Policy review: are schools facing an autumn of discontent?

This post is published on The Guardian Teacher Network Blog, here on Monday 20th August.

Prepare for a bumpy ride this autumn as the government rolls out yet more changes for teachers and school leaders alike, says Ross Morrison McGill

Have teachers got a rough ride ahead?

As I write, we are currently lingering between the end of the the Olympics and the start of the Paralympics 2012. For the vast majority of us, we seem to be filled with euphoric pride following Team GB's performances, but now shocked by the sudden cold turkey sensation following the closing ceremony.
Over the past few days, to compensate the loss, I have viewed countless Mo Farah postures and reruns of Usain Bolt's 100m sprint in brick-by-brick reconstructions. When feeling occasionally serious, I've read all references to education and the decisions politicians make to continue funding (or not) and how sport and PE in school can make a difference to the next generation of Olympians.

However, putting current affairs abruptly aside, have we been ignoring the chalk face?
 
Now, I know it's the summer holidays and like anyone, I should be sunning myself on some far-off exotic shore and taking a moment to switch off, but instead this summer, I am at home in London enjoying life with our son following his second operation. Deciding not to jet off has allowed me to pause for reflection and take each day very slowly. I've never had a more relaxing break, but despite the niceties, one issue has been niggling away at the back of my mind and I've have been left wondering how on earth I will go about informing staff about all the latest Department for Education changes for September 2012.

I write this particular post because I often read and research what is going on in our field; I am expecting an autumn of discontent within the education sector. I suspect the pensions debate will continue as many of us will start to really understand our payslips and notice a difference, but as the 1 September looms, there are changes that are due to kick-start and we all must take note.

As a school, we have already adapted, consulted, modified and rewritten our practices, but I still feel apprehensive. How will our staff feel? I would imagine many schools will sense the same and will continue to do so until we all settle into the new procedures and collaborate once more.

As an example, for the past 12 years, I have been involved with supporting all pathways and new teachers into school. This September, what I will not communicate to newbies, is that over the past two months I have been dissatisfied. The goalposts have shifted again and discontent may prevail until we readjust.
Not only has Gove suddenly scrapped the requirement for anyone to have QTS in order to work within an academy and free school, but the new Teacher Standards come into force in a few weeks time for all teachers (part B only). Are you up to date?

I am also left with a dilemma. I currently work in an academy and although we can adopt national policy, we are free to do what we will.

So, if you are also wondering what is going on, allow me to share with you some key DfE messages you may have missed.

• DfE announces schools can hire staff without QTS.
• Performance Management and Capability procedures are reviewed. Performance management will now be called Appraisal.
• A possible pay reform by the School Teachers' Review Body (STRB) for all teachers. You must read Michael Gove's letter to Dame Patricia Hodgson (chair of STRB) and make sure you check out his handwriting at the end of the letter.
• Teachers who qualified in Australia, Canada, New Zealand and the United States of America will be recognised with Qualified Teacher Status (QTS) without being required to undertake any further training or assessment.
Further education teachers who have Qualified Teacher, Learning and Skills status (QTLS) will be recognised as QTS without being required to undertake any further training or assessment.
• The Register of Teachers ceases to exist; there is no longer a requirement for teachers to register or pay a registration fee. Instead, employers can check a teacher's status through the Teaching Agency's online service.
• A new National Curriculum for English, maths and science is launched for primary schools and will be implemented in September 2014.
• Parental consent needed for school biometrics - this will be put into place in September 2013.
And announcements that come into action from 1 September 2012:
• New Teacher Standards for us all (part B only) with some extremely important myths and facts that you must read.
• All external examinations in two-year GCSE courses starting in September will have to be taken at the end of the course (summer 2014). Students will not be able to sit individual modules before the end of the course.
• Ofsted Common Inspection Framework changes again.
New arrangements and guidance on induction for newly qualified teachers come into effect. This includes enabling more types of schools and colleges to offer induction, including PRUs.
• New exclusion rules and guidance come into effect which will change the system for reviewing permanent exclusion decisions and revoke the duty to hold a reintegration interview following certain fixed period exclusions.
• Maintained schools are no longer required to produce an annual prospectus or curriculum policy, but must provide key information online instead.
• Schools must publish online information about how they have used the pupil premium.
• The new statutory key stage 2 test of grammar, punctuation and spelling made available on the Department's website (Dec 2012).
• Take note of this useful DfE timeline with forthcoming changes for all types of schools.

