Step 4: Describe Activities

This step helps you produce a SELFIE-based Action Plan with a list of activities aimed at attaining identified priorities and goals.

WHAT DOES THIS STEP INVOLVE?

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

In this step, you will

  • Formulate the schools SELFIE-based Action Plan.
  • Incorporate results from Phase 1 in action plan.
  • Outline a list of actions to be performed to reach goals set.

Remember that this is a preliminary SELFIE-based Action Plan, in the sense that any time during the implementation phase, you may come back and modify or adjust the action plan.

HOW DO WE PERFORM THIS STEP?

In Phase 1, you identified and analysed the SELFIE Areas/items for action, set your priorities and described the corresponding goals. Now, in Phase 2 you can develop your SELFIE-based Action Plan, a comprehensive document that enables you to plan, enact and evaluate activities. A template for the action plan is available in word format. Schools participating in the SHERPA project, can use alternatively the SELFIE PTK online platform.

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.

Regardless of your choice to include or not information from Phase 1 in the action plan, you can start drafting the different activities to help you achieve those goals. One or more activities may be devoted to each goal. 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). This could start brainstorming about an initial set of activities that can help to achieve goals and priorities defined in the previous step. As you do, continue asking yourselves whether your goals and activities actually address the matter you identified from your SELFIE Report results.

To help ensure your step-by-step development of the action plan and its constituent activities is done in a sound manner, you can make sure your activities are all 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 activities 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 another (or others), or have specific deadlines or time limits.

Before moving on to the next step of describing the actions in detail, you could present the actions considered so far to other teachers at the school. Even though this is part of Step 6, it will allow teachers to acquaint themselves with the action plan and provide feedback at an early stage. This way they are more likely to identify with the plan, feel that they have ownership and feel a sense of responsibility for it. On the other hand, you could probably save time by avoiding describing actions in detail (Step 5), that will be modified or revised later on (Step 6).

Always remember that the list of actions you establish in this step is not permanent. When the plan is underway, you can come back to this step and make any necessary adjustments, like modifying activities, include extra activities that you think are needed, or even drop activities for any reason whatsoever.

WHAT SUPPORT DO WE HAVE FOR THIS STEP?

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 a printed and an online format.
Printed version: File available in both MS Word and PDF format for any school to download and use. Feel free to modify accordingly!
Online version: (Only) Schools participating in the SHERPA piloting phase can visit the SELFIE PTK online environment for completing the SELFIE-based action plan.

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 Items(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.

CHECKLIST OF STEP 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

Scroll to Top