PMIEF Project Management Kit For Primary School Practice Guide For Tutors

Project Management Kit for Primary School: Practice Guide for Tutors
Copyright PMI® Portugal Chapter, 2014 – UK.01 - Available at no cost but only for non commercial use – S. 1
Content The Tutor Tutor Tutoring Tutorship Evidences Addi>onal

overview as a CSF Mind Map approach Life Cycle from Tutors informa>on
?
What does a Tutor Content
Scenario of 21st

century learning
need to know when overview
engaging in a tutoring 21st century most
important skills
experience?
Document
primary objec>ves
What recommendations can we

Links with PM kit
lay down to help the Tutor in for primary school
!
doing a good job?
Document
structure & content
Tutor and Teacher´s roles are not a one time shot!

Document authors
We cannot loose their experience!
& distribu>on
We need to keep them engaged! Links with an inter-‐

chapter program

Scenario of 21st

In 21st century learning, students have almost century learning
unlimited access to information from libraries,

21st century most
textbooks, and digital materials. On the other important skills
hand, many students lack the skills to benefit

Document
from this abundance of information. primary objec>ves
Links with PM kit

for primary school
As educators prepare students for this new
global society, teaching the core subjects - Document
structure & content
math, social studies, arts - must be enhanced
by incorporating the life skills needed to be Document authors
& distribu>on
successful citizens and leaders of tomorrow.
Links with an inter-‐
chapter program

Scenario of 21st

During the last ten years, many studies have been focused century learning
on the questions about how to move 21st century education

21st century most
forward. Thanks to the joint efforts of many national and important skills
international organizations (see the seventh section of this

Document
document) different clusters of life skills were identified. primary objec>ves
Over the years, there was a progressive convergence on a

subset of four skills considered as the most important.
Links with PM kit
for primary school
reative thinking
Document
This framework structure & content
ritical thinking
is known as the
“Four Cs” ommunication Document authors
& distribu>on
ollaboration
chapter program

Scenario of 21st

This practice guide forms an integral part of the PM Kit century learning
for Primary School, a methodological framework conceived

21st century most
important skills
by a team of school teachers and volunteers of the PMI
Northern Italy Chapter. The document objectives are: Document primary
objec>ves
Provide guidelines for the Project Management

Tutor who has the responsibility of assisting the Links with PM kit
for primary school
Teachers in the development of school projects
with the direct involvement of their students Document
structure & content
Facilitate the peer-to-peer relationship between

Document authors
the school Teachers and the PM Tutors in order & distribu>on
to maximize the added value and effects on the

life skills of the involved students Links with an inter-‐
chapter program

The project life cycle adopted in the methodological kit is the Scenario of 21st
century learning
“foundation stone” for disseminating language, best practices

21st century most
and tools of project management within primary schools. important skills
Document
Execution primary objec>ves
Creation Planning Closing
& Control
Project
identity card
Links with PM kit
for primary school
Brainstorming Activity tree Project
traffic-lights
Product 1
Product 2
Document
Product 3
Product 4
structure & content
Mind map Project Lessons Document authors

calendar learned & distribu>on

chapter program

Scenario of 21st

This document is logically subdivided into seven sections: century learning
Section 1: introduction (objectives, approach, etc.) 21st century most

important skills
Sections 2: clarification of the role of the tutor as
a critical success factor for the school projects
Document
Sections 3: summary of the main questions (what?, primary objec>ves
when?, etc.) concerning the involvement of tutors

Links with PM kit
Sections 4: breakdown of the activities in charge of for primary school
the tutor, from the engagement to final disclosure

Sections 5: detailed description of the steps of the Document
structure & content
tutorship life cycle including the ex-post follow-up
Section 6: collection of lessons learned by Tutors Document authors
& distribu>on
Section 7: references to the source of information

chapter program

The document was authored by Isabelina Jorge, a Scenario of 21st

century learning
volunteer of the PMI Portugal Chapter who acted as:

21st century most
ü  promoter and program manager of a set of projects important skills
developed within primary schools located in Lisbon
ü  trainer and coach of the team of volunteers who Document
tutored the teachers within the school projects primary objec>ves
and
Links with PM kit
for primary school
Paulo Saramago, a volunteeer who acted as a tutor.
Document
The distribution is free and can be done through structure & content
the website of the PMI® Educational Foundation

Document authors
(www.pmief.org) by compiling a specific request and & distribu>on
assuring the non-commercial use.

chapter program

This document resulted from “Projects in Bloom”, a joint Scenario of 21st
century learning
program aimed at spreading project management practices

21st century most
in the primary school through to the collaboration among important skills
the PMI Chapters of Northern Italy, France and Portugal.

