Talking, or Teaching Talking?
Making the MOST of high quality talk in Maths
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by Great Heights Research School: West Yorkshire
on the
Great Heights Research School part of Great Heights Academy Trust
Jessica is Director of Great Heights Research School and works across Great Heights Academy Trust, a MAT comprised of seven primary schools and two secondary schools.
Change is afoot. As we reach the final stages of the calendar year there is a distinct feeling that 2025 is going to bring lots of change, we are expecting consultation on a new Ofsted framework, the outcomes of the Curriculum and Assessment Review alongside further policy changes. Managing change is something that we are very familiar with ranging from small internal changes to more significant upheaval triggered by external decision making.
There is no denying that implementation and the management of complex change is hard. We are unable to rely on a blueprint or instruction manual to navigate uncharted waters but at Great Heights Academy Trust we come armed with the EEF Guide to Effective Implementation and we also been considering the Knoster Model for Managing Complex Change. The model sets out a formula of key elements needed to support effective change management, it also highlights the unintended consequences which may occur when an element is missing.
There is a visual simplicity to the Knoster model but let’s unpick the different elements:
Vision: explain why the change is necessary and what success will look like, it is important to UNITE people around this to ensure clarity around the direction of travel. People hold different beliefs and values, by exploring common goals, acknowledging and addressing concerns, and discussing the risks and benefits of taking action, implementation leaders can help unite values and improve buy-in to the vision.
Skills: without the necessary knowledge and skills, even if enthusiasm levels are high the probability of success might be quite limited. Staff professional development designed using the EEF Guide to Effective Professional Development is extremely important alongside a range of other implementation strategies. Identifying those who have the knowledge, skills and expertise is also necessary to identify PEOPLE who can support, lead and positively influence implementation. As leaders, we also need to recognise where we may need further professional development ensuring we don’t overestimate our own knowledge and skills and how this relates to a particular approach.
Incentives: within the context of education it may seem that there are few ‘carrot’ incentives that we can offer but incentives can be both intrinsic and extrinsic. Intrinsic incentives may focus on how we are able to develop as professionals alongside our commitment to improving life chances for all children and in particular the most disadvantaged. As part of the process of making decisions about what to implement, we carefully consider existing practices and ensure we select evidence informed solutions feasible within the context and as such aim to motivate and incentivise staff through a focus on why this is the right approach. Providing opportunities to showcase the benefits of the approach and capturing examples of good practice supports the ongoing process of change management beyond the initial launch.
'When done well, implementation planning can significantly impact the use of evidence-based approaches as well as pupil outcomes. Implementation plans should be treated as living documents that are developed iteratively and revised over time. Reflecting on plans in this way ensures they remain relevant and continue to guide implementation.'
Resources: it is likely that we need a range of resources to execute change, this includes physical resources alongside time and personnel. There needs to be detailed consideration of all the SYSTEMS and STRUCTURES that will be necessary for implementation. The limits of capacity and financial/physical resources makes it even more important to carefully consider where de-implementation may need to occur so that resources can be repurposed. Time for meetings, training, collecting and analysing data, administrative support should not be underestimated.
Action Plan: once we have made a decision to adopt an approach, there needs to be a focus on the practical considerations, preparing an action plan or implementation plans provides clarity and coherence. The process of writing an implementation plan is as important as the plan itself, when we can ENGAGE others in the process we are much more likely to create a sense of shared ownership, this helps to UNITE understanding around core elements improving the likelihood of fidelity.
Consideration of each of the elements above may help us to avoid false starts, frustration, resistance, anxiety and confusion.
- Think of examples of initiatives that have been implemented successfully in your setting. How far were all elements of the formula enacted?
- For initiatives that have been implemented less successfully, can you trace this back to missing elements? What were the outcomes?
- How might you use the EEF Guide to Effective Implementation and the Knoster Model to manage complex complex change?
You may also be interested in reading the following blogs:
Monitoring to Improve Not Prove
Securing implementation stability through systems and structures
Context is king: crowing others to lead, support and influence implementation
Communicating (and over-communicating) the Core Components of an Approach
Making the MOST of high quality talk in Maths
Three strategies to promote high quality talk in Maths
Engaging children with mathematical concepts through story and picture books
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