The ltpf toolkit is designed to support school authority leaders with implementation of the Learning and Technology Policy Framework 2013
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- Navigate this page:
- Setting Implementation targets
- Planning Target Strategy Action Plan
- Communications Consideration should be given to the specific School Authority communications
- Implementation Planning Guide: School Leaders
- 1. Student-Centred Learning
- 3. Professional Learning
- 5. Access, Infrastructure and Digital Learning Environments
- Clarifying Implementation Roles and Processes
- Policy Framework Review and Current Assessment
Planning Priorities 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 Leaders This sample guide is provided to support leaders at the school and school authority levels with implementation of the Learning and Technology Policy Framework 2013 (LTPF). The LTPF is designed to provide guidance and strategic direction for local policies and actions that enable K-12 schools 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 school administrators, classroom teachers, curriculum leaders, department heads, learning coaches and others in similar school based positions will be involved in collaborative planning for implementation. The involvement of students, school council, parents and school community members 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 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 in our school? Who is the most responsible person(s)? • Who will create the implementation plan?
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 guide 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. Information Resources Once the level of school readiness has been determined, identifying and gathering the human and other local resources necessary for implementation may proceed as follows:
Timelines Questions to guide the construction of an implementation timeline based upon assessed needs and available resources may include:
Determining Targets Targets reflect the commitment of a school to the achievement of specific and measurable outcomes within this policy framework. Points to consider include:
The LTPF Toolkit of resources described above may be employed at various stages to track progress toward, or achievement of, implementation targets.
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: • Additional 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 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 a 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 will have implemented the Learning and Technology Policy Framework.” “By (month, year), ____school staff will have implemented Policy Direction 1 of the Learning and Technology Policy Framework: Student-Centred Learning.” “By (month, year), _____school staff will have implemented Policy Direction 2 of the Learning and Technology Policy Framework: Research and Innovation.” “By (month, year), _____school staff will have implemented Policy Direction 3 of the Learning and Technology Policy Framework: Professional Learning.” “By (month, year), _____school staff will have implemented Policy Direction 4 of the Learning and Technology Policy Framework: Leadership.” “By (month, year), _____school staff will have implemented Policy Direction 5 of the Learning and Technology Policy Framework: Access, Infrastructure and Digital Learning Environments.” Sample Planning Table
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