p2v project - eminent2008

From strategy to outcomes

An inspector’s perspective

23 schools visitedSome 20 inspectors1.5 day school visitsA report per schoolA report per country

Kick off meeting sep ’07Final workshop sep ‘08

P2V WP6

Context is everything…

eixugaparabrises

ruitewisseressuie-glace

windscreen wiper

vindrutetorkare

stiklo valytuvas

Context is everything….

essuie-glace

windscreen wiper

Ruitewisser

vindrutetorkare

stiklo valytuvas

eixugaparabrises

Source: Google Maps

football

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futbolas

futbol

Context is everything….

football

footballvoetbal fotboll

futbolas

futbol

Football is everything….Context

Language is everythingConditions• Leadership• Infrastructure and access• Curriculum planning• Quality assurance and improvement

Use• Pupil use• The teaching process• Administrative use

Outcomes• Impact on learning and standards

Before we begin…What is a schoolleader?

What is a curriculum?

Who funds what?

What is ICT?

What is the mandate of the school?

+ Basic info about the school

Discipline is everythingObservation forms

Evidence pointers• Could do with examples

Complete programme• Including time to reflect• Flexible schools

Interview guidance

School self-questionnaire

Evaluator guidance

AVERAGE sd

C3.1 Meeting local, regional and national requirements

3,47 0,49

C2.3 Support systems 3,33 0,76

C2.2 deployment of ICT resources 3,23 0,58

U1.1 Development of ICT skills 3,23 0,50

U3.2 Communication 3,23 0,78

C2.1 available resources 3,09 0,50

U2.1 Developing pupils’ ICT capabilities

3,05 0,55

C1.1clear vision

3,00 0,66

U2.3 Teaching staff competence and confidence 2,95 0,77

C1.2 strategy

2,90 0,51

C3.2 Coherence, balance and consistency

2,86 0,68

U1.2 Enhancement of learning 2,77 0,58

U2.2 Use of ICT to enhance teaching

2,77 0,72

U3.1 Identifying issues 2,77 0,78

O1.1 Gains in broad learner achievement 2,68 0,55

C4.2 Action planning and implementation

2,57 0,64

C3.3 New developments in ICT and pedagogy

2,55 0,76

C4.1 Review and self-evaluation 2,50 0,77

C4.3 Action monitoring and revision

2,36 0,63

O1.2 Effects of ICT use on pupil attainment

1,88 0,57

Numbers are everything

Indicator

avg FR avg LT avg SCO avg SWE avgCAT avgNL AVERAGE sd

C3.1 Meeting local, regional and national requirements

3,00 4,00 3,50 4,00 3,50 3,00 3,50 0,47

C2.3 Support systems 2,75 3,50 3,50 3,50 3,00 4,00 3,32 0,70

C2.2 deployment of ICT resources 2,75 3,25 3,00 3,25 3,50 4,00 3,21 0,55

U1.1 Development of ICT skills 3,00 3,00 3,25 3,25 3,50 3,50 3,22 0,46

U3.2 Communication 2,75 3,50 2,75 3,75 3,00 4,00 3,21 0,73

C2.1 available resources 2,75 3,00 3,00 3,50 3,25 3,00 3,09 0,46

U2.1 Developing pupils’ ICT capabilities

3,25 3,00 3,25 2,75 3,00 3,00 3,05 0,50

C1.1clear vision

2,75 2,75 3,50 2,50 3,50 3,00 3,00 0,61

U2.3 Teaching staff competence and confidence 2,75 2,50 4,00 2,25 3,25 3,00 2,95 0,73

