Situation:  Low digital literacy levels amongst staff.  Leading to inefficient practices across administrative and teaching task.  This also led to vast procedural difference and frequently costly failures when new software installed. 

Task:  Set up as a dedicated Technology Implementation lead. Train all staff in basic digital skills, create unified procedures, onboarding and continual digital support. 

Action:  Gained Google for Education Trainer qualification.  Provided workshops, drop-ins and 1:1 mentorship.  Ensured all staff members were included. Coordinated with other leaders to integrate an element of digital training within all other training programmes to provide a consistent build up of skills.  Policies updated across the organisation to include technology implementation. 

Results: 93% of teachers gaining their own digital literacy qualifications.   Duration of administrative tasks cut.  Atmosphere amongst staff altered to a more proactive approach to seek better solutions  for time-consuming tasks.  Invited to and attended a Google Headquarters for a 3 day symposium. 

Situation:   Underutilisation of MIS and LMS system with  only one external support contact and long waiting times to complete any requests. 

Task:  Develop  a clear and rapid procedure for MIS management.  Increase utilisation of MIS. 

Action:  Undertook training.  Evaluated current usage of MIS across school by all stakeholders. Created internal point of contact for support and self-help guidelines.  Frequent review of improvements and usage.

Results:    Sped up updating of MIS systems from 3 weeks to 24hrs.  Greater utilisation of LMS system, with improved sharing of resources. Increased used of data to support decision making.   Increased used of automation to reduce workload. 

Situation:   Data input software only possible on some organisation devices.   Softwares language differed from the day to day language used and inaccessible to most stakeholders.  Data rarely used and mainly only at the end of projects.

Task: Select and install a new data tracking software. Transfer data and provide implementation support. 

Action:  Work within a working party to research different data tracking software.  Create key performance indicators and requirements for all stakeholders.  Trial selected programme.  Transfer data smoothly.  Train users and provide ongoing support.  Continually monitor. 

Results:    Data accessed, inputed and analysed continually throughout projects not just at the end to report and from a wider range of staff.    Common language used by all stakeholders. 

Situation:  Student teachers at university required 1:1 mentorship while on placement in a school to learn and practice  teaching. 

Task: Train students how to be a teacher

Action:  Complete mentor training provided by universities (Roehampton and St.Mary's).  Liaise with universities to ensure students are completing required activities and are being assessed correctly.  Model teaching methods and provide continual feedback and support to students.  Introduce students to school and professional expectations.  Assess students progress according to university guidelines. 

Result:  Enabled students to increase their responsibilities within the classroom and develop their own styles.  Students passed their placements, allowing them to progress with their degree. 

Situation:  Teachers lacking in confidence in carrying out science experiments or using technology with pupils. 

Task: Teach alongside other teachers in their own class to provide hands on support and examples. 

Action:   Discuss with teacher the needs of the class and lesson outcomes.  Plan together to share teaching a lesson, to allow for demonstration and practice.  Discuss reflections on skills acquired after the lesson. Where needed,  follow up observations to continue support their development. 

Results: Increased STEM skills experienced by pupils across the school. Teachers increased their confidence to try something new in their class which that had previously seen as too risky to get out of hand. Increased open dialogue for experimentation and seeking out methods to engage pupils in STEM. 

Situation:  Updated curriculum expectations left teachers unsure of their ability to successfully achieve what was expected of them. Teachers often seeing changes as an additional burden upon their workload. 

Task: Provide training to all teachers to ensure they can achieve new expectations while ensuring changes are seen positively and directly feasible without increased workload. 

Action: Run differentiated workshops for teachers.  Training provided acquiring of new skills and ensured that each session ended with time for teachers to create immediately actionable changes to their lessons.  Follow up on support requested. 

Results:  Teachers able to implement successfully the changes.   An enthusiastic attitude amongst staff to training sessions as they were no longer seen as a waste of time or an additional task to complete, but an opportunity to develop skills and integrate them immediately.  

Direct quotes for attendees: "Fantastic use of CPD time, working with our team helps prepare lessons", "Great training with lots of applications",