Defining Roles

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Defining roles

"Management is doing things right; = leadership is=20 doing the right things."-=20 Peter Drucker

=20 The Leadership role
Leadership with = ICT begins=20 at the top. With significant levels of expenditure made on ICT = resources=20 the rationale for decisions needs to be clear and developments = need=20 careful monitoring. This is not something that can be devolved to = a=20 corrdinator.
In regard to ICT investments, school senior = managers=20 should be able to demonstrate the relationship in their school = between the=20 investment made on ICT resources and improvements in learning = quality and=20 standards.

School=20 Leadership with ICT is an education programme for headteachers = (SLICT)=20 from the National College for School Leadership (NCSL). This = programme is=20 designed to support headteachers in the further development of = their=20 leadership role for ICT.

The=20 programme aims to:
=20 enable school leaders to develop their understanding of = the use of=20 ICT for improving school effectiveness
enable school=20 leaders to develop their understanding of the role of ICT in = improving=20 teaching, learning and pupils' achievements, both in ICT = capability and=20 when using ICT as a tool in other subjects
=20 enable school leaders to develop their own ICT = capability in order=20 to improve their personal productivity, in relation to their = leadership=20 roles
=20 examine the leadership and management implications of = managing ICT=20 in schools in order to maximise pupil/student = outcomes.
=20 examine strategic development planning for ICT = developments in=20 school in accord with local and national = strategies;
=20 give school leaders information time and space to review = and=20 develop their vision for ICT and its role in relation to their=20 schools.

Each of the above elements can therefore be = assumed to=20 describe an aspect of the role and responsibilities of the = headteacher in=20 regard to the development of ICT in the school.

Effective = ICT=20 programmes in schools are promoted by leadership at all levels. = Heads of=20 Department have a particular role to play in promoting ICT = development,=20 professional development and curriculum development in their = subjects. The=20 prime responsibility with ICT is to assure that statutory requirements for the use of ICT in = across=20 subjects, and the entitlement of pupils to National Curriculum ICT = across=20 each key stage, are fulfilled.

=20 The Coordination role
TeacherNet = describes the=20 role of ICT Coordinator as follows:

"ICT coordinators have a = number of=20 roles within a school. They highlight areas for the = development of=20 ICT within the School Development Plan, as well as = coordinating the=20 purchase and maintenance of equipment, software licences, = renewals=20 of filtering and virus protection software. There is also = some=20 responsibility to audit staff training needs and provide = suitable=20 training opportunities. An important part of the job = concerns=20 disseminating relevant information on integration of ICT = into=20 planning the curriculum. There is also a level of = interaction with=20 other staff members as the ICT coordinator has to keep = up-to-date=20 with development issues and keep colleagues abreast of any = changes.=20 The ICT coordinator also acts as a role model using ICT = skills in=20 everyday work."

However, in 'ICT in Schools - the Effect of Government=20 Initiatives', Ofsted found that:

"The coordination of ICT demands a = considerable=20 range of expertise, requiring good ICT understanding and = knowledge,=20 technical skills and the ability to provide professional = support.=20 Too many demands are placed on some ICT coordinators, most = of whom=20 have a full teaching commitment and few opportunities for = monitoring=20 the subject adequately across the school. In recognition of = the=20 demands of the role, larger primary, middle and secondary = schools=20 increasingly have more than one member of staff involved in = the=20 coordination of ICT."

Hence=20 the role of ICT Coordinator should involve the coordination of = activities=20 and developments described by an ICT development plan, in a = climate where=20 individual responsibilities for ICT at all levels for ICT have = been=20 previously agreed.
Team approaches to developing ICT, = supported by=20 senior management are most likely to be an effective approach in = what is a=20 systemic area of a school's work.

Coordination and = leadership=20 should go hand in hand in moving developments towards a defined = vision.=20 There should be opportunities for progress to be discussed upwards = and=20 downwards between the ICT Coordinator and SMT, and the ICT = Coordinator and=20 subject leaders.

The role and duties of an ICT Coordinator = should=20 be the subject of negotiation and review. However, the role is = likely to=20 include contributions towards staff development, management and=20 leadership, curriculum planning, resources, and teaching and = learning. A=20 tool to review the balance of priorities is included below. A key = question=20 for discussion of this will be: "Which duties will have the = greatest=20 influence upon achieving the school's vision for=20 ICT?"

		Useful = Links
	The=20 Strategic Leadership in ICT (SLICT) web site
		Downloadable files
	A tool to determine the priorities of the ICT = Coordinator's=20 role An example description of the role of an ICT = Coordinator=20 (Hampshire)

Introduction | Leadership=20 and Coordination | Teaching and Learning | Managing Infrastructure | Measuring=20 Success