Every primary school has the daunting task of embedding ICT and E- Learning into their curriculum. This practical manual is the first part of a 2-volume set that together makes up a detailed 2-year training programme for primary ICT and E-learning co-ordinators. The books combine key strategies and information with a weblog discussion from a group of 'virtual' co-ordinators who share their problems, fears and successes over the two-year programme, based on the author's wide experience of working with new co-ordinators and experienced staff on training programmes and in general support. Book 1 is designed specifically for co-ordinators new to the role who need starting points and broad support. It presents a structured training programme split over three terms, guiding co-ordinators through the key stages of developing and implementing ICT policy and practice, including: o auditing existing school systems o reviewing and revising the school policy for ICT o reviewing the ways in which ICT is used as a teaching and learning tool across the curriculum o examining methods for the management of technical support services o establishing a clear overview of standards in ICT, including a review of assessment procedures, moderating work, monitoring teaching and learning and creating E Portfolios. The books have a companion website, which will offer downloadable versions of the photocopiable sheets from the book, as well as links to other sources of help and advice.
Chapter 11: July
Week 41, Task 31 – Planning CPD Provision
Having completed your audit of staff in terms of future CPD, I'd like to spend a little time considering how the various needs may be met. The next few weeks are time in which you may wish to quietly complete the audit if it has not been possible to do so before now. The BECTA self-review offers the following target areas in terms of best practice.
5b-1 Range of Development Opportunities
‘A wide range of development opportunities are provided both within and out of school which meet the individual needs and styles of most staff.’
5b-2 Quality of Professional Development
‘Professional development activities for most staff are consistently timely and closely linked to the school's ICT resources, current practices, ...