Self Reflection Tool

Think carefully about the questions below before making your selection. An honest reflection of your current status will support you better on the journey of innovation.

  • Guiding questions are included to help you make a more informed judgment of your current status.
  • You can add you own comments at the end of this self reflection process.
  • Hover over each title ("Aware", "Developing" etc.) to see a small description of its meaning.

For further information, download the Transformation Whitepaper, Curriculum, Content and Assessment for the Real World here

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1. Curriculum and Assessment

1. 21st Century Skills and Standards

Guiding Questions:

  • Does your school align with a curriculum framework (or framework for 21st Century learning?)
  • Is this framework understood and supported by staff?
Not Applicable Aware Developing Defined Integrated Ubiquitous

Skills not explained or identified as an area of learning.

Initial understanding and interest in what is meant by 21st Century skills.

Skills identified as useful and a few teachers support them. Minor consideration is given to how to measure these skills.

Skills identified across the curriculum and many subjects teach them. Some reporting on skills occurring.

Skills recognized as vital and most subjects have consistent approach to developing them with effective assessment in most areas.

Skills routinely encouraged and developed, consistently in all learning settings. An effective skills reporting system in place across the curriculum.

2. Curriculum and the learning paradigm

  • Are students empowered to design their own learning programs?
  • How do students demonstrate active management of personalized learning and assessment (e.g. Digital Portfolios)?
  • What instructional frameworks do you use to define a common language of learning?
  • How do you use evidence-based pedagogical practices to inform learning design?
Not Applicable Aware Developing Defined Integrated Ubiquitous

A traditional curriculum is still taught with a traditional didactic approach. Pupils sit in rows; teachers lead learning from the front.

Some teachers or subjects/ topics use simple pair work ideas.

Curriculum innovation is beginning in specific areas with pupils taking greater ownership of their learning. Some tasks with pupils learning in groups.

A significant number of subjects/learning areas across the school have adopted pupil led learning and redeveloped the role of teacher as guide.

The school has adopted a policy on pupil-led learning; has reorganized subject-based learning into more integrated approaches and has consistent pupil-led learning and assessment in most areas of the school. Learning is collaborative and constructivist.

Curriculum has been dynamically re-engineered in terms of content, approach and engagement. Pupils very much involved in the delivery of the curriculum and highly engaged as self-directed learners. These approaches are school wide and consistent.

3. Assessment

  • Do students understand and value how they are being assessed?
  • How close to real time is feedback provided to students?
Not Applicable Aware Developing Defined Integrated Ubiquitous

Exams and assessments are traditional, rigid and school has little input other than preparing students for them.

Assessment is summative and organizationally structured at fixed times during the school year. Exams are standardised and marked by individual teachers or official bodies.

Intermittent/when relevant assessment is beginning to occur in some subjects although end of unit exams still dominate. Teachers are beginning to compose their own assessments and the format is not just paper-based.

All teachers are using some type of formative assessment process although procedures are not necessarily monitored or quality assured. The use of ICT in the assessment process is being explored.

Formative assessment processes are in place. Regular monitoring, evaluating and reporting occur between students, teachers and peers regarding individual progress. ICT is used at all stages to promote efficiency as well as data collection.

Assessment is rich, personalized and relevant. ICT allows feedback to occur in real time, providing meaningful information to the learner, the teachers and the broader community to ensure further personalization and accurately address learner needs.

4. Innovative use of ICT

  • How will learning look inside and outside the physical learning space?
  • How is technology used to meet diverse learning needs and curiosities?
  • In what ways do devices, platforms and learning modalities help to individualize instruction?
  • How will technology allow you to understand and embrace the whole child?
  • How well does your software fit pedagogical goals?
  • Have you considered how emerging technologies will impact and influence how your school operates?
  • Do students have 24/7 access to portable web enabled devices?
Not Applicable Aware Developing Defined Integrated Ubiquitous

There is no ICT available in the school for teachers or students.

Students do not engage or collaborate with others when using ICT.

ICT has no impact on the student's attitudes towards learning. ICT is used occasionally for administration purposes.

ICT is used in some lessons by some teachers to support subject-based learning. Most often the technology is used by the teacher rather than the students.

ICT is used regularly by many teachers to support subject-based delivery. Students begin to collaborate with others when using ICT. The students become more interested in learning through ICT but ICT has little impact on their approaches to investigations, solving problems and learning from their mistakes.

ICT is an important part of all teaching and learning processes and a range of resources are used by both the teachers and the students. ICT is used in non-lab settings and students are selective about the tools they use. ICT is used for data collection and analysis.

ICT integral to all learning, teaching and organizational processes, variety of resources available on demand. Learning drives procurement and usage of ICT.

Students engage and collaborate using ICT. ICT has a major impact on their learning. Students are publishers and collaborators, sharing and receiving feedback from a wide audience.