Step 4:
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. approach: 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?

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!

Tool 4.2 - online dashboard for SELFIE-based action plan

SELFIE PTK provides the option for educational authorities and schools to use an online User Dashboard. The purpose of the User Dashboard is, in one hand, to provide schools an online platform where they can easily develop, monitor, and print their SELFIE-based Action Plan. In the long term, it can act as a repository for the school’s action plans, so they can be used as a point of reference for future action plans. On the other hand, the User Dashboard aimed to provide educational authorities a way to monitor the progress of schools, in terms of their SELFIE-based Action Plan and provide feedback. SELFIE PTK’s User Dashboard has been developed as a proof of concept during the pilot implementation of the SHERPA project. Those wishing to preview or host a localised instance of the SELFIE PTK online platform can contact CPI ( to receive an exported package.

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.

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.

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.

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 Items(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).

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 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

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