Module 9 Activity 7 Role of the Leader

The role of the leader of  a school is of paramount importance in ensuring that the ICT vision of the school is realized.  This will mean ensuring that all staff members are on board with the vision and will work towards it.

The article ‘Why Vision Matters’ speaks to the need to articulate a vision and combine this with sound values or principles to effectively run an institution.  A profound statement for me is the one which states that ‘the absence of a vision will doom any strategy -- especially a strategy for change’ which suggests that an institution that has no idea where it wants to go, will never get there if there is no vision.

 

Equally important is the need for staff to be aware of the vision and the principles upon which the company operates.  To equate this with a school, the teachers will know what they need to know in making the school achieve its goals. A disciplined approach to vision and values will help teachers understand what's important for the school in which they work. It tells them not just what, but also how and why they are expected to deliver. If all teachers at a school share in the ICT vision of a school, they will be more inclined to do all in their power to ensure that the schools goals are achieved.

At my school, the principal has a vision for ICT integration and teachers are working towards this vision. It will require some work since there will be need for training/professional development and availability and adequacy of resources.

In the article ‘The art of Chaordic Leadership’, the leader/manager must first be able to manage himself: his integrity, character, ethics, knowledge, wisdom, temperament, words and acts. Once this is done, the leader can then manage the staff so that the vision may be realized. Without their respect and confidence, little or nothing can be accomplished at the school. The school leader must be cognizant of the fact that he cannot bring about change on his own; he must have the backing of the staff to realize an ICT integration vision.

Module 9 Activity 6 Survey Results

Having perused Theo and Terry-Anne's survey results, it is quite clear that their findings are similar to mine.  The results revealed that there is some measure of ICTs that are used at the institutions surveyed but the degree of use differs. In Theo's case, some teachers use ICTs but to a limited degree, while others do not use it at all due to the lack of competence. This was also the case with the results of my survey with the one teacher who responded that she does not use ICTs.  In Terry-Anne's case, the teachers make use of ICTs but they have not integrated it into their teaching and learning. What is common in the three survey result is the need for training and infrastructure so that ICTs can be properly integrated.

Module 9 Activity 5 Lessons Learnt from other Schools

It was an interesting activity in trying to determine what obtains at other schools regarding their ICT vision. It was revealed that schools are at different levels on the continuum of ICT integration, but crucial to their success is the need to have a shared vision.

Learning Communities

The Gayaza High school is an all girls government boarding school covering grades 8 – 13 which has integrated ICT into its operation. It offers a broad array of life skills like communication, analysis and critical thinking, and they boast of cultivating logical and creative approaches to problem solving in their students which they achieve by addressing the needs of each student.

At Gayaza they believe in a high level of academic excellence and this is a challenge that each student must face. Their goal is meet these expectations for all their students in a supportive, loving environment. With their ICT based education they endeavor to make sure that every student has access to the very best 21st century education by engaging them in a hands-on learning in class. Their goal is to educate students to become citizens of the global society, ready to take on the challenges of this still new century.

At present, teachers at Gayaza use ICT to prepare and print exams, prepare lesson materials and record sporting activities.  Most importantly, the teachers also use ICTs to teach lessons.  Students engage in the use of ICTs to do activities such as researching on the internet, and recording sporting activities. Students also get the experience of sitting in classes that are powered by ICTs. The school boasts computer labs which are utilized by students to get their ICT related work done.

The Gayaza High School has as its motto ‘Never Give Up’ and they use this as the guiding principle to execute projects/ideas. Gayaza appears to have a school headmistress who embraces the vision of ICT integration and they are making strides to do this. When compared to my school, there are similarities in terms of the use of ICTs. Like Gayaza, my school has IT labs that may be used for classes, but accessibility at the times when they are needed poses a problem. Teachers at my school also use ICTs to prepare and print exams, prepare lesson materials and teach lessons to some extent. What is lacking is the full integration of ICTs into the existing curricula of my school. Students in my school are encouraged to use ICTs to learn under similar circumstances to what obtains in Gayaza High School but it is taken a step further in Antigua and Barbuda because the fourth and fifth form students were issued with personal tablets that they are expected to use to complete ICT related activities.

Recommendations for my School

If my school is desirous of integrating ICT into its curriculum, it is imperative that the following measures be put in place:

·         Sensitize all stakeholders as to the value of ICT

·         Ensure availability of ICT resources

·         Train all teachers and students in ICT

·         Ensure accessibility to ICT resources

·         Existence of support for ICT at the school

·         Obtain teachers’ commitment to the innovation

·         Ensure that school practice supports use of ICTs

Module 9 Activity 4 Whole School Improvement Framework

Activity 4 Part 1

A school which integrates ICTs is one that is connected and fosters ubiquitous learning. ICT will be used by all elements of the school to enhance learning.  Teachers will use ICTs to adequately plan and prepare their lessons, that is, technology for instruction preparation and instruction delivery.  Students will use them to learn to solve problems, create products, communicate and share their perspectives with each other. The school, on the other hand, will use them to ensure the smooth functioning of the plant. The vision of the school will encompass ICTs being used to

• ·          effectively enhance teaching and learning in all areas of the curriculum,
• ·          support collaborative and co-operative learning,
• ·          develop higher order thinking skills,
• ·          assess learning
• ·          enhance professional development of teachers
• ·          help all students realise their educational and social potential.

The culture of the school will be one that has a supportive environment with leadership fully on board. ICTs will not be taught as a distinct activity (just in case learning), but rather will be acquired ‘just in time’ as it will have more meaning for the learners.

There are certain principles that permeate schools embracing ICT integration. This includes the concept of experimentation where teachers and students are not afraid to venture into unchartered waters as far as using ICTs to learn.  

Module 9 Activity 3 Thinking about the Whole School

I have done an assessment of my school and have found that some areas are in need of improvement in relation to ICT integration. Although my school has some ICT resources, it is not fully integrated.

How ICT integration will affect my school is discussed below:

Leadership: For ICT integration to be successful in a school, the school leader must ‘buy in’ to the idea.  Unfortunately, school leaders stifle interventions that are beneficial to their schools when they do not see the wisdom in embracing the idea. ICT is one way in which learning in a school may be enhanced especially when the students use it as a tool for learning. In my school, there is still the need to incorporate ICT in the curricula of the various subject areas. Teachers are given laptops to jumpstart their preparation for the integration process and students at the upper levels are given tablets to do their part.  Yet, the synergy between the teachers, students and the way in which learning takes place is still missing. The school leader needs to embrace a school plant that is infrastructural and human resource ready for ICT.

Curriculum and Assessment: A major part of ICT integration in any school is fashioning the curricula to support ICT for learning.  Subject disciplines would need to revisit their curriculum offerings and ensure that they support the use of ICT. At present, my school’s curriculum offerings do not show ICT integration.  There are some attempts for students to use ICT in their learning, but it is not fully integrated.  This will require serious curriculum reform with input from the necessary stakeholders. If ICT is integrated into the curriculum of my school, the culture of the school will change to be one that shows connectivity in all areas and ubiquitous learning will be the order of the day. Assessment will incorporate the use of ICT in all subject areas.

Critical Reflection: Reflection is an integral aspect of the teaching/ learning process. Teachers need to reflect on what they plan to teach, what they are actually teaching (reflection in action) and reflect on what transpired in the classroom (reflection on action) in order to enhance learning. When teachers practice to reflect, it gives them the opportunity to determine what works and what does not work. At my school, reflection is not a wide scale practice although there are some teachers who claim to reflect on their teaching. To determine the impact of ICT integration in any school, reflecting and making changes to the way things are done will positively impact the way teaching and learning take place.

Teamwork: ICT integration in a school suggests the use of communication, sharing and collaboration between teachers.  Gone are the days when teachers sat and worked in their ‘egg crates’ to get the job done. For ICT integration to be successful in my school, teachers need to be willing to share and exchange ideas about what they do to make learning meaningful for their students. Getting teachers to work together is still a work in progress at my school, but in time, the school will see the benefits of the practice.

Staff Appraisal and Development: ICT integration into a school suggests that staff must be appraised to determine where they are in terms of their knowledge of ICTs. At my school, many staff members know basic ICT skills but require more knowledge, skills and competencies if they are to make ICT as a part of learning. There are still some staff who are afraid of computers and make very little attempt to use same. If ICT is integrated, it would mean that staff development would be the order of the day so that the skills needed to teach the students to learn using ICTs will also be known by the teachers.

Module 9 Activity 2 School Scenarios

As a leader in a school, there are numerous problems which you will encounter on a daily basis and it is up to you to ensure that measures are put in place to solve them. As in the case of the Thuto primary school, the school leader must start the ball rolling to prevent the pirating of utilities and to correct the internet issues which they have.  Even if he/she does not take on the responsibility first hand, the measures that are put in place must be initiated by the leader. It is also very important that the leader leads by example and do not take a back seat when things are there to be done. Once the leader is visible and there are signs of commitment from him/her, the other members of the school will also be motivated and committed to the tasks of getting rid of the problem.  The school leader’s role is pivotal to the direction in which the school moves in its undertakings.

Module 9 Activity 1 Self Assessment

Self Assessment as a Leader

For several years, I have played the role of a leader dealing with a myriad of personalities to ensure that a specific set of curricula meet the needs of the children and are that they are taught the correct way. The leadership skills used ensured that at the end, each person works towards the common goal of the programme. I practice leadership skills that are commensurate with the individuals that I have to deal with.  I do not believe in fighting fire with fire, and as a result of this, I find different ways of dealing with the matters at hand. Instead of the traditional top down type of leadership, I make each team member see the reason why certain things are done.  With this type of ‘buy in’, the members will be a part of the decision making and will be more compelled to achieve the goals set.

A good leader is one who can achieve goals by having input from each member of his team. He/she has a vision which is the guiding principle upon which he/she operates.  As a leader, I try to incorporate as many of the following characteristics as possible.

• ·         A good leader is capable of inspiring his team members to see the vision and work towards achieving it. He should be able to motivate his team members to want to achieve the goals of the group.
• ·         He uses his intuition to help him to make decisions. When leading a team, there might be unchartered waters and it is up to the leader to lead his team members along the path.  For example, in a school where ICT is to be integrated, there will be areas of uncertainty and it is the leader’s responsibility to chart the course.
• ·         Is creativity: As a leader, it is important to learn to think outside the box and to choose which of two bad choices is the best option. By utilizing all possible options before making a rash decision, a leader can typically reach the end conclusion he/she was aiming for.
• ·         Has a positive attitude: A leader wants to keep his team motivated towards the continued success of the effort, and keep the energy levels up. 
• ·         Has the ability to delegate: The key to delegation is identifying the strengths of the team that you lead, and capitalizing on them.
• ·         Is honesty: A leader must make honest and ethical behaviour a key value and the team will follow suit.
• ·        Is good at communicating: Being able to clearly and succinctly describe what you want done is extremely important in a leader. If a leader cannot relate his vision to his team, team members won’t all be working towards the same goal.
• ·         Is committed: If a leader expects his team to work hard and produce quality content, he is going to need to lead by example. 
• ·         Is confident: As the leader, by staying calm and confident, you will help keep the team feeling the same.

·         Confidence: As the leader, by staying calm and confident, you will help keep the team feeling the same.