ICT PD Cluster Self-Assessment Rubric

History
The ICT PD Cluster Self-Assessment Rubric has been developed by the National Support Services Team in collaboration with cluster
facilitators, school leaders and others within the ICT PD community. The BECTA ICT self-review framework material has provided
reference documents. The rubric is a tool for school self assessment and development. It is in a development and review phase and
all feedback from users is appreciated.

Rationale
The purpose of the rubric is to provide collective guidelines for cluster schools to self assess and review their progress within the
context of the ICT PD programme. It is not mandatory to use the rubric. It is envisaged that the rubric will assist in on-going
reflection and review, for example, before writing milestone reports or in planning ahead for contract variation. It is devised as an
aide or additional tool for those interested in using in conjunction with their own reflective and data gathering practice

Terminology
Terminology is always open to interpretation. In the context of the rubric, it would benefit the users to discuss the terminology to
create common understandings.

Process for completion

The rubric is designed to be used by each individual school within an ICT PD cluster. The NSSF team recommends completing this
with input from staff where possible and practicable. The cluster level questions are included, so that school leaders can give their
perspective on the impact of work carried out at cluster level, to support the work within their school.

Choose the best fit for your school in relation to the level descriptors. If working on an electronic copy of the rubric, go to Format 
Borders and Shading and chose a colour to shade to the level that best fits your school.
E.g.
Processes Level 1 Level 2 Level 3 Level 4 Level 5
Puriri High School

Clusters may like to share results with their national facilitator as part of discussions during face to face or audio conference visits as
the basis for identifying any support needs or ways that clusters can contribute to the wider ICT PD community.

Feedback
We invite cluster leaders to provide feedback to their National Support Services Facilitator about whether the tool is useful and ways
in which it can be further developed and improved.

School name: Cluster lead school name:

Overview - School readiness for change
Processes Level 1 Level 2 Level 3 Level 4 Level 5
Overview - School Related to ICT, the Related to ICT, the Related to ICT, the Related to ICT, the staff Related to ICT, the school
readiness for change school has not begun school has begun to staff sometimes consistently engage in culture reflects robust risk-
to address a culture address a culture of engage in professional professional learning taking, on-going learning
of change (readiness change, relationships learning conversations conversations both formally dialogue with strong links to
to challenge beliefs are being developed both formally and and informally. Teachers research which improves
and practices) yet and staff are ready informally. School reflect on teaching and teachers practice to
and there are few to engage in their reflects a culture ready learning practices within and ultimately impact on student
instances of learning own professional for change. Teachers beyond school. Some learning and achievement.
dialogue. Culture of learning. reflect on teaching and instances of continuous Teachers continue to model
trust and support learning practices in learning. Teachers model life- life-long learning skills.
needs to be reference to e-learning long learning skills.
improved. processes and
practices.

