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Implementing initiatives in school: Step one is discover

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Implementation is a core part of school improvement. In this five-part series, Robbie Burns considers a four-step model of implementation as proposed in the book Making Room for Impact. This time he considers step one – agreeing where change is needed
Four Ds: Drawing upon a large body of evidence, Professor John Hattie and his colleagues have developed a four-step model for thinking both about the de-implementation of existing initiatives and how we implement new, more impactful ones (see Hamilton et al, 2024) - Adobe Stock

Implementing initiatives in school: A Headteacher Update Series

 

In the first article of this series, we explored why before any initiative is implemented in a school, the de-implementation of other programmes must be considered.

I was inspired by the book Making Room for Impact: A de-implementation guide for educators from Professor John Hattie, Dr Arran Hamilton, and Professor Dylan Wiliam (Hamilton et al, 2024).

The general principle for the need to “reduce, remove or re-engineer” – to quote Prof Hattie and his colleagues – before we replace or implement new initiatives is that in order to achieve higher levels of student achievement, room must be made for impact.

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