We wanted to improve management and leadership skills. With the increased number of online courses, it was a real challenge to keep the leadership, organisation and management on the same level as before the COVID 19 pandemic. The biggest challenge was to establish good communication between new teams, teachers, and students. In the online environment, we had to come up with a new system that would allow easy coordination and improved communication online with our students and teachers. Between teams, we wanted to improve communication and leadership styles and support people in their new roles. We wanted to implement new skills and tools to improve online teaching. There was a challenge in keeping our students motivated. Students were more eager to sign up for the online course, but the sense of commitment to the classes was lacking. Because of that, we wanted to improve our teaching methodology and incorporate learning tools that would keep the engagement in the class and the learning process on the level.
Our project was written in the context of post covid time. At that time, our organisation's biggest need was to improve in the area of management and leadership and transformation to the digital age. As an educational organisation that has successfully survived the COVID-19 crisis, we have been challenged with having to adapt our curriculum to online lessons and maintain communication between teams on the same or improved level as when working live. The need for the ICT learning methods and implementation of the new tools in online education was presenting a challenge in which we wanted to grow. Expect the challenge we have met in the online classroom, we were also faced with the challenge of maintaining a sense of belonging and community between teachers and other staff, which has a big effect on the quality of communication and collaboration. With this project we wanted to improve and give opportunities for growth to our junior management, to improve their leadership skills, and to feel more confident and comfortable in their new roles. We also wanted to create a school learning environment that would be supported by emotional intelligence and good relationships between students and teachers, as well as non-teaching staff.