Libraries support staff development

Libraries Supporting Staff Development:-

Diversity Challenge Resilience

SCHOOL LIBRARIES IN ACTION

Supporting the Digital Education AgendaSupporting the Digital Education AgendaSupporting the Digital Education AgendaSupporting the Digital Education Agenda

Libraries Supporting Staff Development:-Applying Risk Management Principles To

Education and Training

PROFESSOR MICHAEL HOUGH.SEP 101

Diversity Challenge Resilience: School Libraries in Action - The 12th Biennial School Library Association of

Queensland, the 39th International Association of School Librarianship Annual Conference

incorporating the 14th International Forum on Research in School Librarianship,

Brisbane, QLD Australia, 27 September – 1 October 2010.

AN OBSERVATIONBlack (2008,32) reviewed the recent Australian research on teachers’ use of technology across three Australian education sectors. He noted that:

� “Technology is still an ‘innovation’ rather than a mainstream

Professor Michael Hough.3. Sep 20102

� “Technology is still an ‘innovation’ rather than a mainstream activity; the most important additional investment needs to be in teachers- to provide the support and professional learning that enables teachers to embed technology into their practices …. Time to learn is the greatest barrier.”

SOME USEFUL MINDSETS� A TYPOLOGY OF STAFF DEVELOPMENT

� A FRAMEWORK OF DEVELOPING SITUATIONAL LEADERSHIP AND THE VALUE ADDED USAGES OF I.C.T.

� A RISK MANAGEMENT APPROACH TO TRAINING


� A RISK MANAGEMENT APPROACH TO TRAINING

A STAFF DEVELOPMENT FRAMEWORK

� Ref:- Joyce ( 1996/7)


CLASSROOM TYPE I.C.T. SUPPORT AND

ADVICE REQUIREMENTSTYPICAL UPDATE ISSUES

� How To Work Effectively With A Web Based Learning System E.G. WebCT / TopClass for both self learning and class / group learning

� How To Use Web 2.0 Systems To Support Meaningful Learning E.G. Facebook/ Twitter / Wikis / Blogs / Learning E.G. Facebook/ Twitter / Wikis / Blogs / Sliderocket/ Slideshare/ Prezi / Moodle / 2nd Life

� Use of support software e.g. Studywiz / Protopage � How to use new learning options e.g. e-Books / e-readers /

� How to use Bloom’s Digital Taxonomy

Some I Centre Support Issues-1� ICT Support /Advice Role

� Location of ICT Help Desk and Support Services

� Physical Hub of I.C.T. Resources

� Virtual Hub of I.C.T. Resources

Staff Development and Training Resource� Staff Development and Training Resource

BUSINESS IS USING WEB 2.0!� For an example of an Australian small business initiative on how to use moodle go to:-

http://lms.demo.microsolve.com.au.

Microsolve is a Wollongong I.C.T. support business that offers an illustratory ‘moodle’ learning website for education e.g. an illustratory ‘moodle’ learning website for education e.g. high schools, as well as businesses to use

Some I Centre Support Issues-2eLearning Policy and Support Centre� Provides access a wide range of eLearning Tools and Resources (e.g. see Hay, 2010, Ch 9)

� Provides Training and Advice to Staff and Users-see useful eLearning resources listed in Finger & Jamieson-Proctor (2010, 226-227)

� Improve the Digital learning Capabilities-see in particular Hay (2010,145) for a summary of a 2008 research report on the information (2010,145) for a summary of a 2008 research report on the information behaviour of young people, and a list of at least 10 areas of problems and weaknesses in them as information users

� Maher & Lee (2010) analyse student internet usage patterns, together with the challenges and policies recommended to deal with these issues in a supportive way.

Some I Centre Support issues-3Major eLearning Assets� Either on a ‘stand alone’ (i.e. one iCentre per school), or as part of a wider iCentre network, to provide what Hay 2010, 163 describes as:- “ Online Information services” and ‘learning through Information services” and ‘learning through information’ scaffolds. Hay also provides a detailed example of 12 assets and services that could constitute appropriate eLearning services and scaffolds.

