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Maturity Benchmarks Survey Sheet
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School Pseudonym: Storm City School
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Your Name or Group Name: Martin Mullan
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Clearly mark the box that best represents the level of maturity achieved at your school site. Please refer to the Model Benchmark Rubric for detailed descriptions of the categories. EmergentIslandsIntegratedIntelligentEvaluator CommentsJudgement
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ADMINISTRATIVEPolicybehavioral1Appropriate technology use is formalised. It is written into the staff, student and parent handbooks. To move to 'intelligent' the policies need to be be enforced and referred to regularly by all stakeholders.Integrated to Intelligent
(63% to 37%)
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resource/infrastructure1Comprehensive policies exist and are regularly updated to accommodate new technologies and uses.
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Planningbehavioral1Formal planning takes place within faculties and departments. Whilst there is an school-wide overview for the use of technology, the departments and faculties tend to work at different paces due to interest and skill, as such, projects are generally not connected.
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resource/infrastructure1A comprehensive technology plan exists that is reviewed regularly by the Learning Technology Steering Committee
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Budgetbehavioral1A comprehensive long-term budgeting plan exists for the institution;multiple budgets are involved including upgrades, etc.
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resource/infrastructure1Specific technology budget is provided in addition to line items in other budgets. Long term budgeting tends not to occur with the 'other' budgets.
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Administrative Informationbehavioral1Administrative systems are utilized by all of the staff members; some paperless
systems are in place. Currently there are no restrictions on printing and much paper is wasted.
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resource/infrastructure11Administrative systems are available to most administrators and staff. Not all staff require administrative access so as far as this evaluation goes as assessment of integrated to intelligent would be most appropriate. The school uses SIMS to record attendance, behaviour and assessment data. SIMS is also used for timetabling and reporting amongst other functions. The institution is moving toward Google Apps for Education integration for email and calendar usage. Assignation of homework and other tasks is done through the Frog VLE.
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CURRICULARElectronic Informationbehavioral1Students and staff are very dependent upon information resources, and utilize them regularly. Since the institution has yet to go 1 to 1, there is still a need for paper based resources. Each department does have access to a suite of PCs or laptops and students can bring in their own devices and access the digital materials through the VLE.Integrated 60%
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resource/infrastructure1Resources are comprehensive providing depth or diversity, but not both. Access is available to all via the VLE but not anytime as the students are not 1 to 1 yet.
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Assessmentbehavioral0.50.5Few staff and no students use technology for evaluation of student work. SIMS is used to record pupil progress bi-termly and produce report cards. There is little use of other technologies such as online quizzes likewise for the use of online rubrics. Very little self assessment by students is done online and none is reported or available to the parents.
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resource/infrastructure1Many reporting and assessment tools are available, with instruments limited in scope and availability. The use of Blogs, commenting on digital objects, self and peer assessment are not achieved at the the moment; the advent of GAFE may change this.
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Curricular Integrationbehavioral1Curriculum is very technology dependent and used comprehensively throughout. Depends on department.
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resource/infrastructure1Technology and related resources are available for all curricular areas. SMART interactive whiteboards are present in every room along with other peripheral equipment such as visualizers (65% of classrooms). All teachers have a laptop. Other equipment such as digital cameras, iPods and MP3 recorders are available as bookable resources. Industry standard software is available in departments and used according to the skills of the department members e.g. datalogging devices and software in science, CAD packages and 3D printer in DT, etc.
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Teacher Usebehavioral1Daily use by teachers for administration and curriculum. Depending on the teachers, some would not be able to work if their laptop was taken away; other members of staff still plan on paper!
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resource/infrastructure1All teachers have access to appropriate technology in their work area.
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Student Usebehavioral1Students use technology frequently and comprehensively, but outcomes are not dependent on its use. Differences in the teachers' capabilities and comfort mean that outcomes in some subjects are expected on paper. One faculty has heeded the requests of their older students and moved to a digital format for submitting the student work.
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resource/infrastructure1Most students have consistent and regular access to appropriate technologies. PCs are available throughout the campus and students can use these outside of lessons. A suite of PCs along with a printer are available in the library for student use. All students have access to these but since there isn't enough for all to use at the same time, 'integrated' has to be the assessment.
