The ltpf toolkit is designed to support school authority leaders with implementation of the Learning and Technology Policy Framework 2013
In light of Policy Direction 4 above, consider the readiness of each district to successfully implement the Leadership component
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- What specific suggestions do you have for Sunnydale SD that would enable them to meet this policy direction
- How may this case comparison apply to your district or school LTPF Implementation Planning Guide: School Authority Leaders
- 1. Student-Centred Learning
- 3. Professional Learning
- 5. Access, Infrastructure and Digital Learning Environments
- Policy Framework Review and Current Assessment
- Clarifying Implementation Roles and Processes
- For school authorities, the LTPF School Authority Actions Summary document is particularly recommended. Planning Priorities
- Setting Implementation targets
- Planning Target Strategy Action Plan
- Communications Consideration should be given to the specific School Authority communications
- Implementation Planning Guide: School Authority Technology Leaders
- For school authority technology leaders, the LTPF School Authority Actions Summary document is particularly recommended.
In light of Policy Direction 4 above, consider the readiness of each district to successfully implement the Leadership component. Specifically:
LTPF Implementation Planning Guide: School Authority Leaders This sample planning guide is provided to support school authority leaders with implementation of the Learning and Technology Policy Framework (LTPF). The LTPF is designed to provide guidance and strategic direction for local policies that enable K-12 school authorities to achieve the vision of Inspiring Education through the innovative and effective use of technology. The framework sets five interdependent policy directions: 1. Student-Centred Learning Technology is used to support student-centred, personalized, authentic learning for all students. 2. Research and Innovation Teachers, administrators and other education professionals read, review, participate in, share and apply research and evidence-based practices to sustain and advance innovation in education. 3. Professional Learning Teachers, administrators and other education professionals develop, maintain and apply the knowledge, skills and attributes that enable them to use technology effectively, efficiently and innovatively in support of learning and teaching. 4. Leadership Education leaders establish policy and governance structures, cultivate innovation and build capacity within the system to leverage technology in support of student-centered learning and system efficiencies. 5. Access, Infrastructure and Digital Learning Environments All students, teachers, administrators and other education professionals have access to appropriate devices, reliable infrastructure, high-speed networks and digital learning environments. These five policy directions provide comprehensive structures to enable the innovative use of technology in learning, teaching, leadership and administration. Given the interdependent nature of these directions, it is anticipated that Superintendents and system leaders such as Directors of Technology, Professional Development, Learning, and those in similar positions will be involved in collaborative planning for implementation. The involvement of school administrators, teachers, trustees, students, school councils and school community stakeholders at particular stages may also be considered. Please note that the elements and sequences in this guide are intended to be flexible, as it is expected that implementers will adapt and revise this guide to suit local circumstances. Implementation Tools To assist in the assessment and planning process, an LPTF Toolkit of resources for school authority leaders has been developed to inform planning discussions, to guide implementation, and to assess progress at various stages. The Toolkit includes the following:
See: http://education.alberta.ca/admin/technology/policyframework.aspx Policy Framework Review and Current Assessment Implementation cannot reasonably proceed without a clear understanding of the Learning and Technology Policy Framework (LTPF), and an assessment of current local practices to determine readiness of the school for implementation. The complete LTPF is available onlne at: http://www.education.alberta.ca/admin/technology/PolicyFramework.aspx The following questions may be useful to begin discussion about the implementation process:
The LTPF Toolkit contains a variety of resources to enable implementers to provide an informed assessment of current practices with learning and technology and implementation readiness. Clarifying Implementation Roles and Processes School authority level staff tasked with planning for implementation of the Learning and Technology Policy Framework will initially need to determine who will be involved in planning for implementation, and understand the audience(s).
• Who will lead the implementation initiative? Who is the most responsible person(s)?
Information Resources Once local readiness has been determined, identifying and gathering the necessary human and other local resources for implementation may proceed as follows:
Timelines Once the assessed needs and available resources are identified, questions to guide the construction of an implementation timeline may include:
Determining Targets Targets reflect the commitment of a school authority to the achievement of specific and measurable outcomes within this policy framework. Points to consider include:
The LTPF Toolkit of resources for school authorities described above may be employed to measure readiness as well as to track progress toward, or achievement of, implementation targets. For school authorities, the LTPF School Authority Actions Summary document is particularly recommended.
The LPTF Toolkit contains assessment resources to assist implementers in identifying specific gaps in current performance as compared to the outcomes stated in the policy framework. Where performance gaps are revealed, these may be identified as Low Readiness areas and receive priority in planning for implementation. A level of priority for each target may also be assigned to ensure that those considered essential will be addressed first.
When crafting targets, implementers need to consider the costs that may arise. Such costs may include: • The time required for personnel to carry out implementation actions. • Potential additions and/or upgrades to technology infrastructure
Primary planning may be viewed as completed when targets have been established and described. In order to achieve these targets, implementers can then proceed to identifying specific strategies and actions to implement and manage the plan. Strategies
Actions Actions are the actual tasks to be done. They are: • Are concrete and rooted in the realities of school authority operations • Include estimates of the time required for completion and target dates • Include names of individuals who are responsible for completing each task.
