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Effective implementation: The people at the heart of subject leadership
Hydeh Fayaz, at St Matthew’s Research School, discusses using effective implementation principles to enhance subject areas.
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by St. Matthew's Research School
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St. Matthew’s Evidence Lead in Education
Chris is Associate Principal at Bishop Challoner Catholic College in Kings Heath in Birmingham. He is Science Learning Partnership and Computing Hub lead and an SLE. He has delivered CPD across the West Midlands on his key areas of interest: Science, STEM, Computing, Leadership and Pedagogy.
Chris provides support to the following programmes: Improving Secondary Science; Effective Professional Development; Supporting Recovery.
As a school leader, I often reflect on the profound impact our roles have on the educational journey of our students and the professional lives of our teachers. Leadership in education is not just about managing resources or enforcing policies; it’s about inspiring a shared vision, fostering a positive school culture, and driving continuous improvement. Recent research from the Education Endowment Foundation (EEF) provides valuable insights into effective school leadership, particularly in the context of teacher retention and student outcomes.
Building a Positive School Culture
One of the key findings from the EEF’s research is the importance of a supportive leadership approach and a positive school culture in retaining teachers1. A positive school culture is characterised by trust, collaboration, and a shared commitment to student success. As leaders, we must prioritise creating an environment where teachers feel valued, supported, and empowered to innovate.
In my experience, fostering a positive school culture begins with open communication. Regular staff meetings, feedback sessions, and informal check-ins help build trust and ensure that teachers feel heard. Additionally, celebrating successes, whether big or small, reinforces a sense of community and shared purpose.
Effective Professional Development
Professional development is another critical area highlighted by the EEF. High-quality professional development not only enhances teaching practices but also contributes to teacher satisfaction and retention2. As leaders, we must ensure that professional development opportunities are relevant, evidence-based, and aligned with the needs of our staff.
In our school, we have implemented a peer coaching programme where teachers observe each other’s lessons and provide constructive feedback. This not only promotes professional growth but also strengthens collegial relationships. Moreover, we encourage teachers to attend workshops and conferences, and we provide time for collaborative planning and reflection.
Data-Informed Decision Making
The EEF emphasizes the importance of using data to inform decision-making3. Effective school leaders use data to identify areas for improvement, monitor progress, and make evidence-based decisions. This approach ensures that our strategies are targeted and impactful.
In practice, this means regularly analysing student performance data, attendance records, and feedback from teachers and students. By identifying trends and patterns, we can implement interventions that address specific needs. For example, if data shows that a particular group of students is struggling with literacy, we can allocate resources to targeted reading programmes and monitor their progress closely.
Leading Change
Leading change is one of the most challenging aspects of school leadership. The EEF’s guide on effective implementation provides a framework for managing change initiatives4. It highlights the importance of clear communication, stakeholder engagement, and ongoing support.
When introducing new initiatives, I find it crucial to involve teachers in the planning process. This not only ensures that their insights and expertise are considered but also fosters a sense of ownership and commitment. Additionally, providing ongoing support and professional development helps teachers adapt to new practices and sustain improvements over time.
Supporting Teacher Wellbeing
Teacher wellbeing is a fundamental aspect of effective school leadership. The EEF’s research underscores the link between teacher wellbeing and student outcomes1. As leaders, we must prioritize the mental and emotional health of our staff.
In our school, we have implemented several initiatives to support teacher wellbeing. These include flexible working arrangements, access to counselling services, and regular wellbeing workshops. We also encourage a healthy work-life balance by promoting time management strategies and reducing unnecessary administrative burdens.
Conclusion
Effective school leadership is multifaceted and dynamic. It requires a deep understanding of educational research, a commitment to continuous improvement, and a genuine care for the wellbeing of our staff and students. The insights from the EEF provide a valuable framework for navigating the complexities of school leadership.
By building a positive school culture, investing in professional development, using data to inform decisions, leading change effectively, and supporting teacher wellbeing, we can create an environment where both teachers and students thrive. As leaders, our ultimate goal is to inspire and empower our school community to achieve excellence.
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Hydeh Fayaz, at St Matthew’s Research School, discusses using effective implementation principles to enhance subject areas.
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