School Reviews

Previously, the individual education plan process looked like this: create, print, distribute, collect, correct, reprint, re-notify — and something always ended up getting lost. In our gymnasium, approximately 300 individual plans are drawn up each year, and despite this scale, the entire cycle — from plan creation to approval — now takes place in one place. Students, parents, class teachers, the career specialist, and the deputy principal for education all see the same current document simultaneously. Moreover, data can be exported to Excel at any time — by class or for the whole school — which greatly simplifies group planning and timetable preparation. I recommend from experience: when data is tidy and accessible to everyone, decisions about how many groups to form in grade III are made faster and with far less stress.

I am very satisfied with the opportunities provided by the 'Spotiself' platform. I supervise five grade II gymnasium classes, so efficient tools are extremely important to me. This year my students are completing individual education plans, and this platform has become a great asset in my daily work. The system features a consistent process — from students' self-discovery through to the completion of the final education plan. Given the high volume of students, I particularly value this tool's efficiency in saving time as a homeroom teacher. Digital IEP completion allowed the entire process to be finished a whole month earlier than usual. It is also very convenient that students can independently adjust their plans — this provides flexibility and encourages their sense of responsibility for their own learning path.

Collaboration with 'Spotiself' in the learning process has been ongoing for five years, during which we have jointly created and refined a unique educational experience. This platform stands out for its exceptional versatility: it engages children with its playfulness, while providing career specialists with deep insights and a solid foundation for further work. For parents, the platform offers an objective, data-driven, and authentic picture of their child, helping to distinguish true potential from projected expectations. In my daily work, this system has become indispensable. I come to each individual consultation having already analyzed the student's profile and prepared targeted questions — allowing me to skip the lengthy initial information-gathering stage and devote all available time to a deep, meaningful conversation. When working with classes, I draw on group tasks that are directly integrated with current labor market trends. This not only gives the process real-world relevance, but encourages students to think critically and globally, preparing them for real future challenges. It is a tool that gives me, as a specialist, a sense of calm and professional confidence.

As a career specialist, I have noticed that students find the digital platform 'Spotiself' with its gamification elements very engaging for career education. During sessions, students are relaxed yet interested — they complete tasks, communicate freely, and share their results. This platform gives students the opportunity to get to know themselves better, as after completing the test the student sees vivid graphics and a detailed breakdown of their personality, highlighting: 1. Personality traits: emotional stability, openness to experience, extraversion, conscientiousness, agreeableness. 2. Intellectual profile: cognitive speed, memory and recall, verbal abilities, non-verbal thinking, general abilities. 3. Career inclinations, where the student sees their personality according to interests and finds their inclination toward certain career fields and study directions! What fascinates me as a career specialist is that such a comprehensive analysis of completed tests is provided to the student. It would therefore be wonderful if students could work with this platform from grade five onwards — then it would be possible to track changes in the student's test analysis and personality development in subsequent years.

Before making a decision, we organized a school conference where we discussed the results achieved with Spotiself, and practicing teachers shared their experiences. We talked about the benefits the system provides to students — how it helps identify strengths, develop them, and make informed decisions. We then discussed with school principals whether it would be valuable. The gymnasium communities spoke clearly, and especially the students themselves: for them it had become an important tool for self-awareness and creating an Individual Education Plan (IEP). Personal reports and group insights allow for a better understanding of students' inclinations and strengths. We see tangible benefits at the student, school, and municipal levels.

Our gymnasium has been on a journey with 'Spotiself' for the third year now. It is an innovative, modern, and fully digital tool perfectly adapted to today's students and the needs of Lithuanian schools. The platform has provided a clear structure, helping students identify their strengths and professional directions, pursue their goals, and plan career steps. We are very pleased with the professional and prompt support from the entire 'Spotiself' team in implementing the system at the gymnasium. All questions were resolved quickly and constructively, so the integration process went smoothly and without additional worries. We are grateful for the opportunity to work with such an innovative tool and believe that 'Spotiself' contributes to building a culture of modern career education in Lithuanian schools. Rasa, Career Specialist at Klaipėda Hermann Sudermann Gymnasium

The Spotiself career education programme is a convenient and useful tool for teachers. The lesson content is clearly structured and fits into a standard 45-minute lesson, making it easy to integrate into the educational process. The programme helps organize activities in a structured way and saves the teacher's time. However, it would be beneficial for students if the digital content (test) were enhanced with audio tasks. This is especially relevant for students with special educational needs, as audio material would ease task completion and increase inclusion. It would also be desirable for the test's digital visualization to change each year. Equally, it would be recommended that students be able to choose tasks by difficulty level — allowing each student to work according to their abilities and feel more motivated. Overall, Spotiself is a valuable career education programme which, with improved digital content, would become even better suited to students with diverse needs. I hope this was useful.

