For this step you need to prioritise the SELFIE Areas/items that you have already identified in the previous Steps 1 and 2 as requiring action and set goals to achieve improvements that align with these priorities. It is important to stress that the goals identified here in Step 3 will become the overall goals of the SELFIE-based Action Plan that your school will subsequently develop in Steps 4 & 5 (Phase 2).

These priorities and goals should be in line with and complement general priorities defined by your school, and also reflect policy initiatives defined by education authorities at local/regional/national level. In sorting out your school’s priorities and setting its goals, you can also consider specific conditions (e.g., urgency of the matters at hand), constrains (e.g., resources needed, timeframe to carry out all tasks), and the breadth and depth of the intervention your school can feasibly commit itself to complete. Once the overall priorities and goals are defined and agreed by the whole SELFIE PTK coordinating team, you can start developing the detailed SELFIE-based Action Plan.

For each priority set, one or more goals are to be defined. The goals need to be consistent with the priority, measurable and realistic, and devoted to achieving improvement or optimization in view of the findings from Steps 1 and 2. Meeting these criteria forms a backbone for your school’s progress from its current status regarding digital technology use to strategies and practices that are more effective and innovative. To this purpose, your school can use and adapt the example goals featured in the SELFIE PTK scaffolding guidelines. Alternatively, your school may draw on goals related to the same Area/item shared by other schools through the SELFIE PTK online portal.