After all of that I am still pondering my academy dilemma.

A Fathers Day post in The @GuardianTeach er Network

This article appears here on The Guardian Teacher Network Blog.


I have just become a father after 20 years of teaching and this week, I will be celebrating my second Father's Day. However, on this particular occasion, this Father's Day will not be spent on a Neonatal unit.


Just over one year ago, my son was born 12 weeks premature, weighing just 1lb 9ozs. Despite only 28 weeks gestation which would normally carry a 75% survival rate, his extreme prematurity coupled with an extreme low-birthweight, meant that his survival rate was more like 50-60%, similar to a premature baby born at 24 weeks gestation.

Looking back at the first four weeks of my son's life in hospital, Father's Day arrived and my first was a celebration indeed. After the typical nervous night's sleep, not quite sure what to expect in the morning, I arrived to NICU (Neonatal Intensive Care Unit) to hear of no major news or further set-backs. Our nurse greeted me with a wonderful blue rosette badge and a small card that lay on top of the incubator; the card contained a tiny hand-print and footprint stamp, no bigger than four or five cms in length; my first cuddle after 19 long days made this one of the best days of my life.

Thirty-five days later, my son was transferred 85 miles back home to his third hospital, where he spent the next 47 days in special care. He has battled through 35 days of intubated ventilation, a further 30 days on CPAP ventilation, Meningitis, four blood transfusions, a hydrocele and hernia operation. The list goes on…

Consequently, my journey into parenthood may not be a typical beginning, but some of the following scenarios I now face in school may sound familiar to you if you are a parent and also a teacher…

Firstly, let us consider sleep and tiredness.

I used to think working 60 hours a week for 38 weeks of the academic year was exhausting. How foolish was I?! Parenting a newborn takes fatigue to a new level. Exhaustion as a result of teaching does not come close. I now have to reduce my hours and find a day at work like a pleasant day off from the over-tiredness.

Secondly, the logistics of work and working.

I now have to work smarter and consider what days I have to arrive late and leave early due to childcare commitments. Where possible, I consider planning my week ahead in a different way, considering late evenings, doctors appointments and deadlines much more carefully. I did this exceptionally well before, but ponder this much more thoughtfully. I also have a new-found respect for all the colleagues I used to line-manage who are parents. I now understand and I am so sorry if I did not appear further compassionate… I find myself walking through the school gates twice a week just before the bell rings and I have the same reasons.

My suit.

Oh yes, my smart, dry-cleaned and leg-pressed suit. Your days are numbered as I arrive to work; I sit down to a meeting with a colleague and then look down only to discover a dried-out lump of porridge glued to my trousers! I am now officially part of the "stain-on-every-garment" gang as I lick my finger to rub away the stain!
Subsequently, a change in perception is the adjustment of conversation I have with colleagues and my headteacher. I talk about the work I complete at 2am in the morning or the amount of "spew and poo" I had to clean up at 6am before leaving for work… I'm sure staff do not want to hear about this, but there are some exceptionally funny circumstances with children at home that can bring about a great deal of laughter at work.
Equally, the fulfilment of teaching and parenting has taken me and my purpose to the next level. At parent evenings, I truly have something in common with every parent I talk with. I understand their frustration, their hopes and fears and the joy a good report must bring. I have stated time and time again, that parenting is the key to a successful learner in the classroom. Today, I have the responsibility to meet my own expectations…

From a business perspective, becoming a parent has allowed me to consider value for money in the classroom. Every lesson counts more than it did before. I know this is an unrealistic statement and some may ask what have I been doing for the past 20 years? Imagine some of the poorer lessons you or I have delivered? What if my son was in that class? How would I feel being a parent? I have never felt stronger about students receiving good quality lessons and learning experiences…

Fatherhood has completely changed my perception of teaching. As a parent, not only do the Peppa Pig parables improve my storyteller techniques, but now I am equipped with an array of fables and family experiences to share in the classroom or whole-school assemblies. Students thrive on real-life stories and I am a better teacher for it.

