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Section 2: Planning and Implications for Managers

In primary schools particular emphasis should be given to training that:

  • supports current development plan priorities and phasing
  • recognises the very varied ICT experience and knowledge base of staff
  • acknowledges the sometimes extensive knowledge and expertise of pupils and gives teachers          strategies for handling this
  • recognises the role of an ICT coordinator in providing a model of implementation, particularly where          schools have developed a consistency of teaching style and approach to pupils.

    In secondary schools the same factors outlined above for primary schools apply and in addition it would be helpful to give priority to considering:
  • coordination of a targeted programme of content suitable for individual departments
  • identifying who within departments might be an effective disseminator of both good practice and any          training offered on a cascade model to other department members.

    In all establishments, the process of evaluating the individual staff development needs of teachers should give attention to ICT as part of the staff development and review process. The Scottish Office research report, Interchange 58 - Teachers' ICT Skills and Knowledge Needs, gives perspectives on the more
    • detailed breakdown of perceived training needs at a national level. Amongst its recommendations it includes:
  • the encouragement of teachers to reflect on, and          make decisions about, their own ICT needs on          an on-going basis, to ensure more involvement          and ownership and a greater integration of ICT          within the learning and teaching process
    		• In all establishments the process of evaluating the individual staff development needs of teachers should give attention to ICT as part of the staff development and review process.
  • the provision of choice and guidance, where appropriate, in flexible training opportunities for          teachers who are at different stages of ICT literacy, who teach different levels and curricula, and who          are at different stages in their own career development
  • the need for opportunities for continuing professional development (CPD) to be available on an          on-going basis, that is not only through one-off events but also through opportunities for teachers to          continue to develop at a pace that suits their local circumstances and resources
  • the encouragement of teachers to integrate self-development of ICT skills and knowledge in their          normal development planning.

    The overall development of an ICT learning and teaching environment will be best served by a coordinated staff development programme with targets for individual members of staff as well as departmental targets that are firmly fixed in development planning priorities. Schools should find the Teacher Training Agency CD-ROMs, ICT - Identification of your Training Needs (containing a separate disc for primary and three discs for secondary), a useful starter for beginning their analysis of staff development needs.

    • exemplar.JPG (1K)
    Midlothian Council has adopted one approach to identifying staff development needs. Based on feedback from schools through school planning reports and advisory staff advice, areas of the ICT national guidelines have been analysed using a colour-coding system to identify opportunities for using ICT within the existing curriculum and to highlight staff competence across the authority. In this way they have identified the main areas for central support and have useful information regarding how to prioritise the phasing in of national guidelines advice.
    Local authority example

    Indicators of success in obtaining ICT capability

    The school management implications, including effective strategic planning, are significant but, over time, not insurmountable. The document, Using the Superhighways - ICT and Development Planning (pp. 29-38), outlines the performance indicators relevant to the development of ICT capability and the learning environment. Clearly the achievement of success will come as elements of the performance indicator requirements are dealt with through the development planning process with the appropriate balance of school, local and national priorities. A further grid of indicators of success more related to the points made in this guide is developed in the Welsh document, Asking Questions Getting Answers - A Whole School Approach to Developing IT Capability. Schools should find this a useful reference in gaining ICT capability.

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