End date:
2024-12-20
Place:
Admin Soft office at the following address: Bulgaria, Sofia, 147 Tsarigradsko Shose Blvd., Inter Expo Center, 6th floor.
Participants:
Ivaylo Usagelov, Director of the National Natural Sciences and Mathematics High School "Acad. Lyubomir Chakalov," Sofia
Alexander Chakmakov, Director of the First English High School, Sofia
Petya Yosifova, Director of Kindergarten No. 48 "Brothers Grimm," Sofia
Rositsa Alexieva, Director of Kindergarten No. 50 "Zaychko Quiqui," Sofia
Tanya Kechova, Director of Kindergarten No. 91 "Sunny Corner," Sofia
Simeon Angelov, Deputy Director of Primary Education, 119 Secondary School "Academician Mihail Arnaudov," Sofia
Stoyan Dimitrov, Deputy Director of Secondary Education, 119 Secondary School "Academician Mihail Arnaudov," Sofia
Alexander Chakmakov, Director of the First English High School, Sofia
Petya Yosifova, Director of Kindergarten No. 48 "Brothers Grimm," Sofia
Rositsa Alexieva, Director of Kindergarten No. 50 "Zaychko Quiqui," Sofia
Tanya Kechova, Director of Kindergarten No. 91 "Sunny Corner," Sofia
Simeon Angelov, Deputy Director of Primary Education, 119 Secondary School "Academician Mihail Arnaudov," Sofia
Stoyan Dimitrov, Deputy Director of Secondary Education, 119 Secondary School "Academician Mihail Arnaudov," Sofia
Facilitator:
Katerina Vasileva, PhD.
Number of meetings:
6
Circle Objective:
The purpose of the meeting was to discuss and explore the key principles of change that would shape the actions and the way in which principals and deputy principals approach, experience, and lead change together.
Description of topic:
The topic of the meeting was a change management.
The issue discussed was how leaders should act in order to manage change effectively in educational institutions. In other words, how to manage and organize transition processes within a school in order to adapt to new goals, policies, technologies, or expectations. The participants agreed that schools often face resistance from staff, students, and parents when implementing change. At the same time, they face a number of challenges such as lack of resources, unclear communication, and difficulty in changing established cultures and practices. The key change in the medium term (June 2026) that is the focus of schools in Bulgaria is the introduction and implementation of STEM education. This change is driven by factors external to the school – government reforms to build a school STEM environment under the National Recovery and Resilience Plan. The meeting participants agreed that effective management of the change associated with the introduction and implementation of STEM education requires structured approaches such as strategic planning, a clear vision, a culture of innovation, teacher training and professional development, adaptive leadership, stakeholder engagement, transparent communication, phased implementation, progress monitoring, and feedback.
Describe the topic/issue in a way that is clear and concise. (subject, problem, time horizon, circumstances, method).
The issue discussed was how leaders should act in order to manage change effectively in educational institutions. In other words, how to manage and organize transition processes within a school in order to adapt to new goals, policies, technologies, or expectations. The participants agreed that schools often face resistance from staff, students, and parents when implementing change. At the same time, they face a number of challenges such as lack of resources, unclear communication, and difficulty in changing established cultures and practices. The key change in the medium term (June 2026) that is the focus of schools in Bulgaria is the introduction and implementation of STEM education. This change is driven by factors external to the school – government reforms to build a school STEM environment under the National Recovery and Resilience Plan. The meeting participants agreed that effective management of the change associated with the introduction and implementation of STEM education requires structured approaches such as strategic planning, a clear vision, a culture of innovation, teacher training and professional development, adaptive leadership, stakeholder engagement, transparent communication, phased implementation, progress monitoring, and feedback.
Describe the topic/issue in a way that is clear and concise. (subject, problem, time horizon, circumstances, method).
Key points of discussion:
● Briefly capture the most important ideas, opinions, or experiences of the participants.
● Different perspectives or approaches that were expressed.
● Strengthening the sense of urgency in an open conversation by pointing out the opportunities for the school from the introduction and implementation of STEM education, namely: modern technological resources (computers, software, laboratories, and interactive platforms); a well-structured architectural educational space that provides opportunities for different learning modes, etc.
● Identifying threats, risks, and resistance associated with change and making consensus decisions to overcome them;
● Creating a shared vision for the implementation of STEM education through a series of working meetings with teachers, experts, students, parents, and other stakeholders;
● Integrating the vision into the school's development strategy through specific strategic activities and an operational action plan for implementation;
● Promoting a culture of innovation - building a working environment that supports creativity, networking, continuous professional development, transparency, etc.
● Forming a group of enthusiastic teachers (with appropriate knowledge and skills) to be part of the team for change related to STEM education;
● Training teachers in new approaches and technologies related to STEM education;
● Supporting teachers in creating integrated learning content from different subjects, providing time and space for the exchange of experience and practices from the adaptation of new approaches, methods, and technologies in teaching and learning processes.
● Delegating rights, holding working meetings, working in small groups for the gradual introduction and implementation of STEM education, monitoring progress, analyzing results, and introducing changes (if necessary)
● Developing a well-structured communication plan to ensure timely and targeted communication about the benefits of STEM education for the school community; progress and results
● "Celebrating" short-term victories by publicizing interactive student projects or creative tasks; encouraging teachers or students through various incentives/rewards; sharing success stories at various professional forums, etc.
● Using surveys, questionnaires, etc. to monitor progress/feedback among teachers, students, parents, and analyzing the data to inform subsequent decisions
● Different perspectives or approaches that were expressed.
