Tool Guideline

Open Schooling Roadmap | A Guide for School Leaders and Innovative Teachers

Uploaded by RRI Tools on 18 April 2018

Published by Ellinogermaniki Agogi


  • Sofoklis Sotiriou, Stefanos Cherouvis, Nikos Zygouritsas, Aliki Giannakopoulou & Gregory Milopoulos | Ellinogermaniki Agogi
  • Michaela Mauer, Alexandra Stockert & Franz Bogner | University of Bayreuth
  • Fred Verboon & Suzanne de Kroon | European School Heads Association

This document is the initial version of a set of guidelines to support the implementation of the Open Schooling Model in schools all over Europe to undertake those necessary changes towards openness and responsible innovation. This version supports the schools that will be involved in the first phase of implementation and will be updated twice based on the feedback that will be received during the project extended implementation phase.

The Roadmap proposes a concrete overview of the implementation of open schooling approaches, offering a clear description of the necessary steps that schools will need to take in order to become hubs of responsible innovation that bring together as many stakeholders as possible with an aim to produce ideas and solutions that address local issues and challenges. Applying the OSOS approach in local settings will make it clear that schools have much to gain by fostering connections between formal and informal learning, between existing providers of education and new entrants. The roadmap will be an evolving set of guidelines that will be informed from the implementation findings and it will be delivered in three versions, the initial version that will support the schools that will be involved in the first phase of implementation, the interim version that will be available for the large-scale implementation and the final version that will be the main outcome of the project.

OSOS project aims to support the transformation of a number of schools into open schooling environments in the participating countries. The project team is working with numerous experts and with the national coordinators who are researching the specific context and work with local governments to build their capacity, and that of school leaders and teachers in a select number of schools, to establish the desired open schooling culture. A tailored package of supporting materials, including the OSOS Self-Reflection instrument in line with the Open School Development Plan, have been developed to support schools as they transform themselves into Open Schooling Hubs. Guidance is also provided to local and system-level stakeholders.

This document has to be used in parallel with the OSOS Strategies documentation that exemplify the project’s overall approach on how we can best support schools in their attempt to evolve, transform and reinvent their structures towards a more open, localised and socially responsible learning environment. In this framework, schools will facilitate open, more effective and efficient co-design, co-creation, and use of educational content (both from formal and informal providers), tools and services for personalized science learning and teaching that will form the basic ingredients for innovative student projects. Such projects, understood as best practices are the socalled incubators and accelerators on school innovation. 

This document will be the first step in a journey of educational reform that might take many years. It will be the map. It has to be noted though that the achievement of high quality science teaching requires the combined and continued support of all involved actors, researchers, science communicators, policy makers and curriculum developers, science teachers’ educators, teachers, students and parents


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