Research School Network: The never ending implementation story – a personal case study of utilising the new implementation guidance report ‘Out with the old and in with the new’ as they say.

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The never ending implementation story – a personal case study of utilising the new implementation guidance report

‘Out with the old and in with the new’ as they say.

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Jonathan Sharp

Executive Assurance Partner Nexus Multi Academy Trust

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Out with the old


Out with the old and in with the new’ as they say. This seems particularly fitting as we reflect on the past year and optimistically begin a new one. It chimes well with the emergence of the newly updated Guide to Implementation. It also prompts a fond reflection on the world as we have known it since 2018 when the first iteration landed in the much beloved paper copy. Those were the days!

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A School’s Guide to Implementation

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For a great many of us it was a game changer, a defining moment. Finally, a codification of the practices and behaviours that some of us had got a sense of being effective (and had somehow put to use) but without any conscious recognition of what we were actually doing. 

I remember the conversations which alluded to the fact that the revelations in 2018 were nothing new, that they were already being done. Nothing to see and learn here then. For many of us lesser mortals it was far from that. Crucial knowledge was no longer hidden. 

Finally, we had something in common to talk about and a language with which we could do it. For those of us who were open hearted and enlightened, we soon realised that it wasn’t so much that things were being done’ in our schools but how well’. 

Understanding key concepts such as explore and prepare were absolutely crucial. I remember learning about the pre mortem’ with great interest as it typified what we were trying to do. Having the insight and tools to do things better, that’s where the real shift came.

Looking back, we were fortunate to be surrounded by like minded professionals who wanted to go beyond simply doing’ and move into a place of conscious choices and deliberate decisions and actions. That’s what the most effective leaders were doing and we wanted more of it.

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What is a pre mortem?

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A welcome addition


But enough of the reminiscing, the new Guide to Implementation was very welcome but a shock to the system. This appeared to be for no other reason than it wasn’t the old guidance, the one that we had grown to know and love over the past 6 years. 

Old habits die hard and for good reason because when we started getting our teeth into it, we realised all the familiar bits were there but the power level had gone right up. 

How?

Unsurprisingly, by defining more clearly and focusing more sharply on the practices and behaviours which are most likely to help us to do things well. As an illustration, I had the privilege of working with a group of headteachers where we were unpacking the recommendations, particularly the behaviours that drive effective implementation- engage, unite and reflect. We shared our implementation stories, the pre and post mortems; the good, the bad and the ugly. It was fascinating, entertaining and deeply thought provoking. 

One stand out story took us back to 2009, a first headship and the all important chance to establish new vision and practice. This was an opportunity not to be missed, so great effort and attention was placed on uniting staff and engaging them in the cause and the work. The time taken to plan interactions with all staff and with groups and individuals had been prioritised. Plans and actions were described as meticulous. The result was a resounding success. It provided a strong foundation for the coming weeks, months and years. Much of the vision, values, culture and ethos still reside in that school today. But to what extent had this deliberate and meticulous approach stuck? How had the more impactful behaviours and practices been recognised, acknowledged and internalised, hard wired? One would think so given the difference they made. 

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Fast forward 7 years and armed with the benefit of experience and some success, the next chapter of headship and school improvement should have been a breeze. It wasn’t and nobody could work out why. Granted, the conditions were very different. Rapid improvement was the golden ticket and it was needed yesterday or sooner. The pressure was on to deliver. So the fastest way to get from A to B was chosen and without any of the fluffy stuff too. Take the time and energy to engage and unite staff? Pah! There were seemingly bigger and more important things to do and spend time on. How wrong that was.

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So, there we all were many years later, doing a collective post mortem on what had happened and why. And the answer became very clear.

We cannot and must not short cut what we know works and what evidence tells us is most likely to make a difference, whatever the situation and circumstances we find ourselves in. This is particularly relevant in our approaches to authentically engaging and uniting staff and enabling them to reflect. 

This may take a lot of discipline and courage to uphold and follow through on. It may not be popular in some quarters. But when the going gets tough, we should get tighter with and closer to the basic principles, best practices and behaviours rather than become loose or even worse, abandon them altogether. 

So, for those of us who think we may have seen and heard it all before, it was a timely reminder not to forget the more simple behaviours and practices which can too often be short cut in haste or become hidden in plain sight. 

That is the beauty and power of the old and new Guide to Implementation. It is in our gift to take the opportunity to be conscious and deliberate in our use of the evidence- and as a result we will almost certainly be doing things better for our children and young people in the future.

Implementation Webinars

Watch our Introduction to the new implementation guidance report here


Implementation Guidance Report Briefing Event

Further leadership resources

Check out our podcast and exemplification page for more information and training opportunities.

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