Have you ever tried to improve, change, or implement something in your school? If you have, I am sure, like many other school leaders, you realise how hard a challenge this can be. Navigating the complexities of change can be a daunting task.
A new guide from the Education Endowment Foundation (EEF) is aimed at helping school leaders to overcome the challenges and obstacles that often accompany change initiatives.
Based in research evidence, the guide should help school leaders to make informed decisions, paving the way for meaningful and sustainable improvements. The guidance report is based on an extensive review of evidence on implementation in schools. It outlines three key elements for effective implementation:
- The behaviours that drive implementation.
- The contextual factors that influence implementation.
- A structured process to enact implementation.
Implementation is key and it is imperative to not only focus on what to implement but also on how to do it effectively. This article explores the latest insights and strategies from the guidance report.
Headteacher Update Podcast: Leading change and interventions in schools. This episode features Nikki Arkinstall and other school leaders and drawing on the new EEF resource discusses how to lead change and interventions in the primary school. Listen back here.
Driving implementation
Implementation is fundamentally a collaborative and social process driven by people’s thoughts, behaviours, and interactions. The research review suggests that school leaders can enhance implementation by:
- Engaging people so they can shape the changes while providing overall direction.
- Uniting people around the purpose, process, and significance of the changes.
- Reflecting on progress, identifying barriers, and adapting to improve implementation.
Engaging people
Meaningful engagement is crucial in the implementation process. To effectively engage people, leaders can:
- Provide opportunities for staff members to share their perspectives, ideas, and concerns, making them feel valued and included in decision-making processes.
- Encourage collaborative processes where knowledge and expertise can be shared, ideas can be discussed, and problems can be solved together.
- Maintain clear communication and provide active guidance to ensure alignment with the direction of the changes, explain decisions, motivate staff, and keep the implementation on track.
Uniting people
Poor implementation often stems from differences in values, understanding, and practices among staff members. To ensure effective implementation, actions can focus on uniting people:
- Unite views and values by exploring common goals, addressing concerns, and discussing the risks and benefits of the changes to foster buy-in and alignment with the values of the school.
- Foster a shared understanding of the changes by defining what is being implemented, how it will be implemented, and why it matters. This clarity helps create consistency among staff in terms of expectations and support for the implementation process.
- Promote the development of skills and techniques related to the changes through professional development activities such as modelling, rehearsal, and feedback.
- Establish shared values and practices regarding the implementation process itself, emphasising the importance of on-going improvement rather than a punitive accountability function.
Reflect
Reflection plays a vital role in evidence-informed decision-making during implementation. It enables leaders to assess pupil needs, select appropriate interventions, identify barriers to change, and monitor implementation for continuous improvement. To facilitate effective reflection, leaders can:
- Reflect on pupil needs and current practices to inform decisions on what and how to implement, constantly adapting to evolving needs.
- Reflect on the fit and feasibility of an intervention within the school’s context, ensuring that the selected approach is suitable, motivating, and supported by appropriate resources.
- Reflect on implementation progress to understand what is working, for whom, under what circumstances, and why. This reflection helps ensure that the intervention is delivered as intended and supports assessment of its impact on pupil outcomes.
- Reflect on implementation barriers and enablers by analysing data and identifying solutions to improve the implementation process.
In considering the above, school leaders might ask themselves:
- How can I involve teachers, teaching assistants, parents, and pupils to gain a comprehensive understanding of the current situation and identify barriers to change?
- How can I align everyone’s understanding of the purpose, nature, and process of these changes?
- How can I implement these changes in a way that promotes continuous learning and improvement?
Contextual factors
The successful implementation of any initiative is greatly influenced by various contextual factors. These factors include what is being implemented, the existing systems and structures, and the presence of individuals who can drive change. These factors can either enable or hinder the implementation process. Therefore, leaders should consider the following actions:
- Evaluate the suitability of the initiative: Determine if the initiative is evidence-informed, appropriate for the specific setting, and manageable to implement.
- Establish supportive systems and structures: Develop systems and structures that facilitate the implementation process. This includes allocating sufficient time for implementation and implementing effective data monitoring systems.
- Ensure capable change agents: Identify individuals who can support, lead, and positively influence the implementation process. This includes senior leaders, implementation teams, early adopters, pupil representatives, and support staff.
It is also crucial to recognise the impact of the implementation climate on the overall success of the initiative. The implementation climate refers to people’s prior experiences and beliefs about implementation and their perception of how evidence-informed approaches are valued and supported. To foster a positive implementation climate, leaders can:
- Reflect on past implementation experiences: Assess previous challenges and learn from them.