Document
primary objec>ves
The expected benefits of this inter-chapter program are:

Links with PM kit
•  Criteria for assessing the effects on learning processes for primary school
•  Specific certifications for school teachers and students

Document
structure & content
•  Guidelines for assuring the best preparation of PM Tutors
•  Communication tools for sharing experiences and results Document authors
& distribu>on
•  Food for thought on the project management discipline
chapter program

The Tutor
Who is the Tutor?
as a CSF
The Tutor is a key
knowledge “hub”
In addition to the Teacher,
the second pillar of the The Tutor is a key
“four Cs” enabler
methodological kit is the

PMI expecta>ons
Project Management Tutor, from the Tutor
whose role is undoubtedly a Tutor expecta>ons

from the PMI
Critical Success Factor
for the school project.

Who is the Tutor? Who is the Tutor?
The Tutor is a key

ü  Project Manager practitioner knowledge “hub”
ü  PMI Member in good standing

The Tutor is a key
ü  Local Chapter associate PMI expecta>ons

from the Tutor
ü  A volunteer for PMI Tutor expecta>ons

from the PMI
ü  A certified PMP


The Tutor is a key knowledge “hub” Who is the Tutor?
The Tutor is a key

knowledge “hub”
Train the teacher on the language and tools of

KNOW project management using the kit The Tutor is a key
PMI expecta>ons
KNOW Work with the teacher to overcome difficulties from the Tutor
HOW TO in developing project management with the students
DO
Tutor expecta>ons
from the PMI
HAVE THE Motivate the teacher to continuously use

ATTITUDE concepts and tools of project management


The Tutor is a key “Four Cs” enabler Who is the Tutor?
The Tutor is a key

knowledge “hub”
The Tutor is a key

Jointly Tutor and Teacher will gather PMI expecta>ons

from the Tutor
evidence of how the 4C´s are promoted
by the use of project management tools. Tutor expecta>ons
from the PMI
Sec
>on
3.1.

1

PMI expectations from the Tutor Who is the Tutor?
The Tutor is a key

1st phase: Develop a first Tutor experience knowledge “hub”
in a school (10-20 contact hours)

The Tutor is a key
2nd phase: Coach another Tutor

PMI expecta>ons
from the Tutor
3rd phase: Support Tutor’s & Teacher’s
Community of Practices and Tutor expecta>ons
from the PMI
contributions to tool update
Tutoring should be a continuous experience!


Tutor expectations from the PMI Who is the Tutor?
The Tutor is a key

ü  Tutor training and support communication materials knowledge “hub”
ü  Support in the process of matching Tutor and school

project The Tutor is a key
ü  Develop relationships with institutional stakeholders to obtain

school project proposals PMI expecta>ons
from the Tutor
ü  Assist the Tutor in the selection of a project
ü  Support and Coach on the field, when tutoring a Tutor expecta>ons
school project occurs from the PMI
ü  Recognition and rewarding from PMI peers, Chapter

and Global
The Tutor will never be alone in the field!


Tutor
volunteer for PMI
Mind Map
at schools?
HOW are the key

stakeholders?
WHY
WHAT
IF… is the role of the
PM Tutor?
does the PM

Tutor intervene?
WHO
WHERE
should the PM
Tutor act?
problems or
difficul>es occurs?
WHEN WHAT
to mi>gate
emerging risks?

