[Previous] [Contents] [Next]

I>C>T Into the Classroom of Tomorrow

Section 6 Conclusions

6.1 The NOF training is one of the most significant staff development exercises ever undertaken in Scotland. It has achieved much so far, but the take-up of training has been slow and much remains to be done if the training is to achieve its overall aims in these final stages. It is important to maximise this staff development opportunity and ensure the highest quality of training for Scottish teachers and school librarians.

6.2 This report has offered a general overview of the operation of the NOF training this far and a range of examples of good practice in the areas of implementation and management. The key strengths and main action points arising from the evaluations are summarised below. To further assist in improving the quality of training in its final stages, the appendices provide checklists of points for consideration, presented in the form of possible questions for each of the key players - the training providers, education authorities and school managers.

Strengths of the training

6.3 The NOF training is successful at ATP/Education Authority level where:

• the provider promotes an appropriate quality of partnership and dialogue between itself and the EA;
• there is a common understanding of, and commitment to, key roles and responsibilities, including quality assurance;
• the provider regularly samples its training in terms of the quality of its implementation, the quality of achievement of the outcomes and the impact of the training on professional practice;
• the EA includes the NOF training in its service plan and makes clear to headteachers and others its expectations of schools and the place of the NOF training in their development plans;
• EA staff are deployed to manage, monitor and support the training and act as a purposeful contact with schools;
• the EA ensures that at school level there is access to appropriate hardware and reliable Internet access; and
• in-school tutors undergo a rigorous training programme to enable them to train and support their colleagues effectively.

6.4 The NOF training is successful at whole school level where:

• there is a commitment to the programme from the headteacher and senior and middle managers;
• the NOF training features in the school and departmental development plans and in the ongoing review of learning and teaching;
• a senior manager leads the initiative purposefully, involves the staff and agrees with them the pace of training and how best to manage its implementation;
• there is effective in-school tutor and mentor support; and
• the achievement of the training outcomes is discussed with individuals as a part of the cycle of professional review and development.

6.5 The NOF training is successful at the level of the individual participant where:

• there is an appropriate level of individual commitment to undertake and complete the training;
• individual needs are effectively identified and met through the trainee's programme;
• trainees have a broad understanding of the Expected Outcomes and the structure of their training programme;
• there is a good balance between face to face training and interim support;
• trainees learn new ICT skills and have a sound understanding of their application in the classroom or school library through good exemplification;
• there is a range of in-school training and support and where mentors encourage trainees in their progress;
• trainees complete tasks at key stages throughout the training and at its close;
• they can chart their progress and retain a portfolio of evidence of their achievement; and
• they produce finally an action plan which acknowledges their achievements through the training and directs them to further consolidation of their practice or the development of new skills areas.

Steps to improvement

6.6 Approved training providers should:

• continue to promote an effective level of contact and dialogue with their partner authorities, with a view to addressing issues, both general, and specific to certain schools;
• ensure that their quality assurance activities maintain a rigorous focus on:
  • the quality of implementation of the training programme;
  • the quality of achievement of the Expected Outcomes; and
  • the impact of the training on professional practice;
• disseminate good practice among their EA partners, with a view to encouraging and supporting quality improvement at all levels;
• use the technology as far as possible in their dissemination of good practice, including the use of Intranets, e-mail and e-conferencing; and
• continue to explore ways of encouraging effective trainee use of e-conferencing and discussion forums.

6.7 Education authorities should ensure that:

• there is an appropriate quality of partnership with their provider(s) which allows both parties to jointly monitor the success of the training, identify issues and establish further support where necessary;
• the NOF training is integrated suitably into their service plans and, at school level, into development plans, quality assurance procedures and the cycle of professional review and development;
• teachers have appropriate access to hardware and Internet connection in the authority's schools before embarking on training;
• they disseminate good practice across their schools in the management of the training and the use of ICT in learning and teaching; and
• the NOF training features regularly on the agendas of authority meetings with school personnel.

6.8 School managers should ensure that:

• the NOF training is a clear part of the school's development plan, quality assurance procedures and the cycle of professional review and development;
• the training programme is the clear responsibility of a senior manager, with a defined remit and appropriate time to fulfil the role;
• middle managers/principal teachers are involved in the management and monitoring of the initiative;
• there are personnel to fulfil the role of mentor, to support and encourage participant progress;
• the training of the school librarian in secondary schools is included in the overall management of the initiative;
• ICT is included in staff's ongoing discussion of learning and teaching; and
• good practice in the management and use of ICT is disseminated effectively across the school.

[Previous] [Contents] [Next]