School Name: Magnolia

School Name: Puriri HS
National Goal 1 – Integration of ICT to give effect to the New Zealand Curriculum / Te Marautanga o Aotearoa
Processes Level 1 Level 2 Level 3 Level 4 Level 5
Key Competencies School personnel School personnel School personnel have Key competencies are a There are clear links
have no knowledge or have begun unpacked key component of class work and between the development of
understanding of how unpacking key competencies and can students are developing key competencies and e-
to develop key competencies and identify connections awareness of their importance. learning practices both in
competencies through identifying how to and e-learning Activities incorporating e- planning documents and
e-learning. incorporate them in opportunities across all learning are designed with key classroom implementation.
class programmes areas of the curriculum competency development in Students are able to
through e-learning. mind. Teachers can articulate articulate their personal
how key competencies are development in key
developed in their programme. competencies.
Teachers model key
competencies in their teaching.
School Name:
School Name:
Learning Areas There is little planning Some staff are Most staff are Most staff are integrating ICTs All, or nearly all, teachers
for the integration of developing e- developing e-learning into curriculum or teaching know when to integrate ICT
ICT into learning learning skills and skills and integrating plans. into their curriculum or
areas because most integrating these these into their teaching plans (is informed
staff are uncertain into their learning learning area(s) and ICTs are used in authentic by current research). This
about using ICT or area(s) but there is do so regularly. learning contexts and are used leads to creative school-wide
identifying variability in their to support depth and rigor in planning.
appropriate confidence to do learning.
opportunities. this. ICTs are used in authentic
learning contexts and are
used to support depth and
rigor in learning.
School Name:
School Name:
National Goal 2 - Increase capability of teachers and principals to improve students' learning and achievement through e-
learning;
Processes Level 1 Level 2 Level 3 Level 4 Level 5
Pedagogy – Focus on Teachers and Teachers and Teachers and principal Teachers and principal have School personnel have
student outcomes principal have no principal have some have an understanding developed strategies and are successfully implemented
knowledge or understanding of of effective e-learning running effective PD which is programmes, informed by
understanding of how effective e-learning pedagogy. Some PD focused on the development of current research, that focus
to put programmes in pedagogy and have has been undertaken learning programmes that use on improved outcomes for
place to achieve considered their to achieve improved e-learning pedagogy to students through the use of
better outcomes for present position. outcomes for teachers/ achieve improved outcomes effective e-learning
students through the Some staff are students through the for students. Personnel have pedagogy. Evidence has
use of e-learning. specifically use of e-learning. Most decided on measurement been captured that shows
attempting to staff are actively strategies to gauge success. improved outcomes for
achieve better involved in students.
outcomes for development.
students through the
use of e-learning.

School Name:
School Name:
ICT use for learning and Any ICT use is ICT is mainly used to Many staff use ICT to Most staff use ICT to enhance All, or nearly all, staff use
teaching incidental rather than replace traditional engage and motivate teaching and learning ICT to provide opportunities
planned and its use teaching approaches, students in their experiences with approaches for creative and independent
results in little benefit with a focus on learning through more not readily accessible through learning that extend
to learning and superficial gains such varied approaches and more traditional methods. Students’ capacity to learn
teaching. as presentation. resources, leading to for themselves both within
more active and and beyond the school.
interactive learning
experiences.
School Name:
School Name:
Students’ learning with Students make no Some students make Many students make Most students make informed All or nearly all students
ICT decisions of their own decisions about informed decisions decisions across the curriculum make regular informed
as to when ICT may when to employ ICT about when to use ICT about when to use ICT and are decisions across the
be the most effective in some subjects but and are able to confident to transfer their ICT curriculum about when to
medium for any of often lack confidence transfer their ICT capability to new situations. use ICT and are confident
their work. to transfer their ICT capability to new to transfer their
capability to new situations. They have clear expectations ICT capability to new
They have no situations. about using ICT to support their situations.
expectation about They have growing learning.
using ICT as a natural Some Students have expectations about They have high
part of their learning. little expectation using ICT to support expectations about using
about using ICT as a their learning. ICT to support their
natural part of their learning both within and
learning. beyond the school.
School Name:
School Name:
Identifying staff There is no planned There is little There is some planning There is a regular and systematic Comprehensive
professional learning assessment of staff attempt to assess for the identification of assessment of staff skills and assessments of staff ICT
needs skills or needs in staff skills and needs individual staff ICT needs, in relation to ICT skills and needs are
relation to ICT. in relation to ICT. needs. This is often competence and the effective use reviewed and form part of
There is a reliance generated by the of ICT in learning and teaching. the annual performance
(Reflective practice) There is no on individuals arrival of new Where appropriate this is part of management process.
expectation for staff identifying their own technologies or the performance management They include the effective
to reflect on their needs, usually in resources and focuses process. use of ICT in learning and
classroom practice. relation to the more on ICT skills than teaching as well as new
development of ICT the use of ICT to There is a well established and emerging
skills. improve learning and culture of reflective practice technologies and
teaching. within the school. Staff practices.
There is reflections feed into audits of
understanding of the A culture of reflective staff needs. There is a flourishing
importance of practice is developing culture of reflective
reflecting on within the school and practice within the school.
classroom practice staff are given regular Staff reflections feed into
and this is beginning opportunities to reflect audits of staff needs and
to happen with some on their classroom lead to increased
support. practice. instances of professional
dialogue.
School Name:
School Name:
Meeting individual and There is no planning Planning for ICT There is a range of A wide range of development A wide range of engaging
school ICT needs to link any identified professional planned professional opportunities are provided both approaches to staff
individual or whole- development takes development activities within and out of school. These development are used
school needs for ICT, only limited account which meet the needs address whole-school needs and that blend different forms
(Transference) and the range of of individual and of some (but not all) also meet the individual needs of provision. Plans follow a
development whole-school needs. staff and begin to and styles of most staff, taking well established annual
activities is very Some attempt is address whole school account of the outcomes of professional development
limited. made to widen the need. performance management where process which balances
range of appropriate. strategic and individual
There is no development There is regular needs and sets targets
transference of opportunities. transference of There is a high level of related to performance
professional learning professional learning transference of professional management.
into classroom There is little into classroom learning into classroom practice.
practice. transference of practice. Data is collected on the There is seamless
professional learning effectiveness of these transference of
into classroom approaches. professional learning into
practice. classroom practice. Data
is collected on the
effectiveness of these
approaches and informs
future planning both at
individual and school wide
 level.

