Seems to add more bureaucracy?
If done properly though in a larger school without micromanagement it could effectively bridge the gap between education/techy side of things. Don't see how there would be enough work though for any I.T. Director unless they are taking over curriculum roles and techy roles? Therefore taking jobs from I.T. Hod and Network manager.
Yep, this was me apart from not answering to the Business Manager but to the Head (me and BM were both on the SLT).
Chunks of my role have been merged into that of the Business Manager now (Director of Operations) and this is a growing trend ... Business Managers (those doing CSBM and DSBM) don't have to come from a financial or HR background ... some are from Buildings and H&S, some from IT / Technical, some from pastoral care.
Apologies for not getting back to you on this ...
The Role can take on a number of the following areas but they are, as pointed out by Bossman, an extension of the Strategic Leadership of ICT (a course that Heads / Deputy Heads went on and usually followed up by a team of 3/4 key staff in the school going on TeamSLICT ... typical group would be the Bursar / Deputy Head with responsibility for ICT/IT and Head of ICT Curriculum. Occasionally you would also get the Network Manager or the Data specialist or even an eLearning specialist)
Try looking at it from the following areas (by no means the only way, but has worked quite well)
It is a cyclic process so there is no correct start point or end point. It is a dumbing down of other methodologies but can easily be padded out with ITIL and FITS, with projects managed via PRINCE2 methodologies if needed. Each section is also cyclic too.
Break this down into needs analysis, financial planning and sustainability
Break this down into change management, service management and release management
This is the tricky one IME, but break it down into 360 user feedback (consisting of user feedback from staff, students, SLT and support team ... don't forget to get user feedback from the support team!), suitability feedback and innovation/change studies.
A lot of manglement speak there ... but breaking it down and pointing towards things like FITS (and trying to keep this fairly short)
Needs Analysis - You should be providing a system that does what is required to deliver the curriculum, run the school and cover other agendas such as Parental Engagement. It is a two-way things ... sometimes the technology will dictate the use and other times the user will dictate the technology. It *has* to be a two-way discussion and will involve conversations with subject leaders, keys staff in the school (eg pastoral care, exams officer, finance, buildings / caretakers, even the school nurse and PCSO) and has to fit around the present School Development Plan. It will feed *back* into the school dev plan too but more on that later.
Financial Planning - The model for finance planning is based on what you need, when do you need it, how do you propose to change and what financial impact it has on the school. Sometimes it will be that the finances dictate what you can do and sometimes it will be the other way around. Remember that should you not be able to afford to provide tools / resources that a subject need for a new course (eg Music Technology) it will impact on how well they can run the course or even may stop them from running it. Compromise is the important term here ...
Sustainability - There is no point in planning for stuff in one year unless you know how it will be paid for in years 2-5 (or longer). You need to refresh equipment on a cycle. Becta have some tools for this (already linked somewhere ... will add the link again later) but that ranges from desktops and laptops, to servers, to backup tapes, to network hardware, to printers, to scanners, to ... well ... I think you get the idea. Consumables are important here too and can easily be forgotten ... and we go back to the needs analysis again ... just because the teachers need it in year one ... they will need it in year two and so on. Digital cameras get broken and lost, batteries for netbooks in science could do with replacing. Try to base it in experience within the school and talking with others. (hey ... I bet that place EduGeek could help there!)
Change Management - Oh my ... the more you look at change management in schools the more you realise that it is not just in IT that it is desperately needed. Introducing new courses, refurbishing the carpet in classrooms, changing break duty systems ... many people follow change management processes based on the important (and oft forgotten) skill called common sense. Important to remember that not everyone follows it in the same way and the key to it being smooth is communication. Strategic planning introduces the chance to take a bit more time and not having to set out an new ICT suite based on the idea of the Head 3 weeks before the end of term! FITS really goes into change management and if people don't look at anything else in the full ITIL or in PRINCE2 then change management is the key!
Service Management - This is the bit that tends to affect most members here. Small things like the introduction of an SLA help, improved documentation, training, a helpdesk (either physically or as a process) ...
Release Management - This is often bundled in as part of Change Management but I have it separately for a single reason. Politics! As much as we might hate to deal with politics in schools it happens, from that little bit of gossip about who earns what for however much or little work they do ... through to Union involvement in changes to working conditions (eg teachers signing the AUP often gets reviewed by unions). Not everyone needs to know the full picture all the time. The big picture ... yes ... but not every little detail. It is not their job, they have to trust you to get on with it the same way you trust them to do a good job teaching / preparing science facilities / looking after the buildings / etc. When to share knowledge is important and both communication and training are the key links between change management and release management.
360 User Feedback - You can only know if what has been planned and delivered is doing the job if you get feedback. It is not a bad thing to have students saying nasty things about the techies ... perhaps they are moaning that the filters are too harsh ... in which case perhaps more eSafety awareness needs to be done with them. Staff should have a chance to say whether what they use to teach with and what students learn with ... that it does the business or not. Often these things may be small items that are tweaked as part of service delivery, but that is based on user feedback ... If it turns out that feedback requires a significantly larger change that expected then that goes back into the planning section. Remember that in most sectors you can measure ROI quite well ... in schools it is hard (hard in other areas too) and so user feedback is an important metric, similar to up times, adherence to project timelines or timescales in change processes. As the person dealign with the strategy the often missed group are the support team themselves. If they are not delivering is it a training issue? Time management? Sheer lack of time or too great a workload? Are they doing extra stuff such as working in the classroom (eg Music tech as a sound engineer) and they wish to continue (so do the music department) but that has an impact on service delivery?
