eLearning Planning Guide Matrix – DRAFT ONLY
Foundation / Emergent / Innovative / TransformativeeLearning Leadership / School leadership is not actively engaged with eLearning planning. / School leadership supports an eLearning vision and use across the school. / School leadership has integrated innovative eLearning uses into school strategic planning. / School leadership recognises the potential of eLearning to support whole school transformation and change.
· No collective or written eLearning vision or agreement
· No detailed eLearning plan for improvement / · eLearning vision statement set by a committee
· The school has an up to date and detailed eLearning plan with clear targets and funding sources / · eLearning vision is wide ranging, shared by all stakeholders and matches the school vision
· School planning includes short and long term eLearning targets and commitments across the whole school and all curriculum areas / · The vision recognises the potential of eLearning
· Evaluations of successful innovative eLearning activities support wider school change
· The school leadership supports a culture of continuous eLearning innovation
· Leadership responds to eLearning activities as needed
· Leadership has little impact on the integration or use of eLearning / · A qualified eLearning leader works across the school
· A leadership team plans eLearning activities and directs the use of eLearning resources / · Experienced eLearning leadership initiatives proactive activities and motivates staff
· An eLearning committee includes school leadership to support innovation throughout the school / · eLearning leadership is highly skilled and qualified. Staff coach others in an ongoing capacity
· An inclusive leadership group promotes eLearning across the school and monitors its impact
Student eLearning Capability / The school has not identified student eLearning capabilities. / The school focuses on developing and measuring student ICT skills. / The school has high expectations of students’ eLearning capabilities and designs eLearning activities to engage or challenge students. / Students work with the school to improve their eLearning capability. The school capitalises on students’ access to personal technology.
· The school is generally unaware of students’ eLearning capability and personal access to ICT
· There is little or no formal assessment or recognition of students’ eLearning achievements / · There is a whole school approach to assessing eLearning capability
· Student eLearning programs focus on developing and measuring stand-alone ICT skills
· Students are able to use their personal ICT devices to assist in the completion of class activities / · The school offers speciality programs for students with higher or lower eLearning capabilities
· ICT skills are developed in the context of curriculum activities
· The curriculum includes specific opportunities for students to use their personal ICT devices / · The school is very aware of student’s eLearning capabilities and provides a range of activities to challenge and support all students
· Student’s personal access to ICT is integrated into school programs
· Students are involved in assessing their own eLearning capability and setting targets
· Students are given no opportunities to select eLearning resources
· The curriculum and eLearning resources support sequential learning / · Some students are allowed to select eLearning resources, when appropriate
· Concurrent learning is valued but not adopted by all staff consistently across the school / · Most students are encouraged to make decisions about their use of ICT to work autonomously
· Students know that their concurrent learning is valued by teachers and incorporated into learning plans / · All students are encouraged and challenged to make autonomous choices about their use of ICT
· The curriculum and eLearning resources enable and encourage multi-tasking and concurrent learning
Learning, Teaching, Assessment and Reporting / eLearning is limited to delivering some regular curriculum activities. / eLearning for many purposes occurs at different levels and rates in individual classrooms. / eLearning is coordinated across the school to support all aspects of teaching and learning. Innovation is supported through various approaches to improve student learning. / eLearning offers a new curriculum and a new way to teach, assess and report for all teachers, students and classrooms. All staff share a common eLearning pedagogical framework focussing on student learning.
· Some staff adopt eLearning in their classrooms with little school guidance
· Some curriculum areas and school plans include eLearning
· eLearning is confined to discrete lessons
· There is little awareness or discussion about eLearning in the curriculum / · An eLearning progression plan indicates a range of eLearning activities across year levels
· Most staff use eLearning in their classrooms but there is no overall guidance
· eLearning is an ‘add on’ to the curriculum
· Staff have had some discussions about eLearning and have explored some possibilities / · There is a detailed school plan for eLearning in the curriculum that includes knowledge, understanding and skills to be developed each year (VELS)
· Curriculum leaders have identified key focus areas for eLearning and these are followed by all staff
· Some curriculum innovation has taken place and has been evaluated to inform future planning
· Emerging technologies are explored / · A detailed school plan is used by all staff
· eLearning has been embedded centrally into all curriculum plans. The school develops, stores and shares curriculum / eLearning resources for the future.
· The curriculum and is regularly reviewed and redesigned around the benefits of eLearning
· Emerging technologies are integrated into curriculum plans\
· There is little understanding about how eLearning can improve teaching and learning
· Staff use eLearning in the curriculum but don’t build on their ideas
· There is no formal monitoring or evaluation of the use of eLearning in the curriculum / · Teachers and leaders are aware that eLearning can support student learning, but the effective of use eLearning is based on trial and error
· Staff engage in ad-hoc monitoring when needed, including lesson observations and evaluations. / · Teachers use a conceptual framework (eg: POLT) to guide their use of eLearning to improve student outcomes
· School leadership regularly plans and monitors areas for teacher improvement
· The school devotes time to exploring new approaches to using eLearning to improve student learning / · All staff use a common conceptual framework to plan and evaluate eLearning
· Teachers’ use of eLearning is analysed in terms of its relationship with student outcomes
· Staff regularly evaluate and reflect on their own teaching through peer observations, analysis of planning and discussions with students
· The school uses little or no ICT to record, track, analyse or track student attainment or progress. / · The school is beginning to explore the use of ICT for assessment, but this is limited to some staff
· Access to systems are at a local level only and is uncoordinated across the school / · Most staff record student assessment on an agreed, networked system
· There is some evidence that the system is effective in analysing data and improving student outcomes / · The school has an integrated assessment and recording system available from school and home
· All staff regularly use the system to track groups and individuals to improve outcomes
· The school does not facilitate electronic communication with parents
· Communication may be limited to email, text messages and a static online presence / · The school uses ICT systems to compile and publish student reports
· Specialised staff input student data and manage the reporting process / · Teachers periodically enter student assessment data into a reporting system
· The school periodically publishes reports to parents
· Teachers and students use ICT to record and annotate digital portfolios as part of the reporting process / · The school uses an online system to continually present student assessment and outcomes to parents
· Parents, students and teachers use an online system to upload and view student work, monitor improvements and moderate assessment, including student self reflection
Foundation / Emergent / Innovative / Transformative
ICT Professional Learning / ICT professional learning is undertaken by interested teachers through ad-hoc opportunities. / The school manages ICT professional learning activities for all staff. Programs are isolated and are not followed up. / Schools plan coordinated ICT professional learning opportunities emphasising reflection to inform professional practice. / Schools lead an ICT professional learning community, including personalised and integrated professional learning programs for all staff.