DISTRIBUTED LEADERSHIP

� ENHANCING THE LEARNING OF YOUNGER GENERATION LEARNERS / TEACHERS AND PARENTS

� DEVELOPING LEADERSHIP CAPABILITIES BASED ON EMOTIONAL AND MORAL INTELLIGENCE UNDERSTANDINGS AND CAPABILITIES


UNDERSTANDINGS AND CAPABILITIES� ACTIVATING PARTNERSHIPS WITHIN AND BETWEEN SCHOOLS AND THEIR EXTERNAL AND INTERNAL COMMUNITIES

NEW ROLES For School Leaders

� LODERING-Norse/Danish Term� Lindisfarne

� MENAGERING-French Army Term


Ellyard:-“Australia is over managed and under led”� We need LODERERS not MENAGERERS

BUILDING CAPACITY- LEADERSHIP THE

LIBRARIAN AS C.I.O.The C.I.O. RoleSenior Leadership Role on School Executive:-

� Particular Focus of Expertise:- Developments and Changes in ICT Based learning Options and Leadership On All Policies Affected by ICT Capabilities

� Responsible For ICT Policies:-� Hardware / Software / Move to Wireless / Cloud Computing / PDA’s / Cyber Safety/ Digital

Citizenship/ Legal Conformance

� Responsible For Information Security:-


� Responsible For Information Security:-� School Accreditation to relevant ISO Standards / Cybersafety / Security of School Information

/ Access Policies /

� *Responsible For Environmental Scanning on Behalf of School Exec For ICT based developments� Responsibility for maintaining awareness of new trends and capabilities in Digital Learning and

ICT based technologies/ Advice and Staff Development for the school

Some C.I.O. Leadership TasksThe Librarian As Chief Information Officer (CIO) Lee (2010, Ch 3) suggests the CIO should provide leadership to ensure that the following

requirements can be met:-� High levels of availability of digital technology across school functions� Adequate deployment of the Technology into Classrooms� Actual Usage of the Technology by Teachers and students in Classrooms� Access to Online learning Platforms (see Becta for example)� The conditions for normalised teacher and student usage are met (see Lee, 2010, 44) � Teacher Training and Support- especially ease of usage in the ‘normal’ teaching classroom� Relevance and Availability of the Technology for example the success and take-up of use the Interactive � Relevance and Availability of the Technology for example the success and take-up of use the Interactive

Whiteboard (IWB)� Infrastructure� Finance –see Lee (2010) for a compelling argument that the home is the much greater investment point for

student accessible ICT capability, and schools should accept this and learn how to network with these capabilities as a ‘normal’ relationship

� Leadership � Implementation� Bureaucratic and Hierarchical Control� Administration and Communication –especially level of compatability with eLearning systems� Impact of the Major Technology Corporations (e.g. Dell Apple Microsoft)

Situational LeadershipADOPTING THE APPROPRIATE LEADERSHIP ROLE AND ACTION(S) FOR EACH PARTICULAR SITUATION, AND

THE OUTCOME(S) SOUGHT OR REQUIRED


A SITUATIONAL LEADERSHIP MODEL

� INTEGRAL LEADERSHIP:-

A 4 QUADRANT MODEL OF SPIRIT, HEAD, HANDS AND HEART� BY RON CACCIOPE OF W.A.


INTEGRAL LEADERSHIP:- 4 QUADRANT

MODEL

� QUADRANT 1:-SPIRIT-(VALUES)-COMMUNITY & CULTURE

� QUADRANT 2:-HEART (FEELINGS)-PEOPLE WELL (FEELINGS)-PEOPLE WELL BEING

� QUADRANT 3:-HANDS (SKILLS)-EFFECTIVENESS

� QUADRANT 4:-HEAD ( LOGIC)-EFFICIENCY


16


A SITUATIONAL LEADERSHIP MODEL:-

SELECTING I.C.T. AS A POSITIVE ENHANCER OF SCHOOL PERFORMANCE


See Session Handout pp 5-8 Tables 1-4

EACH QUADRANT IDENTIFIES THE ROLE(S) FOR I.C.T. IN ENHANCING THIS SITUATIONAL REQUIREMENT AND

OUTCOME




Why a Risk Based Approach?Three Action Recommendations: � School Librarians and School iCentres need to become central agencies

in the staff development upgrades of staff, students and parents as the networked learning community emerges

� iCentres should promote adaptive staff development which must be developed using “targeting” techniques such as risk management applied to staff development choices, if the wide range of challenges and needs is to be met in upgrading teachers and leaders in our schoolsapplied to staff development choices, if the wide range of challenges and needs is to be met in upgrading teachers and leaders in our schools

