Review results from SELFIE School Report
What does this step involve?
Having completed the SELFIE self-reflection process and received a tailor-made SELFIE report that captures the current state of the school’s digital strategies and practices, you need to better understand the issues revealed. In this step, you will:
- Review the results from the SELFIE school report and get a complete overall image of your digital practice.
- Select 2-3 areas/items from the SELFIE school report you would like to focus on.
How do we perform this step?
The data-richness of this tailor-made SELFIE report is such that you need to adopt specific strategies to get a complete overall image (in both breadth and depth) of the school’s digital practice and to extract actionable insights from the sheer wealth of information presented. To this end, suggested strategies include:
- Read through the full report to get an overall understanding of the SELFIE output.
- Review each SELFIE area, SELFIE, identifying any aspects where the perspectives of school leaders, teachers and students converge or diverge. A set of review criteria can be used to this end; for example, compare the average score for a SELFIE area with the number of respondents for each item in that area can help to get a clearer insight into the scores.
- Compare results:: For example, results emerging from the Additional Areas such as “Teacher confidence in the use of technology” should be reviewed and related to results from the SELFIE Area like “Continuing Professional Development – Part 1 and Part 2” and “Pedagogy: Implementation in the classroom”. Similarly, results related to “Continuing Professional Development - Part 1 and Part 2” could be related and analysed jointly with results from the SELFIE Area “Leadership”.
- Select 2-3 focus areas/items within the SELFIE report that you consider to be of greatest (organizational or practical) significance for developing the school’s digital innovation action plan. In doing so, you may opt to select three different SELFIE Areas and then choose one item under each of those three; alternatively, you may focus on just a single Area and select two to three items within that. In any case, you could select SELFIE Areas with low overall scores or instead focus on any large discrepancies that may have emerged in the Area or item response ratings provided by the three different actor groups (i.e., school leader, teacher and student). The latter situation would suggest a misalignment between perceptions of the school’s policy strategies (reflected in results from school leader) and of its actual practices and experiences (reflected in teacher and student’s results), something that would be worth addressing.
What support do we have for this step?
Tip 1.1: Think big, act small!
To develop a more systematic and focused intervention, you must keep in mind that not all areas/items can and should be addressed at once. For instance, you may have and may set big, ambitious "long term" goals (e.g., for an action plan with a 3-year horizon). However, you need to start by taking small steps and setting achievable goals, few at a time, year by year. Some goals could be achieved in a short timeframe (e.g., in three months), while others could take longer (e.g., more than a year).
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Checklist of outcomes
When you have finished this step, you should have: