New Blended Course for Teacher Leadership Training: Innovation in Post-Pandemic Education

The S4S project, now in its third phase, has introduced a blended course (a combination of online or in-person training and self-directed digital learning) aimed at high school teachers. The goal is to redefine post-pandemic education from a leadership perspective. The primary objective is to equip educators with the skills needed to lead the transition from remote learning to in-person learning, in line with the ever-evolving educational needs. Structured into modules, each with specific learning objectives, the course provides a comprehensive framework that includes theoretical foundations, practical exercises, reflective practices, and opportunities for continuous leadership growth.

Twenty teachers from the “Cattaneo” Technical Institute in San Miniato participated in the course, which took place in the final months of the 2023/2024 school year. They engaged in an innovative training initiative that culminated in a 20-hour hybrid program, seamlessly integrating synchronous and asynchronous elements for future adaptability. Conducted online, the course allowed participants to engage at their own pace in an asynchronous format.

The curriculum was enriched by dynamic presentations and instructional videos available in the languages of the partner countries and in English. The course was led by Saida Nicolini.

Practical assignments and webinars supplemented the module content, encouraging active engagement and practical application of leadership skills. All materials and assignments were centralised within a dedicated folder on the platform for easy access and organization.

The course materials, developed and translated, play a crucial role in achieving the project’s goals. The thematic unit on sociocultural dimensions aims to enhance skills for the digitalization of education, while the modules focus on equipping educators with leadership skills to navigate the educational landscape shaped by the pandemic, ensuring a smooth transition and addressing the diverse needs of students.

In summary, these training modules serve as valuable resources, providing educators with the knowledge and skills necessary to effectively meet the changing educational demands.

The blended course is part of a broader and more complex pathway within The School for the Schools project, which aims to provide teachers with the tools to improve their pedagogical skills, particularly in the post-pandemic educational context.

The School for the Schools involves nine partners (mainly educational institutions) from seven different European countries: Romania, Bulgaria, Poland, Sweden, Spain, and Poland. Italy is represented by Forium, a training agency based in Santa Croce sull’Arno, which also serves as the project leader, and the “Cattaneo” Technical Institute in San Miniato.

The Main Output of Work Package 3 (WP3)

The primary output of Work Package 3 (WP3) includes the design and development of the course, detailed as follows:

– Translation of course content into Romanian (RO), Italian (IT), Swedish (SE), Spanish (ES), Polish (PL), Greek (EL), and Bulgarian (BG), covering three modules:

– Sociocultural Dimensions of Technology Integration in the Educational Process in the New Context

– School Management in the New Context

– Formulation of the Blended Leadership Training Course for Educators

– Drafting of guidelines for the experimentation of the blended course

– Creation of pre-and post-tests for the blended course

– Development of a customized portfolio for educators participating in the training course within the blended learning system

This broad range of outputs highlights the diligent efforts within WP3 to build a robust educational framework. Through meticulous planning, translation, and development, the course content has been adapted to meet the linguistic and educational requirements of the various partner countries. Additionally, the formulation of guidelines and assessment tools ensures the effective implementation and evaluation of the blended course, facilitating its integration into educational practices.

Moreover, the provision of a customized portfolio enhances the learning experience for participating educators, allowing them to track their progress and achievements throughout the training program.

In summary, the outputs of WP3 represent a significant milestone in advancing the overall goals of the project and underscore the commitment to excellence in educational innovation and development.