Table 3.4.1: Headteachers’ and senior managers’ ranked responses to potential descriptor terms of personalised learning of response Descriptor More than 20% of headteachers and managers Highest Included in further analysis Worthwhile reversed polarity of Bureaucratic and time-consuming Achievable reversed polarity of An ideal – can’t be done in real schools Every pupil fulfilling his/her potential Individualisation Every child matters Targeting particular pupils (SEN) Learners owning learning Pupil choice Better target-setting voice – making sure everyone is heard Differentiation Collaborating – institutions, staff and students Flexible curriculum 20% of headteachers and managers or less Highest Not included in further analysis Embracing creativity Mentoring Learning to Assessment for learning A range of provision Inclusion Developing thinking skills New for a range of staff Pupil autonomy Tailored learning of management Motivation Communication
The institutional strategic or planning documents have no clear function for ICT. ICT is incorporated into institutional strategic plans but without a clear focus. There is a draft policy identifying support and usage but no action plan. The policy has been developed through consultation across the institution. Focus on establishing effective ICT systems. There is a clear written policy and action plan. Developed through consultation. Focus on effective learning outcomes rather than technology per se. There are clear areas identified for curriculum development and ICT solutions. is clear and innovative vision, from which a shared policy and action plan have been developed. Focus on the potential of ICT to have an impact on teaching and learning, and on effective support mechanisms to maximise attainment. Model 3: Leadership/management maturity 1. Planning There is no detailed ICT development plan or ICT element within the institution. If a plan exists, it has not been updated in the medium term. There is an up-to-date detailed ICT development plan embedded within the SIP. It has clear targets for ICT. Funding is allocated on an ad hoc basis. There is an up-to-date detailed ICT development plan embedded within the SIP. It has clear targets for ICT. Funding is allocated on a formula basis similar to other subjects. There is a long-term strategic plan for future developments within the SIP. This is supported by an up-to-date ICT development plan embedded within the SIP. It has clear targets for ICT. Funding is allocated on this basis. The SIP includes a detailed ICT development plan with and targets, costings and a commitment to developing ICT across the whole-institution curriculum, in line with new innovations for teaching and learning. 4: Workforce maturity 1. Planned staff development in ICT
Little CPD is encouraged or takes place. Individuals have to identify their own needs and training. Needs are identified through performance management reviews but targets may not be set. There is regular identification of IT and other development needs. Annual targets included within the SIP are set for staff. There may be some evaluation of impact. Staff are encouraged and supported in meeting targets. All staff have institutional supported CPD. There is a process for the induction of new staff. Impact of development is evaluated in relation to classroom performance or, in the case of support staff, effective administration. 5: Linkage 1. Communications throughout the institution Curriculum, learner and management information is held by individuals and in a of formats. Curriculum, learner and management information is held in electronic formats and shared within the institution. Curriculum, learner and management information is documented, centralised and easily accessible; is up-to-date and accurate; has an appropriate interface with human systems and practice. Curriculum, learner and management information is integrated; is informing the evolution and development of systems and practice; is enabling and influencing is accessible from all sites; is accessed and contributed to by staff, with confidence. Curriculum, learner and management information is embedded within institutional practices; is used to support learning and teaching, and quality assurance; feeds into external communication channels; influences institutional development.
Work ethos 0.067 Random (level 1 variation) There are systematic individual differences between learners in the effects of work ethos on investment in learning (as the fixed effect is relatively large and positive, this suggests that it is even larger for some learners and smaller for others – with a negligible or negative effect for very few). Work ethos -4.002 Random (level 1 covariation with constant) The effect of work on investment in learning is negatively correlated with the level of investment in learning. The effects of work ethos are higher for learners with low investment in learning. Secondary Personalisation (full form) as DV General comments: Most of the random variation appears to be at the learner level (319.84) with some at year level (8.38) and negligible variation at the school level. All predictors decrease goodness-of-fit (p < .05) and increase AIC if excluded from the models. Predictor Parameter Type Description Work ethos +0.445 Fixed Higher work ethos is associated with greater personalisation. Use of ICT +0.228 More opportunity to use ICT is associated with greater personalisation. P-maturity +0.100 Higher school p-maturity is associated with greater learner personalisation. Average point score -1.080 Higher average academic performance at school level is associated with lower learner personalisation. Year (linear contrast on 7 to 10) -1.541 Personalisation decreases (on average) from Years 7 to 10 (this contrasts with zero-weighted Years 11 to 13 where data is sparse).