Get on board the MDSS bus
Mackay District Special School
Stephen Dinham: Authoritative leadership, action learning and student accomplishment (2007)
• Links to Central Queensland’s Vision for 2012/13
THE PYRAMID OF
LEARNING IN A SCHOOL
Making a
difference
Leadership
Professional
Growth of Staff
The Building
Blocks
HR
School
leadership
and focus
Differentiated
Supervision
School
Morale
The Intangibles
Classroom
Teaching –
The What and
the HOW
Capability
Development
Community
Confidence
ICT
Collaborative
Practices
Evidence
based
decision
making
School
Culture and
values
Facilities
Valuing
Students
Finance
• Links to Mackay District Special School’s Vision for
2012/13
Better School
2. Coaching
1. School
Curriculum
 GROWTH Model
 Giving Feedback
to Teachers
 MDSS 2012
Curriculum
 Reading & Writing
- Four Blocks Way
4.Teaching
Practice
3. Staff
 Building resilient
teams
 Becoming better
teachers
 Reflective
practioners
Better Teachers
Better Results
Strategic
Leadership
Click here to see MDSS’s
AIP
Frequent monitoring of student progress – Toolkit 1 – Data collection focusing
on student literacy development
High expectations for students and staff – Toolkit 2 – Performance management
– how we do things better
Strong instructional leadership – Toolkit 3 – Coaching using GROWTH model
across all levels of the school
Parent/community involvement – Toolkit 4 – ICTs/Resource Centre
community partnerships
Introducing Toolkit 5
eLearning Vision is pervasive
in the school culture where
ICT is a natural and essential
part of learning for staff,
students and community
members
eLearning
LeadersFramework:
eLearning Vision
A place where teaching and learning occurs in an environment
that embraces ICTs including assistive and adaptive technologies
as tools to access the curriculum and create innovative, flexible
and rewarding learning experiences for students with disabilities.
Reflect
eLearning Vision
I collaborate to develop, implement, monitor and review a sustainable shared eLearning vision
Transforming
I ensure that the eLearning vision aligns with school and systemic strategic planning and policy towards improving student
Transforming
achievement
I lead a shared vision of purposeful change through transformational leadership
Transforming
My leadership focus is incorporating the on-going development of leadership capabilities across the school and to lead the school toward a culture focused on
school improvement. Adaptive and assistive technologies including IWB’s and iDevices are a key element of the improvement agenda, along with the
implementation of the Australian Curriculum and our Performance Management Framework and Resource Centre.
Using T. Sergiovanni’s Leadership Model as the basis for conceptualizing my leadership linked with V. Zbar’s ‘Better Schools, Better Teachers, Better
Results’, Michael Fullan’s ‘Power of the Principal” and J Zenger “ Leading in a Team Environment-Executives at every level: 5 strategic skills” I am using the
following project
A Performance Management System for School Improvement
Vision Driven
Data Based
People Powered
to drive the Mackay District Special School’s 2012 school improvement agenda.
I am operationalising the project through the use of four toolkits. These have been designed to lead the teams to focus on building capacity to sustain school
improvement through a coaching framework. As this is an evolving ‘living’ document toolkit 5 will form the basis of our eLearning Plan.
Key aspects around eLearning Leadership include the following:
•
distributing and sharing responsibility for leading eLearning with consideration of succession planning
•
facilitating all aspects of ICT implementation so that it supports individual, team and whole school improvement across the school and encompassing data
to inform our eLearning Plan.
Reflect
eLearning Vision
I collaborate to develop, implement, monitor and review a sustainable shared eLearning vision
Developing
This year, through the establishment of Toolkit 5 which focuses on the development, implementation, monitoring and review of our annual School ICT
