools. Using the Superhighways - ICT and Development Planning developed this model in the context of ICT.

Step1: How are we doing?

  • Identifying ICT expectations within the school vision aims
  • Defining key areas for evaluating ICT activity. The evaluation might be broad-based, take a curricular          focus, look at teaching approaches or cover a group of key areas

    Step 2: How do we know?

  • Selecting appropriate ICT performance indicators (PIs)
  • Identifying appropriate indicators of good quality, referring to national and local advice and          developments in ICT
  • Finding out if these are effective or present in the key areas selected for evaluation

    Step 3: What are we going to do now?

  • Reporting on the standard and quality of what has been observed
  • Setting achievable targets to meet ICT implementation and appropriate staff development needs

    Within this framework there are clear requirements for effective ICT development planning at three main levels:
  • local authority - strategic plan
  • school - school development plan
  • class/department plans.

    This means that there are a number of audiences in this section. Readers may wish first to go directly to the advice relating to their own area of responsibility.

    Each of these levels of planning has particular characteristics but all share some common features. Each level of planning is explored further through examples in this section. These examples should not be taken as the definitive way to plan for ICT implementation in 5-14 but should be seen as helpful prompts and sources of ideas based on existing good practice.

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