On 19 and 20 August 2026, the Slovenian National Training for school leadership teams was held at Preserje Primary School as part of the ESLTI – Empowering School Leadership Teams for Innovation project.
The two-day training brought together school leaders, including headteachers and deputy headteachers, to work on concrete challenges from their own school environments and gradually transform them into realistic ideas for innovation. The aim was not simply to generate new ideas, but to help each school team identify one meaningful change that could be tested, improved and, if successful, sustained as part of everyday school life.
The National Training was delivered by trainers from Inkubator Savinjske regije, who had previously participated in the international ESLTI Training of Trainers held in Málaga, Spain, in April 2026. During the international session, trainers from the partner organisations worked together on the common ESLTI training approach, the school innovation process and the tools that would later be used with school leadership teams at national level. The Slovenian training therefore marked an important next step in transferring this shared methodology into direct work with participating schools.
The two-day training brought together school leaders, including headteachers and deputy headteachers, to work on concrete challenges from their own school environments and gradually transform them into realistic ideas for innovation. The aim was not simply to generate new ideas, but to help each school team identify one meaningful change that could be tested, improved and, if successful, sustained as part of everyday school life.
The National Training was delivered by trainers from Inkubator Savinjske regije, who had previously participated in the international ESLTI Training of Trainers held in Málaga, Spain, in April 2026. During the international session, trainers from the partner organisations worked together on the common ESLTI training approach, the school innovation process and the tools that would later be used with school leadership teams at national level. The Slovenian training therefore marked an important next step in transferring this shared methodology into direct work with participating schools.
During the first day, the school teams focused on identifying a specific challenge within their school that could realistically be addressed through a small-scale innovation. They explored the experiences and needs of the people affected by the challenge, considered possible concerns and barriers, and developed a range of potential responses. Through discussion, practical exercises and peer feedback, each team gradually narrowed its focus and selected one innovation idea to develop further.
An important element of the training was the use of “mirror teams”. School pairs worked alongside another pair, sharing their ideas and receiving questions and constructive feedback. Rather than evaluating each other’s work, the mirror teams helped participants test whether their challenge was sufficiently clear, whether the proposed change was realistic and whether it could be implemented within the conditions of everyday school life.
On the second day, the focus shifted from the initial idea to a more concrete plan for implementation. Using the School Innovation Template, the teams further developed their selected innovation by defining the need they wanted to address, the expected change, the people involved, the first pilot activities, possible risks and the signs that could help them understand what was happening during the testing period. The approach is designed to support schools in starting small, learning from practice and adapting their innovation as they move forward.
An important element of the training was the use of “mirror teams”. School pairs worked alongside another pair, sharing their ideas and receiving questions and constructive feedback. Rather than evaluating each other’s work, the mirror teams helped participants test whether their challenge was sufficiently clear, whether the proposed change was realistic and whether it could be implemented within the conditions of everyday school life.
On the second day, the focus shifted from the initial idea to a more concrete plan for implementation. Using the School Innovation Template, the teams further developed their selected innovation by defining the need they wanted to address, the expected change, the people involved, the first pilot activities, possible risks and the signs that could help them understand what was happening during the testing period. The approach is designed to support schools in starting small, learning from practice and adapting their innovation as they move forward.
The training also prepared participants for the next stage of the ESLTI process. Each school team began planning its internal School Innovation Lab, where the work started during the National Training will continue together with colleagues from their own school. These internal sessions will provide an opportunity to strengthen ownership of the proposed innovation, include additional perspectives and prepare the first pilot test in the real school environment.
The Slovenian National Training therefore represents an important transition from preparation to implementation within the ESLTI project. The participating school leadership teams are now equipped with a common process and practical tools to continue developing their innovations within their schools, while learning from testing, reflection and exchange with other participating teams.
Through this process, ESLTI continues its work towards strengthening the capacity of school leadership teams to manage innovation not as a one-off activity, but as a meaningful and sustainable part of school development.
The Slovenian National Training therefore represents an important transition from preparation to implementation within the ESLTI project. The participating school leadership teams are now equipped with a common process and practical tools to continue developing their innovations within their schools, while learning from testing, reflection and exchange with other participating teams.
Through this process, ESLTI continues its work towards strengthening the capacity of school leadership teams to manage innovation not as a one-off activity, but as a meaningful and sustainable part of school development.