WHY volunteer for PMI at schools?

volunteer for PMI
at schools?
•  Volunteer for a GREAT IDEA

are the key
stakeholders?
ü  Contribute to a better citizenship in the future

is the role of the
ü  Develop the 4C´s skills through project management practice PM Tutor?
•  Think globally and act locally does the PM

Tutor intervene?
ü  Join “PMI at Schools” in your chapter
should the PM

•  Benefits Tutor act?
ü  Earn PDU´s - Category E

problems or
ü  Get recognition from PMI and PMIEF difficul>es occurs?
ü  Be a part of a PMI volunteer community

to mi>gate
emerging risks

Who are the key stakeholders?

volunteer for PMI
at schools?
are the key

stakeholders?
ü  PMI, PMIEF

Sponsors and ü  School Boards
Supporters ü  Institutes for Education is the role of the
PM Tutor?
ü  Preliminary training
PM Tutors* ü  Continuous support
ü  Capitalize experience does the PM
Tutor intervene?
Teachers ü  Only interface with students

ü  Identify project domain
ü  Promote use of tools should the PM
Tutor act?
Students ü  Main recipients

ü  Main protagonists
ü  Effective use of the kit problems or
difficul>es occurs?
to mi>gate
emerging risks

What is the role of the PM Tutor?

volunteer for PMI
at schools?
are the key

stakeholders?
Support
Engage Evaluate Disclose
School
and Lessons and
Project is the role of the
Prepare Learned Promote
Development PM Tutor?
does the PM

Tutor intervene?
should the PM

Tutor act?
problems or
difficul>es occurs?
Be there for the teacher!

to mi>gate
emerging risks

When does the PM Tutor intervene?

volunteer for PMI
at schools?
are the key
2 4 stakeholders?
1 3 is the role of the

PM Tutor?
Support
Engage Evaluate Disclose
School
and Lessons and does the PM
Project
Prepare Learned Promote Tutor intervene?
Development
should the PM

Tutor act?
problems or
difficul>es occurs?
All through the school project! to mi>gate

emerging risks

Where should the PM Tutor act?

volunteer for PMI
at schools?
are the key

•  Visit the Project wall where all stakeholders?
project outputs should be

is the role of the
•  Perform Tutoring Meetings in the PM Tutor?
school “war room”

•  Promote presentation of Lessons does the PM
Tutor intervene?
Learned to the School Community
should the PM
Tutor act?
NOTE: Tutor participation in class is not

recommended – only in exceptional cases problems or
and with the drive of the teacher difficul>es occurs?
Be where the action is! to mi>gate

emerging risks

What if problem or difficulties occurs?

volunteer for PMI
at schools?
•  The Tutor must be attentive, all throughout the school

are the key
stakeholders?
project, to every sign that indicates difficulties and
risks that may harm the learning process and look for is the role of the
mitigation solutions, together with the Teacher. PM Tutor?
•  Likewise, the Tutor should watch for opportunities that does the PM
Tutor intervene?
may enhance the learning experience, improve tool
usage and configuration, and maximize results and
should the PM
benefits for the school and students Tutor act?
problems or
Problems and difficulties occur. Opportunities also! difficul>es occurs?
to mi>gate
emerging risks

HOW to mitigate emerging risks?

volunteer for PMI
at schools?
are the key

Risks Mitigation stakeholders?
Work with the Teacher to clarify identity is the role of the
Project loosely or unclearly defined PM Tutor?
card of the project (Initiation)
Additional hands on training sessions does the PM

Teacher not comfortable with tools Tutor intervene?
Prepare the session with the students
Involve the sponsor should the PM

School board not an active sponsor
Call for “PMI at Schools” support Tutor act?
Teacher unavailability or lack of Contact sponsors to promote

time reinforcement or substitution problems or
difficul>es occurs?
The Teacher does not use the tools Work with the Teacher to stress students
with the students as the final target of the experience
to mi>gate
emerging risks?