School Name:
School Name:
National Goal 3 - Strengthen professional learning communities and increased collaboration within and across schools

Processes Level 1 Level 2 Level 3 Level 4 Level 5

Positive relationships School community School community is School community has School community has developed There are transparent
has no knowledge or aware of the reviewed the current guidelines and strategies that systems and procedures
understanding of how importance of systems and identified encourage positive interactions within the school that
to build positive developing positive a number of strategies within the school in order to foster positive
relationships. This is relationships. There which will be develop better relationships. relationships. All people in
reflected in the has been discussion implemented to These are recalled or revisited in the school community feel
culture of the school. on how best to develope positive group situations. valued and trusted. This
develop these relationships. results in successes and
relationships within failures being readily
the school. shared. Everyone feels
able to contribute when
solving issues.

School Name:
School Name:
Sharing effective Any sharing of The sharing of Individual staff The sharing of effective practice The school has developed
practice effective practice effective practice of development routinely occurs across the school innovative approaches to
between individual ICT use is incorporates the and on a planned and reciprocal the sharing of effective
members of staff is encouraged during sharing and wider basis with other schools. practice within and
on an ad hoc basis. staff meetings but adoption of effective beyond the school and
still works only at an practice within the makes use of the
individual level. school. technology to achieve this.

School Name:
School Name:
Development of There has been very Staff have some Staff understand the All staff are participating in the There is a fully inclusive,
learning community little thought put into understanding of importance of effective learning community, though for active learning community
how to develop a how an effective learning communities some this is erratic. Some that is aligned with up-to-
learning community learning community and a number of key teachers are involved in learning date theory and includes
or awareness of the functions and how a personnel are actively communities beyond the school. connections to outside
benefits. learning community participating. This is The sharing of information educators. The community
impacts on their resulting in the sharing throughout the school is having a is continuously evaluated
teaching. There are of ideas and strategies positive impact on teacher in order to improve
pockets of across the school. effectiveness and student systems. The sharing of
participation by outcomes. information and ideas
some school results in increased
personnel. teacher effectiveness and
improved student
outcomes.
School Name:
School Name:
Resourcing No support or suitable Limited resources There are adequate Consideration has been given to Careful consideration has
equipment is provided and support are resources and support the needs of the learning been given to both the
to maintain and provided to maintain provided to maintain community when purchasing needs of the learning
promote the learning and promote the and promote the equipment and buying in community and current
community. learning community. learning community. expertise. information on best
practice when purchasing
Teachers have The school has There has also been some equipment, providing
limited knowledge of developed research to find current release time and buying in
online tools and their infrastructure to information on best practice. expertise.
potential to support support online
community communities. There are clear systems in place School personnel know
participation and the for the use of, or allocation of, the systems for use of
sharing of ideas, or The school community resources but these are not resources, they feel able
those tools are is aware of what is always followed. to access them and
blocked from use in available and is supported in their use.
the school. beginning to make Generally the staff feel well
greater use of supported by the allocation of Staff are provided with
resources. Teachers resources for supporting a models of best practice to
are aware of MoE collaborative learning help them be more
resources online. community. effective. This results in
greater uptake.

School Name:
School Name:
National Goal 4 - Increase e-learning leadership and ICT strategic planning capability of principals and teachers
Processes Level 1 Level 2 Level 3 Level 4 Level 5
Development of an There is no ICT/e- The school has an The school has an up- The school has an up-to-date The school has an up-to-
ICT/e-learning strategy. learning strategic ICT/e-learning to-date ICT/e-learning ICT/e-learning strategy in place. date ICT/e-learning
plan in place within strategic plan but it strategic plan in place. To develop the strategic plan, the strategy in place. The
the school. is out-of-date. school reviewed their current school is involved in a
To develop the systems in consultation with all constant cycle of design,
strategic plan, the stake holders (including implementation and
school reviewed their students). review of ICT/e-learning
current systems and that informs
infrastructure and; The strategic plan addresses developments in School
infrastructure issues, the learning management systems
Assessed the learning needs of teachers and students,
needs of teachers and and involves the wider school There is consultation with
students. community. all stake holders (including
students) and
School management systems documentation is reviewed
have been changed in order to as needed.
implement the strategic plan.
The ICT/e-learning
The ICT/e-learning strategic plan strategic plan clearly
has a number of clear links to the shows how to move the
broader school goals. school forward from its
current position and is
based on knowledge of
best practice in order to
improve student
outcomes.

There is clear alignment

between the ICT/e-
learning strategic plan and
the broader school goals.
Both are constructed with
a shared vision and
complement each other.
School Name:
School Name:
Capability of Staff to School leaders and School leaders and School leaders and School leaders and Board of School leaders and Board
develop an ICT/e- Board of Trustees feel Board of Trustees Board of Trustees are Trustees have a good of Trustees have a clear
learning strategic plan ill-equipped to have some basic able to assess (i.e. understanding of possible understanding of the
effectively construct understanding of audit) the current benefits of ICT/e-learning. potential of ICT/e-learning
and implement an what is required to position of the school in schools.
ICT/e-learning construct an ICT/e- in relation to ICT/e- They use their knowledge of the
strategic plan. learning strategic learning school's current position to They are able to
plan but need develop a strategic plan that accurately identify and
additional support to They can construct a addresses infrastructure issues, articulate the current
proceed. basic ICT/e-learning the learning needs of teachers position of ICT integration
strategic plan with and students, and involves the across all operational
some next steps wider school community. areas of the school,
 identified. identify the steps required
to move the school
forward, and engage with
key stakeholders to
achieve them.
School Name:
School Name:
Capacity of Principals Principals, senior Principals, senior Principals, senior Principals, senior management Principals, senior
and other school management and management and management and and school personnel with management and school
personnel to lead e- school personnel have school personnel school personnel with responsibilities for e-learning are personnel with
learning in the school no understanding of with responsibilities responsibilities for e- confident in their abilities to lead responsibilities for e-
the need for change, for e-learning have learning are whole school development in e- learning are successfully
are not undertaking realised the need for undertaking learning. leading whole school
any personal personal professional professional learning in development in relation to
professional learning learning to enable order to effectively They are generally effective in e-learning.
and are ill-equipped them to lead e- lead e-learning within their role and are aware of the
to lead whole school learning the school. importance of gathering evidence Strategies are designed
development in development and of increased confidence and around the most up-to-
ICT/e-learning. have some basic They have also capacity of school personnel and date information on best
understanding of developed some improved outcomes for practice.
what is required. measurement students.
strategies to gauge The management team
success. lead by example and are
considered effective in
their role by other school
personnel.

Systems are in place to

gather data showing
evidence of an increase in
teacher effectiveness and
student outcomes in
relation to the use of ICT
across the curriculum.

