With the action plan underway, it is essential that you maintain control, keep the action plan on track and assure its successful completion. Using the success criteria, tools and methods defined in Step 5, you monitor and evaluate the progress and impact of each action and determine the degree to which defined goals are being achieved or if they need to be recalibrated.

It is important that monitoring and evaluation are carried out throughout the whole implementation phase and in a systematic manner (at regular intervals), so that any issues can be identified and dealt with in a timely fashion, via appropriate solutions.

If monitoring reveals the need for on-the-fly adjustments for any activity, you may need to go back to Steps 4 and 5 (Phase 2) and adjust the design of your action plan. Remember that the design and implementation of your action plan are strongly interlinked, so any modification made will have implications for the action plan as a whole. Bear in mind for the action to be successful, all stated goals need to be met.

Upon completion of each action and collection of related data and artefacts, it is important to annotate your reflections on each action, irrespective of whether the goals set were successfully reached or not. These reflections regard:

• the extent to which the action goals where achieved,
• how teachers and students performed their roles,
• emerged strengths and weaknesses of the action,
• what worked and what did not work (based on the needs and profile of those involved in the actions and on any other contributing factors),
• how and whether teachers’ and learners’ perceived changes in relation to the goal(s) of the action¸ and
• any suggestions for improvement and for future actions.

Bearing in mind that your SELFIE-based Action Plan (even though enacted during a specific school period) is part of an ongoing iterative process, reflecting on this experience will provide invaluable insights for improving subsequent action planning.

The overall evaluation on actions performed should consider not just the achievement of pre-set goals but also to what extent these actions contributed to enhancing the whole school’s digital capacity. This refers both to the specific SELFIE areas/items selected in Step 1 and, potentially, to positive effects on other areas/items that were outside the specific scope of your action plan.

To gain a picture of such progress, the school can consider repeating the SELFIE self-reflection process. This will allow you to compare the data from your initial SELFIE school report used at the start of the SELFIE PTK process (Step 1) with the data on your newly-gained status as revealed by your new SELFIE school report. This could also be launch pad for a new SELFIE PTK cycle.