Tutoring
Tutoring
Approach
Ac>vity Tree
•  PMI tutors support Teachers on the

Engage and
systematic and experimental use of Prepare
the Kit “Projects from the future”

Support Project
with the students Development
•  Teacher and Tutor should Evaluate Lessons

Learned (LL)
interact in a respectful
peer-to-peer relationship Disclose and
Promote
•  Tutors promote the effective use of

the KIT by the students facilitated
by the teachers

Tutoring
Tutoring Activity Tree Ac>vity Tree
Engage and
Prepare
Support Evaluate
Engage and Disclose and
Project Lessons
Prepare Promote
Development Learned (LL) Support Project
Development
Prepare
school Analyze LL Report to
Prepare for Evaluate Lessons
project Teacher/ the PMI
tutoring Learned (LL)
Students community
Teacher/
Assist and Tutor
review each Disclose and
Select school phase and tool Suggest tool Promote
project development improvement
Get evidence
•  Creation
on the 4C´s
•  Planning
skills
•  Exec. & Ctrl. Post tutoring
improvement
•  Closing involvement

Tutoring
Engage and Prepare –> Prepare for tutoring Ac>vity Tree
Engage and
Be a candidate for tutoring – let us know Prepare
ü  Present a letter of interest to the Program - CV, preferences,

availability, locations Support Project
Development
Master the Kit and identify/reflect on the Tutor role
ü  Download the kit “Projects from the future” and study its contents Evaluate Lessons
Learned (LL)
ü  Navigate through the suggested links, articles and testimonies
(PMI PT program site, webinars, videos, articles, etc.)
Disclose and
Promote
Participate in a Tutors workshop
ü  Discuss the Kit and its systematic and flexible use
ü  Discuss the role of a Tutor and the respectful peer to peer
relationship with the Teacher
ü  Analyze project pipeline and select a project to Tutor


Tutoring
Engage and Prepare –> Select School Project Ac>vity Tree
Engage and
Select a school project from the program project Prepare
pipeline
Support Project
Development
OR Evaluate Lessons
Learned (LL)
Promote PMI at Schools in a school nearest to Disclose and

Promote
you with the support of the program coordination
and identify the school project to Tutor or to
feed the project pipeline
The Tutor has the absolute choice: time, location, school!

Tutoring
Support Project Dev. –> Prepare School Project Ac>vity Tree
Engage and
Protocol signature Prepare
ü  Coordinate with “PMI at Schools” Program management the

signature of a written commitment between school and PMI Support Project
(protocol) Development
ü  The protocol should be signed by a representative (sponsor), the

PMI program manager, the Tutor and Teacher responsible for each Evaluate Lessons
project Learned (LL)
ü  The protocol should be signed at the school

Disclose and
Promote
Review school Project Identity Card
ü  Make sure the project is clearly defined and that the Teacher is
committed and supported by the school
ü  Work with the Teacher to outline the project: clarify purpose,
objectives, time frame, restrictions and assumptions


Tutoring
Support Project Dev. –> Prepare School Project Ac>vity Tree
Engage and
Initial training Prepare
ü  Explain the Kit methodology in a session at school (2 hours – 1 day)

ü  Make sure that Teachers understand how to use the kit with the Support Project
Development
students
Plan Teacher/Tutor communication Evaluate Lessons

Learned (LL)
ü  Create contact directory
ü  Plan face-to-face meetings to support the main steps and tools of the
Kit methodology Disclose and
Promote
ü  Be available for other kind of meetings and contacts (phone, email…)
ü  Assure necessary meetings with the Teachers by booking them ahead

ü  Meetings to support initial planning are critical (eg one meeting per tool)
ü  On the execution phase ensure close follow up of the control activities
(eg one meeting per fortnight)

Tutoring
Support Project Dev. –> Assist and Review Ac>vity Tree
Engage and
Execution & Prepare
Creation Planning Closing
Project Control
Identity card
Brainstorming Activity tree Project

traffic-lights Support Project
Development
Evaluate Lessons
Mind map Project Lessons Learned (LL)
calendar learned
Disclose and
Promote
School Brainstor Mind Traffic
WBS Calendar Closing
project ming Map lights
Review
Teachers Review Review Review Review Promote
Teacher /
IC Ideas MM WBS Review Support Final Results &
Tutor
+ Prepare Prepare Prepare Calendar Monitoring Project Lessons
meeting
Kit Initial MM WBS Calendar Folder Learned
Training

