instance, it could help participants understand teaching, learning and assessment strategies employed by other teachers, it could also generate a team spirit in making public the school’s goals, clarify functions and responsibilities and help staff to settle in (Wintle and Harrison, 1999). Already in this paper I have discussed how a good policy can help inform teacher planning. Additionally, it should also aid coherence, continuity, progression as well as being able to shape priorities amongst staff. The policy should provide teachers with an avenue to speak to each other about their work along with enabling them to understand how their own efforts fits in with the efforts of other teachers. Uniformity and consistency in school decision making should therefore be the end result. The most important thing to remember is that you as the ICT coordinator need to take the lead. With the involvement of all the staff they will have the opportunity to trial activities along with making comments on the policy itself. For every age range, staff need to write drafts for whichever corresponds to their teaching year.
Planning for Assessment
In a digital school, successful planning involves taking into account leadership styles, school culture, politics, relationships and emotions. Therefore, to plan effectively for assessment all plans need to ensure that there is a positive impact on student learning and teaching practices (Shaw, 2008, p. 31). Teachers are the key to change and your guidance through in-service training and consultation is the key to success. According to Shaw (2008, p. 31), the elements of planning in a digital school include: • Vision and goals, values and believes: Where are you going? What will it be like when you get there? Why make the journey? How will you travel? • People: Who is travelling with you on the planning journey? Who else should be invited along? What do these people bring to the process? • Facts and analysis: What is the environment in which your school operates- locally, regionally, nationally, and globally? What is the actual and ideal learning and teaching environment in your school? What resources have you got? What results are gained from them? What does your school need (rather than want) to ‘live its vision’ and achieve its goals? • Policy, practice and procedure: Are current school policies, programs and practices efficiently and effectively supporting teaching and learning? Will they support the desired change? The above questions, Shaw (2008) points out, can be used to help you as an educational leader, identify the implicit values and beliefs that influence planning. To be successful in your planning, therefore, will involve all these elements. However, without a vision of the future, understanding the needs and aspirations of the people affected by the plan, the relevant data about your school and determining whether any existing policies, programs or practices may or may not conflict with the planning process, your planning efforts will not be worthwhile. Planning at all levels is significant if there is to be good quality teaching with the help of clear learning objectives for students. You will not be able to obtain accurate and appropriate assessment results without teachers being trained to uncover various elements of students’ thinking and performance. This needs to be planned into lessons from the start otherwise there will be little progression and continuity in student learning. A systematic planning structure needs to be in place that will inform all staff of what has to be recorded. © ICTE Solutions Australia 2018
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