Leadership Planning Roadmap
TEL in the Curriculum Roadmap
Professional Development Roadmap
Your School’s TEL Culture Roadmap
Resources & Infrastructure Roadamp

 

Here is the Technology Enhanced Learning Roadmap (TEL) for Continuing Professional Development (CPD). This is one of the five key areas a school would focus on when becoming a Digital School of Europe. For simplicity of presentation the Roadmap is displayed on five separate pages one for each area of focus as shown above.

The Technology Enhanced Learning (TEL) Roadmap has 4 consecutive stages of progression.

  1. Initial
  2. Enabled
  3. Confident
  4. Mature

Each stage represents a more advanced stage than its predecessor.

It is not unusual for a school to be at different stages across each of the areas listed on the Roadmap. For example, schools may find that they are in the Initial stage one area and perhaps the Enabled stage in another. The TEL Roadmap is designed to generate discussion among the TEL team around the five key areas and their sub-criteria. Becoming a Digital School of Europe does not require schools to be in the Mature Stage but they should target the Enabled and Confident stages instead. Move your mouse over the stages to learn more about them and the criteria required for each stage.

To carry out a Self-evaluation of your school on one or more of the five key areas select the Self-evaluation menu item.

Continual Professional Development

Teacher Awareness & Participation

Initial

Some teachers have participated in professional development in ICT.

Initial Professional Development

Improve teachers awareness of and participation in CPD activities.

Enabled

Teachers are aware of and more than half of the staff have participated in ICT professional development programmes.

Enabled Professional Development

The school aims to have more than half of its teachers participating in ICT CPD. CPD is included in the school plan and is encouraged and facilitated by the school board.

Confident

The majority of teachers have participated in individual or whole school ICT professional development opportunities.

Confident Professional Development

The school have the majority of teachers participated in ICT CPD in national or international training.

More…

Mature

Teachers meet their professional development needs through active participation in communities of practice and peer-to-peer networks.

Mature Professional Development

The school have the teachers participating in communities of practice and peer-to-peer networks.

eTwinning

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Continual Professional Development

Planning

Initial

Only interested teachers identify their own ICT professional development needs.

Initial CPD Planning

Teachers are identifying needs and planning for CPD.

Enabled

An individual teacher or the TEL Team identify the school’s professional development needs in relation to ICT integration.

Enabled CPD Planning

The TEL Team identify the needs and planning for CPD.

More…

Confident

The ICT co-ordinating teacher or the TEL Team facilitates the identification of overall TEL needs of teachers. A programme for CPD is developed.

Confident CPD Planning

TEL Team identify the needs for teachers and developed the programme for CPD.

More…

Mature

Teachers engage in ongoing self-evaluation and reflective practice in progressing the school's CPD programme.

Mature CPD Planning

The school provides a self-evaluation and reflective practice moments for teachers in progressing the school’s CPD programme.

More…

Continual Professional Development

Focus

Initial

Professional development is focused on acquiring basic ICT skills.

Initial CPD Focus

The school plan envisages some training in basic ICT skills.

Enabled

More than half of the teachers are participating in CPD which focuses on the integration of ICT in teaching, learning and assessment.

Enabled CPD Focus

The school reviews the number of teachers that are participating in CPD connected to the integration of ICT into the curriculum.
They target to increase the numbers to more than a half.

Confident

The majority of teachers engage in professional development on the integration of ICT in teaching, learning and assessment. Peer-to-peer support activities taking place.

Confident CPD Focus

The school review the number of teachers that are participating in CPD connected to the integration of ICT into the curriculum.
They target to have almost all the teachers participating in the CPD.

Mature

The Schools identify and plan whole school professional development programmes based on their specific needs. Students are involved in self-reflection opportunities.

Mature CPD Focus

The Schools identify and organize a plan for CPD based on their specific needs. Peer-to-peer support activities are common.  

Continual Professional Development

Teacher Confidence

Initial

A limited number of teachers have basic skills and are confident to apply these in the classroom.

Initial Teacher Confidence

School plan should encourage ICT professional development and peer-to-peer support activities.

Enabled

There is growing confidence among teachers in the integration of ICT in teaching, learning and assessment. Peer-to-peer support activities are often featured.

Enabled Teacher Confidence

School plan should incorporate the monitoring of teachers’ confidence of using ICT at the basic level. They should integrate CPD for more advanced ICT skills and peer-to-peer support activities.

Confident

The majority of teachers are confident in the integration of ICT in teaching, learning and assessment. Peer-to-peer tutoring is part of the CPD plan.

Majority of Teachers Confident

School plan should incorporate the monitoring of teachers’ confidence on ICT at the basic level. They should integrate CPD for more advanced ICT skills and peer-to-peer support activities.

Mature

Teachers confidently share their experiences and innovative practice within their own school and with other schools.

Mature Teacher Confidence

Facilitate and promote the teachers’ sharing experiences in the school and with other schools.

Continual Professional Development

Special Educational Needs

Initial

Less than half of special needs teachers have completed ICT and SEN professional development

Initial CPD in SEN

Special Education Needs Teachers are offered training in ICT and SEN. The need for CPD in this area is part of the school plan.

Enabled

All special education needs teachers have completed professional development in ICT and SEN. All teachers are aware of practices involving ICT for children with SEN.

Enabled CPD in SEN

CPD for special education needs is an integral part of the school plan. Collaboration between all teachers is also encouraged in the plan.

Confident

Teachers are competent in using SEN technologies and other technologies to support students with special education needs.

Confident CPD in SEN

SEN teachers and the TEL team help identify tools, resources and assistive technologies.

Mature

Teachers are confident and have acquired the skills to use a wide range of technologies to facilitate the inclusion of students with special educational needs. UDL is part of the school plan.

Mature CPD in SEN

School plan integrated the use of Universal Design for Learning in the school plan and CPD for all teachers.

More…

Continual Professional Development

Informal Learning

Initial

There is little sharing of TEL ideas and good practice among teachers.

Initial Informal Learning

Encourage informal and Peer to Peer learning taking place.

Enabled

There is a trend for sharing of TEL ideas and good practice taking place among the staff.

Enabled Informal Learning

Encourage sharing of TEL ideas and good practice among teachers regularly.

Confident

Sharing of new ideas and good practices with each other is encouraged and included in the school plan. .

Confident Informal Learning

Provision for regular sharing of new ideas and good practice among staff is included the whole school plan.

Mature

The school supports and facilitates peer-to-peer learning in ICT within the school, local community, other schools nationally and internationally.

Mature Informal Learning

Support and facilitate sharing of TEL ideas and good practice among staff regularly. Participate in external events and activities.