Work package 3 aims to provide the initial version of the mentoring model based on the partners experiences, existing models and approaches in collaboration with co-creation teams and the National Stakeholder Networks.
iHub4Schools whole-school mentoring model to foster the adoption of digital innovation, consists of:
a) a conceptual model, which aims to target researchers, school leaders and policy makers to conceptualize digitally innovative school that fosters whole-school level peer-learning and mentoring and
b) a dynamic process model targeting school leaders teachers, mentors and teacher trainers to provide practical tools and methods to implement and adopt digital innovation in their organisation.
Both the conceptual model and the dynamic process model are built on the research of the iHub4Schools consortium partners.
For sustainable adoption of whole-school level digital innovation, both frameworks emphasize the importance of school-level vision, leadership, collaborative culture (including knowledge sharing and knowledge practices), digital infrastructure and pedagogical practices (see Figure).
Initial methods for enhancing whole-school level peer learning
Method is defined in iHub4Schools as any tool, framework, program, or workshop format that supports the mentoring of schools to implement whole-school level digital innovation through peer learning. Choice of any of the methods is a joint activity of the mentors and school staff, as presented in the Dynamic process model. Methods can be used as toolbox tools from which school chooses the appropriate approaches based on their needs and goals.
The first three methods for initial model are proposed from three different angles on school level to teacher level: Future School – a program for supporting evidence-informed whole- school level improvement designed for the school teams; Digipeda – a workshop format for schools to reflect on their practices to use digital technology in teaching; Teacher Inquiry into Student Learning (TISL) – a program for the teachers to improve awareness of teachers’ professional development through systematic, intentional, self-critical, planned investigations of own teaching practice.