Little focus on personalization or well-being. Parent interaction through paper and meetings only. Administrators rely on paper records or electronic documents for managing student information throughout the student lifecycle.

Ambition to look at well-being more closely. Administrators have access to a student information management solution which is used to provide the basic functions of managing students throughout the student lifecycle.

Ambition to move to student-centered personalized approaches, and periodic well-being check ins. Staff are able to access a central student information management solution, which provides a comprehensive view of every student’s profile, academic performance, attendance and wellbeing.

Student-centric approach to learning and teaching, with effective technology-enabled approaches to support well-being and inclusion (e.g. connecting with student health providers). Staff, students, and caregivers are able to access a central student information management solution, which provides a holistic view of every student’s profile, academic performance, attendance, and wellbeing. This capability integrates with appropriate channels, so that information is consistent for all users. Content is contextualized based on analytics about the student.

Little focus on personalization or well-being. Parent interaction through paper and meetings only. Administrators rely on paper records or electronic documents for managing student information throughout the student lifecycle.

Ambition to look at well-being more closely. Administrators have access to a student information management solution which is used to provide the basic functions of managing students throughout the student lifecycle.

Ambition to move to student-centered personalized approaches, and periodic well-being check ins. Staff are able to access a central student information management solution, which provides a comprehensive view of every student’s profile, academic performance, attendance and wellbeing.

Student-centric approach to learning and teaching, with effective technology-enabled approaches to support well-being and inclusion (e.g. connecting with student health providers). Staff, students, and caregivers are able to access a central student information management solution, which provides a holistic view of every student’s profile, academic performance, attendance, and wellbeing. This capability integrates with appropriate channels, so that information is consistent for all users. Content is contextualized based on analytics about the student.

Devices are only available in e.g. computer lab and one size fits all approach to device specs. Staff and students can communicate using message boards and email. Students have limited capabilities to collaborate with other staff and students electronically and will print or email to collaborate.

Devices available on request and not for individual students throughout the day (e.g. via carts). Staff and students can communicate using message boards and email. Course content can be downloaded from a central location. Students have a central location to store work and assignments for sharing with other staff/students.

Students have the ability to download videos of classes after they occur. Staff and students can communicate using message boards and email. Course content can be downloaded from a central location. Staff and students can co-author work and assignments at the same time. Content is stored centrally and can be accessed by authorized staff/students.

Students in remote locations have access to a virtual learning environment. Realtime collaboration with other staff and students such as co-authoring assignments in a central location. Access to audio/video capabilities to communicate in real-time. Staff and students can co-author work and assignments at the same time. Content is stored centrally and can be accessed by authorized staff/students. External parties (such as other education institutions) can access content and co-author at the same time. Realtime collaboration with other staff and students such as co-authoring on content in a central location.

Devices are only available in e.g. computer lab and one size fits all approach to device specs. Staff and students can communicate using message boards and email. Students have limited capabilities to collaborate with other staff and students electronically and will print or email to collaborate.

Devices available on request and not for individual students throughout the day (e.g. via carts). Staff and students can communicate using message boards and email. Course content can be downloaded from a central location. Students have a central location to store work and assignments for sharing with other staff/students.

Students have the ability to download videos of classes after they occur. Staff and students can communicate using message boards and email. Course content can be downloaded from a central location. Staff and students can co-author work and assignments at the same time. Content is stored centrally and can be accessed by authorized staff/students.

Students in remote locations have access to a virtual learning environment. Realtime collaboration with other staff and students such as co-authoring assignments in a central location. Access to audio/video capabilities to communicate in real-time. Staff and students can co-author work and assignments at the same time. Content is stored centrally and can be accessed by authorized staff/students. External parties (such as other education institutions) can access content and co-author at the same time. Realtime collaboration with other staff and students such as co-authoring on content in a central location.

No engaging & immersive experiences.

Little focus on engaging & immersive experiences.

Students are learning using engaging & immersive experiences sometimes.

Students are consistently using immersive experiences to enhance learning.

No engaging & immersive experiences.

Little focus on engaging & immersive experiences.

Students are learning using engaging & immersive experiences sometimes.

Students are consistently using immersive experiences to enhance learning.

Summative assessment data is gathered a few times a year and shared with top level decision makers manually. There is no real-time tracking of student progress and no regular immediate feedback to students.

Summative assessment data is gathered a few times a year and shared with top level decision makers using a basic reporting solution. Formative assessment is used to prepare students for tests. There is a basic understanding as to how students are progressing.

There is a centralized reporting platform which automates the generation of reports. There is good and timely understanding of how students are performing and educators have the ability to provide timely interventions to support students.

There is a centralized reporting platform which automates the generation of reports. There is good and timely understanding of how students are performing and educators have the ability to predict each student’s future outcomes.

Summative assessment data is gathered a few times a year and shared with top level decision makers manually. There is no real-time tracking of student progress and no regular immediate feedback to students.

Summative assessment data is gathered a few times a year and shared with top level decision makers using a basic reporting solution. Formative assessment is used to prepare students for tests. There is a basic understanding as to how students are progressing.

There is a centralized reporting platform which automates the generation of reports. There is good and timely understanding of how students are performing and educators have the ability to provide timely interventions to support students.

There is a centralized reporting platform which automates the generation of reports. There is good and timely understanding of how students are performing and educators have the ability to predict each student’s future outcomes.

Learning Spaces are not designed to meet evolving pedagogical needs.

One or more learning spaces have been redesigned to enable collaboration and mobility.

Learning spaces are designed to enable collaboration.

Learning spaces are designed to enable creativity, collaboration, innovation, and evolving pedagogical needs.

Learning Spaces are not designed to meet evolving pedagogical needs.

One or more learning spaces have been redesigned to enable collaboration and mobility.

Learning spaces are designed to enable collaboration.

Learning spaces are designed to enable creativity, collaboration, innovation, and evolving pedagogical needs.

Students have limited access to devices at the school. Devices are managed by IT. Internet is only available at the school. Spaces are not designed to meet evolving pedagogical needs.

Students have access to shared devices at the school. Devices are managed by IT. Internet is only available at the school.

Students have their own devices and can be used at school and at home. Internet is only available at the school.

Students have their own devices and can be used at school and at home. Internet is only available at the school.

Students have limited access to devices at the school. Devices are managed by IT. Internet is only available at the school. Spaces are not designed to meet evolving pedagogical needs.

Students have access to shared devices at the school. Devices are managed by IT. Internet is only available at the school.

Students have their own devices and can be used at school and at home. Internet is only available at the school.

Students have their own devices and can be used at school and at home. Internet is only available at the school.

Little to no awareness of the skills students will need in their future which results in a lack of focus on developing those skills.

Learning content is up to date but delivered on outdated technology and content is slow to be updated.

Academic staff have access to industry-relevant content and pathways. Opportunities are available to supplement education with a variety of certifications and learning on technology they will use in their career.

Academic staff have access to industry-relevant content and pathways. Opportunities are available to supplement education with a variety of certifications and learning on technology they will use in their career. Content is contextualized based on analytics about the individual students.

Little to no awareness of the skills students will need in their future which results in a lack of focus on developing those skills.

Learning content is up to date but delivered on outdated technology and content is slow to be updated.

Academic staff have access to industry-relevant content and pathways. Opportunities are available to supplement education with a variety of certifications and learning on technology they will use in their career.

Academic staff have access to industry-relevant content and pathways. Opportunities are available to supplement education with a variety of certifications and learning on technology they will use in their career. Content is contextualized based on analytics about the individual students.

Focus is on academic skills only.

Social Emotional Learning is viewed as extracurricular or add-on.

Social Emotional skills are integrated with academic content.

Focused, integrated in daily practices, research-based teaching strategies for developing students’ Social Emotional Learning skills within and beyond the classroom.

Focus is on academic skills only.

Social Emotional Learning is viewed as extracurricular or add-on.

Social Emotional skills are integrated with academic content.

Focused, integrated in daily practices, research-based teaching strategies for developing students’ Social Emotional Learning skills within and beyond the classroom.

Inclusion and accessibility policy ambition but not implemented locally. No technology based Assistive Technologies are available. Assistive functions rely on staff.

Inclusion and accessibility strategy and plans are in place, but schools struggle to comply. Specific inclusion technologies are available for limited number of students with special needs. Assistive Technologies are purchased and require maintenance.

Inclusion and accessibility solutions are procured as “add ons” to support specific student needs rather than integrated into all solutions and platforms for all users. Students can use Assistive Technologies independently.

Inclusive and accessible approaches enable engagement irrespective of individual needs. Native Assistive support is built into collaboration tools, no additional maintenance. Students can use Assistive Technologies independently.

Inclusion and accessibility policy ambition but not implemented locally. No technology based Assistive Technologies are available. Assistive functions rely on staff.

Inclusion and accessibility strategy and plans are in place, but schools struggle to comply. Specific inclusion technologies are available for limited number of students with special needs. Assistive Technologies are purchased and require maintenance.

Inclusion and accessibility solutions are procured as “add ons” to support specific student needs rather than integrated into all solutions and platforms for all users. Students can use Assistive Technologies independently.

Inclusive and accessible approaches enable engagement irrespective of individual needs. Native Assistive support is built into collaboration tools, no additional maintenance. Students can use Assistive Technologies independently.

There is no alignment between hiring, onboarding, and professional development processes and your vision.

There is some alignment between our processes and your vision.

There is some alignment between hiring, onboarding, and professional development processes and the processes are flexible and can be easily updated to support realizing the vision.

Hiring, onboarding, and professional development processes are fully aligned with your vision.

There is no alignment between hiring, onboarding, and professional development processes and your vision.

There is some alignment between our processes and your vision.

There is some alignment between hiring, onboarding, and professional development processes and the processes are flexible and can be easily updated to support realizing the vision.

Hiring, onboarding, and professional development processes are fully aligned with your vision.

