Ian SelwoodSchool of Education, The University of Birmingham Using ICT to Reduce Teacher Workloads:Can ICT play a role, or does it add to the burden?
Transforming the School Workforce (TSW) Pathfinder Project • Launched in the spring of 2002. • One-year project • The data presented here is drawn from the evaluation of this project that was carried out by a team from the University of Birmingham. • The aim of the project - to secure significant reductions in the weekly hours worked by teachers and increase the proportion of teachers’ working week that is spent teaching or on tasks directly related to the teaching.
Support for TSW Schools • Consultancy support (school workforce advisers). • Training heads in change management. • Funds for employing additional support staff. • Funds for ICT. • Funds for bursar training. • Funds for capital building.
The data collection methods • Baseline questionnaire completed by all school staff. • Interviews of cross-section of staff. • Case studies of selected schools. • End of project questionnaire completed by all school staff. • End of project interviews of cross-section of staff. • Results presented here draw on aggregated data from the approximately 900 teachers in the 32 pilot schools.
Results Concerning ICT 1. • Reduction in working hours. • Special 4.2hrs, Primary 4.1hrs, Secondary 1.3hrs (But can not say due to ICT – contributory factor) • Increased teacher access to laptop at home. • Special 91% (51%), Primary 91% (64%), Secondary 74% (49%) (Also high levels of sole access at school) • Increased access to Internet and Email. • Primary Investment in Whiteboards. • 85% of primary teachers had some form of access • Teachers views on access to ICT improved
Results Concerning ICT 2. • Teachers believed they were competent users of ICT • Aspired to higher levels of competency. • However problems with training were highlighted: • Low levels of formal training • Levels of satisfaction not high wrt quality of training (but improved) • Teachers believe ICT can assist in reducing their workload and make them more productive. • Became more positive over the year • But would take time
Registration and monitoring attendance Lesson Planning As a lesson resource (e.g. web site) Resource/material preparation Presentations/demonstrations Marking and Assessment Report writing Records of achievement Monitoring pupil progress Record Keeping Special Educational Needs Coordination (SENCO) Exam entries and results School policy development Development planning Curriculum planning Timetabling Pupil contact (e.g. E-mail/intranet) Parent/Carer contact (e.g. E-mail) Staff contact (e.g. arranging meetings through E-mail/intranet) Partnership links Staff appraisal/supervision or mentoring On-line CPD/INSET On-line communities Financial records Budgeting On-line purchasing of services and/or goods Areas were ICT might help
Some sources of information - ICT and Workload • PwC. (2001). Teacher Workload Study: Final Report – 5 December 2001. DfES, London. http://www.teachernet.gov.uk/wholeschool/remodelling/workloadstudy/ • Becta, 2002. What the research says about ICT and reducing teachers’ workloads. Becta. Warwick. http://www.becta.org.uk/page_documents/research/wtrs_workloads.pdf • Case Studies from National Remodelling Team http://www.remodelling.org/case_studies.php • Freedman, T. (????) Make time with IThttp://easyweb.easynet.co.uk/%7Eetfreedman/tasklist.htm • Information Management Strategy http://www.teachernet.gov.uk/management/tools/ims/ • DfES, (2003) “Raising Standards and Tackling Workload: a National Agreement”.http://www.teachernet.gov.uk/_doc/3479/Agreement%20to%20reform%20school%20workforce.doc • Thomas H. et al, (2004). The Evaluation of the Transforming the School Workforce Pathfinder Project – Research Report 541. DfES.
Collecting money Chasing absences Bulk photocopying Copy typing Producing standard letters Producing class lists Record keeping and filing Classroom display Analysing attendance figures Processing exam results Collating pupil reports Administering work experience Administering examinations Invigilating examinations Administering teacher cover ICT trouble shooting and minor repairs Commissioning new ICT equipment Ordering supplies and equipment Stocktaking Cataloguing, preparing, issuing and maintaining equipment and materials Taking minutes meetings Co-ordinating and submitting bids Seeking and giving personnel advice Managing pupil data Inputting pupil data The 25 tasks no longer to be done by teachers The following common tasks according to the DfES need not routinely be carried out by teachers and should, as soon as practicable, be transferred to support staff or ICT