My son has never been healthier and I've never been happier. Please share the joy of Father's Day with your students and colleagues, or even make a donation to premature charities such as Bliss and Tommy's Baby. Happy Father's Day!

- @TeacherToolkit

Handbags and Gladrags on @GuardianTeach

This is my latest post on The Guardian Teacher Network Blog.

 

Handbags and Gladrags

Article no.7– May 2012

   

Embrace your school prom!

Popular culture has embedded the school prom into the UK education system. Don't shun it, argues our blogger, students and teachers need to share these magic moments.

 

It's easy to be cynical about this American imported rite of passage, but the school Prom is a beautiful thing and teachers should kick their shoes off and enjoy it. Photograph: www.alamy.com

 

"…They told me you missed school today, so what I suggest you just throw them all away. The Handbags and the Gladrags, that your poor old Grandad had to sweat to buy…"
Some of you may be humming the theme tune to The Office by now, but I'm not writing about the famous television series. I'm referring to the lyrical meaning of a very famous song that has particular significance at this time of the school year. I will return to this particular topic later…
The original song, penned by Mike d'Abo was released by Chris Farlowe. The song almost hit the bigtime after Rod Stewart re-released his version in 1972, but it wasn't until the Stereophonics announced their own version of the song in 2001 that the well-known Handbags and the Gladrags entered the consciousness of the masses.

It's about a girl taking everything for granted, resembling most young people growing up, believing that having the latest clothes will make them feel that they will fit in with their peers. What the vast majority tend to do is, forget that someone else had to pay for that luxury, and that looking trendy will get them nowhere if you don't have some sort of education.

Amazing how relevant that still is today!

Now let me paraphrase the link between the lyrics of the song and the academic calendar: "After three years of expulsion from my previous school, based on my gender, I am finally considering attending my school prom(enade) to accompany our Year 11 and Sixth Form students for an end-of-year celebration. It is an occasion I really enjoy, but with some intrepidation. Allow me to provide you with some of the finer details to consider…"

Once constrained to the shores of the USA, popular culture has embedded this particular enrichment program a place into the UK education system and the word "Prom" will no doubt, be on the lips of most students at this time of year, in and out of revision sessions.
After a term of planning and dreaming, students become more and more animated as the event looms, to gain a brief respite from the stresses and strains of the examination season.
Girls become fixated with beautiful and flamboyant dresses, hoping to be crowned "Prom Queen", while boys search high and low for that extra slice of swagger that will make them stand out from the crowd. Of course on their part, this will mostly appear to be carried out quite nonchalantly…

Weeks and weeks of discussing ideas stem from drawings etched by elite textiles GCSE and fashion A-level students, manipulating images sourced off the internet and ripped pages from celebrity gossip magazines. There will be one or two whose mother has passed a hand-me-down dress for a touch of individuality and sense of self-importance, or another 10 who cannot resist the luxury of a streched limo to take them from their front doorstep, two miles up the road to the venue or to a predetermined meeting point for all to see!
So, on a work-night, consider a late escapade with a possible overlap into your own precious weekend. It is of course, a fine-line between responsibility (in-loco parentis) and turning-a-blind-eye, relaxing with your students, celebrating the culmination of five long years of school life…

