Research School Network: Working WITH people to encourage effective implementation Exploring ENGAGE, the first of three cross-cutting behaviours that are at the heart of what drives effective implementation.

An educational approach or an idea may seem great in principle, but what really matters is how it manifests itself in the day-to-day work of people in schools.

The EEF’s updated Guidance Report, A School’s Guide to Implementation highlights the social behaviours that drive implementation stating that ​“Implementation is fundamentally a collaborative and social process driven by how people think, behave and interact.”

Recommendation 1 of the EEF’s updated Guidance Report, A School’s Guide to Implementation shares that we need to adopt the behaviours that drive effective implementation. Leaders are encouraged to consider the three cross-cutting behaviours: engage, unite and reflect.

These behaviours are at the heart of what drives effective implementation so should feature across a school’s implementation actions and interactions. While the terms ​‘engage’, ​‘reflect’, and ​‘unite’ may be familiar to schools— and sound like common sense — they can be difficult to get right as outlined in the scenario above.

In this scenario, we can see that the maths lead recognised a need for action to improve outcomes and this was well intended but was met with some barriers. Had they had engaged colleagues more deeply, would they have seen a different approach to improving multiplication knowledge.

The EEF suggests leaders should ​“engage people so that they can shape what happens while also providing overall direction.” What could this have looked like in practice for the maths lead and their colleagues in this scenario?

In the guidance report, there are three key features of effective engagement which leaders should consider.

1. Engage people so they will have the potential to influence change

The maths lead could have shared the data around the multiplication check results and found out more through listening to colleagues from across the school as well as understanding how they might be affected by a proposed change.

2. Engage people in collaborative processes
After identifying the best way forward, which could include developing quality teaching of tables, refinements to the curriculum or an intervention, the maths lead could engage staff in a collaborative process. They could share what is being implemented, how the school will implement this and how it aligns to existing systems and processes within school. The maths lead could also have stated why knowing multiplication facts by the end of Year 4 is important to pupils as they move into upper Key Stage 2. By doing so, the maths lead would have helped colleagues to understand their individual roles and how they contribute to the ​“collective endeavour.”

3. Engage people through clear communication and active guidance

While implementation requires these participatory ways of engaging, and being genuinely open to ideas, it also needs actively guiding and steering. The maths lead should have clearly communicated the direction of travel and explained any decisions that had been made to avoid implementation being dragged off track.

In summary, by adopting these behaviours we would be implementing change WITH colleagues and not just TO colleagues, developing a more positive climate of change within the school.