9 Steps to Improving Your Leadership in ICT

Teaching Strategies

By Michael Hilkemeijer

Earlier I discussed with you how to inspire change in the classroom with 13 steps. Crucially, it is in having an understanding of how students learn about, through and with ICT that such elements will come into fruition. It is when there is increased attainment in student ICT capability levels that will define whether your leadership is effective. In turn, this will lead to your school being more economically competitiveness as news of your school’s results flows through the community. 

In light of this, Kennewell et al. (2000, pp.62-63) recommends these nine steps for educational leaders in ICT the will enhance and improve just how effective will be. 

  1. Be aware of developments in ICT itself.
  2. Be aware of published research and professional advice on ICT teaching.
  3. Identify staff development needs and providers.
  4. Provide, or facilitate, in-house staff development where ICT is appropriate.
  5. Revise schemes of work for ICT and advise other subject leaders concerning ICT in their schemes of work, so as to ensure an appropriate range, frequency, challenge and progression in students’ learning of ICT.
  6. Monitor the implementation of schemes of work and report to senior management.
  7. Evaluate the quality of ICT teaching through comparison of assessment results.
  8. Monitor the quality of ICT resources and report to senior management.
  9. Monitor the frequency and range of students’ active use of ICT across the curriculum and report to senior management.

Other ways to improve your leadership involves ensuring that your roles and responsibilities are clarified. You will then be able to determine what the exact skills are needed in order to meet these requirements. It may become obvious that some of these roles might involve someone in a leadership role with a higher status other than yourself, such as a senior member of staff, to carry out these responsibilities and that will also place a greater emphasis on what they do amongst other staff. An action like this will thus prove that more people will take notice of them. 

In many schools, the responsibility of the technical expert/technician may fall within the hands of ICT leader. Such a task is not only challenging but also time consuming and requires a lot of expertise. To allow more time for you to focus on helping teachers in the implementation of ICT, it is recommended that this task is outsourced externally. 

Finally, if you teach at a primary school then I suggest that you distribute such a role according to the strengths of different teachers. According to Kennewell et al. (2000, p. 86): 

” The precise allocation of these responsibilities to two or more staff will depend on the size of the school, the qualities and interest of available staff, as well as the potential for appointing new staff. It is important, too, that a particular member of the senior management is responsible for all initiatives and monitoring concerning these responsibilities in order to ensure that the overall effect is developmental, coherent and supported. It should also be expected that some tasks which are currently seen as a specialist’s responsibilities increasingly become part of the role of subject leaders, and some should be adopted by all teachers.” 

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