Information leadership VSP

1. Information leadership VSP Vision, strategy, position

2. Information/ICT literacy leadership • Collected evidence from practising TLs • How they fulfil the role of information/ICT literacy leader within their school • 7 key questions • F/T TL, part TL/class teacher, part TL/ Curriculum Coordinator, Head of Information Services, part TL/part Principal or AP

3. Focus questions • Key programs, initiatives implemented • Number of years spent working on these • Key school members who worked them • Main barriers encountered & overcome • Does executive status help & how • Support & resources provided for success • Qualities/skills/knowledge to take on this leadership role

4. Learning Technology leadership • Growing trend of TLs moving into more active ICT leadership role

5. Key School Members I was a member of the IT committee for a number of years to ensure the infrastructure was in place. I have always worked closely with the IT coordinator; in fact I was acting IT coordinator for 2 terms. The school principal was supportive and responsive to my ideas. My line manager kept telling me to 'go for it'! Insert chart of key Stakeholders here

6. Support & resources

7. Vision – Strategy I work closely with both principals to share and refine my vision of students as independent and critical users of information, and priorities and plans and strategies to move towards this… teaching and learning coordinators (one has an ICT focus; one has a Teaching and Learning focus) - I involve both in planning workshops with teachers, and in using their particular expertise... Learning Technologies and Teaching and Learning Curriculum Committees – through which T and D is planned and issues like indiscriminate internet use etc can be explored and strategised.

8. Strategy – Position I also conducted a bit of research last year to evaluate the effect of my classes on the development of students' skills and presented it to HODs meeting at the end of the year. The Curriculum coordinator is keen for me to follow this up. I established the Learning Technologies Committee and am viewed by staff as a bit of an expert in this field. Have assisted them in their classes in the introduction of LTs into the curriculum.

9. Strategy – Position Principal – weekly meeting to discuss ICT issues plus constant flow of emails and informal chats – his support makes things happen. Director of Teacher and Learning – weekly meeting to discuss ICT issues – she is ICT literate and keen to support any initiatives. The Technology Committee – I chair this fortnightly, I have canvassed all members for agenda items, asked each personally for feedback on problems. I have had the committee discuss and endorse my suggestions. Staff members from company who are contracted to do our maintenance – they have done the relevant technical things to make things happen and given me pertinent advice.

10. Executive power • Those TLs with strong executive support felt this was not essential. • Those TLs with some or little support felt that executive status would improve influence, leadership.

11. Executive status counts During the past five years I have held acting senior staff positions on two occasions. During these times it was somewhat easier to push programs and agendas forward. However, due to my expertise from the beginning of the development of an ICT structure, my expertise in the field was identified and I was always included on relevant committees and teams, my feedback and reflection actively sought. 2000-2002 the program team was lead by asssitant/principal but I was the initiator with the active responsibility to teachers and students.

12. Executive support works I am not on the executive team, but am often involved by them when it comes to reviewing or planning the educational change agenda. It’s more about contribution and educational philosophy, than position, I think. I am not on the exec. just a Head of Department… but one who seems to carry a lot of weight with the exec. team and who has been included in a number of their deliberations. I am at the new school but found I had more support at my old school and I was not on the management team - comes down to the Principal trusting and understanding what you are doing.

13. Barriers to success • Lack of time!!

14. Position labels • Insert smarties graphic as background and list TL info lead labels used in 2004

15. What does it take? What qualities, skills & knowledge does one need to take on this information/ ICT literacy leadership role?

16. Knowledge

17. Knowledge Knowledge - of range of software and web resources relevant to students and teachers, constant need to keep abreast of new e-learning opportunities. Transferred and further developed abilities in policy writing, budgeting, human resource and resource management, evaluations and future planning. Understanding of adult learning needs and how to tailor learning programs to meet individual levels and expectations.

18. Skills

19. Skills Willingness to be a learner myself – willing to have a go… Skills in using a range of ICT applications (but not all!), eg. I can see the potential of some applications that I am not proficient in… but can use others competently… I’ll have a go and work WITH anyone on using something new.

20. Qualities

21. Qualities Determination, I love a challenge, I like people, I am a risk taker, I am willing to admit that I don’t have all the answers but I’ll do my utmost to find them, I get great satisfaction from making things happen and I don’t take myself too seriously.

23. Transforming practice Themes of transforming practice & leading: • Breaking down stereotypes/perceptions • Beyond just talk – conscious & consistent effort to “walk the walk” • Build influence on one-to-one basis with students, staff, parents • See innovation as part of daily practice – “where to next?”, “let’s try..”, “what if..”, “how can we improve..” • Empowering others builds influence

24. Information LeadershipVSP Vision, Strategy, Position “A profound belief that what you are doingis necessary and valuable.”