Dynamic process model - iHub4Schools Horizon2020

Dynamic process model one part of the general mentoring model Liisa Ilomäki & Minna Lakkala, University of Helsinki iHub4Schools WP3

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Dynamic process model one part of the general mentoring model The overall mentoring model, the key outcome of WP3, includes the following elements:

1) what to mentor “conceptual model”

2) how to mentor “dynamic process model”

3) description of individual methods

This is a presentation about the dynamic process model which describes the mentoring process on a general level but to understand the dynamic process model, the conceptual model is presented first.

I A conceptual model about whole-school peer-learning mentoring model The AIM of the conceptual model is to clarify the basic of the whole-school mentoring model, the various elements and the structure of the elements.

In addition, it describes the work of various WPs. It is a general framework for school development, and it is based on previous research, e.g., on Innovative digital school - model.

An example of an other framework: Model of innovative, digital school

Ilomäki, L., Lakkala, M. Digital technology and practices for school improvement: innovative digital school model. RPTEL 13, 25 (2018). https://doi.org/10.1186/s41039-018-0094-8

II The dynamic process peer-learning mentoring model for whole school digital innovation The aim of the process model is to describe to mentors the process of school peerlearning mentoring.

The model consists of various activity steps in the process, and we refer to them in the following slides. Each of the numbered steps will be described separately.

The idea is that users (schools) choose which of the steps they want to apply, none of the steps are obligatory.

For the deliverable M6 we will have examples from UH, UiB and TUni. In addition to this overall presentation we will present three individual methods separately.

The dynamic process peer-learning mentoring model INTRODUCTION

The process model for working with and in schools, together with the staff, emphasise co-creation and evidence-based development.

Issues that need to be taken into account and affect the application of the model involve national differences, size of the school, level of the school (primary, lower secondary, upper secondary), the school’s culture for development and innovations as well as teachers’ various competencies.

The process model is mainly aimed to by used by mentors, organizers, etc.and it will guide the school-level activities.

The dynamic process peer-learning mentoring model

The dynamic process peer-learning mentoring model 1. Initiative for development

Work before the school level activities

Initiatives come from different directions: from the school or from some teachers, local administrators, researchers, or other external stakeholders. The reasons for suggesting the development work vary, there might be even contradictory reasons.

Invitations to schools and selection of schools, e.g., based on application from the schools.

It is important to find benefits to school!

The dynamic process peer-learning mentoring model 1. Initiative for development: Examples

Work before the school level activities

In Case Porvoo the initiative came from the researchers and the aim was to have collaboration with the school for iHub4Schoolprject.

The researchers contacted two principals about the preliminary interest, the principals were willing so the next step was to wait for the project acceptance.

For UiB the initiative came from the researchers to one school, based on previous collaboration, with the aim of collaboration in the Hub4Schoolproject. The researchers contacted a school leader the school accepted to be part of the application.

The dynamic process peer-learning mentoring model 2. Anchoring meetings with the key stakeholders

Work before the school level activities

Meeting with the relevant school authorities (principals, vice principals, ICT coordinators etc.) about their needs.

The AIM is to get the leaders of the school acquainted with the possible development model(s) and the phases as well as their various possibilities (collaboration activities, tools and instruments for evidence-based development).

The dynamic process peer-learning mentoring model 2. Anchoring meetings with the key stakeholders

Work before the school level activities

Meetings with schools, for example: a) First meeting with school leaders (different selected teachers working on innovation or technology): Presentation of schools, expectations. How will we work: What models will be presented (e.g TISL, practice inquiry method). (e.g.

2h) b) Second meeting: Needs, and suggested plan from the schools. Time frame. (e.g. 2h) c) Third meeting: Dates and planed time for the forthcoming school year. (2h) The school leaders will inform on the plans for the whole school and the teachers.

The dynamic process peer-learning mentoring model 2. Anchoring meetings with the key stakeholders Meetings with schools in the Norway case

Work before the school level activities

First meeting with school leaders (different selected teachers working on innovation or technology): Presentation of schools, expectations.

How will we work: What models will be presented (e.g TISL, practice inquiry method). (2h) Second meeting: Needs, and suggested plan from the schools. Time frame. (2h) Third meeting: Dates and planed time for autumn 2021 and spring 2022. (2h)

The dynamic process peer-learning mentoring model 3. Joint planning and getting acquainted with the possibilities

Work at school

The joint meeting with the staff, school teams (responsible for the development activities) or all relevant persons who will participate in the development process.

If possible, the staff should reflect the current status of the school and based on this, create ideas about how to continue the work.

Schools have various needs and these individual needs are answered with different steps, models and tools and for this reason the various individual methods or digital tools will be applied in many ways.

The dynamic process peer-learning mentoring model 4. Mapping development needs Questions that should be answered in this phase with the help of chosen method(s): 1. What is the problem of our school with digital technology in teaching and learning?

2. What are the concrete development needs of our school and individual teachers?

3. What are our development goals?

Possible methods to use in this phase:

The dynamic process peer-learning mentoring model 5. Acquiring new perspectives The aim of this phase is that teachers search for new information, experiences and inspiration for their development work with the help of chosen method(s).

Possible methods to use in this phase:

The dynamic process peer-learning mentoring model 6. Development actions In this phase, schools and teachers need to decide what are the decisions for development actions, what is the practical implementation plan, and how to organise the development work.

Possible methods to use in this phase:

The dynamic process peer-learning mentoring model 7. Reflection For assessing the development work conducted, in this phase the participants should answer the following questions using the chosen method(s): How did we succeed in achieving the development goals and implement the development efforts?

How do we know that: what evidence do we have or need to collect about the success?

What next: How to proceed with continuous development?

Possible methods to use in this phase: For reflection and evaluation, the same digital tools, frameworks, and practical models can be used as in the mapping phase 4, e.g. Innovative Digital School model, Digital Mirror.

III Individual method descriptions Support material for using various methods during the process (in separate presentations).

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This project has received funding from the European Union’s Horizon 2020 research and innovation programme