- Emphasise positive outcomes: Celebrate successes and acknowledge the positive impact of implementation efforts.
In considering the above, school leaders might also want to ask themselves:
- Who is well placed to help with implementation?
- How can we protect time for staff to engage in CPD sessions?
- How can we use existing data systems to understand whether the programme is being delivered as intended by the developers?
- What specific resources, equipment, and admin support will be needed?
Structuring implementation
A structured yet flexible approach to implementation is essential for sustained success. The Explore-Prepare-Deliver-Sustain framework provides a roadmap for schools to navigate change systematically.
Explore
The complex nature of schools can make it challenging to identify areas for improvement and determine the best approach to address them. Leaders should adopt a systematic approach to understanding their needs and making evidence-informed decisions regarding implementation. Consider the suitability of an approach, then focus on practical considerations regarding feasibility. By weighing these factors, leaders can select evidence-informed approaches that align with their needs and their school.
Prepare
This phase focuses on establishing a clear direction and coherence for the planned changes. Effective planning plays a crucial role in utilising evidence-based approaches and improving pupil outcomes. It involves understanding various factors, including:
- Identifying the problem that needs to be addressed.
- Defining the core components of the intervention.
- Determining the implementation strategies.
- Monitoring the progress of implementation.
- Setting the final objectives of the implementation.
Collaborative planning is key. Involving the school community in the development and discussion of plans creates a sense of ownership and buy-in. While planning begins in the “prepare” phase, implementation plans should be treated as living documents that are continuously revised and updated. Once the implementation plan is in place, practical preparations are necessary to ensure a smooth transition, including:
- Reiterating the purpose of the approach and clarifying expectations, support, and rewards for its use.
- Creating opportunities for discussions about the upcoming changes.
- Using evidence to demonstrate the anticipated benefits of the proposed change compared to previous/current practices.
- Identifying and empowering individuals who can positively influence the implementation process.
Consider, too, adaptations to fit the setting:
- Carefully adapt the approach to improve buy-in, fidelity, and outcomes.
- Focus on how the approach is delivered rather than changing its core components.
- Discuss appropriate adaptations with those staff involved.
Provide high-quality professional development:
- Support staff in changing their behaviour and practices through effective professional development.
- Continuously provide professional development throughout the implementation process.
Prepare the systems and structures that enable implementation:
- Ensure that the necessary systems and structures are in place, such as administrative support, data collection and reporting systems, technical support and equipment, sufficient time for implementation, funding, and defined governance and leadership.
Deliver
Implementing a new approach can be challenging as it requires learning new behaviours and structures while letting go of old habits. This can create uncertainty, but there are ways to enable on-going improvement:
- Demonstrate leadership support.
- Motivate staff.
- Identify and solve problems.
- Provide on-going professional development.
It is important for leaders to support staff and encourage their buy-in. This includes managing expectations, promoting staff wellbeing, and addressing any emotional stress or burn-out that may arise.
Sustain
Leaders often feel pressured to make changes and produce quick results. While rapid change is sometimes necessary, a focus on short-term goals can cause projects to lose momentum or deviate from their original purpose. After reviewing implementation, leaders have several options. They can choose to sustain the approach by integrating it into the school’s daily operations and policies. Scaling up may be appropriate for successful approaches, while de-implementing ineffective practices can make room for better strategies. In considering the above, school leaders might ask themselves:
- Is there sufficient support to maintain the implementation effort as new priorities emerge?
- Are leaders continuing to acknowledge and support effective implementation practices?
- Are a variety of staff members involved to avoid over-reliance on individuals?
- Before making a decision, have the previous implementation efforts and outcomes been thoroughly reviewed?
Final thoughts
Effective implementation is a lynchpin for driving positive change. By adopting evidence-informed practices, fostering collaboration, and embracing structured processes, leaders can lead their schools towards equitable outcomes for all pupils, breaking the barriers imposed by socio-economic disparities.
- Nikki Arkinstall is director of Staffordshire Research School and is deputy head at Little Sutton Primary School in Birmingham. She is leader of the #WomenEd East Midlands Network and Step Up Network lead. Visit www.headteacher-update.com/authors/nikki-arkinstall
Headteacher Update Summer Term Edition 2024
- This article first appeared in Headteacher Update's Summer Term Edition 2024. This edition was sent free of charge to UK primary schools in May 2024. A free-to-access digital edition is also available via www.headteacher-update.com/content/downloads
Further information & resources
- EEF: Putting evidence to work: A school’s guide to implementation, 2024: https://eef.li/implementation