Tutoring
Support Project Dev. –> Assist and Review Ac>vity Tree
Engage and
Project development Prepare
ü  Evaluate each tool developed in class and prepare with the teacher the
next tool development Support Project
Development
ü  Promote gathering of all outputs into a Project Folder
Flexibility Evaluate Lessons

Learned (LL)
ü  Coach the Teacher to be a facilitator, not a directive manager towards
the Students
ü  The Tutor should be open to new ideas from the Teacher, although being Disclose and
Promote
firm in the effective use of the Kit´s tools.
Final presentation in school

ü  Promote the presentation of project folder and lessons learned in a open
session with the presence of all school teachers and community
representatives.


Tutoring
Evaluate LL –> Analyze LL of Teacher/Students/Tutor Ac>vity Tree
Engage and
Prepare
From Students LL to Tutor and Teacher LL
ü  Discuss and analyze LL from Students and Teachers Support Project
Development
- the project experience
ü  Register LL from Teachers and Tutors

Evaluate Lessons
- the tutoring experience Learned (LL)
ü  Reflect on each tool use

Disclose and
Promote
ü  Reflect also on the LL from the tutoring process to
identify tutoring best practices
The Tutor is key for the overview of the experience!

Tutoring
Evaluate LL –> Get evidence on the “Four Cs” skills Ac>vity Tree
Engage and
Evaluate the experience using a one-page questionnaire* Prepare
Sec5on I
Crea>ve thinking
ü  Detail level: aimed at evaluating the
Cri>cal thinking
Support Project
Communica>on
Development
impacts of the school project with
Collabora>on
Sec5on II
regard to a specific “Four Cs” skill Sec5on III Evaluate Lessons
Learned (LL)

ü  Global level: aimed at evaluating the Disclose and

Promote
impacts of the school project seen as a Sec5on IV
whole and not just skill by skill

* See the “Practice Guide for Teachers” of the PM Kit

Tutoring
Disclose and Promote –> Report to PMI Community Ac>vity Tree
Engage and
Promote the school project experience and lessons Prepare
learned in PMI media

Support Project
ü  Program Site and Facebook Development
ü  Annual Congresses, Local chapter, EMEA,…

Evaluate Lessons
Learned (LL)
ü  PMI e-link, PMI Philanthropist
ü  Project Management Blogs Disclose and

Promote

Tutoring
Disclose and Promote –> Suggest tool improvement Ac>vity Tree
Engage and
Reflect on the use of the tools in the school projects Prepare
and suggest
Support Project
ü  Improvements to the use of tools Development
ü  Other tools for the phases

Evaluate Lessons
Learned (LL)
ü  Auxiliary documents
ü  Reflect and promote improvement to Guidelines for tutors Disclose and
Promote

Tutoring
Disclose and Promote –> Post tutoring involvement Ac>vity Tree
Engage and
PMI at Schools welcomes an extended relationship Prepare
with the Tutor (beyond initial tutoring experience)

Support Project
ü  Engage in tutoring new school projects Development
ü  Develop and participate in a Community of Practices with tutors and

teachers Evaluate Lessons
Learned (LL)
ü  Engage in coaching a new Tutor

Disclose and
ü  Promote new experiences of project development in the school Promote
ü  Promote an overall approach of project management in the school

(The kit followed by all school projects)

Tutorship
TLC – Global view

Life Cycle
How do we manage and back
TLC -‐ Step 1
support the Tutors to involve and
help their work with the Teacher? TLC – Step 2
How do we keep their engagement TLC – Step 3
in new projects and sharing of

TLC – Step 4
experiences to mainstream
dissemination of project
TLC – Step 5
management in schools?
TLC – Step 6

Steps of the Tutorship Life Cycle TLC – Global view
Recruiting
•  Initial engagement TLC -‐ Step 1
Training
•  Tutor training
TLC – Step 2
Allocation
•  Assigning Tutor to school project
TLC – Step 3
•  Supporting school project tutoring