C1.2 strategy

2,75 3,25 3,00 2,67 2,75 3,00 2,90 0,46

C3.2 Coherence, balance and consistency

3,00 3,25 2,75 2,50 3,00 2,50 2,87 0,62

U1.2 Enhancement of learning 2,50 2,25 2,75 3,00 3,25 3,00 2,77 0,54

U2.2 Use of ICT to enhance teaching

2,75 2,75 3,25 2,25 3,00 2,50 2,78 0,66

U3.1 Identifying issues 2,25 2,75 3,00 3,25 2,25 3,50 2,76 0,72

O1.1 Gains in broad learner achievement 2,33 2,75 3,00 2,75 3,00 2,00 2,70 0,52

C4.2 Action planning and implementation

2,25 2,25 3,25 2,00 3,00 2,50 2,57 0,61

C3.3 New developments in ICT and pedagogy

2,25 2,75 3,00 2,50 2,75 1,50 2,56 0,72

C4.1 Review and self-evaluation 1,50 3,25 2,75 2,50 2,25 3,00 2,49 0,73

C4.3 Action monitoring and revision

2,00 2,75 2,50 2,50 2,25 2,00 2,37 0,57

O1.2 Effects of ICT use on pupil attainment

1,50 2,25 2,00 2,00 2,00 1,00 1,90 0,53

avg country 2,54 2,94 3,05 2,83 2,95 2,85 2,86

sd country 0,46 0,45 0,42 0,56 0,44 0,78 0,36

Leadership

Trompe Souris Primary

School, Saint-George du Bois

Ecole Primaire Chateaubriand

College Ambroise Paré

Collège Goulaine –

Nantes

Lycee Albert Camus Nantes

C1.1clear vision 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C1.2 strategy 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Infrastructure and access Score Score Score Score C2.1 available resources 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C2.2 deployment of ICT resources 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C2.3 Support systems 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Curriculum planning Score Score Score Score C3.1 Meeting local, regional and national requirements 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C3.2 Coherence, balance and consistency 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C3.3 New developments in ICT and pedagogy 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Quality assurance and improvement Score Score Score Score C4.1 Review and self-evaluation 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C4.2 Action planning and implementation 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C4.3 Action monitoring and revision 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Pupil use Score Score Score Score U1.1 Development of ICT skills 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U1.2 Enhancement of learning 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 The teaching process Score Score Score Score U2.1 Developing pupils’ ICT capabilities 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U2.2 Use of ICT to enhance teaching 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U2.3 Teaching staff competence and confidence 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Administrative use Score Score Score Score U3.1 Identifying issues 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U3.2 Communication 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Impact on learning and standards Score Score Score Score O1.1 Gains in broad learner achievement 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 O1.2 Effects of ICT use on pupil attainment 0|1|2|3|4 0|1|2| 3 |4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4

Leadership

Panemune Primary school, Kaunas

„Vyturio“primary, Vilnius

“Vyturys” secondary school, Panevezys

Jesuit gymnasium, Vilnius

C1.1clear vision 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C1.2 strategy 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Infrastructure and access Score Score Score C2.1 available resources 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C2.2 deployment of ICT resources 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C2.3 Support systems 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Curriculum planning Score Score Score C3.1 Meeting local, regional and national requirements 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C3.2 Coherence, balance and consistency 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C3.3 New developments in ICT and pedagogy 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Quality assurance and improvement Score Score Score C4.1 Review and self-evaluation 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C4.2 Action planning and implementation 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C4.3 Action monitoring and revision 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Pupil use Score Score Score U1.1 Development of ICT skills 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U1.2 Enhancement of learning 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 The teaching process Score Score Score U2.1 Developing pupils’ ICT capabilities 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U2.2 Use of ICT to enhance teaching 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U2.3 Teaching staff competence and confidence 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Administrative use Score Score Score U3.1 Identifying issues 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U3.2 Communication 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Impact on learning and standards Score Score Score O1.1 Gains in broad learner achievement 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 O1.2 Effects of ICT use on pupil attainment 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4

Leadership

Abbeyhill primary, Edinburgh

Dunblane primary, Stirling

All-Saints secondary, Glasgow

Gracemount, Edinburgh

C1.1clear vision 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C1.2 strategy 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Infrastructure and access Score Score Score C2.1 available resources 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C2.2 deployment of ICT resources 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C2.3 Support systems 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Curriculum planning Score Score Score C3.1 Meeting local, regional and national requirements 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C3.2 Coherence, balance and consistency 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C3.3 New developments in ICT and pedagogy 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Quality assurance and improvement Score Score Score C4.1 Review and self-evaluation 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C4.2 Action planning and implementation 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C4.3 Action monitoring and revision 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Pupil use Score Score Score U1.1 Development of ICT skills 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U1.2 Enhancement of learning 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 The teaching process Score Score Score U2.1 Developing pupils’ ICT capabilities 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U2.2 Use of ICT to enhance teaching 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U2.3 Teaching staff competence and confidence 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Administrative use Score Score Score U3.1 Identifying issues 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U3.2 Communication 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Impact on learning and standards Score Score Score O1.1 Gains in broad learner achievement 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 O1.2 Effects of ICT use on pupil attainment 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4

Leadership

Apelgårdsskolan, Malmö

Liljeborgsskolan, Trelleborg

NTI-Gymnasiet, Malmö

Söderslättsgymnasiet, Trelleborg

C1.1clear vision 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C1.2 strategy 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Infrastructure and access Score Score Score Score C2.1 available resources 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C2.2 deployment of ICT resources 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C2.3 Support systems 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Curriculum planning Score Score Score Score C3.1 Meeting local, regional and national requirements 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C3.2 Coherence, balance and consistency 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C3.3 New developments in ICT and pedagogy 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Quality assurance and improvement Score Score Score Score C4.1 Review and self-evaluation 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C4.2 Action planning and implementation 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C4.3 Action monitoring and revision 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Pupil use Score Score Score Score U1.1 Development of ICT skills 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U1.2 Enhancement of learning 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 The teaching process Score Score Score Score U2.1 Developing pupils’ ICT capabilities 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U2.2 Use of ICT to enhance teaching 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U2.3 Teaching staff competence and confidence 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Administrative use Score Score Score Score U3.1 Identifying issues 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U3.2 Communication 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Impact on learning and standards Score Score Score Score O1.1 Gains in broad learner achievement 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 O1.2 Effects of ICT use on pupil attainment 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4