eLearning Plan, consisting of our Principal, Deputy Principal, HOC and other eLearning leaders at our school I collaborate with all team members to drive a
sustainable shared eLearning vision at our school by actively promoting eLearning in my daily practice and by holding regular fortnightly Toolkit 5 meetings,
coaching conversations and through the school newsletter.
I ensure that the eLearning vision aligns with school and systemic strategic planning and policy towards improving student
Developing
achievement
Through leadership of Toolkit 5 I ensure that our eLearning team use the results from the School ICT eLearning Index , by using the three levels to measure
the maturity that our school has developed across the four ICT eLearning Drivers, to support our school with planning, evaluating and reporting of ICT
eLearning activities in our strategic planning integrated within the School Plan and Annual Implementation Plan (AIP) process, especially the School ICT
eLearning Plan to ensure that ICT and eLearning is integral to learning in our school.
I lead a shared vision of purposeful change through transformational leadership
Developing
Through transformational leadership I use my passion for eLearning to assist the school leadership team to establish a coaching culture through the GROWTH
coaching methodology in order to embed a conversational culture, where everyone feels confident and motivated in their roles, and where values and beliefs
are shared promoting caring and trust among all members, that contributes to a learning environment focused on constant improvement, especially in relation
to eLearning and Curriculum.
Reflect
eLearning Vision
I collaborate to develop, implement, monitor and review a sustainable shared eLearning vision
Developing
I participate in Toolkit 5 to create a sustainable eLearning vision in collaboration with other team members. Toolkit 5 is facilitated by the HOC and includes
Teachers and Teacher Aides with a passion for ICT. The Toolkit uses the results of the ICT index in order to develop a set of goals and to inform the direction
in which the group will drive change. Toolkit 5 meets regularly to monitor progress towards the goals identified in the eLearning vision.
I ensure that the eLearning vision aligns with school and systemic strategic planning and policy towards improving student
Developing
achievement
The eLearning vision shared by the school communities responds directly to the school AIP. ELearning is a key factor in all four areas of the School
Improvement Agenda:
1.School curriculum – differentiated learning
2.Coaching – use of GROWTH coaching model to enable staff to identify areas for development
3.Staff development – resilient teams – building capacity across the school
4.Effective teaching practice – target key stakeholder to encourage best practice
Through Toolkit 5 the team will ensure that the student achievement is kept front and centre at all times.
I lead a shared vision of purposeful change through transformational leadership
Developing
Through participation in Toolkits and within parameters identified by the Principal I facilitate purposeful change. Members of toolkits have been identified as
potential “Change Agents” who are capable of being catalysts for change.
Michael Fullan states “I see four core capacities for building greater change capacity: personal vision-building, inquiry, mastery and collaboration.” The Toolkit
system provides a forum for all these areas to be met. Moral purpose and change agentry combined are powerful drivers for productive change.
“Moral purpose keeps teachers close to the needs of children and youth; change agentry causes them to develop better strategies for accomplishing their
moral goals.” Michael Fullan (1993). In Special Education there are high stakes associated with having a strong culture of eLearning as the right Assistive
Technology solution can have life changing implications for students.
Connect/Act:
eLearning Vision

