SELFIE PTK

STEP 04.

Describe activities

This step helps you to describe activities in pursuit of the priorities and goals identified for your school SELFIE-based Action Plan.

What does this step involve?

Having identified key aspects (i.e., priorities and goals) requiring action to further the school’s digital capacity (Steps 1-3), you are now ready to develop the SELFIE-based Action Plan  your school intends to implement.

In this step, you will:

  • Formulate a list of actions to be performed to reach goals set.
  • Start outlining your school SELFIE-based Action Plan, based on results from previous steps (Phase 1).

How do we perform this step?

Step 4 involves describing the activities you intend to implement in your school SELFIE-based Action Plan. This action plan, that will be finalised in the subsequent Step 5, is a comprehensive document that enables you to plan, enact and evaluate activities.

The process could start with a brainstorming session to outline an initial set of activities for pursuing the goals and priorities you have defined in Step 3. You may want to include single or multiple activities to address each goal. Some goals may require a short time span of a few months, while others may even take more than a year to achieve. While drafting those activities, continue asking yourselves whether your activities actually address the output from the previous steps (for example by copying your priorities and goals from Step 3 into the Action Plan template so they are at hand for reference during this step).

To ensure that your action plan activities are defined in a sound and reliable way, you can use the S.M.A.R.T. Specific, Measurable, Achievable, Relevant,(i.e., relevant to the current circumstances of the school and the achievement of the specific stated priority), and Time-bound (Doran, 1981). If an activity seems complex and hard to achieve, consider breaking it down into smaller tasks that are easier to implement and manage.

Once you have established the actions, check if you need to prioritize them: some actions may be dependent on others, or have specific deadlines or time limits. Also consider sharing and discussing them with other colleagues at school to gain their feedback and consensus before proceeding.

Remember that this is a preliminary SELFIE-based Action Plan, in the sense that you will complete and refine it in the subsequent steps. Moreover, any time during the implementation (Phase 3) the need may emerge to come back and modify or adjust the action plan.

What support do we have for this step?

Tools

Tool 4.1

Template for SELFIE-based action plan

A template to use for planning, enacting, and evaluating activities. The template is available in both MS Word and PDF format for any school to download and use. Feel free to modify accordingly!

Εργαλείο 4.2

Διαδικτυακή πλατφόρμα διαχείρισης Σχεδίου δράσης

Η εργαλειοθήκη περιλαμβάνει μια διαδικτυακή πλατφόρμα διαχείρισης και παρακολούθησης του Σχεδίου δράσης, η οποία μπορεί να αξιοποιηθεί από σχολεία και εκπαιδευτικές αρχές. Σκοπός της διαδικτυακής πλατφόρμας είναι να παρέχει στα σχολεία ένα διαδικτυακό χώρο όπου εύκολα μπορούν να αναπτύξουν, να παρακολουθήσουν και να εκτυπώσουν το Σχέδιο Δράσης τους, στη βάση του SELFIE, για τη βελτίωση της ψηφιακής τους ικανότητας. Μακροπρόθεσμα, η πλατφόρμα αυτή μπορεί να λειτουργήσει ως αποθετήριο για τα σχέδια δράσης του σχολείου (για κάθε σχολική χρονιά), ώστε να μπορούν να χρησιμοποιηθούν ως σημείο αναφοράς για μελλοντικά σχέδια δράσης. Παράλληλα, η διαδικτυακή πλατφόρμα έχει ως στόχο να δώσει τη δυνατότητα στις εκπαιδευτικές αρχές, να παρακολουθούν την πρόοδο των σχολείων, όσον αφορά το Σχέδιο Δράσης και να παρέχουν ανατροφοδότηση. Η διαδικτυακή πλατφόρμα είναι προσβάσιμη στους χρήστες που συμμετέχουν στα Προγράμματα του Τομέα Εκπαιδευτικής Τεχνολογίας (ΤΕΤ), μέσα από την Ενοποιημένη πλατφόρμα διαχείρισης εκπαιδευτικών Προγραμμάτων του ΤΕΤ στη διεύθυνση https://tetdashboard.pi.ac.cy. Όσοι επιθυμούν να γνωρίσουν ή να μάθουν περισσότερες πληροφορίες για την διαδικτυακή πλατφόρμα μπορούν να επικοινωνήσουν με τον ΤΕΤ.