No doubt there will be some very, very loud music, plenty of bump and grind, coupled with many raised eyebrows; but ultimately, they have made it. They have made it this far through our complex education system, with all the external pressures we face as teachers that most students are oblivious too.
There will be those individuals who'll make you smile, a shy-soul who may be deserving of a cuddle you've saved for someone special; or that cocky year 11 lad that was just about to hear your morale-boosting piece-of-advice to set them on their way into life, but has asked you to dance instead! You cringe and think twice, before your colleague smirks then elbows you in the ribs…

The joys and laughter of a school prom are plenty, but the celebration is ultimately determined by the character of the students and the conditions in which the event is set. It is vital to provide the students with clear expectations and boundaries so that all parties are content. There will be a small minority who will not make it up until "the actual day" and others who may have to be turned away before embarking on the coach or long-boat.

If I said there was no alcohol consumed by students, I would be lying, as it tends to be one of the crucial factors for most schools that determines a student's final day with their peers. It needs policing…
Whatever the context of your school prom, I tell you this: Put your glad rags on and join in the festivities. We all need a forum to relax together, despite the pressures placed upon all who walk through the school gates each morning aged 4 to 68 (or whatever the retirement age grows to)!

Regardless of our throw-away society, students do design their own outfit, wear a hand-me-down with their chin held high, or even conjure up a magical piece using the cheap labour a discount clothes store. Share this moment with your students that they truly deserve. Go see a side of school life that will remind you that it's all worthwhile… My only advice is, stay away from the dancefloor!

What makes an outstanding school? @GuardianTeach

My latest post in The Guardian: I did, I didn't and I do work in an outstanding school; and I don't mean Outstanding by Ofsted definition, I mean outstanding in terms of student and staff fulfilment. Let me set my stall out from the start. This article is "not" based on Ofsted definition, so if this is why you came here, you will only be disappointed, so I suggest you are better off reading something else!

 Many years ago I did: I was fortunate enough to be appointed to my first middle leadership position. Starting in 1999, I joined the school as the 13th teacher working for 160 students. Today, the school now thrives with approximately 150 members of staff and over 1300 students. The institution I was joining was established by a group of parents who wanted more first choice places for their children and wanted another local comprehensive school to be part of that decision process. Over a decade later, this would have been known as a Free School I hear you say…
 I can safely say, my time at this school were the happiest teaching years of my career (to date); so let me tell you why. The luxury of a start-up school allows all stakeholders to join a fresh ethos and a crisp vision. I recall the school motto quite clearly, "Success for All". But behind the scenes, the ethos amongst the staff was "the extra mile" and within such a young evolving cohort, a healthy zest of competitiveness remained. It was great fun and staff morale was epic!

Staff relished working, and I loved Monday mornings again. I couldn't get to school quick enough. Parents on the whole, were excited about each new phase of the school's growth, as this made a significant impact on their child's development, fully understanding this unique position of being "the first".
With this inimitable situation, came a huge influx of cash to spend as the curriculum grew and the building work increased. I must have spent a budget in excess of half a million pounds furnishing countless 100sqft Design Technology classrooms. I loved every second! In short, staff worked together and supported each other. Students enjoyed their studies, coupled with an array of enrichment opportunities and great successes. For me, truly outstanding and what I would describe as "my wonder years".

Not so long ago, I didn't: I found myself as a senior leader in a National Challenge school. There was no hiding place and I knew it was an opportunity to tackle the chalkface after working in such a rewarding school. This particular school had its successes. A diverse multi-cultural population, covering at least 50 countries and 70 languages. Cultural diversity and community cohesion it was; nothing short of exemplary. On non-uniform days and national flag days, the school was a vibrant and happy place to be and students worked happily together (given the distraction).

However, staff did not pull together and union representatives were intent on bringing down any new ideology to drive up standards. As a new member of ASCL Council, I found my own union CPD heightened to challenge any misconceptions to ensure even I was represented as a member of the teaching staff. I hope you can understand where this is going, as I know I have certainly not described to you, an "Outstanding" school by any definition. A multitude of issues tainted the vision at whole-school level and in turn departments started to suffer losses in relation to staffing, standards and morale. Systems broke down and at times staff gossip was rife.