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SUPPORTStakeholder Involvementbehavioral1Many of the groups are aware of the planning and implementation procedure, but few are engaged in the process. Integrated 63%
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resource/infrastructure1Many of the groups are represented in the planning and implementation process. The faculties are represented via their budget bids and through representation by the Assistant Principal Curriculum at a Learning Technology Steering Committee. This committee is also attended by the Head teachers from both campuses, Learning Technology Officers from both campuses, the Systems Administrator and Head of Finance. The students, parents and governors are not represented and their input is only sought to test out new technologies.
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Administrative Supportbehavioral1Extensive administration involvement in the planning, practice and implementation. The administrators of the school are fully involved in all decision making.
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resource/infrastructure1Some formal administration, time and support allocated to the planning and implementation process. Meetings are held regularly but no formal time is set aside for planning.
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Trainingbehavioral1Few staff members participate in technology training activities. IN SErvice Training (INSET) of technology is held during the year. The allocation of time is mostly dependent on the current drive of the institution, so learning technology can take a backseat to other projects on these days. INSET days are the only obligatory training sessions the staff must attend.
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resource/infrastructure1On-going formal training provided by limited personnel. During the year a program of mostly informal sessions are run by one or two skilled individuals in an attempt to bring all staff up to a core requirement level. There is no obligation to attend and assessment of staff skills has been by self assessment; there is no formal assessment of skills or technology use. Approximately 12% of the staff attend these sessions on any regular basis.
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Technical/Infrastructure Supportbehavioral1All staff utilize formal and informal support to find help efficiently. There is a help-desk available for dealing with issues of hardware and software problems. This help-desk is not for supporting the use of the technology in the classroom.
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resource/infrastructure1Full-time personnel to address all technical support needs.
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CONNECTIVITYLocal Area Networking (LAN)behavioral1Staff use is limited to data, but is extensive and sophisticated. WAN services are not applicable.Integrated to Intelligent
(63% to 37%)
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resource/infrastructure1High-speed networking with access to all working environments. Video etc. not applicable. LAN wifi runs at 1GB/s.
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District Area Networking (WAN)behavioral1N/a as the institution is not part of a district network however there are two campuses and they are joined by a 20 MB peer to peer network for data communication. Staff have access to servers from home via a VPN.
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resource/infrastructure1N/a as the institution is not part of a district network however there are two campuses and they are joined by a dedicated 20MB peer to peer network for data communication. The institution has recently upgraded to 104MByte/s internet provision; this provision is spread across multiple providers to ensure redundancy in the case of failure. Staff have access to servers from home via a VPN.
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Internet Accessbehavioral1Most staff and students use the Internet frequently. Use is integrated into the curriculum to varying degrees. Access to the VLE is necessary on a daily basis. YouTube and other Google services are used extensively.
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resource/infrastructure1Direct Internet access to all locations.
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Communication Systemsbehavioral1E-mail is used ubiquitously to form administrative activities Since students do not have institution provided email addresses, learning activities that require email or emailing occur within the VLE.
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resource/infrastructure1E-mail is available to all staff, but not to students. Communication is via the VLE email system which is generally considered not fit for purpose. The institution will need to consider a role-out of GMail across all stakeholders if this element is to be graded "intelligent".
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INNOVATIONNew Technologiesbehavioral1New technologies are accepted by many staff members, although opportunities for experimentation are limited. The institution has some very tech savvy staff that are prepared to try anything new. On the other hand, there is an equal number of staff who are not prepared to try new techniques for fear that exam results will be affected. Training sessions for new technologies are provided but are generally not attended as mentioned in the Support:Training Filter.Islands to Integrated
(50% to 50%)
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resource/infrastructure1New technologies readily accepted by many staff with little implementation. Whilst the Internet connectivity etc is very good, access to iPads and other new technologies has been slow in its appearance.
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Comprehensive Technologiesbehavioral1Technology is fairly comprehensive, but lacks more advanced techniques. Interactive whiteboards and visualisers are in every room but not used to their full potential. There is a clear divide between those who can and will use the technology with those who are resistant to change.
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resource/infrastructure1Available technology is used by most but equipment has not reached full potential in all areas. An imminent 1 tot 1 trial program will see an influx of two class sets of iPads and bring the school closer to a grading of "intelligent" for this element. A 3D printer has recently been acquired by the Design and Technology department.
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Percentage assessment4225324Integrated to Intelligent with some areas of concern