There are no resources within the organization who possess the skills required to support its transformation objectives.

There are pockets of talent to build on but we might need to hire new people.

There are pockets of talent and some foundation skills to build on but we might need to reskill or upskill people.

Our people possess the skills and expertise needed to support our transformation objectives.

There are no resources within the organization who possess the skills required to support its transformation objectives.

There are pockets of talent to build on but we might need to hire new people.

There are pockets of talent and some foundation skills to build on but we might need to reskill or upskill people.

Our people possess the skills and expertise needed to support our transformation objectives.

Lecture style traditional professional development is done as-needed.

Lecture style traditional professional development is prescribed for all staff and faculty.

A variety of professional development opportunities are made available to all staff and faculty.

All staff and faculty have personalized learning and growth plans that includes coaching and skills certifications.

Lecture style traditional professional development is done as-needed.

Lecture style traditional professional development is prescribed for all staff and faculty.

A variety of professional development opportunities are made available to all staff and faculty.

All staff and faculty have personalized learning and growth plans that includes coaching and skills certifications.

Different usernames and passwords are required when accessing applications. Password prompts occur frequently.

No use of digital access management to buildings or in other facilities e.g. cafeterias, etc. Different usernames and passwords are required when accessing applications. Password prompts occur occasionally.

Digital cards are used for some access management to parts of the institution and tracking attendance. Some digital applications for facilities issues, e.g. digital library cards, digital cards for lunch payments, school buses. Only a single username and password is required when accessing applications. Password prompts occur occasionally.

Automated recognition of presence/absence, access control and digital payments/monitoring for libraries, cafeterias, transport. Digital swipe cards for access to appropriate areas of the institution. Only a single username and password is required when accessing applications. No password prompts after signing into the PC.

Different usernames and passwords are required when accessing applications. Password prompts occur frequently.

No use of digital access management to buildings or in other facilities e.g. cafeterias, etc. Different usernames and passwords are required when accessing applications. Password prompts occur occasionally.

Digital cards are used for some access management to parts of the institution and tracking attendance. Some digital applications for facilities issues, e.g. digital library cards, digital cards for lunch payments, school buses. Only a single username and password is required when accessing applications. Password prompts occur occasionally.

Automated recognition of presence/absence, access control and digital payments/monitoring for libraries, cafeterias, transport. Digital swipe cards for access to appropriate areas of the institution. Only a single username and password is required when accessing applications. No password prompts after signing into the PC.

Data insight is gathered annually and shared only with top level decision makers manually. Staff are manually producing all required reports for internal and external needs. There is no gauge as to school performance. Data is difficult to collate and stored in difficult to use formats.

Staff are able to utilize a basic reporting solution to manually generate reports for internal and external needs. There is a basic understanding as to how the school is performing.

Staff utilize a centralized reporting platform which automates the generation of reports for internal and external needs. There is good understanding as to how the school is performing and the ability to predict future outcomes.

Staff utilize a centralized reporting platform which automates the generation of reports for internal and external needs. There is an in-depth understanding of how the school is performing across all business areas and can model exact business scenarios and performance.

Data insight is gathered annually and shared only with top level decision makers manually. Staff are manually producing all required reports for internal and external needs. There is no gauge as to school performance. Data is difficult to collate and stored in difficult to use formats.

Staff are able to utilize a basic reporting solution to manually generate reports for internal and external needs. There is a basic understanding as to how the school is performing.

Staff utilize a centralized reporting platform which automates the generation of reports for internal and external needs. There is good understanding as to how the school is performing and the ability to predict future outcomes.

Staff utilize a centralized reporting platform which automates the generation of reports for internal and external needs. There is an in-depth understanding of how the school is performing across all business areas and can model exact business scenarios and performance.

Minimal security, on-premises only, siloed data sets, no DRP, DLP.

Basic security with identity and access management, device security, hybrid cloud environment (or IaaS), and minimal DRP, DLP.

Advanced identity and access management, device security, information protection, cloud PaaS, advanced security and compliance, full DRP/ DLP, and first and third-party app access protection.

Advanced identity and access management, device security, information protection, cloud SaaS, advanced security and compliance, full DRP/ DLP, and first and third party app access protection.

Minimal security, on-premises only, siloed data sets, no DRP, DLP.

Basic security with identity and access management, device security, hybrid cloud environment (or IaaS), and minimal DRP, DLP.

Advanced identity and access management, device security, information protection, cloud PaaS, advanced security and compliance, full DRP/ DLP, and first and third-party app access protection.

Advanced identity and access management, device security, information protection, cloud SaaS, advanced security and compliance, full DRP/ DLP, and first and third party app access protection.

No data collection from energy and other facilities devices, no connection between devices on campus.

Data is collected from individual energy and other facilities devices, no connection between devices on campus.

IoT / sensors used for controlling heat and lighting, to ensure energy efficiency. Data is aggregated into one central location.

Fully IoT enabled, sustainable buildings, with automated control/monitoring of energy, heat, light, air quality. Digital facilities management is integrated with wider financial and management systems of the institution.