GETTING THE MOST OUT OF YOUR MIS

Tania Moonesinghe looks at why many schools under-use their MIS and what they can do about it.
THE PROBLEM

Schools across the world rely on Management Information Systems (MIS) to manage data, streamline communication, and support decision‑making. Among them, iSAMS is one of the most comprehensive and widely adopted platforms. Yet in my work as a school leader, inspector and now as an educational consultant and coach, I repeatedly encounter the same issue: schools invest in iSAMS, but use only a fraction of its capability.

This under‑utilisation isn’t due to lack of ambition or commitment – so why does it happen and how can a school make sure it is using its MIS to maximum effect?

WHY SCHOOLS STRUGGLE
1. The “Plug‑and‑Play” myth

Many schools assume that once iSAMS is purchased and installed, the hard work is done and it will simply run itself. In reality, an MIS is not a product — it’s a living system that must be shaped around the school’s structures, policies, and culture. It therefore requires:

  • thoughtful configuration
  • clear workflow mapping
  • decisions about data governance
  • integration with other systems
  • ongoing training and review

Without this, schools end up using only the most basic features: registers, reports, behaviour logs, and parent communication. Meanwhile, powerful modules such as Wellbeing, HR, Admissions, Gradebooks and the Parent and Student Portals all too often remain underdeveloped or unused, and the implementation gap can be enormous!

The system can even become a burden rather than a strategic asset.

2. The IT Manager Gap

This is one of the most common — and least discussed — reasons for under‑utilisation. A recurring pattern I see in schools is that the person responsible for iSAMS is often an IT manager with strong technical skills but limited experience of school operations. They may not fully understand:

  • academic and assessment cycles
  • pastoral structures
  • reporting requirements and expectations
  • the day‑to‑day reality of teaching

iSAMS is not just a database; it is deeply intertwined with how a school functions. Without educational context, configuration decisions can be technically correct but operationally unhelpful. For example, reporting cycles that don’t align with assessment policy or access permissions that inadvertently block key staff.

Schools need people who understands both the technology and the educational context. Too often, they have one but not the other.

3. Leadership blind spots:

Ownership really matters. Senior leaders approve the purchase of iSAMS, but often delegate implementation entirely to IT. This is understandable, particularly as there is often a time constraint — but problematic in terms of both process – how it is to be used – and product – what it is to be used for.

Common oversights include:

  • not communicating vision and expectations of use
  • insufficient time allocated for staff training
  • not appointing a designated iSAMS lead with authority to act
  • no expectation that departments use the system consistently
  • no annual audit of data quality or module usage

When leadership does not actively own the MIS strategy, the system drifts. Staff use it inconsistently. Modules remain dormant. Data quality suffers.

Ideally, members of the senior leadership should be equipped with the skills to set up and maintain the modules that come under their remit- for example the Deputy Head Academic should have a really good working knowledge of the Teaching Manager, Timetable Manager, Reporting and Gradebook modules and the Deputy Head Pastoral taking ownership of the Registration, Wellbeing and Reward & Conduct modules. Similarly, HR, Admissions and Finance, need to be involved in the set-up of their modules, make decisions if they are connected to another platform and know how to use them consistently.

4. The hidden cost of under-utilisation

Under‑using iSAMS isn’t just inefficient, it’s expensive – both financially and operationally.

Schools pay for modules they never use or just ‘scratch the surface’. Staff spend hours on manual tasks that the system could automate. Data becomes fragmented across emails, spreadsheets, and third‑party apps. Reporting cycles take longer than necessary.

The real cost is the lost potential.

UNLOCKING FULL VALUE

Now the good news! There are several steps that schools can take that consistently transform MIS usage:

1. Appoint the right iSAMS lead

This must be someone who knows how the school works educationally. This person does not need to be a technician, but must be able ask the right questions that find satisfactory technical solutions.

2. Establish the core structure first

Begin at the beginning and then construct your customised system around it.

3. Invest in ongoing training.

Initial onboarding is essential, but not enough. Staff turnover, new modules, and evolving policies mean training must be continuous. iSAMS’ University is an excellent dedicated e-learning platform. Purchase it and use it!

Appointing a mentor and MIS coach to help steer your way, particularly through the early months of implementation can also make a huge difference!

Senior leaders, teachers and admin staff might also be required to access their courses online to develop their iSAMS skills specific to their role, as part of their professional development and as a PD target.

4. Map workflows before configuring modules.

Now we are getting a bit technical! The system should reflect the school’s processes, not the other way around. Clear workflow mapping prevents confusion and duplication. These need to be thought out and articulated properly, and your modules configured accordingly.

5. Audit usage and data quality annually.

Your iSAMS teams should keep on top of this all the time! Which modules are being used? Which aren’t? Why? A simple, planned review can reveal quick wins and long‑term improvements.

6. Integrate systems properly.

iSAMS is most powerful when connected to HR, safeguarding, finance, communication and other useful educatioal platforms. For example, iSAMS does have its own Finance module for fee billing but it can be integrated with various third-party accounting andn payment platforms if preferred. Another example of integration is when schools want to use different student care programmes in preference to the iSAMs Wellbeing module for more complex child protection and welfare tracking.

The good news is that the iSAMS has inbuilt connectivity and is designed to be compatible for use with a very wide range of specialised educatioal programmes, which makes for a really powerful set of tools all connected to your MIS.

For the more technically-minded, this is possible because iSAMS have developed a powerful set of APIs (Application Programming Interfaces) to support this kind of integration.

7. Build internal capacity

Train champions in each department, create simple guides and encourage staff to use the system fully. Capacity building is far more sustainable than relying on one expert.

8. Use iSAMS Central

This is a very useful tool for all school leaders and teachers. It can bring together data from a variety of modules to generate a full profile of an individual, a class, year group or school section using a single dashboard. With the power to genrate relevant graphics, Central can be a very valuale asset for school groups as well. 

9. Get some extra help!

Schools often tell me they “don’t know what they don’t know” when it comes to iSAMS. That’s entirely understandable. MIS systems are complex, and school life is busy. This is where external expertise can be transformative. A short review, a workflow audit, or targeted training can dramatically improve efficiency, data quality, and staff confidence.

USING WHAT YOU HAVE!

iSAMS is a powerful system when schools invest in the people, processes, and training required to use it well. With the right support, schools can transform their MIS from a source of frustration into a genuine driver of improvement, better data, smoother operations, more informed decision‑making.

In other words, a system that truly supports teaching and learning!

Former international teacher and school leader, Tania Moonesinghe is now an independent educational consultant and a Senior Consultant with Consilium Education. 

Tania can be contacted on taniamoonesinghe@gmail.com or through the Consilium Education contact link.

FEATURE IMAGE: by Getty Images For Unsplash+

Support images:  by Getty Images For Unsplash+