· Interested individuals identify their own needs and seek training
· Learning is undertaken either individually or for the whole staff / · Teachers’ professional learning needs are identified through a whole school review, eg: ePotential
· Limited professional learning opportunities are offered at specific times or planned well in advance / · Schools regularly identifies and reviews the eLearning needs of its teachers
· eLearning professional learning programs and milestones are integrated into whole school planning documents
· Professional learning programs and resources are available ‘just in time’ to support teacher needs / · All school staff have a personalised eLearning plan relating to whole school needs
· Staff use professional learning opportunities to develop and share their skills and ideas
· Professional learning is delivered from a range of sources, including face to face, online, from other teachers or from students
· Individuals may try out new ideas in their classrooms but this is not monitored / · New ideas are trialled in an ad-hoc way
· The outcomes of the program are not evaluated to inform ongoing professional learning / · New ideas are discussed before being implemented.
· Innovation is evaluated but there is no system to embed successful practice across the whole school / · New ideas are planned, trialled, supported and evaluated
· There is an established systems for the outcomes of professional learning to inform the school and its curriculum
Learning Places and Spaces / eLearning is focussed on accessing standard ICT resources in the classroom, pod or lab. / A range of networked eLearning resources are available for access at any time and any place. / The school’s eLearning resources and curriculum supports concurrent learning and learning beyond the physical school environment. / eLearning offers personalisation through a wide range of technologies, locations and a student centred curriculum.
· Little or no account is taken in planning for student learning that takes place outside of the classroom
· Strategies to manage cyber-safety and online ethics are the responsibility of individual teachers / · Some staff are aware of student learning outside of school and incorporate this into lessons
· The school uses common tools and processes to ensure students are provided with a safe learning environment / · Most curriculum resources identify out-of-school learning opportunities and ICT based resources students can access
· The school critically evaluates and implements customised programs and processes to manage online student safety and ethical behaviour / · Lessons and curriculum plans encourage direct students to ICT resources outside of school. Students provide input into future curriculum plans from out-of-school research
· Online safety is controlled and monitored by local processes, including tools to support individual students’ self management and personalisation of access
· Most computers are outdated with limited capacity to support flexible programs
· Equipment is maintained when funding is available
· Little use is made of online learning resources
· Students use the computer as a reward or ‘add-on’ / · The school has a standard range of computers, peripherals and software
· Important resources are networked
· Infrastructure supports teams or clusters of learners
· Staff use online learning resources ‘as is’
· Teachers plan for students to have time on the computers / · The school has a good range of working ICT resources and a large peripheral selection
· All computers are networked with high speed internet connections
· All staff select and evaluate software and online services for their curriculum needs
· Teachers use and modify online learning resources
· Teachers plan students’ access to computers as per curriculum needs. A range of student groupings are adopted / · The school has high access to computers and peripherals and has adopted emerging technologies
· Networks and software systems support sharing and collaboration
· Extensive use is made of online learning resources. Teachers create or personalise electronic resources. The school has a learning management system to support online learning.
· Teachers plan student access to ICT in relation to curriculum and individual needs.
Learning Communities / eLearning is limited to activities within individual classrooms. / eLearning programs share common goals within the school community. / The school community regularly discusses the use of eLearning and integrates its use into existing school communication. / eLearning is used to develop new and agreed ways of communication, collaboration and professional discussions within and beyond the community.
· The community is generally unaware of the school’s eLearning activities and resources
· The school does not have a dynamic, updated online presence
· There are no opportunities for the community to access the school’s eLearning resources or programs / · The school has occasional meetings and presentations to inform the community about its eLearning programs and resources
· The school is planning an online presence and exploring the use of electronic communication with the community
· Some community members use the school’s eLearning resources in an unplanned way / · The school regularly promotes and communicates its eLearning programs within the community
· The school’s dynamic and updated online presence encourages communication through surveys, submissions and email based forms
· The school encourages the community to use eLearning resources and programs at set times / · The school regularly works with the community to collaboratively review eLearning programs and resources
· The school uses eLearning to engage the community in student and teacher learning
· The school’s website encourages collaboration and links to the wider school community
· The school runs eLearning workshops for the community
· eLearning is seen as the responsibility of individuals within the school
· Individual teachers develop their own plans and targets for eLearning / · There are clear role definitions for eLearning responsibilities in the school
· Teachers share their eLearning solutions and classroom activities through presentations and documenting effective practice / · A committee representing all school staff reviews and monitors activities resulting from the eLearning plan
· Teachers integrate eLearning discussions into professional learning teams and collaborative planning activities / · The school community share collective responsibility for implementation of the eLearning plan
· Professional learning teams and online forums are used to proactively plan new curriculum and discuss pedagogies enabled by the innovative use of eLearning
eLearning Planning Matrix - Draft as of 15/02/2007