� Librarians need to exert a leadership role in the I.C.T. support of teachers and leaders by developing into the Chief Information Officer (CIO) Role- a role which will require them to remain current in the developing technologies and recommended options, to provide effective leadership in selecting wisely from I.C.T. options and usages, and be available to ‘project manage’ and ‘house’ the actual approaches developed

RISK MANAGEMENTThe benefits of using a Risk Management Approach include but are not limited to:-

� * Increased likelihood of achieving objectives� * Encouraging proactive management� * Improved identification of opportunity and threats� * Complying with legislative requirements


� * Complying with legislative requirements� * Improved financial reporting� * Improve governance� * Improved stakeholder confidence and trust� * Improve controls by management� * More effective allocation of resources

R.M. and Training� In essence the risk management approach requires considered answers to the risks involved in educator’s answers to the following key questions:-

� What Item (S) Must Be Taught?� What Level (S) Of Achievement Is Acceptable?� How Can We Justify Our Choices In Selecting Or


� How Can We Justify Our Choices In Selecting Or Rejecting Items To Be Included And Taught?

� How Do We Know That They Have Been Taught To An Acceptable Level Of Achievement By The Learner (s)

� Have We Minimised Risk In Selecting Answers To Their Above Key Questions?

The Basic Risk Management Logic� ISO 13001:-The basic risk management matrix is a simple two-way analysis table-which enables level of risk to be matched against level of consequence. The extremes of a simple risk management matrix then become:-

� High Risk + High ConsequenceHigh Risk + Low Consequence


� High Risk + Low Consequence� Low Risk + High Consequence� Low Risk + Low Consequence.

So� One method of

� deciding which staff development options should be priorities for implementation, and to what level(s) should they be achieved?

� Deciding which of the leadership functions should be initially


Deciding which of the leadership functions should be initially supported by I.C.T., and to what level(s)?

Is to use the Risk Management approach as follows:-


RISK IN CURRICULUM CHOICEITEM TO BE ACHIEVED e.g. TEACHER SD RISK LEVELS

JOB IMBEDDDED ITEMS 1- ? FOR EACH ONE A RATING OF:

R1-High Risk + High Consequence

R2-High Risk + Low Consequence

R3-Low Risk + High Consequence

R4-Low Risk + Low Consequence

JOB RELATED ITEMS 1-? E.G. JR1- R1 / JR2-R3 / JR3-R2 ETC


JOB RELATED ITEMS 1-? E.G. JR1- R1 / JR2-R3 / JR3-R2 ETC

EMPLOYMENT SYSTEM RELATED 1-? E.G.

CAREER / PROFESSION RELATED 1 -? E.G.

SELF DIRECTED 1-? E.G.

OTHER? E.G.

EACH ITEM NEEDS TO THEN BE CATEGORISED

AS A REQUIRED LEVEL

The levels are:

Essential Knowledge

Important Knowledge

Basic knowledge

Associated knowledge

ESSENTIAL KNOWLEDGE� THE R.M. APPROACH ESSENTIALLY USES RISK LOGIC TO WORK THROUGH AND DECIDE:-

Levels of knowledge for use in the matrix table hierarchy. The levels are:

