For effective implementation in schools, we need everyone to be on the same page. As the EEF write in the updated implementation guidance: “Actions that align and unite people are a key driver of effective implementation.”
Often we can focus solely on uniting people around the specific approach, but each new intervention is one of many that exist in a school, so looking at a bigger picture can help unite us in the specific approach.
Unite views and values
In our trust, we ask Patrick Lencioni’s 4 Critical Questions:
Why do we exist?
How do we behave?
What do we do?
How will we succeed?
Our answers to these questions help frame every decision that we make. They act as a compass but also a reflection tool: are we actually doing these things? For example, our answer to ‘What do we do?’ is ‘Within our communities, we work together to create joyful, rigorous, high performing schools, which maximise attainment, value diversity, develop character and build cultural capital.’ This year we are reflecting to what extent our schools are truly joyful, and what steps we might take next.
When we have clearly communicated values, new approaches sit within this wider context. It can be easier to communicate the why of an approach, and can lead to better acceptability. The things that we implement, and the way that we implement them, can also be shining examples of our values too.
Unite around concepts and principles
Let’s say we want to implement a strategy using knowledge organisers across our department, while introducing a new homework platform which uses retrieval practice and spacing, while at the same time improving our use of dual coding for explanations. Yes, we can implement each of these in isolation, but they all sit within the same bigger picture: memory. So uniting around an understanding of how memory works give us a better chance of the individual approaches being successful.
We can coalesce understanding around these ‘big ideas’, particularly where there are multiple different approaches that we will need to implement. Another example might be a school strategy on improving writing which might include multiple elements. We could introduce a model such as the Simple View of Writing to help unite understanding:
Unite around the evidence
Concepts and principles come from an understanding of the evidence. A good understanding of evidence can help unite understanding of an approach. While not everyone involved in an approach can engage with the full complexity of an evidence base, we can distil key messages, curate reading and communicate the key evidence.
For example, a school is launching a new feedback strategy. They can communicate the core components and expectations – the what – but the evidence can help with the why, how and even when of feedback. Good starting points for this leader could be:
Not only does this help unite around the specific approach, but it will ensure that any innovations are aligned with the evidence, any challenges come from the evidence.
Want to read more about implementation? Here are our blogs on the latest guidance:
