When we implement, we start from something that is a little above us. Something overarching or theoretical. For example, it could be a plan, a theory, knowledge, legislation or a model.
We are presented with this, read through it or familiarize ourselves with the content. Then we bring it down to the professional community. That is, the community of employees in the kindergarten or school, where everyone participates. In this community, we begin to process what is to be implemented.
We interpret, reflect and try to understand. What does this mean? Why is it like this? What does this look like for us? What do they want us to do? What are we doing today? What should this look like for us?
Then we begin to operationalize. That is, we derive actual actions, routines, and structures that we try out, practice, and make part of our practice, so that it has positive consequences for the children in kindergarten or students in school.
The implementation is planned through skills development and work in seven steps:
1. The theoretical framework, the Omni perspective
- Create understanding.
- Establish a common language and a common frame of reference.
- Practice understanding your own learning environment within the theoretical framework.
2. Regulatory expertise
- How should the Education Act §12 and the Kindergarten Act Chapter 8 be understood?
- How to operationalize the law into daily work with children and young people?
- Work with key concepts and obligations under the law.
3. Value base
- The professional adult role.
- Profession and ethics.
- Children's perspective and learning perspective.
- The child in growth and development.
4. Immersion in the Omni staircase
- Challenges in the learning environment.
- Learning environment in negative development: new norms, bullying behavior, insults and bullying.
- To reverse a negative trend.
- Recreate and maintain a good learning environment.
5. Analytical skills
- The social system in the learning environment: roles, positions, social mechanisms, norms and rules.
- Risk factors and protective measures.
- Analytical skills and operational skills go hand in hand.
6. Action competence
- Tools, principles and measures.
- Working with the upbringing environment – the Omni perspective.
- The authoritative adult role.
7. Follow-up, practice and maintenance:
- Follow up, practice and reflect on your own performance of the professional adult role.
- Systems and plans are in place and well known in each unit.
Example from Tromsø and Fauske municipality
Tromsø Municipality has decided that the Omnimodel will be implemented in all kindergartens and schools in the municipality. It will be used as a common body of ideas and a common model in the work to create a safe and good learning environment.
The implementation period is August 2021 to June 2024, and is carried out as competence development and work with the seven steps above.
Tromsø municipality has created its own implementation plan with three goals:
- Tromsø Municipality prioritizes early efforts and work to promote, maintain and maintain safe and good upbringing environments that provide good health, learning and well-being for all children and young people.
- All employees in kindergartens and schools in Tromsø Municipality work continuously and systematically with early intervention and to promote, maintain and maintain safe and good learning environments that provide good health, learning and well-being for all children and young people.
- Children and young people in Tromsø municipality experience being part of a safe, good and inclusive learning environment that provides good health, learning and well-being. They experience being seen and heard and taken seriously when they do not feel safe and well in their learning environment.