Converting to an academy in the short term produced mixed outcomes and staff voted with their feet. I recall a swarm of disputes that hindered the staff from making any expanse of progress in the classroom. I know some of those difficulties are prevalent in other schools, but ice-cold classrooms in winter, juxtaposed with excruciating heat in the summer made teaching and learning an after-thought.
Other examples include an ICT network that just did-not-work! Appalling fire-drills; shocking punctuality to lessons and at times, a tenuous leadership team; legionella in the water; little forward-planning and countess "monitoring visits" oozed the life out of classroom teachers. I mean read this carefully, staff well-being even made it onto the list of school priorities!  To be frank, staff were pissed off, but some of them I admit, needed a good kick up the backside!

Currently I do work in an outstanding school. The keys on my keyboard clunk at a frantic pace to keep up with the ideas that are being consumed across the workplace. I can't get around the corridors quick enough to support colleagues; observe lessons, feedback and discuss the varied and inspiring CPD ideas we are planning. I feel like an old steam locomotive en-route for Outstanding!
Staff are keen to improve themselves and each other. The students are equally clear about their expectations and being a feisty and needy bunch of wonderful individuals, they sure make it known. We are generating plenty of tailored pathways for them, but it's not quick enough to match their complex needs. What we need to do, is meet the definition of "Outstanding".

We are Outstanding, but not by watchdog definition. Staff are happy, students are happy. Systems are in place and do work. Staff are supported and students are achieving. So, given that, what makes me make such an assumption? Well, in layman's terms we are almost there. Pockets of excellence exist in every school, but the key ingredient missing to allow us to have outstanding in every aspect, is fundamental. We just need to simply teach better!

The start of a new term @GuardianTeach by @TeacherTookit

This post feature on The Guardian Teacher Network here.

I am writing this on the eve of a new school term, having lazed around until the last minute, oozing every second out of my well-earned holiday! My appetite will get a shock tomorrow, because I barely get a chance to sit down and grab a bite to eat; visiting friends and family will become near-impossible, unless I organise a strategic action plan before half-term, with a timeline and venue for all concerned and give them all two or three weeks notice. If only I could be so organised in my personal life when I get back into the classroom when I can hardly find time to buy a book of stamps!

Tomorrow, if I'm lucky, there may be a couple of "thank-you" cards left in my staff tray and the cleaner may have even picked up my coffee mug I discarded to avoid any biology-fungus-project from breeding.
I will face a barrage of emails containing dates, reminding us all of the last reminder we were given; messages containing vital information will be lost between the "where's my stapler?" subject-title and jokes or pointless "reply-to-all" sentences that really could have been had with one person on the corridor…
Some of us may be faced with a first-day-back INSET, thanking the CPD leader for effective planning and that extra day breathing space to skive, plan, reflect; or on the other hand, you may face an onslaught of pointless meetings, full of information you could read on an A4 sheet of paper!

Whatever the case, I ask you this: at the start of a new term, are you the type of person to jump out of bed, or press snooze on the alarm clock? I tend to be the former and not intentionally; no matter what strategy I try before school recommences, I don't have a peaceful night's sleep.
I'm also traditionalist at best, but I've never been one to set myself any new-term resolutions. In fact, I cannot remember anything that I've ever wanted to achieve at the start of January. Maybe that's because for most teachers, New Year begins in September and it's at this point in the year that I set my own personal and professional goals.

Returning from an extended festive holiday with loved ones, friends (and colleagues), it's that time again to take out my shoes from the wardrobe and consider giving them a sparkling polish for the start of the term.
The beginning to the Spring Term is a peculiar one. Winter is at it's deepest and Seasonal-Affected-Disorder-Syndrome (SADA) is pushing you to the brink of depair; the remnants of influenza ensure a re-visit to the chemist; the increasing anticipation of snow add to the myriad of mental-thoughts, as you browse through the pages of your teacher-planner and set the alarm to get out of bed, ten minutes earlier to defrost the windscreen.

Spare a sympathetic thought for a few colleagues who may be excited, or even nervous, starting off in a new school, whilst many others consider putting the long Autumn term behind, finally accepting a change of whole-school tempo as the exam temperature builds…
Deadlines loom closer, the promise of marking increases and the tightly-packed revision timetable is already in draft format, which includes every Saturday leading up to Easter! That pay-cheque may be weeks further away than usual, so in many ways, you either resign yourself to long days at work or cosy nights in at home in front of the tv.

So, consider setting yourself some targets for the term. Examples may include:
1. Choose a couple of days in the week to get up earlier and leave work sooner!
2. Wear a new outfit. As my wife says, "dress for the job you want, not the job you've got!" But, you may have heard, the newly appointed Ofsted chief, Sir Michael Wilshaw is demanding that inspectors assess the dress code of teachers in the new framework! Have a look at this comical version by @RobAnthony01.
3. Implement a new "Questioning strategy" in the classroom and stick it out for a term.
4. Join an online teaching forum such as Twitter and follow @GuardianTeach.
5. Watch this inspiring educational content, published by the RSA.
 
Some of my Twitter Followers responded with subsequent comments and ideas:
@10kmk42 – "It's time to try something new; turn over a new leaf…"
@MintSpies – "I'm going to move all the desks round to shake things up. It'll mostly be revision for exams, so I want to signal a change in emphasis…"
@mgcps_b75 – "A continuation of a school year, not the start of something new. Continue building and enjoying…"
@DepJo – "Fresh start for everyone. All misdemeanors are forgiven. Not just for pupils though. Parents & colleagues as well!"
@Sharland – "Set very clear goals, as Christmas may have been a 'goal' for many children."
@JohnSayers – "What should we focus on moving into 2012? How has learning changed? Focus more on technology or the professional?"
@jogyouon – "Be organised. No point starting a new term on the back foot!"

Regardless of your approach, the Spring term is a sign of growth; as the climate eventually warms, daffodil buds will begin to bloom in the ever-preceeding month of March, signalling better times ahead. Yes, January has arrived and you'll get through it, like you always have…

Publications page updated...

Please visit my 'Publications' page which has now been updated with a further 3 articles. two articles feature in The Guardian Teacher Network Blog and the other, is a profile feature in my teacher union magazine.
You can click here.

The Guardian - AfL Questioning Article

You can now read my Pose, Pause, Bounce, Pounce article on The Guardian Teacher Network Blog. CLICK HERE to read it.

ONSchool Innovation - to renew or alter

(This article will feature in The Guardian Teacher Network Blog)

I recently had a magical conversation with Eylan Ezekiel, an ex-primary school teacher who now brands himself as an Instigator. A single ten-letter word that I am not keen on, as it has aggressive connotations that would not necessarily match the captivating content of our banter.

Eylan is the Instigator for ONSchool, a Free School proposal in the south of Oxford city. The chosen specialism for the school is Innovation, which is something I could advocate. Even though I use the bog-standard web 2.0 innovations, that some teachers still may find taxing in today’s classroom, I am still conscious that a small handful of teachers in every school cannot define ‘innovation’ or what is means for tomorrow’s classrooms.

The term innovation derives from the Latin word innovatus, which is the noun form of innovare "to renew or change," stemming from in—"into" + novus—"new". (Oxford Online Dictionaries)

I ploughed through the ONSchool website for evidence that moved me from interested, to a skin-tingling sensation that can only be described as inspired. Scrolling quickly with my mouse-pad, past the vision, ethos and conceptual-polices – all vital for setting up a Free School – I found a post on the website blog called “ICT - ONSchool will be switched ON!“

‘This is what its all about’ I thought and as I write, a new post on the ONSchool blog was published. “Why not open a Virtual School?” discussing the benefits versus a need to maintain physical relationships with students and all the social and emotional learning that comes with it. It was innovation by definition: 'renewed, altered.'