Tutoring
TLC – Step 4
Closing of •  Closing and disclosing

tutorship
TLC – Step 5
Post follow •  Post tutoring follow up
up
TLC – Step 6

Step 1 – Initial engagement TLC – Global view
Call for Tutors TLC -‐ Step 1
ü  General call for candidates from PMI associates

ü  Call for allocation to a school project TLC – Step 2
Tutor´s Directory
TLC – Step 3
Training materials
TLC – Step 4
ü  PM Kit “Projects from the future” on PMIEF website
ü  Project Experience Assessment and articles on 4 C´s

TLC – Step 5
ü  Articles and case-studies reporting school experiences
TLC – Step 6

Step 2 – Tutor training TLC – Global view
Learn about - Self preparation with TLC -‐ Step 1
ü  Kit “Projects from the future”

ü  Guidelines for Tutors TLC – Step 2
ü  Program site eg “PMI Portugal nas escolas”

ü  Other promotional materials (national and abroad)
TLC – Step 3
Share with peers – Learn from others experiences

TLC – Step 4
ü  Tutor (initial) workshop
ü  Tutor meetings
ü  Community of practices TLC – Step 5
ü  Articles and case-studies reporting school experiences
TLC – Step 6

Step 3 – Assigning Tutor to school project TLC – Global view
The Tutor has the absolute choice TLC -‐ Step 1
TLC – Step 2
Project selection workshop
TLC – Step 3
Yes
Tutors meeting to analyze Yes
School projects pipeline
TLC – Step 4
PMI associates can also raise projects on his/her TLC – Step 5

family/neighbourhood school either to be the
Tutor or to present them to the Program projects
pipeline TLC – Step 6

Step 4 – Supporting school project tutoring TLC – Global view
TLC -‐ Step 1

Guidelines for Tutors
TLC – Step 2
Coaching by the Program Coordination
Tutor Meetings TLC – Step 3
CoP platform (Community of Practices) TLC – Step 4
TLC – Step 5
TLC – Step 6

Step 5 – Closing and disclosing TLC – Global view
From Students LL to Tutor and Teacher LL TLC -‐ Step 1
ü  Discuss and analyze Lessons Learned from Students and Teachers
ü  Register lessons learned from Teachers and Tutors
TLC – Step 2
ü  Discuss and celebrate experience among Tutors and PMI community
Get evidence on the 4Cs skills improvement TLC – Step 3
ü  Evaluation of experience on a standard questionnaire

ü  Treat the data with sociologists and social sciences methods
TLC – Step 4
Promote and share results locally and globally

ü  On the school community (site, newsletter, closing event) TLC – Step 5
ü  On local communities
ü  PMI Congresses, PMI, PMIEF publications
TLC – Step 6

Step 6 – Post tutoring follow up TLC – Global view
Extend school relationship beyond initial experience TLC -‐ Step 1
ü  Support and propose new projects

ü  From pilot project to project school TLC – Step 2
ü  From tutoring model to contest model (Gorizia “Projects in Bloom”)
TLC – Step 3
Reflect and act on

ü  Guidelines for tutors update and other tools TLC – Step 4
ü  Act as a coach to new tutors
ü  Involve institutional organizations on the mainstreaming process
ü  Reinforce partnerships with school community TLC – Step 5
ü  Support Tutor and Teacher’s Community of Practices
TLC – Step 6

Evidences Evidence #1
from Tutors
Evidence #2
Evidence #3
This collection of evidences from the Tutors

is the practical demonstration that Evidence #4
volunteering in primary school

Differences with
is a great opportunity for practitioners business projects
who wish to improve their professional skills.

Recommenda>ons
for the future

Copyright PMI® Portugal Chapter, 2014 – UK.01 - Available at no cost but only for non commercial use – S. 46 46
“Initially, there was some difficulty in using

Evidence #1
the technical language of project
management adapted to the reality of the
school and teachers” Evidence #2
“The kit and the simplicity of how

Evidence #3
the tools are presented, significantly
Luis Pera facilitated the implementation by
tutor of three projects in teachers with the students in the Evidence #4
Colégio Minerva in Barreiro
50 km from Lisbon classroom”
Differences with
business projects
“The preparation of the summary (meeting minutes) of

each meeting with the teachers, indicating the next Recommenda>ons
for the future
steps, helped the direction and focus of teachers at work
and tools to apply in the following weeks”