I collaborate to develop, implement, monitor and review a sustainable shared eLearning
vision

I ensure that the eLearning vision aligns with school and systemic strategic planning and
policy towards improving student achievement

I lead a shared vision of purposeful change through transformational leadership
Action
Resources
Measures
Timeframe
What are the key activities you w ill undertake?
eg human, f inancial
How w ill you
eg 3, 6 or 12mths
etc
measure the
success of your
actions?
Participating in fortnightly Toolkit 5 meetings
human
comprising of
Principal, Deputy Principal, HOC, school
eLearning leaders
The team is
meeting
fortnightly and
have a
visible
energised
and
inspiring,
presence in
6mths
the school.
Actively promoting the vision and our actions
towards achieving it (eLearning) and giving
the vision a high profile in our next series of
teaching and learning walks
human
eLearning focus section in our fortnightly
human
proforma
Published
3mths
every fortnight
human
website
“Digital Placemats – Teaching and Learning
6mths
feedback
school newsletter
eLearning Vision Statement on our school
Principals’
Published on
3mths
the website
human
Displayed on
with ICT” and the eLearning Vision on every
every
classroom wall
classroom wall
3mths
Working Digitally is a reflection
of how the school uses digital
technology as a way of moving
from traditional to
transformational ways of
working
eLearning Leaders
Framework:
Working Digitally
Reflect
Working Digitally
I nurture leadership development that enhances, enables and transforms teaching and learning through ICT
Transforming
I cultivate sustainable local, national or global networks and partnerships that enhance eLearning opportunities
Transforming
I model and enable staff to connect, communicate and collaborate safely, legally and ethically
Transforming
My expectation is that we will all interact digitally.
I lead the school to transform practice and work digitally by inspiring and supporting staff to use iDevices across all aspects of the school’s
operations. Teaching and Learning Walks are presented using IWBs incorporating video clips of students demonstrating their capabilities.
iPads/apps are identified that support pedagogy.
Sharepoint is the key communication point managing day to day messages and staff now look to it for the day’s key messages. All staff interact and
share documents through this portal.
I provide staff with opportunities to communicate through formal and informal learning communities and Education Queensland discussion lists by
encourage the sharing of information through the use of email, sharepoint, Oneportal, and OneSchool.
Using eLearning communities' school´s website provides parents and the community with access to up to date and relevant school and curriculum
information.
Our teachers use ICTs to support each other in the use of digital resources and curriculum planning by using ICT and virtual environments to
enable communication, interaction and collaboration focused on purposeful learning, among learners, teachers, and other local and global learning
communities.
Our school community is in the process of developing collaborative culture and protocols so that learners can operate effectively in connected digital
environments .
Reflect
Working Digitally
I nurture leadership development that enhances, enables and transforms teaching and learning through ICT
Transforming
I have been instrumental in instigating a whole school process shift from Individual Education Plans (IEPs) from Word based documents to completion of
Individual Student Plans (ISPs) on OneSchool. Due to our school context our students use the optional Report template on OneSchool and a schoolbased achievement scale. Teachers report on goals only so I have configured OneSchool Reporting to reflect individual student goals as set up under
their Specific Educational Requirements. I have led teachers in our school to engage in accessing, copying, modifying and adapting unit plans on
OneSchool. Through the “iPads for Success” project at our school I have collaboratively worked with our iPad coordinator and teachers at our school to
improve student learning outcomes for Students With Disabilities (SWDs). Some of the transformations that have occurred as a result of this project
include some of our non-verbal students who have not previously been able to demonstrate their reading ability and ability to communicate functionally
are now doing so through the use of the iPad and an app called Proloquo2Go.
I cultivate sustainable local, national or global networks and partnerships that enhance eLearning opportunities
Transforming
Through joint leadership of the “iPads for Success” project at our school we have established partnerships with a wide range of networks, including
parents, local mines and businesses and other schools within our region to share the iPad management processes at our school and ultimately enhance
eLearning opportunities for the students, staff and broader school community within our region.
I model and enable staff to connect, communicate and collaborate safely, legally and ethically
Transforming
Through joint leadership of the “iPads for Success” project at our school I have had to put strict processes and guidelines into place to ensure the safe,
ethical and legal use of these devices on Education Queensland’s Corporate ICT Network. Through leadership of our school’s ICT eLearning Community
I have led a number of afternoon sessions around the appropriate use of iDevices focusing on restriction settings and the use of LGS-PR-001: Consent to
use Copyright Material, Image, Recording or Name for parents and staff in the district.
Reflect
Working Digitally
I nurture leadership development that enhances, enables and transforms teaching and learning through ICT
Developing
Leadership responsibility is shared within the staff. Expressions of interest are invited for small leadership roles and to attend Professional Development
to develop ICT skills. Key staff members with a passion for ICT participate in roles such as ipad co-ordinator and website co-ordinator in order to drive
planned ICT initiatives forward. Staff members are given opportunities to demonstrate how they have embedded ICT into their pedagogy through
Teaching and Learning walks to every classroom.
Staff members are supported to work digitally through Computers for Teachers and the ipad program which is working towards every teacher and every
TA having an ipad. The School Improvement Team (SIT) model digital work practices through use of Elluminate sessions, communicating through
Sharepoint and encouraging the use of One Portal.
I cultivate sustainable local, national or global networks and partnerships that enhance eLearning opportunities
Developing
I participate in CQ Alliance of Special School discussions.
Online research from other countries is shared with staff for discussion.
I model strong partnerships with other Special Educators in the region and encourage professional partnerships across the various Special Education
settings. I maintain professional discussion with colleagues in the UK in order to compare how digital pedagogy is used in a variety of education systems.
I model and enable staff to connect, communicate and collaborate safely, legally and ethically
Developing
Through the use of Sharepoint and departmental emails I model digital communication. I encourage staff who are talented with ICT to share their good
practice and participate in collaborative sessions. The school ipad policy and procedures are adhered to and a teacher is in charge of maintaining control
over these systems.
Opportunity for collaboration on the direction in which the school is moving in relation to the eLearning vision through Toolkit 5. Staff are required to show
how they are embedding ICT and meeting the National Professional Standards through Teaching and Learning Walks. Staff are encouraged to
communicate digitally through Sharepoint and to interact with data collection documents through the shared documents facility.
Working Digitally

I nurture leadership development that enhances, enables and transforms teaching and learning through ICT

I cultivate sustainable local, national or global networks and partnerships that enhance eLearning opportunities

I model and enable staff to connect, communicate and collaborate safely, legally and ethically
Action
Resources
Measures
Timeframe
What are the key activities you will undertake?
eg human, financial etc
How will you measure the success of eg 3, 6 or 12mths
your actions?
Using distributed leadership a Toolkit 5 facilitator is appointed.
human
Toolkit 5 is established with
This is based upon expertise and interest. The facilitator sets in
members who meet
place parameters of the toolkit and identify actions with members
fortnightly. Share an apps for
of the committee. Build up number of suitable apps for the iPads.
the iPad at each meeting.
All staff and parents/carer givers of students using iDevices will
human
ongoing
complete an iDevice Agreement Policy . To be reviewed yearly to
6 months
over the next 12
months
ensure it reflects current thinking and applications.
Establish a process of interacting with data collection documents
human
using sharepoint and shared documents
Toolkits 1-5 are loaded and
3months
made accessible on shared
documents from
Sharepoint/OnePortal
All staff will access Student Protection modules on eLearning and
human
100% staff have a certificate
will receive a certificate of completion.
of completion (on-line
Staff to become familiar with iConnect and competent in using
student protection training)
Eluminate (therapists and AVTs)
20% staff having completed
3 months
12 months
Eluminate as moderators
Move school sharepoint to OnePortal
human
100% of staff able to access
shared documents from home
1 month
Developing Professionals
articulates expectations
regarding teacher and leader
capabilities necessary to deliver
quality teaching and learning in
a contemporary learning
environment
eLearning Leaders
Framework:
Developing
Professionals
Reflect
Developing Professionals
I empower staff to develop their eLearning capabilities, as well as develop my own, aligned with system, school and
Developing
personal goals
I provide ongoing support to continuously improve eLearning practices and advance capabilities
Developing
I monitor and evaluate workforce capability, to identify performance and professional development needs, through
Developing
engagement with the Smart Classrooms Professional Development Framework
I focus my team on being able to transfer new skills to changed pedagogical practice and improvements in the classroom by:
•Identifying teacher ICT capabilities-developing ICT skills and encouraging
teachers to engage with and seek accreditation through the Smart
Classrooms Professional Development Framework
•Developing an understanding of how ICTs can enable improved teaching and learning by creating opportunities for teachers to engage
with the Digital Pedagogy Pack
•Identify and invest in professional development for staff towards improving eLearning practices and advancing capabilities through
developing collaborative, reflective, inquiry based ICT professional learning models and culture aligned to the school’s vision and goals
•Planning and implementing effective professional learning focused on and embedded in teachers ‘ ICT practice using mentoring and
sharing of practice and promoting professional learning opportunities available through Smart Classrooms initiatives such as OneChannel
and Edstudio.
Reflect
Developing Professionals
I empower staff to develop their eLearning capabilities, as well as develop my own, aligned with system, school and
Developing
personal goals
Over the past few years I have led our schools ICT eLearning Community and been responsible for empowering staff to develop their eLearning
capabilities through regular afternoon information sessions and workshops relating to the effective use of ICTs for Students With Disabilities (SWDs),
OneSchool, Smart Classrooms Professional Development Framework, OneChannel and The Learning Place. I am a lifelong learner and continuously
develop my eLearning capabilities aligned with system, school and personal goals as identified on my Developing Performance Framework in
collaboration with my Principal. Last year I completed the Elluminate Web Moderators course on The Learning Place as well as participated in Round 2 of
the “Websites for Schools” Pilot as site administrator. I also attended the eLearning Master Class and the Accredited Facilitator (AF) training for Digital
Pedagogical Licence (DPL) in 2011. My next goal is to complete and grow within the ICT eLearning Leaders Framework towards attaining “transforming”
in each category.
I provide ongoing support to continuously improve eLearning practices and advance capabilities
Developing
I have provided ongoing support to continuously improve eLearning practices and advance capabilities through regular coaching conversations with staff
and leadership of MDSS ICT – LC over the past years and Toolkit 5 this year. Through MDSS ICT – LC and Toolkit 5 I have been instrumental in
conducting and facilitating regular meetings and workshops with the school and broader community around the effective use of ICTs for students with