School Name:
School Name:
National Goal 5 - Increase the school community’s understanding of the educational contribution of e-learning.
Processes Level 1 Level 2 Level 3 Level 4 Level 5
Informing the Staff have little Staff are aware of Staff have reviewed Staff are taking some There are transparent
community knowledge or the importance of their present systems opportunities to inform the systems and procedures
understanding of how informing the school and identified a community about the impact of within the school that are
or why they should community about the number of strategies ICT in learning. used to inform the
inform the community impact of ICT in which they will community about the
about the role of e- learning. implement to inform impact of ICT in learning
learning. the community.
School Name:
School Name:
Engagement with the There is no Community A planned approach to Regular community consultation The school is successfully
community engagement with the consultation is community about improved outcomes for interacting with the
school community occurring however it consultation has been students through e-learning is community about the
about the role of e- is on an ad hoc basis developed and initial occurring and community input impact of ICT in learning.
learning or primarily driven by interactions have has been considered. Decisions This results in the school
understanding as to individual staff. taken place. are being made about community having greater
why this could be measurement strategies to gauge understanding of the
beneficial. success. importance of e-learning.
Data shows the impact of
consultation and informs
changes. Wider
community participation
and involvement with e-
learning is realised.
School Name:
School Name:
Cluster level – How the cluster supports the work of individual schools across all five national goals (your school
perspective)
Processes Level 1 Level 2 Level 3 Level 4 Level 5
Ownership of the cluster Individual cluster The design and Most schools feel that All cluster schools have a strong All cluster schools have an
programme by schools feel they have running of the they have had input voice in the design and running equal say in cluster
individual schools very little input into cluster programme into the design and of the cluster programme and decision making and have
the design and takes into account running of the cluster this is beginning to be reflected actively participated in the
running of the cluster some needs of wide programme and in the outcomes for each school. design and running of the
wide programme. individual schools feel some ownership of cluster programme. This is
but may not the process. reflected in positive
represent the views outcomes for each school.
of all schools.
School Name:
School Name:
Mentoring by cluster Cluster leaders do not Cluster leaders have Cluster leaders support Cluster leaders provide schools Cluster leaders provide
leaders support schools to begun to support schools in identifying with mentorship (leadership, schools with high quality
identify how to make schools to identify how to make progress guidance and support) in mnentorship in identifying
progress in relation to how to make in relation to all or identifying how to make progress how to make progress in
the national goals. progress in relation most of the national in relation to all the national relation to all the national
to some of the goals. goals. goals.
national goals.
Some data is being Data is being gathered that Data has been gathered
There is an gathered that shows shows the impact of this and analysed that shows
awareness within the the impact of this mentorship in relation to all of the impact of this
cluster of the need mentorship. the national goals. mentorship and cluster
to gather data to leaders use this data to
deomonstrate he This data has been analysed and reflect on their own
effectiveness of this the information is shared back to practice.
 support. schools and included in cluster
reporting. The data has also been
shared back to schools,
used for cluster reporting
and has been used to
inform planning for the
future of the cluster.
School Name:
School Name:
Effectiveness of the The delivery of the The delivery of the The delivery of the The delivery of the cluster The delivery of the cluster
cluster programme cluster programme cluster programme cluster programme programme provides support to programme provides high
delivery does not support provides some provides some support schools in relation to all of the quality support to schools
schools to identify support to schools in to schools in relation national goals. in relation to all of the
how to make progress relation to some of to all or most of the national goals.
in relation to the the national goals. national goals. Data has been collected that
national goals. shows good progress of cluster Data has been collected
There is an Some data is being schools in relation to all of the that shows considerable
awareness within the gathered to show the national goals. progress of cluster schools
cluster of the need effectiveness of the against all of the national
to gather data to cluster programme. This data has been analysed and goals.
demonstrate the the information is shared back to
effectiveness of the schools and included in cluster The data has been
programme. reporting. analysed, shared back to
schools, used for cluster
reporting and has been
used to inform planning
for the future of the
cluster.
School Name:
School Name: