THE PRESENT vs THE FUTURE: STRATEGIC PLAN 2023 - 2026

  "Technology is best when it brings people together" Matt Mullenweg

“You wouldn’t think of taking your team with you on a destination, without agreeing on the destination first, right?  We are all familiar with the importance of a Vision and Mission in the school strategy, yet when it comes to collectively determining the most impactful use of technology in learning, sometimes schools do not have the big picture in mind; they don’t have a digital strategy.  Where do you want to be and how technology can help you get there, are part of the conversations that can be enriched with your digital strategy”

Yolanda Ramirez Lagos, Director of Technology and Innovation at International Schools

The above quote nailed it. A digital strategy for a school cannot be a one-man show but a collaborative exercise as it requires the input of all stakeholders. Through the use of questionnaires, online and face -to-face meetings, google docs etc., information can be gathered, assessed, and the way forward planned; however, since the ENC is a very small institution, the information can be quickly analyzed. Once goals have been set, the way they can be accomplished must be determined. An examination of what is presently in existence and the map for the road ahead will speak to the extent of strategic planning that must occur for the technology to be fully implemented, activated and appreciated at all levels. (See Images)

The successful use of technology at ENC requires the creation and implementation of a digital strategy. At every step of the way, research must be conducted to guide the strategy and its implementation.  Three key areas: Digital Literacy and Capacity, Digital Technology Infrastructure, and Digital Leadership must be investigated in order to guide the desired outcome.  The following examines what presently exists at the ENC, identifies what needs to be implemented, so that after a three year time frame, the expected outcomes can be attained.

Digital Literacy and Capacity

Staffing at the ENC has been quite stable over the years with time spent there ranging anywhere between ten years and twenty. Members are very dedicated to their tasks of helping the at-risk population to get their lives back on track. Working together, members have developed a solid professional learning community that meets every other Tuesday to share ideas, work through challenges, and plan the way forward for the students in their care.  Working with other agencies as well as personnel from the various schools, guidance counsellors and principals notably, a professional learning network has been created as everyone works together to assist our troubled youth. It is as Hargis (2022) describes when she states that strategic plans for teaching and learning focus on moving a mass of stakeholders along an agreeable path. 

Again, because of the size of the institution, face-to-face staff meetings were always in use at ENC, but the Covid-19 pandemic exposed staff to the online versions through the zoom and teams platforms. Even though students only spend ten days in the programme, attendance is recorded daily. Staff members were never exposed to the open EMIS registration document in which other schools presently engage. While there are several areas that highlight the need for a digital strategy, the following table addresses a few.

Digital Literacy and Capacity
	Year 2022	Implementation	Expected Outcomes Year 2025
Skill set of staff	The technological skill-set of staff is basic to moderate.	Quarterly raining sessions for staff in software evaluation and application would help with the right selection of material.	There will be an adequately trained staff in digital technology who will evaluate and select appropriate software to enhance teaching and learning outcomes.
Equipment	Each member of the teaching staff has a laptop computer. Additionally, there are five desk top computers -some of which do not function. There are ten tablets that are still in the cases. There is photocopier, two projectors, a projector screen, a television, and flash drives.	Over a three – four year period, equipment will either be purchased or procured through donations to allow each staff member to possess a laptop, and each classroom to comfortably accommodate ten laptops/desktops  and tablets.	The institution will be adequately outfitted with computers for staff and students to use. Other forms of technology will be functional.
Software Programmes	Software programmes, especially those that teach social emotional skills are non- existent	Through software evaluation, the appropriate software will be acquired that assist with the teaching of Social Emotional Learning.	Software programmes that address social emotional skills will be readily available to assist teachers with the teaching of behaviour modification. Ample protection against viruses will be acquired.
Technical Support	Technical support is sourced from ITQUA at the Ministry of Education and is not always timely due to their heavy workload.	The creation of a new staff post for an Information Technology Co-ordinator (ITC) whose job description includes addressing internet issues, training staff, and providing support as part of the administrative team.	There will be an ITC on staff who is responsible for all things related to technology at the institution.
Knowledge of ISTE Standards	Knowledge of ISTE standards is almost nonexistent	Introduce staff and students to the respective areas of the ISTE standards and train them to use the computer and collect and store data responsibly.	Staff and students will be equipped with the knowledge of the computer misuse act, online safety, FERPA and COPPA

 Digital Technical Infrastructure

The ENC is a very small plant that comprises two buildings. The main building houses the offices, staff room, lobby, resource room, staff bathrooms, and the isolation room on the ground floor.  The upper level is divided into two classrooms. The only room that is air conditioned is the very tiny resource room. The other building houses the kitchen, lunchroom, ancillary staff room, and the sick bay. Students’ bathrooms adjoin that building.

Due to the ENC location in a hilly section of Boscobelle, the internet connection has always been a challenge. Reports received indicated that because of its location the nearby hills impede the path of the radio waves that transmit information between the devices and a router via frequencies, rendering the internet ineffective.  It was recommended that in order to correct that situation, an Internet Service Provider must install a tower, but it must be a costly undertaking since none was willing to undertake such a project. Storage capacity and spacing are limited as the filing cabinets which store both staff and students’ information occupy a fair amount of room.  The following table reflects an inventory of what presently exists at ENC, and what the implementation of a three year digital strategy would look like.

Digital Technical Infrastructure
	Year 2022	Implementation	Expected Outcomes Year 2025
Spacing	There is one large classroom that is divided into two by a partition. That layout encourages disruption and interference from the class.	The Programme Coordinator would advocate for a two-room prefabricated building to house two classrooms that can also be used as computer labs	There will be two separate classrooms that comfortably seat ten students each and allow for engagement with and easy collaboration amongst students.
Physical Storage	Storage space for sensitive information, extra equipment etc. is limited.	The Prrogramme Coordinator, on successfully obtaining the prefab buildings will convert the large room upstairs into an MIS room that stores all sensitive information.	The former classroom will now be an air -conditioned MIS room with cabinets that safely secure staff and student information
Connectivity	ENC is in a hilly section of Boscobelle which makes connectivity difficult. Frequent disruptions are experienced which provide challenges for teaching and learning	An ISP would be sourced to upgrade the services at the ENC to allow for maximum usage if internet services.	A good internet service provider that ensures connectivity is superior will be acquired. The presence of access points will also assist with fence-to-fence quality connectivity.

Digital Leadership

Digital leadership can reside with an individual or individuals who are proactive about exploring how information technology (IT) can help their school become more responsive to stakeholders’ needs, by delivering better service and adapting to a changing environment. The leadership embraces the technology to make the school more effective in the delivery of its directive. Digital leaders are very much on the front foot when it comes to technology. They are open to evolving digital trends, and they actively analyse how these may affect or benefit their organisation. They act as champions and help design and promote a digitally conscious institution.

Without an ITC at the ENC, the Programme Coordinator would have to driving force behind the implementation of the digital strategy. The communication style of this individual must be

Digital Leadership
	Year 2022	Implementation	Expected Outcomes Year 2025
Finance/Budget	In the absence of a Board of Management or a Committee, the ENC’s budget is managed by the Finance Department at the Ministry of Education	The Programme Coordinator will advocate for a Committee to address financial matters and decision-making at the institution.	A Committee will be established to deal with the finances, management, and decision making of the ENC
The driver(s) of the digital strategy	Although the Programme Coordinator leads the organization, the Ministry of Education controls the budget, often determines when training is offered and when technological equipment is distributed.	Through extensive collaborative sessions, the Programme Coordinator will set the stage for staff and the Committee to buy into the digital strategy and its implementation	Having gained support for the implementation of the digital strategy, and ably assisted by the ITC, technology will be in full use at all levels.   The Programme Co-ordinator and the ITC will develop structured training programmes for staff to ensure that all members (teaching and non-teaching) have IT skills.   The ITC will secure and safeguard data.

Evaluating and Monitoring

Through staff meetings, questionnaires etc., the implementation of the digital strategy will be evaluated  to see how it is progressing and accomplishing set goals The Programme Coordinator, with the help of the ITC will disseminate information (feedback) to the Committee on the school’s progress in its journey to being twenty first century ready in technology. 

In conclusion, the Edna Nicholls Centre must never find itself in the position it was at the start of the pandemic. Its journey into a world of technological modernity must be an ongoing one as any lapse will slow down any progress that was made. Today's students have embraced the technology  wholeheartedly, and any institution that   works with students needs to be ahead of the game.  The success of the plans made in the digital strategy is important to the success of students. The success of the students is important to their respective schools. The success of the schools is important to the nation.

(Next Page)