Leadership

CEIP Jacint Verdaguer,

Sant Sadurní d’Anoia

CEIP Sant Miquel,

Cornellà de Llobregat

IES Marina, La Llagosta

IES Salvador Espriu,

Barcelona C1.1clear vision 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C1.2 strategy 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Infrastructure and access Score Score Score Score C2.1 available resources 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C2.2 deployment of ICT resources 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C2.3 Support systems 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Curriculum planning Score Score Score Score C3.1 Meeting local, regional and national requirements 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C3.2 Coherence, balance and consistency 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C3.3 New developments in ICT and pedagogy 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Quality assurance and improvement Score Score Score Score C4.1 Review and self-evaluation 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C4.2 Action planning and implementation 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 C4.3 Action monitoring and revision 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Pupil use Score Score Score Score U1.1 Development of ICT skills 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U1.2 Enhancement of learning 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 The teaching process Score Score Score Score U2.1 Developing pupils’ ICT capabilities 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U2.2 Use of ICT to enhance teaching 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U2.3 Teaching staff competence and confidence 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Administrative use Score Score Score Score U3.1 Identifying issues 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 U3.2 Communication 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 Impact on learning and standards Score Score Score Score O1.1 Gains in broad learner achievement 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 O1.2 Effects of ICT use on pupil attainment 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4 0|1|2|3|4

Leadership

De Triangel primary, Gouda

Helen Parkhurst secondary,

Almere C1.1clear vision 0|1|2|3|4 0|1|2|3|4 C1.2 strategy 0|1|2|3|4 0|1|2|3|4 Infrastructure and access Score Score C2.1 available resources 0|1|2|3|4 0|1|2|3|4 C2.2 deployment of ICT resources 0|1|2|3|4 0|1|2|3|4 C2.3 Support systems 0|1|2|3|4 0|1|2|3|4 Curriculum planning Score Score C3.1 Meeting local, regional and national requirements 0|1|2|3|4 0|1|2|3|4 C3.2 Coherence, balance and consistency 0|1|2|3|4 0|1|2|3|4 C3.3 New developments in ICT and pedagogy 0|1|2|3|4 0|1|2|3|4 Quality assurance and improvement Score Score C4.1 Review and self-evaluation 0|1|2|3|4 0|1|2|3|4 C4.2 Action planning and implementation 0|1|2|3|4 0|1|2|3|4 C4.3 Action monitoring and revision 0|1|2|3|4 0|1|2|3|4 Pupil use Score Score U1.1 Development of ICT skills 0|1|2|3|4 0|1|2|3|4 U1.2 Enhancement of learning 0|1|2|3|4 0|1|2|3|4 The teaching process Score Score U2.1 Developing pupils’ ICT capabilities 0|1|2|3|4 0|1|2|3|4 U2.2 Use of ICT to enhance teaching 0|1|2|3|4 0|1|2|3|4 U2.3 Teaching staff competence and confidence 0|1|2|3|4 0|1|2|3|4 Administrative use Score Score U3.1 Identifying issues 0|1|2|3|4 0|1|2|3|4 U3.2 Communication 0|1|2|3|4 0|1|2|3|4 Impact on learning and standards Score Score O1.1 Gains in broad learner achievement 0|1|2|3|4 0|1|2|3|4 O1.2 Effects of ICT use on pupil attainment 0|1|2|3|4 0|1|2|3|4

General impressions

Hard to do work without the funds

But… lack of funding doesn’t stop schools from forming a strategy and a vision…on the contrary

Involved persons can turn schools around

Hardware is important and not yet ‘ubiquitous’

Schools who are not yet that advanced: learn lessons. Strategy first.

Slow but positive cycleSame mistakes can be made several times: e.g. hardware purchase without strategyNo good use without strategy and vision… vision befor hardware … BUT: ‘best’ visions informed by many mistakesNational policies DO influence what happens in schools… is it the intended outcome?… negative impact (lack of funds, vision, support)… link to national priorities (personalised learning, lll, equity, basic skills, integration)

Less digital naiveDigital literacy teachers increased… Awareness of what is needed/lacking… More confident users… More reflective

Pupils do well… but could they do better?… most happy with ICT use… advanced skills, differentiation in skills… integration ofsocial aspect of learning/social

sw… some critical information consumers

A black box with a twistImpact and outcomes a black box in most schools… what leads to results?… what is the contribution of a tool?Learning environments ‘traditional with a twist’… more interaction inside /outside… more self-directed/autonomous… better availability of sources

Blended resourcesMix of traditional and new

Mix of self-made and from others

ICT allows to share, but…

Integration, synergies lacking

Quality on the up

Who makes it?

Different teachers different needs

From strategy to outcomes?

Bert Jaap van Oelb.vanoel@owinsp.nl

http://P2V.eun.org

Bert Jaap van Oel

b.vanoel@owinsp.nl

P2V.eun.org