� Essential Knowledge


� Essential Knowledge

� Important Knowledge

� Basic knowledge

� Associated knowledge

ASSESSING RISK IN TEACHING APPROACHESTYPES OF TEACHING- EXAMPLES CONSEQUENCES AND RISKS INVOLVED

MAX CLASS TIME WITH EXPERIENCED SENIOR

TEACHER

ASSIMILATION OF SUBJECT MATTER BY ALL

STUDENTS , MOST COSTLY APPROACH. NO

DISCIPLINE PROBLEMS LIKELY

MIN CLASS TIME WITH JUNIOR TEACHER ASSIMILATION OF SUBJECT MATTER BY BETTER /

INTERESTED STUDENTS

POOR ASSIMILATION BY AVERAGE STUDENTS

MIN CLASS TIME WITH NON SUBJECT / AREA

QUALIFIED TEACHER

ASSIMILATION OF SUBJECT MATTER BY ONLY BEST

STUDENTS .LIKELY DISCIPLINE PROBLEMS AND

PARENT COMPLAINTS ABOUT POOR LEARNING


PARENT COMPLAINTS ABOUT POOR LEARNING

PROVIDE GUIDANCE NOTES NO CLASS TIME

ALLOCATED

LIKELY WORKABLE METHOD FOR VERY BRIGHT,

MOTIVATED STUDENTS WITH HIGH ACHIEVEMENT

GOALS. UNLIKELY TO GAIN SUCCESS WITH NON

MOTIVATED STUDENTS CHEAP TO RUN OVER

TIME

REFER TO OTHER COURSES WHICH A STUDENT

COULD CHOOSE TO EXPERIENCE AND LEARN

FROM

?

PUT UP A LIST OF REFERENCES AND USEFUL

SOURCES

?

DELIBERATELY IGNORE ?

ASSESSING RISK IN ASSESSMENT

APPROACHESASSESSMENT TECHNIQUE / APPROACH LIKELY ACTUAL OUTCOME + RISK

FULL ASSESSMENT OF EVERY LEARNING

OUTCOME EVERY TIME, ON AN

INDIVIDUAL STUDENT BASIS, BY

EXTERNAL ASSESSORS

HIGHLY EXPENSIVE AND TIME

CONSUMING BUT GUARANTEES? THAT

OUTCOME CLAIMED IS VALID

FULL ASSESSMENT OF LEARNING

OUTCOMES ON A GROUP BASIS BY

LESS EXPENSIVE AND STILL GIVES HIGH

LEVEL OF REASSURANCE BUT MORE


OUTCOMES ON A GROUP BASIS BY

EXTERNAL ASSESSORS

LEVEL OF REASSURANCE BUT MORE

RISK

PARTIAL ASSESSMENT OF LEARNING

OUTCOMES BY EXTERNAL ASSESSORS

RAISES RISK LEVELS THAT WHAT IS

CLAIMED TO BE LEARNED ACTUALLY

HAS BEEN

ANY OF THE ABOVE APPROACHES, BUT

BY INTERNAL ASSESSORS

RAISES THE RISK THAT RESULTS NOT

SEEN AS VALID AS EXTERNAL

ASSESSMENTS

PEER OR SELF ASSESSMENT ?

NO ASSESSMENT ?

SO A RISK ASSESSMENT OF TRAINING

APPROACH

� WHAT IS THE RISK IN THE WAY YOU HAVE RANKED OUTCOMES FOR ACHIEVEMENT?

� WHAT IS THE RISK IN THE TEACHING METHOD YOU HAVE ASSIGNED TO ACHIEVE AN OUTCOME?

� WHAT IS THE RISK IN THE ASSESSMENT METHOD YOU


� WHAT IS THE RISK IN THE ASSESSMENT METHOD YOU THEN ADD TO THE TEACHING SELECTED?

IN A MYSPACE DATE APPROACH� WOULD AN AUDIT TRAIL OF EVIDENCE OF THE RISK BASED DECISIONS ANALYSED AND THEN TAKEN PROVIDE REASSURANCE AND COMFORT TO THOSE ASSESSING YOUR SCHOOL?


PERCEIVED BENEFITSSome of the benefits of a risk management approach to training are as follows:� Improved Effectiveness Of Training Decisions Taken More Thoughtfully� Improved cost effectiveness of training� Improved allocation of training resources� Optimising of training efforts towards important and relevant outcomes � Ensuring appropriate knowledge is included in training� Ability to demonstrate to internal and external stakeholders fair and equitable


� Ability to demonstrate to internal and external stakeholders fair and equitable training decisions

� Minimisation of organisational legal risks - especially in relation to any statutory training requirements

� Ensuring staff Occupational Health and Safety risks are minimised� ?

FINAL COMMENTS-1� This is a very promising methodology and you are invited to work with Barry Horton and myself in developing this approach further


RememberThree key learnings: � Librarians need to actively promote their role as Chief Information Officer and influence the leadership of the school

� School Libraries need to evolve into iCentre(s)-which houses the knowledge-based resources

� School Libraries need to evolve into iCentre(s)-which houses the knowledge-based resources essential to modern learning and schooling.

� The iCentre will need to provide students and staff with a ‘one stop shop’ for all resourcing of, technology and learning needs on a daily basis.

THANK YOU

[email protected]