Schools face a swarm of challenges - we all know that, but do we know the ingredients needed to achieve innovation? We have no clear national policy for whole-school ICT. Every school does it differently, and so they should; but in terms of originality, with no clear framework, we are all left clutching at straws buying-in any successful business model or (now) trying to replicate the Free School movement from the USA or Sweden. Why are we not leading education for others?

So, how can ONSchool in Oxford change this? Well, Eylan and ONSchool represent a small part of what we all hope to achieve and I really hope he does it! The school will be placed in one of the most famous educational cities in the world. So, given all the tradition and stature of learning in the city, is ‘Innovation’ needed here, and is it possible?

Referring back to the original reasons for being captured by this particular Free School movement, can “ONSchool be switched ON” for us all? Students are streets ahead of us with use of social-media and the skill-set they are all accumulating through web-technology, together.

We know this should be harnessed in schools. We know teachers should be at the cutting edge of pedagogy and practice, and that guidance is always changing. So, a key concern and barrier for ONSchool achieving ‘innovation’, as Eylan has already identified, is the bludgeoning ICT costs and the moral dilemma of sustainability.

Should we redefine the term sustainability and our expectations of this convention; particularly in reference to ICT, where the physical hardware and software directly contradicts the purpose that derives use of ICT?

Some innovative (remember the definition) ideas proposed by ONSchool are highlighted. Of course, the online VLE goes without saying, using open source tools and user-generated content. The concepts to transform a start-up school are all listed, but there is one particular idea that takes encapsulates this article and our phone-call in its entirety. It was solving one of the most critical issues currently faced and ignored in most school classrooms and playgrounds across the UK.

Bring-Your-Own-Devices (#BYOD) to school allows all school children to attend ONSchool secondary with a web-enabled mobile phone. This concept can be achievable using locked-down wifi-zones enabling or deactivating sophisticated applications in various subject zones across the building. Examples include Futurelab’s ’Social Software’ report and a personal example of ‘Rewarding Risk’ with the Technology Education Research Unit (TERU).

Eylan says, “Given the right boundaries this can and does work” and this is where I believe the ONSchool model can reach its innovative potential. This ‘model’ clearly needs to be defined into a framework as a prototype for everyone. It’s certainly not a new idea, but some schools continue to deny this ideology by embracing Apple Inc. through the purchase of their devices for all students! An example is Longfield Academy purchasing 1200 iPad 2’s.

If ONSchool want #BYOD to be a success, the moral issue that will challenge any socially-deprived area across the country, will be that every student has access to a device, and that those carrying dissimilar handsets do not have restricted functionality.

I rediscovered the concept of ‘desktop virtualisation’ recently via an article in Leader Magazine, published by the school-leaders union ASCL. The article by Ciive Bush, writes for Learning Point UK. Clive explains how a virtual school can be established online, saving considerable costs, whilst also allowing the physicality of a school to co-exist for students.

The concept of ‘cloud’ reiterates on the lips of the general public. Using mobile-phones in your pocket has never been so collective. The point of encompassing this technology is also supported by ICT and Twitter guru, Professor Stephen Heppell. As Clive Bush highlights, Stephen argues that we were faced with the same challenges when calculators entered the classroom. “Why would a school provide a network and all the computers when kids have already got the stuff in their pocket…?”

Consequently, if embraced perfectly, money can be saved and the tarnished image of using ICT and the hardware that comes with it, can be revitalised. Some years ago, I was filmed trying to establish the beginnings of innovation, desktop virtualisation and thensome, at a school stuck in the ICT dark-ages. You can observe Steve Warburton and I, working on a Teachers TV programme, ‘Saving Money, Using ICT’.

If you’d like to support Eylan and the collecitve ‘Instigators’, to establish ONSchool becoming an innovative institution for the children of Oxford, as Clive Bush said in his article, “let’s demisitfy the cloud” and let teachers give the instruction, “OK, get your phones out and switch them on!”

The ideology to innovate is ours to interpret and make what it truly is, instigated.