Tips

When developing your SELFIE-based action plan it is important to bear in mind any relevant national, regional, or local guidelines that might relate to those actions. Also consider how those actions would fit in with your school’s improvement plan.

The SELFIE-based Action Plan may include information from Phase 1, regarding the current state of the school’s digital strategies and practices (Step 1 & Step 2) and a prioritized list of SELFIE areas and selected items identified as requiring action, along with goals set for pursuing improvements aligned to these priorities (Step 3). Even though including this information into the SELFIE-based Action Plan is optional, by doing so, it will allow you to have all relevant information together in a single document.

Remembering that SELFIE results reflect the (subjective) perceptions of users expressed on a five-level Likert scale[1], schools may also wish to have functional input for setting themselves higher goals for improvement and understanding how to go about making advancements in their practices. To this end, examples from existing ‘graduated-level’ models and frameworks could be included, such as the Digital Learning Framework or the (Digital Learning Framework) ή τα πλαίσια DigCompOrg and DigCompEdu frameworks, which rank competences, descriptors, and proficiency statements in progressive proficiency levels. Even though there is no categorical one-to-one correlation between the different areas, indicators, and competences covered in SELFIE and those addressed in other frameworks, comparison with them could give educators and schools a better understanding of the level of their various competences and how these can be developed. Working collectively, this could help them formulate their goals and actions in a more tangible, precise, and specific way.

For example, under the SELFIE Area “Pedagogy: Implementation in the classroom”, one of the indicators is “Student Collaboration” (F5). This is in line with one of the 22 competences in the DigCompEdu framework, specifically the competence “Collaborative Learning” under the area “Teaching and Learning”. For each of the 22 competences, descriptors, and proficiency statements in the DigCompEdu framework , there are separate descriptions at six progressive proficiency levels. When using the SHERPA’s Pedagogical Toolkit, schools could take advantage of these proficiency-graded descriptors to get an understanding of their general collective current proficiency level on the selected competence and draw on the detailed description of progression criteria when formulating their actions objectives.

The Digital Learning Framework for Primary Schools and Digital Learning Framework for Post Primary Schools, which articulate effective and highly effective practice for the use of technologies in two key dimensions (i.e., Teaching and Learning and Leadership and Management), could be used in a similar way as DigCompOrg or DigCompEdu frameworks. For instance, under the SELFIE area “Assessment Practices”, one of the indicators is “Assessing skills” (G1), which is aligned with one of the 32 standards in the Digital Learning framework, namely the standard “the teacher selects and uses planning preparation and assessment practices that progress pupils’ learning” under the domain 3: “Teachers’ Individual Practice” and under the dimension “Teaching and Learning”. For each of the 32 standards , statements of practice which describe “effective”, and “highly effective” school practices are provided which could assist schools to identify the areas of their practice that are effective or highly effective and to identify and prioritise the areas where improvement is needed.

1) In SELFIE, the response options for each item are: Strongly disagree – in my experience, this is not true at all / Disagree / Slightly agree / Agree / Strongly agree – in my experience, this is very true.

A network of participating schools can be created (at the country level) to facilitate exchange of ideas, best practices, and experiences with national and international schools. Schools can also ask for suggestions of how to overcome obstacles and difficulties that may arise in the implementation of their activities.

