My progress over time
Model Lyceum (practice school) — 2 confirmed cycle(s)
The digital profile — cycle by cycle
A1 — Participatory strategic planning
Well-defined goals and action plans based on a critical assessment of the school’s current state, aligned with the national digital-transformation strategy.
Level 3 — Process redesign
Detailed strategic and action plan with input from many teachers, students and parents; ≥50% of staff aware and regularly contributing; plan drives equipment, budget and hiring decisions.
Evidence
- Minutes no. 4 / 12.09.2026 — Development strategy 2026–2030, approved by the pedagogical council
A2 — Data-informed decision making
Strategic and operational decisions are based on systematic data collection and analysis.
Level 2 — Initial coordination
Leadership promotes data-based decisions for differentiation, personalised support, resource and incident management.
Evidence
- Recorded in the team’s working notes
A3 — Learning organisation and knowledge sharing
Collecting and sharing best practice; analysing experience and incidents to revise plans and routines.
Level 3 — Process redesign
Leadership takes the lead, organises monthly experience exchanges tied to the development plan; documented and periodically summarised.
Evidence
- Recorded in the team’s working notes
A4 — Monitoring and evaluation
Use of metrics, data-collection tools and the action plan to regularly analyse and monitor digital-transformation progress.
Level 1 — Accidental
Data collected only as much/rarely as required by the state; analysed only for formal reporting, with no resulting decisions or plan changes.
No evidence recorded for this parameter.
A5 — Leadership support and motivation
Leadership’s active support and motivation of staff implementing digital innovation.
Level 2 — Initial coordination
Leadership encourages teachers, supports pioneers with praise and public recognition.
Evidence
- Recorded in the team’s working notes
B1 — Integrated STEAM / interdisciplinary project-based learning
Pedagogical change toward creative, collaborative, cross-disciplinary, real-world-problem-based learning.
Level 3 — Process redesign
Interdisciplinary, project-based teaching becomes a regular practice for a substantial share of staff.
Evidence
- Head teacher’s file — Lesson observation records from the autumn term
B2 — Changing teacher and student roles
Shift toward a collegial culture: co-planning, cross-discipline integration, peer lesson observation and feedback, team teaching; students contributing to planning and materials.
Level 2 — Initial coordination
A growing minority engage in collaborative teaching activities.
Evidence
- Recorded in the team’s working notes
B3 — Learner-centred assessment
Formative, diagnostic and summative assessment centred on the learner; personalised feedback; self- and peer-assessment.
Level 2 — Initial coordination
Sometimes promoted or coordinated by leadership.
Evidence
- Recorded in the team’s working notes
B4 — Structural changes in curriculum, scheduling, and learning spaces
Systemic, permanent changes to curriculum, scheduling, and learning-space design inspired by new pedagogies (blended learning, project days, outdoor learning, repurposed spaces).
Level 3 — Process redesign
Leadership promotes, monitors and organises sharing of experience.
Evidence
- Recorded in the team’s working notes
B5 — Pedagogical use of digital resources and AI tools in teaching and learning
Whether digital tools and AI applications are used to genuinely enhance pedagogy — not merely accessed (Domain D) and not merely a competence the teacher holds (Domain C), but deployed in lesson design, delivery and learner engagement.
Level 1 — Accidental
Digital tools used occasionally, mainly for presentation or projection; no AI tools used in teaching; no coordination of practice.
No evidence recorded for this parameter.
C1 — Teachers’ digital competence
Teachers’ ability to meaningfully use digital technology to support innovative pedagogy, aligned with DigCompEdu.
Level 2 — Initial coordination
A baseline of certified teachers is established.
Evidence
- Training register — Attendance list from the February in-house training
C2 — Learners’ digital competence
Students’ digital competence, aligned with DigComp 3.0: information and data literacy, communication and collaboration, content creation, safety, problem-solving.
Level 2 — Initial coordination
Some subjects beyond Educația digitală begin addressing it, without cross-subject coordination.
Evidence
- Recorded in the team’s working notes
C3 — Structured professional development, mentoring and coaching capacity
Whether the school has internal mechanisms — not just access to external training — that sustain digital-competence growth among staff, including DigiProf-B/-C uptake and internal “teacher teaches teacher” practice.
not rated yet
C4 — AI literacy and emerging-technology competence
Staff and student understanding of AI systems, their capabilities and limitations, ethical use, and emerging technologies beyond current curricular requirements.
not rated yet
D1 — Network and digital security
Network quality and digital security, anchored to Order 675/2024 Annex 5’s mandatory standards as the binding floor.
Level 1 — Accidental
Meets the minimum floor, but coverage and usage are poorly coordinated: subnets may exist on paper, but management is ad hoc and no one tracks incidents.
No evidence recorded for this parameter.
D2 — Digital devices
Access to modern digital devices for staff and students, anchored to Order 675/2024 Annexes 1, 2 and 4 as the binding floor.
Level 1 — Accidental
Meets the quota and spec minimums; devices are present but used mainly as projection tools, or sit idle outside a few classrooms; no borrowing rules or usage tracking.
No evidence recorded for this parameter.
D3 — IT management
Planning, periodic resource and security analysis, and strategic development of the school’s IT function.
Level 2 — Initial coordination
School has an IT manager (internal or outsourced) responsible for planning; the development plan includes an IT section used for the annual IT budget.
Evidence
- Recorded in the team’s working notes
D4 — User support
Quality of IT and educational-technology user support, including staff satisfaction.
Level 0 — Below floor
Staff or students experiencing IT problems have no recourse of any kind — not even informal self-help.
No evidence recorded for this parameter.
D5 — Software, digital services, and information systems
Systematic use and development of educational and administrative software, digital services and information systems; movement toward interoperable, cloud-based solutions.
not rated yet
Domain A — Leadership
| Indicator | Cycle 2 | Cycle 1 |
|---|---|---|
| A1 — Participatory strategic planning | Level 2 | Level 3 Grew |
| A2 — Data-informed decision making | Level 1 | Level 2 Grew |
| A3 — Learning organisation and knowledge sharing | Level 2 | Level 3 Grew |
| A4 — Monitoring and evaluation | Level 0 | Level 1 Grew |
| A5 — Leadership support and motivation | Level 1 | Level 2 Grew |
Domain B — Teaching
| Indicator | Cycle 2 | Cycle 1 |
|---|---|---|
| B1 — Integrated STEAM / interdisciplinary project-based learning | Level 2 | Level 3 Grew |
| B2 — Changing teacher and student roles | Level 1 | Level 2 Grew |
| B3 — Learner-centred assessment | Level 1 | Level 2 Grew |
| B4 — Structural changes in curriculum, scheduling, and learning spaces | Level 2 | Level 3 Grew |
| B5 — Pedagogical use of digital resources and AI tools in teaching and learning | Level 0 | Level 1 Grew |
Domain C — Human capacity
| Indicator | Cycle 2 | Cycle 1 |
|---|---|---|
| C1 — Teachers’ digital competence | Level 1 | Level 2 Grew |
| C2 — Learners’ digital competence | Level 1 | Level 2 Grew |
| C3 — Structured professional development, mentoring and coaching capacity | — | — |
| C4 — AI literacy and emerging-technology competence | — | — |
Domain D — Infrastructure
| Indicator | Cycle 2 | Cycle 1 |
|---|---|---|
| D1 — Network and digital security | Level 0 | Level 1 Grew |
| D2 — Digital devices | Level 0 | Level 1 Grew |
| D3 — IT management | Level 1 | Level 2 Grew |
| D4 — User support | Level 0 | Level 0 |
| D5 — Software, digital services, and information systems | — | — |