“The success of the experience is facilitated Evidence #1
by the simplicity of the kit, its effective use

in a real school project and tutor´s
Evidence #2
experience”
Evidence #3
Paulo Saramago
Pilot project “Transitions”
Evidence #4
Rosa Lobato Faria School, Lisbon
Differences with
business projects
“The previous training with teachers facilitates

the sessions with the students, specially in the Recommenda>ons
for the future
planning phase ( WBS and calendar)”

“It was surprising to see the teacher´s Evidence #1
motivation to collaborate in this challenge of

using the kit "Projects from the future”
Evidence #2
“Developing the project using the

Evidence #3
tools allowed to structure it better,
clarifying the final products of the
Fátima Rocha project” Evidence #4
Pilot project “Flying Words”
Patrício Prazeres school, Lisbon
Differences with
business projects
“The effective use of the kit tools in practice

Recommenda>ons
makes it easier to show /demonstrate the for the future
project management life cycle”

“It is surprising how the participation of Evidence #1
students can exceed what we sometimes see

in professional life!”
Evidence #2
Evidence #3
Luís Inácio
Pilot project “My school adopts a museum”
Patrício Prazeres school, Lisbon Evidence #4
Differences with
business projects
“It is important that teachers consider tutors

Recommenda>ons
as facilitators and not project managers...” for the future

Differences with business projects* Evidence #1
ü  Projects schools have more flexibility to Evidence #2
change the context, due to the the fact of

not having relevant impacts and costs. Evidence #3
ü  There is less pressure to delivery, allowing

Evidence #4
the project team (teacher and students) a
greater margin of error, and more freedom Differences with
of action. business projects
Recommenda>ons
for the future
* From: Luis Pera, tutor of three projects in the private school Colégio
Minerva in Barreiro, 50 Kms outside Lisbon

Recommendations for the future* Evidence #1
ü  Simulate the use of each tool kit in the follow-up Evidence #2
meetings with teachers.
ü  Provide a reference model for the "project wall", Evidence #3
and emphasize that it is not advised to use

computer-based media to apply the tools in the kit, Evidence #4
just pen, post-it, ...
Differences with
ü  Ensure that the project calendar is taking into business projects
account constraints of holidays, school events (e.g.

carnival parades, trips, product testing, etc.). Recommenda>ons
for the future
* From: Luis Pera, tutor of three projects in the private school Colégio
Minerva in Barreiro, 50 Kms outside Lisbon

Additional Videos & websites
information
Ar>cles
Guidelines

Videos and websites related to school programs Videos & websites
Source Content and reference

PMIEF Educational programs around the world (SouthAfrica, Italy, USA) Ar>cles
PMIEF Projects in Bloom (educational program developed in Italy)
PMI Portugal Website of the PMI Portugal Chapter school program Guidelines
Chapter
DGE Webinar of Portugal Ministry of Education on school programs
(language: P)
PMI NIC Website of the PMI Northern Italy Chapter school program
(language: I)
PMI NIC Website of an humanitarian program for the people of the Congo
(language: I,E,F)
PMI IS CoP Webinar aimed at promoting volunteering in the primary school

Articles related to school programs Videos & websites

PMI EMEA e-Link PMI Portugal Chapter Goes Into Schools Ar>cles
(April 2013)
PM Philanthropist Exploring Project Management under the Big Top
(February 2013) Guidelines
PM Philanthropist How "Projects in Bloom" Has Spread Across The Globe
(December 2013)
PMI EMEA e-Link Volunteer of the PMI NIC Honoured in Vancouver
(January 2013)
Ah-Ha-Moments Project Management in the Primary School
(March 2013)

Guidelines related to school programs Videos & websites

PMIEF Projects from the Future - Primary Schools - Whiteboard Ar>cles
Version (available in thirteen languages)
PMIEF Assessment Tool for PM Kit for Primary Schools (Practice
Guide for Teachers) Guidelines


PMIEF Project Management Kit For Primary School Practice Guide For Tutors

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PMIEF Project Management Kit For Primary School Practice Guide For Tutors

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Project Management Kit for Primary School: Practice Guide for Tutors

Content The Tutor Tutor Tutoring Tutorship Evidences Addi>onal

Scenario of 21st

What recommendations can we

Tutor and Teacher´s roles are not a one time shot!