Sustainability Feedback - User feedback will often result in changes to services, which require changes to financial planning and sustainability. Other areas affect this too. Change in staff in school, courses getting dropped because they don't give the required results, additional provision is needed, increased cost of particular software or hardware, software and hardware no longer being available ...
Innovation / Change studies - The last thing you shouldn't forget is that these are schools we are talking about. Some schools go with the flow but others push the boundaries. There are a number of examples in this group of early adopters of Windows 7, schools testing Solus, and so on. There are others here who are doing fun and interesting things with VLEs / Learning Platforms, developing software, etc ... and there are those at schools at the cutting edge of teaching too. This requires support teams to be damn flexible and accommodating. As I have on a t-shirt of mine ... "Miracles we can do today, the impossible requires 24 hours notice ... and chocolate ... and bottles of coke ... and perhaps a pizza ..." it goes on .... Someone has to be the middleman between innovation and normal service delivery. Again, it fits into a variety of previous elements including change management, financial planning, etc ... but is an important feature. A pilot that has been successful in the school may need to be rolled out school-wide, changing carefully laid plans ... you know the ideas I mean. It may be that staff have seen something new at a tradeshow and it changes their future plans. It may be that the support team have evaluated a new solution that saves money, saves, electricity and gives more flexible working (eg TS, Citrix, etc)
Last edited by GrumbleDook; 17th September 2009 at 01:35 PM. Reason: Formatting
bossman (17th September 2009)
So ... there you have it ... a brief run down of things. I haven't covered SIMS in here yet, or eSafety, or staff training (though that is part of change management and release management) partly because I would say that next you need to understand the role of data at the school, who has ownership of it within the SLT and so on ... eSafety is part of teh wider safeguarding side of things and should fit into the pastoral side of things, involving the head of pastoral care, the child protection officer, PSHE, citizenship, parent support advisor, etc ... staff training should be integrated into the general training program that also covers things like lesson observations, leading from the middle, classroom management, behaviour and a heap of other CPD items.
Happy to answer any more specific areas and hope this covers a bit more. Also thought I would do it publicly as I am interested in feedback from others too.
And the last thing ... every school is different and the above is just an elementary framework.
Someone who has taught ICT for two years, worked in various roles in the education sector for the past 5 years and has a passion for it could possibly be qualified enough to take on that role?
I hope so
I am in a similar role to the one you are describing but have the title "Head of ICT Services".
At one point the position was going to be the "Director of ICT", but I didn't personally like it - felt far too dictorial and had the potential to make others confused / unhappy, so I managed to have it changed.
My role is strategic and occasionally technical, but nothing to do with day to day teaching as such. The school has quite rightly (in my opinion) made a clear division between technical and teaching.
We also have a more traditional Head of IT (Teaching) who does the co-ordination etc.
Really internal relationships (between Heads / Directors of.. and Network Managers) shouldn't be a negative issue. It certainly isn't here. I was a Network Manager for a number of years, so know exactly what the job entails. I personally see the kind of role I'm in as being a link between key (and maybe more senior) staff and the technical team.
When I was Network Manager a lot of my time was taken up by talking with members of our LT about various things, which meant I actually had less and less time to do "Network Management"! If a Network Manager has a non-teaching "Head of"/"Director of" above them, then it should be positive - they can get on with their role but also be safe in the knowledge they have someone above them to bounce ideas off.
As for your question on titles - I prefer your title to be honest!
Last edited by mb2k01; 17th September 2009 at 01:50 PM.
When I was at University we had a department called Information Services that did a lot of network management which included: Giving students / staff access to WiFi and RESLAN. Keeping the anti virus up to date and anything else that involves the Uni network. It was a massive department as they had to look after around 5000 first year students on RESLAN as well as all the departments and schools that used it. They did a fair share of admin work too so it ended up being quite a large scope in terms of what they did.
My Role is both network manager and strategic leader... I appear to be a rare breed of teacher.. turned techy (MCSE).
Title... ICT Strategy Manager ..!
This is just about my role... The job description currently has me as a consultant, but in Hampshire I think that is mainly about salary bands rather than accurate descriptions of what we do. Not massively interested in what goes on the business card to be honest.
I don't think I have much to add following the posts above, I certainly don't have a contribution that useful! But, I thought I'd point out where I think we may differ. I'm line managed by the deputy head, and the best short description of my role at Wildern is overseeing strategic direction in terms of ICT. I'm interested in how our current technology is used in the school, and our future plans.
We also have an AST that has responsibility in new technologies (and is very much focused on their impact in the classroom), and between us we look at how the school develops. There is also a head of ICT (curriculum) in post that deals with day to day classroom practice for the subject, and then network manager and the standard tech roles under that.
The massive advantage of having a role like this within a school is as you say, you get to look at the bigger picture without having to worry too much about the tech support. Certainly looking at the way the school has moved forward in the time I've been here, having people with time allocated to working at whole school level on development has meant we have not only become more focussed/consistent but I think pushed us forward quicker. Interestingly, I'd say this role would have more requirements in terms of management skills than technical.
The caveat here is our work beyond the school. Both Kate (our AST) and I spend a considerable amount of time out doing work with our feeder and partner schools, and this helps provides funding for us to work this way. Obviously work outside makes complete sense as it helps us support the direction of our feeder schools too, but it does also mean that it isn't a position that the school purely funds.
Hope this is useful, happy to help with anything else if I can.
Last edited by tim.dalton; 17th September 2009 at 08:58 PM.
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