disabilities. Over the past years I have also conducted various professional development sessions for teachers at our school about using the various
features of OneSchool, with the most recent including Optional Reporting Formats and Specific Educational Requirements as well as Accessing, Copying
and Editing C2C Unit Plans and recording assessment results to report on the overall progress of SWDs. This has brought about the transition from
Microsoft Word based Individual Education Plans (IEPs) to Individual Student Plans (ISPs) created on OneSchool for 100% of students enrolled at MDSS
from the start of 2012. As a result of this transition all teachers are now setting up individualised goals on OneSchool for SWDs in their class and can now
through the ISP transfer these provisions directly over to their unit plan to allow them to indicate with ease how they are differentiating for the individual
needs of the students in their class. All parents of SWDs now receive a meaningful report card using the optional report card format twice a year that
reflects the progress their child has made in their individual curriculum goals. Grading systems are now evidence based and comments given at the level
curriculum was delivered.
I monitor and evaluate workforce capability, to identify performance and professional development needs, through
Developing
engagement with the Smart Classrooms Professional Development Framework
The 2010 School Opinion Survey (SOS) identified that only 64% of staff were satisfied with access to professional development opportunities that relate to
school and systemic initiatives. As part of the Annual Implementation Plan (AIP), one of the key strategies to increase satisfaction ratings was to develop
ICT skills of all teaching staff, in line with MDSS ICT eLearning Plan. Performance measures were set to 50% of all teaching staff to be signed off on level
1 of the SCPDF. As (Digital Pedagogical Licence) DPL holder and (Accredited Facilitator) AF I consulted with various teachers regarding embarking on
their journey of the SCPDF. Initial responses included reluctance to engage due to time restraints, resources and lack of knowledge. To this end I set
about trying to minimise the effects of these restraints by:
Attending the eLearning Masterclass and successfully obtaining $3000 funding based on a submission to assist in the development of eLearning
Professionals at our school
Consulting with our School Improvement Team (SIT) and developing an action plan for developing eLearning Professionals
Organising and facilitating various workshops through our Information Communications Technologies Learning Community (ICT-LC) and other external
agencies
Conducting peer coaching interviews and supporting teachers with resources
Some of the outcomes to date include
Achievement of performance measures of 50% of teaching staff signed off on level 1 of the SCPDF in 2011
Principal, DP and HOC engaging with the Smart Classrooms eLearning Leaders Framework in 2012
Two teachers identified as catalysts for change are being supported on their journey towards level 2 of the SCPDF in 2012
Introduction of the “Education Support Workers Framework” to the teacher aides employed at our school at a staff meeting to be targeted during our
weekly “teaching and learning walks” in Semester 2 2012
Reflect
Developing Professionals
I empower staff to develop their eLearning capabilities, as well as develop my own, aligned with system, school and
Developing
personal goals
Through the Developing Performance Framework system staff are encouraged to identify key areas for development to assist their eLearning journey.
GROWTH coaching is used throughout the school to enable staff to develop and articulate their goals. Key members of staff are identified and offered the
opportunity to seek accreditation with the Smart Classrooms framework. Success is celebrated and good practice is shared and encouraged. Staff are
made aware of eLearning PD opportunities by a Senior Teacher in her role as Professional Development Co-ordinator.
I provide ongoing support to continuously improve eLearning practices and advance capabilities
Developing
I provide opportunities for staff to improve their eLearning practices by participating in online training through the learning place, advertising local ipad user
groups and by enabling staff to collaborate and share good practice. I model the process of advancing capabilities by sharing with staff my areas for
development and then sharing when I have learnt something new.
I monitor and evaluate workforce capability, to identify performance and professional development needs, through
Developing
engagement with the Smart Classrooms Professional Development Framework
As part of the Toolkit 5 group we are identifying where we are now and where we want to get to. The group use the ICT index, DPFs and general audit
information to gather this information. The group then set some clear goals that are Specific, Measurable, Achievable, Recordable and Timed (SMART).
The group meets regularly to monitoring progress towards these goals.
Developing Professionals