● Strengthening the sense of urgency in an open conversation by pointing out the opportunities for the school from the introduction and implementation of STEM education, namely: modern technological resources (computers, software, laboratories, and interactive platforms); a well-structured architectural educational space that provides opportunities for different learning modes, etc.
● Identifying threats, risks, and resistance associated with change and making consensus decisions to overcome them;
● Creating a shared vision for the implementation of STEM education through a series of working meetings with teachers, experts, students, parents, and other stakeholders;
● Integrating the vision into the school's development strategy through specific strategic activities and an operational action plan for implementation;
● Promoting a culture of innovation - building a working environment that supports creativity, networking, continuous professional development, transparency, etc.
● Forming a group of enthusiastic teachers (with appropriate knowledge and skills) to be part of the team for change related to STEM education;
● Training teachers in new approaches and technologies related to STEM education;
● Supporting teachers in creating integrated learning content from different subjects, providing time and space for the exchange of experience and practices from the adaptation of new approaches, methods, and technologies in teaching and learning processes.
● Delegating rights, holding working meetings, working in small groups for the gradual introduction and implementation of STEM education, monitoring progress, analyzing results, and introducing changes (if necessary)
● Developing a well-structured communication plan to ensure timely and targeted communication about the benefits of STEM education for the school community; progress and results
● "Celebrating" short-term victories by publicizing interactive student projects or creative tasks; encouraging teachers or students through various incentives/rewards; sharing success stories at various professional forums, etc.
● Using surveys, questionnaires, etc. to monitor progress/feedback among teachers, students, parents, and analyzing the data to inform subsequent decisions
Conclusions and recommendations:
1. Specific conclusion or recommendation 1: Inviting teachers with appropriate professional competencies and holding a meeting with them in order to attract potential collaborators for the introduction and implementation of STEM education.
2. Specific conclusion or recommendation 2: Conducting an open discussion with the school community with practical examples or data on the benefits of introducing and implementing STEM education
3. Specific conclusion or recommendation 3: Conducting workshops, surveys, and working meetings to jointly formulate a clear vision and action plan with flexible task allocation.
4. Specific conclusion or recommendation 4: Organization and implementation of a series of training courses for teachers who will implement STEM education
5. Specific conclusion or recommendation 5: Launch of STEM education with several parallel classes and several subjects
6. Specific conclusion or recommendation 6: Conducting surveys and working meetings to analyze results and decide on changes
7. Specific conclusion or recommendation 7: Providing the school community with up-to-date information on the progress and results of STEM education
8. Specific conclusion or recommendation 8: Awarding active students and teachers, sharing success stories at school
2. Specific conclusion or recommendation 2: Conducting an open discussion with the school community with practical examples or data on the benefits of introducing and implementing STEM education
3. Specific conclusion or recommendation 3: Conducting workshops, surveys, and working meetings to jointly formulate a clear vision and action plan with flexible task allocation.
4. Specific conclusion or recommendation 4: Organization and implementation of a series of training courses for teachers who will implement STEM education
5. Specific conclusion or recommendation 5: Launch of STEM education with several parallel classes and several subjects
6. Specific conclusion or recommendation 6: Conducting surveys and working meetings to analyze results and decide on changes
7. Specific conclusion or recommendation 7: Providing the school community with up-to-date information on the progress and results of STEM education
8. Specific conclusion or recommendation 8: Awarding active students and teachers, sharing success stories at school
Proposed solutions:
● Practical suggestions and ideas for improving a specific area of school management.
● Examples of good practice (if given).
Communication during change:
● To widely promote and publicize the change related to STEM education, the following can be used: initial summary (brief description of the change); periodic newsletters with current data and information on progress; monthly meetings (online or in person) between the principal and teachers implementing STEM education; classroom observations; joint planning of integrated learning content; videos, posters, presentations with short "success stories" (featuring teachers or students who are already seeing the benefits of STEM education)
● Communication channels: email; electronic diary; school website; school Facebook page; local electronic or other media
● Examples of good practice (if given).
Communication during change:
● To widely promote and publicize the change related to STEM education, the following can be used: initial summary (brief description of the change); periodic newsletters with current data and information on progress; monthly meetings (online or in person) between the principal and teachers implementing STEM education; classroom observations; joint planning of integrated learning content; videos, posters, presentations with short "success stories" (featuring teachers or students who are already seeing the benefits of STEM education)
● Communication channels: email; electronic diary; school website; school Facebook page; local electronic or other media
Threats/risks identified:
● What to look out for?
Unclear vision and inconsistent support from school principals
The school community (teachers, students, parents) may feel pressured to practice STEM education rather than truly engage meaningfully with STEM education
Overly ambitious deadlines or volumes, i.e., attempting to change too much too quickly
● Potential barriers to implementing solutions.
Leadership inconsistency—directors fail to consistently support and reinforce change.
Poor communication - confusion about the goals, steps, or expectations regarding the decision.
Overworked teachers - new initiatives are perceived by teachers as "just another thing" and are devalued or resisted.
One-size-fits-all approach - applying the same solution to every context without adaptation.
Unclear vision and inconsistent support from school principals
The school community (teachers, students, parents) may feel pressured to practice STEM education rather than truly engage meaningfully with STEM education
Overly ambitious deadlines or volumes, i.e., attempting to change too much too quickly
● Potential barriers to implementing solutions.
Leadership inconsistency—directors fail to consistently support and reinforce change.
Poor communication - confusion about the goals, steps, or expectations regarding the decision.
Overworked teachers - new initiatives are perceived by teachers as "just another thing" and are devalued or resisted.
One-size-fits-all approach - applying the same solution to every context without adaptation.