“Schools should explore not only how ICT can supplement traditional ways of teaching but also how it can open up new and different ways of learning.”
As principals lead their communities and schools in developing and reviewing their school curriculum, it is essential that there is a clear statement of intent regarding the use of digital technologies to support and transform learning.
Specific leadership strategies fall into the following broad approaches:
- Developing a school-wide understanding of the role and importance of digital technologies to enable successful learning for all students.
- Developing a school vision that prepares students for the future, which is supported by the use of digital technologies.
- Modelling technology use by senior leaders in the school, as well as making sure teachers appreciate and experience new technologies as learners themselves before being expected to use them in classrooms.
- Encouraging teachers to take risks and use technologies in innovative and meaningful ways to improve student learning.
- Making the most of available technology.
Educational consultant, Julia Atkin, discusses the process of leading e-learning in a school. She explains the importance of creating a shared vision, developing a vision that reflects the competencies students need to develop, and the importance of identifying the staff's educational needs to ensure the vision can be put into practice.
"In our school, leadership ensures the whole staff is involved in e-learning strategic planning."
e-Learning Planning Framework
This diagram shows all the key components involved in managing successful change and the symptoms if one is missing.
"Our school regularly reviews processes and systems for managing e-learning across the curriculum."
Start by establishing a clear structure for leading e-learning
How e-learning is led in your school should be clearly structured and understood
In our school, the staff is actively involved in the review of our vision and rationale for e-learning
Irene Cooper, principal of Hillcrest Normal School in Hamilton, talks about using the e-Learning Planning Framework as a basis for their strategic planning.
Strategic planning is the systematic process of:
The size of your school will affect how many e-leaders you will have and whether you create an e-leadership team, which may include your technical support, communications person, and e-mentors, e-coordinators, or e-leaders.
“Relationships are essential - the ability to establish and maintain genuine and respectful relationships with staff, students, Board of Trustees, and parents/whānau, as well as wider community and professional groups, is pivotal for innovation, change and productive outcomes”
The ISTE Standards for Education Leaders provide a framework for guiding digital age learning. Use it to explore the knowledge, skills and behaviors to develop as an e-learning leader.
Allister Williamson describes his role as e-Learning coordinator at Pakuranga College, which involves overseeing their professional learning programme. They have systems in place to support teachers with learning to use digital technologies effectively. These include - whole school audits of capability, a system of rubrics to support teachers with next steps for learning, and a professional learning programme based on teacher inquiry supported by e-mentors.
Sandy Bornholdt talks about her role as an e-learning coordinator and explains how she is working with kaiako to incorporate e-learning and STEAM in the classroom at Matapihi School, a full immersion kura. Sandy has enjoyed developing her cultural capability as part of the role. She brings strengths that can support kaiako to realise the potential that digital technologies bring.
In a continuously evolving digital landscape, the role of the e-leader can be crucial.
By taking a leading role in ongoing professional development an effective e-leader can support deep learning enabled by digital technologies through:
Woodend School Deputy Principal, Adriene Simpson explains how to use the spiral of inquiry as a framework to identify how to move forward with innovative learning practices and learning with digital technologies. She highlights the importance of their e-leaders in this process.
Simply giving students access to digital technologies is not enough to make effective use of digital resources. An effective e-leader supports teachers to and students to collaborate and seek deeper learning outcomes using digital tools and resources.
Goals and actions for leading e-learning should be based on improving student learning outcomes. The table provides examples of goals and actions for e-learning.
|Pedagogical goals for e-learning
|Strategies and actions for achieving e-learning goals
Develop systems for students to define their own learning goals and seek out the digital tools they need to achieve them, for example:
|Provide access to digital tools for students to create and share their learning
|Use collaborative digital tools
|Identify how digital technologies can be used to support all students to participate fully in the school curriculum
|Digital tools can be used by students to collate, display, evaluate, and reflect on their work, as well as take control of their own learning
An effective e-leader can build communication with parents and community partners by:
Teacher, Nicki Fielder and students from Apiti School explain the different social media tools they use to connect with parents and the wider community. These are all housed within a Weebly and have been selected for specific purposes. They include:
Videos of New Zealand schools sharing their e-learning leadership. Use the filters to select videos relevant to your situation.
Supporting Māori learners success is one of Katote clusters goals. Woodend School principal, Graeme Barber discusses the process of inviting feedback from whānau.
Graeme Barber, Principal at Woodend School, discusses the importance of having a shared vision as your prepare for change. When planning their new build, the community was involved.
Michael Williams, principal Pakuranga College, discusses some of the key questions they worked through when developing their digital strategy.
e-Learning co-ordinator, Allistair Williamson explains key steps for implementing BYOD at Pakuranga College.
The principal and deputy principal of Pakuranga College talk about planning for successful implementation of BYOD across the school.
