VIEWS & OPINION


How schools can be smart with ICT


budgets Comment by NEIL SAWYER, Education & Channel Director at HP


It’s no secret that times are tough for school budgets. According to the Institute for Fiscal Studies, secondary schools can expect a funding cut of 7% per pupil by 2020 and are experiencing the steepest cuts to funding since the 1970s. At the same time, schools are expected to offer the most engaging


and immersive learning experience possible through investment in classroom technology such as PCs and tablets for pupils. In a world where a third of pre-schoolers own a tablet, and where children are accustomed to using multiple devices from home, the whiteboard and projector can seem archaic to modern space children. Trying to keep up with the requirements of today’s classroom


technology is a continual challenge for many schools. Technology evolves at such a constant rate that making a major investment poses a risk for schools; what if we invest now and miss out on the next big trend? As summer arrives, schools are faced with the annual struggle over


IT budget priorities. In a typical example, each syllabus will normally be supported by several software modules which require license renewal each academic year. Yet most schools will only be able to afford to renew selected modules within some of the academic subjects, leaving others to expire. As a result, schools struggle to make long term commitments to any particular educational programme. Beyond maintaining what they already have, it is difficult for


schools to introduce a new syllabus, as it might mean new software requirements and an even further stretch on the budget. As a result, these issues impact the quality of teaching and student results. Furthermore, a large capital expenditure such as updating a device


fleet can take over the annual budget, meaning forgoing software altogether. As a result, prioritising one investment is frequently at the expense of the other. HP has a clear mandate for education; which is delivering value,


partnership and relevance in the solutions we deliver to market. We’ve introduced a new programme to help schools get more value for money from their education technology. The programme gives schools who invest in HP tablets and PCs, credits of up to £250 per device to spend against education software, training and device and service upgrades at discounted rates. This will genuinely help to equip schools with the latest devices at an affordable price, and not at the expense of other IT priorities such as annual software upgrades. Supported by the Tablet Academy (in addition to other partners),


schools will be able to claim for device training days for staff and students on HP Windows 10 tablets or Google Chromebook. This will ensure that teaching staff are able to get the best value out of their technology investment. With technology budgets being cut 10 to 15 per cent year on year,


schools are struggling to ‘keep the lights on’ when it comes to maintaining their IT assets, making difficult decisions between priorities, even before taking into account the pressure of unexpected costs. With this new scheme HP hopes to ease the pressures of tight budgets and ensure that schools have the technology they need to support education for the next generation.


July/August 2016 Why stay in


teaching? Comment by DENISE INWOOD, managing director of BlueSky


I was dismayed to read author Meg Roscoff’s comments that teaching and learning in the UK has become ‘joyless’. Coming hot on the heels of other negative commentary about teaching recently, including heavy workloads, SATs boycotts and a recruitment and retention crisis, such headlines are really damaging to morale. So I want to focus instead on the positives of our great profession. What will entice today’s undergraduates to embark on a teaching career?


What will encourage more experienced teachers to stay in school? BlueSky was recently appointment by Teach First to support the progress


tracking of its teachers at 900 primary and secondary schools across England and Wales. This led me to recall my own days as a young teacher and all the plus points came flooding back. The fact is that there is simply no other career which is so rewarding. First


of all, there was never a dull moment. I always came home with a story - sad, moving, empowering, funny – every day was rich and different. I knew I was making a difference, changing lives, opening up


opportunities, helping to build pathways, providing children with structure and security. The personal rewards are also immense, seeing the good and potential in


young people is really life-affirming. I learned a lot about myself because awareness of how your pupils see you is like holding up a mirror. To become a teacher is to undertake a huge journey of discovery. It is also great to work as a team with people who are likeminded and


share the same values, desires, interests and motivations. Yes teaching is a complex and demanding profession. It’s about


relationships, adaptability and life skills. It’s even more challenging when working, as Teach First does, with schools serving low-income communities. So the importance of developing self-awareness and adaptability is


fundamental in the journey to outstanding practice. The importance of the ‘critical friend’ in this journey cannot be underestimated. That’s why I developed BlueSky - a simple and powerful mechanism for objective discussion and formative dialogue, as well as rapid intervention and support. I’m all too aware that over scrutiny of professional practice and relentless


tracking of performance generates a huge volume of data which is hard to aggregate and makes real-time feedback and insight into professional performance impossible. What is needed is standardisation of the quality assurance process across all schools and a focus on priorities that are critical to staff development. If teachers feel well regarded and supported, rather than overworked and


undervalued, they are far more likely to stay in post. Schools must have processes in place to retain good staff where possible. Quality appraisal and feedback is vital and needs to be meaningful, rather than simply performed only for administrative purposes. Done properly it makes a real difference and ensures that teachers are the best that they can be for their pupils. TALIS, the OECD Teaching and Learning International Survey, has found


that when teachers perceive that appraisal and feedback lead to changes in their teaching practice, they also report greater job satisfaction. Furthermore, those countries in which teachers do feel valued tend to perform better in PISA. The next TALIS survey is in 2018 – let’s work to make sure the UK


performs well then. Accentuate the positive. Remember what drew you to teaching in the first place. Let’s celebrate everything that is great about being a teacher. Despite Meg Roscoff’s view, teaching is fun and full of variety.


Competent and motivated teachers make a difference to young people every day. As teachers take a well earned summer break I hope they reflect on the many plus points of their careers and return in September refreshed and ready for a fantastic new year!


www.education-today.co.uk 15


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