We need to keep them engaged! Links with an inter-­‐

Content The Tutor Tutor Tutoring Tutorship Evidences Addi>onal

Scenario of 21st

unlimited access to information from libraries,

hand, many students lack the skills to benefit

Links with PM kit

Content The Tutor Tutor Tutoring Tutorship Evidences Addi>onal

Scenario of 21st

on the questions about how to move 21st century education

international organizations (see the seventh section of this

Over the years, there was a progressive convergence on a

Content The Tutor Tutor Tutoring Tutorship Evidences Addi>onal

Scenario of 21st

for Primary School, a methodological framework conceived

Provide guidelines for the Project Management

Facilitate the peer-to-peer relationship between

to maximize the added value and effects on the

Content The Tutor Tutor Tutoring Tutorship Evidences Addi>onal

“foundation stone” for disseminating language, best practices

Mind map Project Lessons Document authors

Links with an inter-­‐

Content The Tutor Tutor Tutoring Tutorship Evidences Addi>onal

Scenario of 21st

Section 1: introduction (objectives, approach, etc.) 21st century most

when?, etc.) concerning the involvement of tutors

the tutor, from the engagement to final disclosure

Section 7: references to the source of information

Content The Tutor Tutor Tutoring Tutorship Evidences Addi>onal

The document was authored by Isabelina Jorge, a Scenario of 21st

volunteer of the PMI Portugal Chapter who acted as:

the website of the PMI® Educational Foundation

assuring the non-commercial use.

Content The Tutor Tutor Tutoring Tutorship Evidences Addi>onal

program aimed at spreading project management practices

the PMI Chapters of Northern Italy, France and Portugal.

The expected benefits of this inter-chapter program are:

• Specific certifications for school teachers and students

Content The Tutor Tutor Tutoring Tutorship Evidences Addi>onal

Who is the Tutor?

methodological kit is the

whose role is undoubtedly a Tutor expecta>ons

Content The Tutor Tutor Tutoring Tutorship Evidences Addi>onal

Who is the Tutor? Who is the Tutor?

The Tutor is a key

ü PMI Member in good standing

ü Local Chapter associate PMI expecta>ons

ü A volunteer for PMI Tutor expecta>ons

ü A certified PMP

Content The Tutor Tutor Tutoring Tutorship Evidences Addi>onal

The Tutor is a key knowledge “hub” Who is the Tutor?

The Tutor is a key

Train the teacher on the language and tools of

HAVE THE Motivate the teacher to continuously use

Content The Tutor Tutor Tutoring Tutorship Evidences Addi>onal

The Tutor is a key

The Tutor is a key

Jointly Tutor and Teacher will gather PMI expecta>ons

Content The Tutor Tutor Tutoring Tutorship Evidences Addi>onal

We need to keep them engaged! Links with an inter-‐

Links with an inter-‐

•  Specific certifications for school teachers and students

ü  PMI Member in good standing

ü  Local Chapter associate PMI expecta>ons

ü  A volunteer for PMI Tutor expecta>ons

ü  A certified PMP

ü  Support in the process of matching Tutor and school

ü  Develop relationships with institutional stakeholders to obtain

ü  Recognition and rewarding from PMI peers, Chapter

•  Volunteer for a GREAT IDEA

ü  Contribute to a better citizenship in the future

•  Think globally and act locally does the PM

ü  Earn PDU´s - Category E

ü  Be a part of a PMI volunteer community

ü  PMI, PMIEF

Teachers ü  Only interface with students

Students ü  Main recipients

•  The Tutor must be attentive, all throughout the school

•  PMI tutors support Teachers on the

•  Teacher and Tutor should Evaluate Lessons

•  Tutors promote the effective use of

ü  Present a letter of interest to the Program - CV, preferences,