I empower staff to develop their eLearning capabilities, as well as develop my own, aligned with system, school and personal goals

I provide ongoing support to continuously improve eLearning practices and advance capabilities

I monitor and evaluate workforce capability, to identify performance and professional development needs, through engagement with the Smart
Classrooms Professional Development Framework
Action
Resources
Measures
Timeframe
What are the key activities you will undertake?
eg human, financial etc
How will you measure the
eg 3, 6 or 12mths
success of your actions?
Development of an ICT PD plan containing hyperlinks to the key
human
information as part of Smart Classrooms Professional Development
TRS days for those
Pedagogical ICT license
ICT certificates
Framework
staff
Advanced Pedagogical
Teachers become active, supportive and enthusiastic
human
ICT certificates
12 months
12 months
contributors/leaders in online and face to face eLearning communities TRS days for those
Pedagogical ICT license
advocating the innovative pedagogies underpinning ICT use
staff
Advanced Pedagogical
Implement and lead a supportive ICT- focused peer-
human
ICT certificates
12 months
coaching/mentoring program
TRS days for those
Pedagogical ICT license
6 months
staff
Advanced Pedagogical
Human
100% staff have an
Link ICT PD to DPP whereby teachers and support staff identify a
goal with an adaptive/assistive technology focus
identified ICT goal on
DPF
Facilitate ongoing teaching and learning walks to develop an
Human
understanding of professional learning needs and provide
100% staff engage in TL
12 months
walk
authentic feedback with a futures perspective and how iDevices
support pedagogy
Continue to utilise Professional Learning Networks, conferences and
Human
100% staff engage in TL
other channels to identify new and useful ICTs that may be used in
TRS days for staff
walk
the classroom to improve teaching and learning.
financial
12 months
Enabling Learners focuses
on establishing effective
learning environments
necessary to address the
needs of learners in a
complex changing world
eLearning Leaders
Framework:
Enabling Learners
Review
Enabling Learners
I allocate time, resources and opportunities to maximise learning potential of eSpaces, digital pedagogies and digital
Developing
resources
I promote blended learning environments that are student centred and cater for the needs of all learners
Developing
I foster a learning culture where ICT learning expectations are explicit for learners and the shared responsibility of staff
Developing
We have been able to create engaging, effective and flexible learning spaces for students and establish an environment for the future. With strategic
planning we have been able to through NSSCF provide IWBs for all learning spaces along with wireless connectivity across the school site.
Local community sponsorship has provided support to purchase iPads for use across all learning environments. “ MDSS iPads for Success” project
drives the focus and implementation and has links to Toolkit 5.
Through engaging in OneSchool we continue to extend learning opportunities and improve learning outcomes by:
•
Supporting teachers to recognise and integrate a variety of authentic uses of ICTs in curriculum planning and delivery that is underpinned by EQ
initiatives
•
Collecting, communicating and collating student assessment data to inform curriculum design and to report on student progress. This has been a
significant change to the way we go about business particularly as the teachers embed MDSS 2012 Curriculum into our learning, teaching
assessment and reporting culture, and
•
Using digital environments to provide access to digital resources for improved curriculum planning.
Review
Enabling Learners
I allocate time, resources and opportunities to maximise learning potential of eSpaces, digital pedagogies and digital
Developing
resources
Most of the students enrolled at MDSS require significant support and adjustments to enable them to participate in the general curriculum as a result of
their disability. Most of them also require significant support in the area of functional communication. At MDSS a significant amount of time, resources
and opportunities have been allocated to the iPads for Success project, since the iPad is a tool that provides our students with multiple methods of
engagement and it promotes Universal Design for Learning. The iPad also offers plenty of opportunity in the area of communication and selfmanagement. The touch technology and available applications offer strategies that promote access and communication for students with a disability.
From a special needs teachers perspective the iPad can easily accommodate different learning styles. As such, the iPads for Success project is growing
from strength to strength. Some of our students are now, able, for the first time to use digital technologies to access information and to communicate
and collaborate with others at school and in the wider community. Through delivering and facilitating training related to iDevices for parents and staff in
the school and district and working in partnership with our School Improvement Team (SIT), Parents and Citizens Association (P&C) and staff in the
school as well as advocating Disability Services Queensland (DSQ) to parents for funding to support the acquisition of iPads, we have been successful
in raising funds to support our school’s iPads for Success project with our current situation reflecting 26 school and 29 student owned iPads in a school
with a student enrolment of 80. Through our ICT – LC I offer and promote opportunities to maximise learning potential of these resources.
I promote blended learning environments that are student centred and cater for the needs of all learners
Developing
As a result of the diversity of our student population and the wide range of student needs that we cater for within the special school learning
environment, physical learning spaces and teaching spaces form a very important focus of our everyday school life in order to promote equitable access
opportunities for students with disabilities (SWDs). As a result of this, we opted to convert our NSSCF to flexible funding in order to purchase
SmartBoards as opposed to laptops to increase student access. For promoting access to computers and iPads, other very important considerations for
our students include mounting systems, environmental controls, computer access options, switches, switch adapters and interfaces. We often have to
refer our students to occupational therapists and physiotherapists, accessible from student services on The Department of Education, Training and