Schools can identify further suggestions to specify activities to be carried out in relevant webpages from other countries such as:

Below you can find links to useful digital tools which could support teaching and learning:

Tools ePortfolio: An ePortfolio is a dynamic workplace "owned" by students. Taking into consideration the continuous development and integration of technology in education, an ePortfolio offers the students a digital workplace where they can capture their learning, submit and manage their work collections, reflect on their learning, share, set goals, seek feedback and showcase their learning and achievement (Cyprus Pedagogical Institute, 2021; EUfolio, 2014). Some suggested ePortfolio tools are:

Tools for the creation of rubrics: In general, rubrics are scoring guides used to evaluate student products and performance. Some tools you can use to create rubrics are:

Tools for the creation of digital educational materials:  

Examples

Description of activities for set goals and priorities

Below, you can see a list of indicative activities, addressing different goals and priorities set in the previous step (Step 3). Schools can use the activities described below, as-is, simply select a few, or adapt according to their own needs and context.

Priorities Goals Possible Activities
SELFIE Area(s)
D. Continuing Professional Development

SELFIE Item(s):
D1. CPD Needs,
D2. Participation in CPD, D3. Sharing Experiences
To make provision for focused training activities
  • Use an online self-evaluation tool (e.g., SELFIE for Teachers, TET-SAT) to trigger teachers’ self-reflection and identify their CPD needs.
  • Create a recommended list of digital educational tools (e.g., MS Teams, Kahoot, Flipgrid, etc.) and/or methods (e.g., flipped classroom, game-based learning) and ask teachers to express their interests for training purposes.
  • Establish a training program with clear objectives and make it publicly available to all teachers.
To encourage peer mentoring and exchange to further develop the digital competence in the school-teacher cohort
  • Identify and plan different training options, e.g., team-teaching, classrooms observations, teacher coaches.
  • Create a common online space to upload and share teaching resources among the school-teacher cohort.
SELFIE Area(s)
H. Student Digital Competence

SELFIE Item(s):
H1. Safe Behaviour
H3. Responsible Behaviour
To educate students in the creative, safe, and responsible use of the internet
  • Inform students about services offered through the SIC (e.g., Helpline) where they can get advice and support on issues related to safe, responsible, and ethical use of the Internet.
  • Arrange presentations, and workshops for students, teachers, parents through the country’s Safer Internet Center (SIC).
  • Involve students in developing/refining the school “Acceptable Use Policy” of the school.
  • Ensure the school participation in a national or international Program on Safer Internet (e.g., Young Coaches, eSafe Schools, School Web Radio, EduWeb).
  • Subscribe the school to the eSafety Label community and get accredited.
Description of activities for set goals and priorities

Below, you can see a list of indicative activities, addressing different goals and priorities set in the previous step (Step 3). Schools can use the activities described below, as-is, simply select a few, or adapt according to their own needs and context.

Priorities Goals Possible Activities
SELFIE Area(s)
E. Pedagogy: Supports and Resources

SELFIE Item(s):
E4. Communicating with the school community
To improve communication between school, parents and teachers using digital technologies.
  • Use the school’s website to share announcements, media, school events, or any other information on school related activities.
  • Use online communication apps such as Viber, FB Messenger, WhatsApp to create school-chat groups, among classes.
  • Promote the text message system on the school’s website.
  • Use text messages to send important messages and quick alerts to parents.
SELFIE Area(s)
F. Pedagogy: Implementation in the classroom

SELFIE Item(s):
F1. Tailoring to students’ needs
To improve the use of digital technologies to tailor teaching to students’ individual needs.
  • Encourage teachers to visit each other’s classroom. The information gathered from the observation of their colleagues could be discussed and help teachers learn from each other.
  • Share ideas, tips, or resources related to the use of digital technology to tailor teaching to students’ needs that have proven effective for individual teachers in staff meetings and/or the school network (LAN).

VIDEOS from #SELFIEPTKMOOC

In this video from #SELFIEPTKMOOC, you can find out more about what is a SELFIE-based Action Plan.

In the second part of this video from #SELFIEPTKMOOC (see video from minute 2:38 up to 4:58), you can find out more about how to develop the SELFIE-based Action Plan your school intends to implement.

Checklist of outcomes

When you have finished this step, you should have:

Step 3

Set priorities and action plan goals

Step 5

Fine Plan & Set Evaluation Means​

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