Research School Network: Reflecting on reflection – the importance of the 3rd cross-cutting behaviour This blog explores the importance of reflection and how we do this effectively as part of the implementation process.

With the launch of the new EEF Implementation Guidance landing page, I have been reflecting on the cross-cutting behaviours that marked one of the — if not the — most significant changes between the original version of the guidance and its updated successor. Quite rightly, these behaviours gained lots of attention due to their importance in establishing an implementation climate. They also aligned with those well-used phrases of ​“done with, not to” and ​“getting people onboard”.

Perhaps, on reflection, much of the spotlight shone on the first two behaviours of ​“engage” and ​“unite”, while the third and final one — ​“reflection” — garnered slightly less attention. Despite the fact that reflection is known to underpin evidence-informed decision-making, it is perhaps slightly less glamorous than the idea of engaging and uniting staff within a process. It is also inherently challenging: when should you reflect, how should you reflect, and how do you ensure reflection is open and candid? These are all challenging questions, and ones perhaps not as easily answered as those that go with the other two behaviours.


Why is reflection important?

Reflection enables schools to assess pupil needs, select appropriate interventions, identify barriers and monitor the effectiveness of implementation. Reflection needs to occur at multiple scales, both at a system level and through individual staff, so that practice can be refined to best impact the needs of pupils.

The guidance report discusses four main areas of reflection that schools can focus on to improve implementation.

1. Reflect on pupil needs and current practices

Schools need to be able to identify the root causes of pupil needs through transparent reflection (and an honest understanding of the current state of play) so that they can make appropriate decisions about what to implement and how. However, in doing so, we need to consider how we reflect candidly and with detachment. I have talked previously about ​“insider bias” in organisations, and this concept is particularly pertinent when it comes to reflection.

When I read this section of the guidance report, I inevitably think of Snow White and the quote, ​“Mirror, mirror on the wall, who in this land is fairest of all?” Without due consideration of the parameters of reflection, the evidence that will form its basis, and the stakeholders involved, there is always the risk that reflection on current practices will be affected by a desire to protect the status quo and the initiatives we have already invested time in — even if we know they are far from perfect. We need to ensure reflection reveals the truth rather than what we hope to see.

In addition, we need to remember that schools are evolving beasts, and as such, reflection cannot be done at a single fixed point but must be embedded throughout every stage of the implementation process to ensure that the changing needs of pupils and staff are accounted for.

2. Reflect on fit and feasibility

Schools and their staff are great at magpieing ideas from other settings, but this must come with caution. Effective implementation is underpinned by reflecting on the likelihood that an intervention is going to work in the setting in which it will be used — not just because it seems to have worked elsewhere.

Reflecting on the fit and feasibility of an approach ensures that an intervention is right for the school at that time, that there is motivation for it to be used, and that there are appropriate resources (e.g. staffing, time, equipment, and training) for it to happen. Once again, we also need to consider that the fit of an approach may change as a school evolves.

3. Reflect on implementation progress

Ongoing reflection on implementation progress allows us to understand what is working, for whom, and in what circumstances. From this, we can identify the reach and fidelity with which an intervention is being delivered. As Professor Jonathan Sharples puts it, ​“As implementation unfurls, we need to begin reflecting on its challenges and successes as they emerge.”

The challenge is ensuring that tools and systems for reflection are in place and achievable so that any approach does not go unchecked for too long. Imagine a plane crossing the Atlantic with no flight course checks for the first six hours — things could be fine, or things could have gone wildly off course. Reflection is perhaps naturally considered a post-action activity, and as such, it can sometimes be left until too late, at which point an approach may have been implemented poorly or mutated without leaders realising. Using existing monitoring structures can help support ongoing reflection while also balancing workload considerations.

4. Reflect on implementation barriers and enablers

Schools need to reflect on the barriers and enablers to implementation so that they can improve it. Whether these are motivation barriers, lack of knowledge, or logistical issues such as lack of time, reflecting on these challenges can help leaders determine effective solutions.

Ben Crockett
Co-Director, Durrington Research School