Employment’s (DET) website to make recommendations for individual student’s regarding the consideration of furniture, learning environment and
physical learning spaces.
I foster a learning culture where ICT learning expectations are explicit for learners and the shared responsibility of staff
Beginning
At our last Toolkit 5 meeting we discussed the Student ICT Expectations for Prep to 3 and their place in relation to the ICT strand of our developmental
school based curriculum. We made an agreement that we would focus on the audit of the ICT strand of our developmental school based curriculum and
evaluate it in light of the Student ICT Expectations for Prep to 3 in alignment with the Australian Curriculum – ICT Capabilities, in Toolkit 5, in order to
make it the shared responsibility of all staff, and to include this area to action in our School ICT eLearning Plan within the Enabling Learners driver.
Review
Enabling Learners
I allocate time, resources and opportunities to maximise learning potential of eSpaces, digital pedagogies and digital
Developing
resources
The school budget is aligned with the school Annual Improvement Plan which contains within it the eLearning agenda. Specific cost centres are set up
for the purchase and replacement of digital resources. Purchases are made in response to an identified need and with a clear purpose in mind. Staff are
then provided with ample training opportunities to enable them to maximise the use of the resource. Teachers receive Professional Development
certificates to acknowledge their learning. The ipad co-ordinator receives 0.1 fraction NCT to fulfil the role.
I promote blended learning environments that are student centred and cater for the needs of all learners
Developing
Comment:
Many students with disabilities are dependent on assistive technology for communication. All classrooms are divided into clear areas for learning.
eLearning takes place in a variety of learning environments, for example:
-Students gather to use the IWB for guided reading
-Students use proloquo2go app on their ipads to make requests at shops during community outings
-Students access ipads in the playground to make choices and communicate with unfamiliar staff members
-Students access the Resource centre and borrow resources
I foster a learning culture where ICT learning expectations are explicit for learners and the shared responsibility of staff
Developing
I have an expectation that student ICT outcomes will be explicitly addressed on every student’s ISP. Staff will be expected to set clear goals for each
student then plan for learning opportunities and report on the progress towards these goals. ISP goals are shared with all teachers and TAs who work
with the student and data is collected to show evidence of progress.
Enabling Learners
I allocate time, resources and opportunities to maximise learning potential of eSpaces, digital pedagogies and digital resources
I promote blended learning environments that are student centred and cater for the needs of all learners
I foster a learning culture where ICT learning expectations are explicit for learners and the shared responsibility of staff
Action
Resources
Measures
Timeframe
What are the key activities you will undertake?
eg human, financial etc
How will you measure the
eg 3, 6 or 12mths
success of your actions?
Audit ICT strand of MDSS 2012 Curriculum to include ‘switch
Ian Bean’s ‘switch
progression roadmap’ and to delete out-dated technology Embed the
progression roadmap’
Student ICT Expectations in the school´s curriculum framework for
AF network
teacher planning and implementation
TRS release time
All teachers to report on the ICT strand indicators
completed strand
6 months
Human
Report cards
12 months
Developing an ‘assistive technology prototype kit’ to enable teachers to
iDevices financial
Production of the kit
6 months
trial specific technologies for their students
support-Toolkit 5
Harnessing the Enterprise
Platform focuses on the
processes, systems and
practices necessary to develop
and maintain effective learning
and business productivity
eLearning Leaders
Framework:
Harnessing the
Enterprise Platform
Review
Harnessing the Enterprise Platform
I support the establishment and/or sustainability of a futures oriented infrastructure to support digital learning and
Developing
curriculum objectives
I ensure equitable access to appropriate ICT, for students and staff, to achieve the eLearning vision
Developing
I collaborate to collect, analyse and critically evaluate data to support innovative eLearning practices
Developing
Over the past 2 years there has been a clear focus on supporting staff to use their knowledge of digital pedagogy in
powerful new ways by considering:
•Flexible anywhere anytime access for students, teachers and parents that suits individual styles and needs
•Exploration of learning environments not bound by time and space that adapts to all learning styles and needs and is
supported by personalised timetable, curriculum and physical spaces
•The use of iDevices to enable students to learn new things in new ways not previously possible
•Establishing and using a digital library to provide opportunities for personalisation through access, creation, use and
repurposing of quality assured digital learning resources within and beyond the school
• iDevices to create online communities that would not otherwise be possible to transform student learning.
The ICT infrastructure and technical support underpins the school’s eLearning vision. We have created a flexible
reliable and appropriate technical environment that supports students and teachers as they engage in effective digital
learning and teaching.
Review
Harnessing the Enterprise Platform
I support the establishment and/or sustainability of a futures oriented infrastructure to support digital learning and
Transforming
curriculum objectives
At MDSS I assist the Principal in the role of OneSchool as School and Reporting Administrator and Timetabler and with the Managed Internet Service
(MIS) as Administrator. The initial stages of the rollout of OneSchool at MDSS were met with signs of stress and cynicism by some staff. Regarding
our website we often received negative comments, which, in 2011 only served one purpose, namely, that of, hosting our SAR as one of EQs
requirements. At the beginning of 2011 it was evident that a number of non-teaching staff were not accessing their e-mail, which, upon closer
investigation was directly attributed to lack of knowledge. To this end as OneSchool and MIS Administrator, I:

