April 24, 2018

project documentation


Conversations early in 2011 led to the identification of a need for concentrated and in depth ICT support in a manner not provided in the North of the State. We identified a level of readiness in a number of schools, and engaged in preliminary planning with Travis Smith (ELH). The programme was scoped to run over two years on a user pays model. Project planning referenced the Butler model of action, and drew on previous experiences and involvement in the Microsoft Partners in Learning project. Strategic action around influencing student outcomes by leveraging the instructional core (content – teacher – student) and guiding school leadership across Robinson’s Instructional Leadership Domains were prioritised, as was an unequivocal focus on aligning with and value adding to existing School Improvement Planning.

our framework for designing successful professional learning programmes

highly influenced by the work of Margaret Wheatley and Deborah Frieze in this article:

Theories of Action:

  • “SimpIexity” – finding the smallest number of high-leverage, easy-to-understand actions that unleash stunningly powerful consequences. (Michael Fullan)
  • Technologies, which are used to facilitate learning, are part of the instructional (and wider educational) process and not an appendage to be attached at any (in)convenient stage during the course of instruction or in broader educational practice. Technology integration not only involves the inclusion of technical artefacts per se, but necessarily includes building understandings around digital pedagogy, the application of action research findings to strengthen and build capacity and sustainability in teaching, learning and leadership.(adapted)

Project Priorities:

  • Initial seeking to understand context, followed by a building phase leading to personalised commitments and actions. Investing in relationships that allow rigorous challenging of mental models and current and future paradigms.
Rigour and Purpose
  • Defined, intentional, unwavering sense of purpose – crossing the Line of So What?
  • Applying quality frameworks for, and rigour within Research, Planning and Process – modelling best practice ICT use and PL practices.
  • Leveraging the Instructional Core – the pedagogy, the content and the opportunities and models of learning.
  • Collecting and using data to inform direction.
Building Capacity
  • An emphasis on actively evolving innovative practice and leadership capacity (therefore sustainability and scalability) through supported action research modelling and scheduled personalised support.
  • Enabling a whole school involvement through construction of Vehicles for Change. Actionable ICT embedded in school improvement planning.
  • Establishing a Professional Learning Community and enabling network emergence by structuring the conditions to allow like-minded individuals to share, collaborate, make meaning and construct new paradigms.
  • Action research modelling – Learning the work by Doing the work.

Delivery Model:

  • 12 organisations across the state (20% of northern government schools and one federation of 8 schools) enrolled, comprising a delegate attendance of over 90 Principals, ICT Leaders, Classroom Innovators and Teachers.18 days of face to face delivery from Travis Smith and Max Drummy over 2 years.
  • Delivery in 3 day blocks; Day 1 of each block  to Principals and ICT School leaders focussing on high level leadership practices relating to embedding ICT in whole school life. Days 2 and 3 differentiated toward Innovators (highly skilled ICT classroom practitioners) and Teachers (outstanding teachers ready to begin or continue a journey of leveraging teaching and learning through a significant use of ICT.)
  • Between face to face sessions Max works in schools with Principals, with a focus on leading with ICT as an element that value adds to their existing school priorities and also with Teachers and Innovators in developing and refining curriculum content.

Primary software platforms: Microsoft OneNote, SharePoint, Community Clips, supported by a variety of free MS apps and web 2.0 software.
Filter for selection: Does this software allow us to cross the line of So What?
i.e. can it help us influence student outcomes, rather than just being an “engager” or a “cool tool”.


Data Gathering: All schools are encouraged to gather benchmark data via the PilSR tool. This is underway and has been completed in most schools. This process to be repeated annually. All participants complete session feedback in a shared OneNote workbook, as well as maintaining Personal Achievement Records (PARs) in this shared workbook; all planning and delivery material sits in a shared OneNote document.