Research School Network: People Power! Getting to the Heart of Effective Implementation When people work together effectively, they can achieve something greater than the sum of their individual efforts.

These profound words by Helen Keller remind us of the potential power of people when they collaborate. When people work together effectively, they can achieve something that is greater than the sum of their individual efforts. This is important for school leaders to bear in mind when implementing any change in school.

The EEF’s recently updated implementation guidance report highlights the fact that implementation is fundamentally a social process, and that getting interactions right between people across school is vital. What really matters is how a how a change manifests itself in the day-to-day work of people in schools.

The EEF’s initial implementation guidance report helped school leaders to think carefully about how they navigate change. It provided an explicit frame of reference for something that was previously implicit, and it made it clear that implementation must be treated as a process rather than an event. Schools were encouraged to do fewer things better and to take time to explore and prepare before implementing change. Now that schools are familiar with implementation being a process, the focus is shifting to how to do that process well; how to ensure quality implementation.

The new guidance report highlights the following behaviours at the heart of driving effective implementation:

Engage
People value what they feel part of. Leaders must engage people so they can shape what happens, while also providing overall direction. Implementation is likely to be more effective when people feel included in decisions that affect them, and that their contributions are valued. School leaders should provide meaningful opportunities for staff to discuss their views and concerns. Of course, engagement also extends to students, families, and all stakeholders. Engaging people in collaborative processes is desirable as they can share knowledge and expertise.

Unite
Sometimes colleagues can appear as though they are on the same page when they are not. This is caused by staff having differing values and understanding. Incoherence leads to ambiguity, therefore actions that align and unite people are important for implementation. School leaders should unite people around what is being implemented, how it will be implemented, and why it matters. They can improve buy-in by exploring common goals and addressing any concerns. Shared values are a key driver for successful implementation.

Reflect
It is important to reflect, monitor, and adapt to improve implementation. Reflecting requires schools to use structured processes that enable them to learn and adapt. Individual members of staff should also be reflective in order to review and refine their own practice. Schools need to reflect on their pupils’ needs and on their current practices to inform implementation decisions. Leaders must also reflect on the fit and feasibility of an intervention to ensure that it meets their needs and is achievable in their context. Furthermore, they should reflect on barriers and enablers so they can pre-empt any problems and attempt to mitigate them.

If you have ever tried to drive any change in school, you will know that it is very challenging. Change is not a neat, linear process, and schools are complex systems where implementation is influenced by a myriad of interconnected factors. Implementing change in school means altering the actions of large numbers of people; each with their own mindsets, habits, and values. Engaging, uniting, and reflecting can help to ensure that any change is implemented with quality and fidelity, thus leading to improved outcomes for pupils.