Gavin Burn and Cathie Zelas explain their process of moving from a traditional learning environment to an innovative learning environment at Halswell School.
Halswell School principal, Bruce Topham explains key steps in planning and building an innovative learning environment that is part of the community.
Year 13 English students from Nelson College for Girls discuss the challenges of working in an agentic environment. Students share their experiences of increased learner agency, the role of the teacher, course planning, and the need to balance agency and expectations.
Year 5 and 6 students at Hampden Street School talk about the positive impact student agency is having on their learning, how it’s changing their interactions with teachers and classmates, and the resulting lift in their motivation, engagement, and achievement.
The Leamington Learner concept, or dispositions, is the school’s strategic focus and foundation for enhanced achievement. Owned by the school community, technological capability is an integral component.
e-Learning teacher Mervyn Cook, from Hillcrest High School, discusses the connect between teachers and students engaging with technology to support e-learning.
Sandy Bornholdt talks about her role as an e-learning coordinator and explains how she is working with kaiako to incorporate e-learning and STEAM in the classroom.
School principal, Tui Yeager, talks about how they have been deepening students’ understanding of Te Marautanga o Aotearoa through digital technologies and the steps they have taken to do this.
e-Learning coordinator, Sandy Bornholdt, explains how their planning and PLD supports their design learning model and collaborative practices.
e-Learning coordinator, Sandy Bornholdt, talks about how they teach STEAM in their school. They introduce different elements of STEAM each term, starting by teaching students how to be responsible users of IT.
Stephen Lethbridge (former principal) and teachers explain why and how they developed a makerspace at Taupaki School. (Filmed September 2015)
Hereora cluster leaders discuss how the spirals of inquiry has been a useful tool to develop focus and coherence across the cluster.
Hereora leaders share how their cluster wide future-focused inquiry is providing students with opportunities to have agency over decisions around learning.
Hereora cluster leaders share how a collaborative and future-focused inquiry has supported new cluster goals and a shared vision.
Irene Cooper, principal of Hillcrest Normal School in Hamilton, talks how e-learning helps to engage differently with students.
Mark Quigley, Deputy Principal, and Tony Zaloum, Director ICT Projects, explain their vision for e-learning as they embark on implementing BYOD for Year 9 students at Orewa College.
Grant's Braes School principal, Chris McKinlay describes how iPads were introduced first to staff then into the classroom.
Principal Melissa Bell and the e-learning leaders at St Hilda's Collegiate describe the professional development they have in place to support teachers with teaching and learning.
Educational consultant, Julia Atkin, discusses the process of leading e-learning in a school. She explains the importance of creating a shared vision that reflects the competencies students need to develop, and identifying teacher needs to ensure the vision can be put into practice.
Principal Melissa Bell describes St Hilda's school vision and how it is supported and enabled by technology.
Michael Williams and Billy Merchant from Pakuranga College, explain their change in pedagogy from telling students which device to purchase to being "device agnostic".
Allister Williamson explains his role as e-Learning coordinator at Pakuranga College, which involves overseeing their professional learning programme.
Jane Danielson, principal of Hingaia Peninsula School, explains the role of their e-learning leader.
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The framework provides school leaders with:
Wherever you are in your leadership career, you should find information and ideas that help you to solve day-to-day problems and support your professional learning.
The Leadership Strategy for the teaching profession of Aotearoa New Zealand
The Leadership Strategy supports the growth and development of leadership capability for all registered teachers across English medium and Māori medium settings, in positional and non-positional roles. The Strategy sets out a guiding framework for teachers to develop their leadership capability – aiming to make leadership development accessible to everyone.
Author: Education Council NZ
Published: August 2018
The Educational Leadership Capability Framework
The Capability Framework is designed to support the Leadership Strategy to advance educational leadership in Aotearoa New Zealand. It outlines the core educational capabilities needed for effective leadership across different levels of the profession. The Capability Framework provides all teachers with a practical tool to identify, grow, and develop their leadership capability. It illustrates what leadership looks like in practice, in kura, schools, and early childhood education services.
Author: Education Council NZ
Published: August 2018
Leading innovative learning in New Zealand Schools
The Education Review Office (ERO) visited 12 schools to see how they were preparing their students as 21st-century learners.
This 2015 study by Niki Davis, Julie Mackey, and Carolyn Stuart gives examples of how schools in New Zealand are using digital technologies to enable e-learning.
For a broad overview of current international trends in ICT infrastructure, see this OECD report.
The big finding of the BES is that when school leaders promote and/or participate in effective teacher professional learning, this has twice the impact on student outcomes across a school than any other leadership activity. New Zealand principals spend less time on those activities that make the most difference than many of their international peers.
In this project, the researchers worked with experienced principals to identify and analyse effective e-learning leadership strategies, and make these visible and accessible for other school leaders.