There are legitimate barriers to implementing effectively in schools—the bombardment of new ideas and initiatives, limited time and resources, and the pressure to yield quick results, to name just a few. Nevertheless, this guidance report shows a lot can be achieved with careful thought, planning, and delivery using existing resources and structures. It is about making the implicit explicit, providing clarity and purpose to existing processes, and reframing what you are already doing, rather than bolting on a whole new set of procedures.
To date, schools have used the guide to help implement a range of different school improvement decisions— programmes or practices; whole-school or targeted approaches; internal or externally generated ideas.
This guidance is aimed primarily at school leaders and other staff with responsibilities for managing change within a school.
Teachers should also find the guide useful in developing a better understanding of how to make practical changes to their classroom practice, as well as their role in supporting departmental or wholeschool changes.
The guidance may also be useful for:
- governors and parents looking to support and challenge schools;
- programme developers seeking to create more effective interventions;
- policy-makers and system leaders that implement initiatives at a regional scale; and
- education researchers, in conducting further research on the features and nature of effective implementation.