Leading learning and teaching Making effective use of

Leading learning and teaching: Making effective use of data 16 September 2021 Northern Ireland’s Management Information Journey Jimmy Stewart Director C 2 k Northern Ireland Harnessing technology in the service of education

The 90’s CLASS and Value-Added The Core and Curriculum toolsets Financial Management MIDAS and management ALIS and YELLIS Red book Blue book and the self evaluating school Annual Census

SIMS. net

C 2 k – The current provision

Strategic Objectives At institutional level To make technology available to all levels of management To remove technology as an educational “issue” by making it: • As part of a leadership development agenda • • Trusted, secure and reliable Accessible anywhere at any time Managed service Expandable, scalable and capable of embracing new technologies as they emerge • Developing to meet the changing educational needs of the community

The world is already “flat”. Today we have inexpensive, real-time, international collaboration via technology 24 x 7 x 365 One, global, always-open marketplace • Borders and time don’t matter • Jobs are matched with the skills of applicants • Work moves to people • Skilled professionals don’t have to emigrate • Students shop other countries for college education • Universities open branches overseas • Global demand for scientists and engineers is growing | To prosper, people and nations 2005 need October technology and skills |

Technology is changing Becoming: peer to peer personal pocketable powerful global ubiquitous

Our schools of the future Implications of technology • From SCHOOL to LEARNING CENTRE • From CLASSROOM to LEARNING SPACE • From TIMETABLE to PERSONAL PROGRAMME • From PERIODS to FLEXIBLE ACTIVITY • From PARENTS’ MEETINGS to ON-LINE COMMUNICATION • From 9. 00 – 3. 30 to 24 - 7 - 365 • From SCHOOL BASED to COMMUNITY BASED • From INSTITUTION to CONFEDERATION

Immediate developments For schools • Video conferencing within Learning. NI • Longitudinal tracking of pupil performance – Assessment for learning tools – Unique Pupil Identifier – Common Transfer File • Access to MIS from home • Refresh of the MIS servers in schools • Printer upgrades

Future developments ESA and Maximised Supported Autonomy • The e. Schools Data Warehouse to improve access to information held on C 2 k MIS systems by a range of business systems used across the ESA and DE • Benefits: – Accurate data provided to ESA and DE back-office processing engines to support the relevant business process – Outputs from ESA systems fed back to update C 2 k MIS systems as appropriate – Provides the data access point for the e-Business systems of other Children’s Services – Provides Business Intelligence (BI) to support decision making

Sample BI Report Supporting performance reporting To schools On a monthly basis, the e-Schools system sends a performance report to each school based on agreed performance measures (eg: pupil attendance levels, staff attendance levels, the number of exclusions and suspensions in the last reporting period or information on the financial situation). These reports show current performance against the school’s recent performance and relative to comparable schools. They can be e-mailed to the Board of Governors (for example as part of Governors’ reporting pack) and the Principal one week after the end of the month.

Sample BI Report Supporting performance reporting To ESA At the same time, ESA receives an exception-based report based on the same measures. This report highlights those schools (relative to comparable schools) where there has been a significant deterioration in the measures and those, say, 5% of schools which have the poorest measures. ESA support can then be delivered in a targeted way to these schools on a more timely basis.

Sample BI Report Supporting performance reporting To DE DE receive a high-level summary from ESA. This identifies the number of schools where there has either been a significant deterioration in performance or where performance falls below agreed thresholds (as opposed to which schools) and identifies what interventions have taken place by ESA to address the matter.

Our challenge Integrated management systems Collaborative Institutions Visionary leaders Supply Side Improved outcomes for st learners Capable workforce all and Flexible learners educational Discerning customers services 21 Century Our challenge Schools is to deliver Demand Side

“If we build it, they will come”