Action plans are concrete statements detailing the specific tasks that need to be completed to attain the planning targets. Action plans: • Summarize the actions that collectively need to be carried out. • Give life to the strategies • May include budget or cost cap • Facilitate job completions, which can then be used to measure results In the event that carrying out of planned actions prompts consideration of new or revised actions, these need to be screened for consistency with the overall plan and the availability of supporting resources. Setting implementation targets commits identified personnel and resources and to achieve a stated target/goal by a set time. Each target/goal could include specific date(s) for reviewing implementation and for completion. Examples: “By (month, year), _______school authority will have implemented the Learning and Technology Policy Framework.” “By (month, year), ____ school authority will have implemented Policy Direction 1 of the Learning and Technology Policy Framework: Student-Centred Learning.” “By (month, year), _____ school authority will have implemented Policy Direction 2 of the Learning and Technology Policy Framework: Research and Innovation.” “By (month, year), _____ school authority will have implemented Policy Direction 3 of the Learning and Technology Policy Framework: Professional Learning.” “By (month, year), _____ school authority will have implemented Policy Direction 4 of the Learning and Technology Policy Framework: Leadership.” “By (month, year), _____ school authority will have implemented Policy Direction 5 of the Learning and Technology Policy Framework: Access, Infrastructure and Digital Learning Environments.” Sample Planning Table
Communications Consideration should be given to the specific School Authority communications—to internal and/or external audiences— required before, during and after implementation is completed. Example audiences to consider include:
Implementation Planning Guide: School Authority Technology Leaders This sample guide is provided to support school authority technology leaders with implementation of the Learning and Technology Policy Framework 2013 (LTPF). The LTPF is designed to provide guidance and strategic direction for local policies that enable K-12 school authorities to achieve the vision of Inspiring Education through the innovative and effective use of technology. The framework sets five interdependent policy directions: 1. Student-Centred Learning Technology is used to support student-centred, personalized, authentic learning for all students. 2. Research and Innovation Teachers, administrators and other education professionals read, review, participate in, share and apply research and evidence-based practices to sustain and advance innovation in education. 3. Professional Learning Teachers, administrators and other education professionals develop, maintain and apply the knowledge, skills and attributes that enable them to use technology effectively, efficiently and innovatively in support of learning and teaching. 4. Leadership Education leaders establish policy and governance structures, cultivate innovation and build capacity within the system to leverage technology in support of student-centered learning and system efficiencies. 5. Access, Infrastructure and Digital Learning Environments All students, teachers, administrators and other education professionals have access to appropriate devices, reliable infrastructure, high-speed networks and digital learning environments. These five policy directions provide comprehensive structures to enable the innovative use of technology in learning, teaching, leadership and administration. Given the interdependent nature of these directions, it is anticipated that technology leaders such as Directors of Technology will collaborate with other system level leaders including Superintendents, Directors of Professional Development and those in similar positions to plan for implementation. The involvement of school administrators, teachers, trustees, students, school councils and school community stakeholders at particular stages may also be considered. Please note that the elements and sequences in this guide are intended to be flexible, as it is expected that implementers will adapt and revise this guide to suit local circumstances. Implementation Toolkit To assist in the assessment and planning process, a Toolkit of resources for school leaders has been developed to inform planning discussions, to guide implementation, and to assess progress at various stages. The Toolkit includes the following:
See: http://education.alberta.ca/admin/technology/policyframework.aspx Clarifying Implementation Roles and Processes School authority level staff tasked with planning for implementation of the Learning and Technology Policy Framework will initially need to determine who will be involved in planning for implementation, and understand the audience(s).
• Who will lead the implementation initiative? Who is the most responsible person(s)? • Who will guide implementation?
Policy Framework Review and Current Assessment Implementation cannot reasonably proceed without a clear understanding of the Learning and Technology Policy Framework (LTPF), and an assessment of current local practices to determine readiness of the school for implementation. The complete Policy Framework is available at http://education.alberta.ca/admin/technology/policyframework.aspx The following questions may be useful to begin discussion about the implementation process:
The LTPF Toolkit above contains a variety of resources to enable implementers to provide an informed assessment of current practices with learning and technology and implementation readiness. Information Resources Once local readiness has been determined, identifying and gathering the necessary human and other local resources for implementation may proceed as follows:
Timelines Once the assessed needs and available resources are identified, questions to guide the construction of an implementation timeline may include:
Determining Targets Targets reflect the commitment of a school authority to the achievement of specific and measurable outcomes within this policy framework. Points to consider include:
The LTPF Toolkit of resources for school authorities described above may be employed to measure readiness as well as to track progress toward, or achievement of, implementation targets. For school authority technology leaders, the LTPF School Authority Actions Summary document is particularly recommended.
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