is doing things right; leadership is doing the right things."-
The Leadership role
Leadership with ICT begins at the top. With significant levels of expenditure
made on ICT resources the rationale for decisions needs to be clear
and developments need careful monitoring. This is not something that
can be devolved to a corrdinator.
In regard to ICT investments, school senior managers should be able
to demonstrate the relationship in their school between the investment
made on ICT resources and improvements in learning quality and standards.
Leadership with ICT is an education programme for headteachers (SLICT)
from the National College for School Leadership (NCSL). This programme
is designed to support headteachers in the further development of their
leadership role for ICT.
The programme aims to:
school leaders to develop their understanding of the use of ICT for
improving school effectiveness
school leaders to develop their understanding of the role of ICT in
improving teaching, learning and pupils' achievements, both in ICT capability
and when using ICT as a tool in other subjects
school leaders to develop their own ICT capability in order to improve
their personal productivity, in relation to their leadership roles
the leadership and management implications of managing ICT in schools
in order to maximise pupil/student outcomes.
strategic development planning for ICT developments in school in accord
with local and national strategies;
school leaders information time and space to review and develop their
vision for ICT and its role in relation to their schools.
Each of the above elements can therefore be assumed to describe an aspect
of the role and responsibilities of the headteacher in regard to the
development of ICT in the school.
Effective ICT programmes
in schools are promoted by leadership at all levels. Heads of Department
have a particular role to play in promoting ICT development, professional
development and curriculum development in their subjects. The prime
responsibility with ICT is to assure that statutory
requirements for the use of ICT in across subjects, and the entitlement
of pupils to National Curriculum ICT across each key stage, are fulfilled.
The Coordination role
TeacherNet describes the role of ICT Coordinator as follows:
coordinators have a number of roles within a school. They highlight
areas for the development of ICT within the School Development Plan,
as well as coordinating the purchase and maintenance of equipment,
software licences, renewals of filtering and virus protection software.
There is also some responsibility to audit staff training needs
and provide suitable training opportunities. An important part of
the job concerns disseminating relevant information on integration
of ICT into planning the curriculum. There is also a level of interaction
with other staff members as the ICT coordinator has to keep up-to-date
with development issues and keep colleagues abreast of any changes.
The ICT coordinator also acts as a role model using ICT skills in
in 'ICT in Schools - the Effect of Government Initiatives', Ofsted found
coordination of ICT demands a considerable range of expertise, requiring
good ICT understanding and knowledge, technical skills and the ability
to provide professional support. Too many demands are placed on
some ICT coordinators, most of whom have a full teaching commitment
and few opportunities for monitoring the subject adequately across
the school. In recognition of the demands of the role, larger primary,
middle and secondary schools increasingly have more than one member
of staff involved in the coordination of ICT."
the role of ICT Coordinator should involve the coordination of activities
and developments described by an ICT development plan, in a climate
where individual responsibilities for ICT at all levels for ICT have
been previously agreed.
Team approaches to developing ICT, supported by senior management are
most likely to be an effective approach in what is a systemic area of
a school's work.
Coordination and leadership should go hand in hand in moving developments
towards a defined vision. There should be opportunities for progress
to be discussed upwards and downwards between the ICT Coordinator and
SMT, and the ICT Coordinator and subject leaders.
The role and duties of an ICT Coordinator should be the subject of negotiation
and review. However, the role is likely to include contributions towards
staff development, management and leadership, curriculum planning, resources,
and teaching and learning. A tool to review the balance of priorities
is included below. A key question for discussion of this will be: "Which
duties will have the greatest influence upon achieving the school's
vision for ICT?"