The gymnasium has been using Spotiself for grade I–II students for the second year now. In our opinion, the greatest advantages of this platform are its systematic approach, modernity, and convenience. To achieve both individual student progress and whole-school progress, it is important to see not only students' grades, but also their personal growth — their ability to set concrete and achievable goals, plan the necessary steps, and responsibly evaluate their own achievements and development. The Spotiself tool allows all of this to be done by students, class teachers, and parents in an engaging and convenient format. All information is gathered in one place, students are encouraged to complete tasks responsibly (the analysis is only provided after everything is completed), and there is the ability to meet individual student needs (e.g., collecting evidence of activities in a portfolio, etc.) and to see one's own 'progress'. It is very important that aggregated information at the class or whole-school level can also be viewed — this enables planning and making strategic, evidence-based decisions. Another advantage of Spotiself is the team's sincere desire to help students and schools achieve quality results, and their engagement (you always receive help, and they care not only about the product, but also about ensuring that career education activities at school are interesting and beneficial for students). Looking ahead, it would be great if Spotiself were more integrated with Tamo, and if the list of professions were further developed (I mean the list presented to the student after completing the test — it could be more contemporary, better reflecting current and near-future professions).

Are you already using the tools of the Spotiself.lt platform to help students fill in their IEP (Individual Education Plan) and state matriculation exam choices? If not, take the time to get acquainted with them, try them out, and experience this professionally designed, digital, innovative instrument that makes the work of class teachers, deputy principals for education, and gymnasium principals significantly easier. It is a modern, sustainable, time-saving, and appealing tool that generates the entered data (i.e., choices) here and now. A couple of years ago, when I heard from the gymnasium's career specialist Rūta Bylienė about the new, first digital, interactive career education platform in Lithuania — Spotiself — I became curious about what it could offer. First of all, this platform encourages students to get to know themselves and their strengths in an interesting, systematic, and consistent, step-by-step manner, to build a solid value base, develop competencies, set goals, and make decisions about studies or professional life. We began applying this with 'Vyturis' gymnasium students — gradually, one small step at a time. Second, and particularly relevant to me as a deputy principal for education, I began exploring 'selfies' (as I call them) more closely and discovered the ability for students to conveniently and quickly complete their IEP and state exam choices online. No more paper forms, time is saved — everything happens here and now. Students log into their accounts, enter their choices, and all data is automatically generated in an Excel table that can be analyzed from various angles. Moreover, documents can be printed immediately when needed and presented to the student for signature. Third, we also discovered a new student individual progress monitoring tool. This is still a new experience for us, but a very attractive and useful one — encouraging student engagement and supporting informed decisions about each student's progress. Yes, one more small step, but we are learning purposefully and moving forward. I invite you to join the Spotiself.lt platform community, because it is an innovative, reliable, and practically applicable solution that helps the gymnasium community organize the educational process more effectively, save time, and purposefully support students in making important decisions about their future. Spotiself is not only a digital tool — it is real support for a gymnasium striving for modern, data-driven, student-centered education. I particularly value the professional and sincere support of the Spotiself team — consultants Daiva, Lina, and Deimantė always respond promptly, offer support, and help find the best solutions. This is a partnership that can be trusted and that creates genuine added value for the entire gymnasium community.

The Spotiself platform has been successfully integrated into the continuous improvement in education methodology framework and has become a modern alternative to the paper student portfolio. Homeroom teachers value the platform's flexibility: student progress is clearly visible, goals are easily adjusted, data security is ensured, and continuous accessibility is guaranteed. This enables the purposeful application of continuous improvement principles, reliance on data, and strengthening students' responsibility for their own learning process.

The Spotiself platform also includes integrated social and civic activity planning: students are presented with a list of various activities with visual elements, can upload photos and descriptions, and accumulate material for their first CV. This aligns with the methodology's logic, according to which the student's portfolio is a 'map of self-knowledge and personal growth' and should encompass not only academic but also experiential achievements.