Organised and conducted school-based workshops and provided individual support and mentoring to staff on the use of OneSchool over the
past three years as well as the MIS last year

Became involved in the second round of the Websites for Schools Project with the Principal in the role of site manager to create a dynamic
website for our school community
Some of the outcomes to date include

MDSS SAR 2010 identifies that a high number of staff are confident in engaging and using OneSchool to perform tasks specific to their jobs and
all staff can now access their MIS Webmail as is evident in their e-mail responses

Revitalised school website
I ensure equitable access to appropriate ICT, for students and staff, to achieve the eLearning vision
Tranforming
The 2010 School Opinion Survey (SOS) identified that only 41% of staff were satisfied with the availability of ICT resources in the school. Two
performance measures toward strategic planning identified on the AOP include targeted use of school resources measured with an increase to 50% of
classes with Interactive Whiteboards (IWBs) and an increase in the number of students with iDevices (iPods/iPads) leading to differentiated classroom
learning. As leader of MDSS Information Communications Technologies Learning Community (ICT-LC) and Accredited Facilitator (AF) for Digital
Pedagogical Licence (DPL), I have been instrumental in:

Delivering and facilitating training related to iDevices and IWBs for parents and staff in the school and district

Working in partnership with our P&C to run a successful art auction raising in excess of $5000 funds to support our school’s iPads for Success
project

Advocating Disability Services Queensland (DSQ) to parents for funding to support acquisition of iPads

Assisting the DP to successfully apply for and receive funding for the sponsorship of iPads

Assisting the Principal to apply for the latest round of the National Secondary Schools Computer Funds (NSSCF) which was received and
converted to flexible funding used to purchase additional IWBs
Some of the outcomes to date include

Success in supporting staff and parents to access community and government funding for iDevices and IWBs

Beginning 2012, not only had we achieved the performance measures identified in the AOP, but had an IWB installed in every class and 26
school and 29 student owned iPads in a school with a student enrolment of 80

Results of a school based survey conducted in Term 1 2011 showed an increase to 59% and the same survey in Term 3 2011 continued to show
an upward trend to 79% satisfaction with availability of ICT resources
I collaborate to collect, analyse and critically evaluate data to support innovative eLearning practices
Developing
The Principal has introduced Toolkits at MDSS this year to target the different priorities in our school as identified on our AIP. As leader of Toolkit 5 my
priority is to collaborate with members of the toolkit including the Principal, DP, teachers and teacher-aides in order to collect, analyse and critically
evaluate data to support innovative eLearning practices and to work with other school staff and community members in order to create a shared vision
for eLearning at our school. I have been instrumental in advancing EQ strategic smart classrooms agenda by using initiatives within the strategy to
support our SIT (School Improvement Team) to identify where we are now, where we want to be and how we are going to get there. In consultation
with my Principal we successfully use the four drivers of the ICT eLearning Index as framework to lead the way in yearly data review to support long
term planning and inform our eLearning Plan and Census. We have successfully implemented the “iPads for Success” project at our school and
through Toolkit 5 are currently embarking on a new venture supported by two of our local mining companies Thiess and Peabody Energy regarding the
advancement of independent achievement of students with disabilities using assistive and adaptive technologies.
Review
Harnessing the Enterprise Platform
I support the establishment and/or sustainability of a futures oriented infrastructure to support digital learning and
Beginning
curriculum objectives
The annual budget has a cost centre allocated for replacement and repair of ICT resources. We are a school leadership team that works to build
capacity among staff at all levels to ensure that expertise is not lost when staff move on. We have small leadership roles identified in the school – ICT
coordinator and ipad coordinator to ensure sustainable program delivery.
I ensure equitable access to appropriate ICT, for students and staff, to achieve the eLearning vision
Beginning
The ICTs in the school are rolled out according to a transparent and equitable timeline. For example this semester all teachers and teacher’s aides in
the school will have been allocated an ipad to use with the students to support curriculum objectives. We have a Toolkit 5 ICT Team who develop
processes by which staff can request resources as and when required.
I collaborate to collect, analyse and critically evaluate data to support innovative eLearning practices
Beginning
In our Toolkit group which focuses on eLearning we look at as much data and other information as we can gather before deciding to invest in a new
technology. In our school we collect and interpret data to show improvements in teaching and learning. We look at the relationship between innovative
eLearning practises and these improvements. For example we have some non-verbal students using ipads to show their ability to read. There has been
a direct relationship between the improvement in their PM Benchmark and the innovative practice of using Proloquo2go on the ipad
Connect/Act:
Harnessing the Enterprise Platform

I support the establishment and/or sustainability of a futures oriented infrastructure to support digital learning and curriculum objectives

I ensure equitable access to appropriate ICT, for students and staff, to achieve the eLearning vision

I collaborate to collect, analyse and critically evaluate data to support innovative eLearning practices
Action
Resources
Measures
Timeframe
What are the key activities you will undertake?
eg human, financial etc
How will you measure the
eg 3, 6 or 12mths
success of your actions?
Technician establishes a ‘help site’ on sharepoint including FAQ and
human
3 months
answers to your tech problems (Bruce’s therapy site)
To continue developing our suite of software to support digital devices
financial
asset register
6 months
Move from a ‘paper based ‘ school to a ‘digital based’ school. Explore
financial
school based survey
12 months
hits on the visits to our
6 months
the feasibility of using text messaging (idevices) with all members of our human resources
school community to communicate key messages.
SMS technology
Newsletter is digitally produce and is accessible through our webpage
human
webpage
Teachers and parents/caregivers use digital communication tools to
replace present paper based communication books. (iphone, email,
ipad, ipod)
human
school based survey
12 months