An approach to leadership and change management within schools.

Monday, 9th October 2017

An approach to leadership and change management within schools.

Through recent school research into change management and the leadership required, I identified six crucial areas to ensure change is managed to bring positive results. I have outlined these below.

If you would like a full copy of my research, please email me at dean@castleseducation.co.uk and I will be happy to share this with you.

Value others and praise achievement

When implementing change allow time for communication and buy in; providing opportunities for discussion. From the outset of any change management there should always be an acknowledgment that support is first and foremost. Establishing groups of ‘team leaders’ enables others to take a lead within this process of change. These teams create your innovators and early adopters. This is crucial to the planning and implementation stage as it creates a positive and sustained mentality within a group of leaders that came from a variety of departments and leadership levels.

Reasoning and persuasion

Evidence should always be presented to all stakeholders as to why current practices are not working and where change is having a positive impact. It may take some time for others to process but key members of staff believing in the value of your change and involving them in the monitoring its implementation at an early stage is key.

Clarity

Clarity of role and remit is vitally important if change is to be implemented successful. Outsourcing initiatives to others within the school is a way of doing this. Additionally, it is vital to avoid any misunderstanding of the change management process. The first steps will most indefinitely be to inform SLT of the implementation process and clarify the importance of the initiative to staff, as without full backing of the SLT this would not be achieved.

Modelling

Modelling expectations is imperative for the ‘Early and Late Majority’. The formation of ‘Team Leaders’ allows colleagues to practice and demonstrate the change, therefore reducing the element of risk, which in turn allows problems to be solved. In many respects modelling expectations helps those who are reluctant to engage with the programme. Strategies of regular checkups and discussions with staff (and in some cases with their curriculum leaders) enables projects to move on with implementation. Accountability for some is crucial and it is only when you are able to model the practice yourself that this becomes a strategy that you can use.

The bigger picture.

The full backing of the school is required if you are to successfully implement major change. Project leaders may want to try the ‘drip-feed’ effect. Once established and, with the support of others, the planning and implementation phases become easier.

Passions and ownership

Vision is imperative to the implementation of any project and the style of management has to be very strategic. The implementation in phases is crucial, with rewards and awareness coming first before developing the understanding of the change and the transferability of this across the curriculum.

As previously stated if you would like a full copy of my research, please email me at dean@castleseducation.co.uk and I will be happy to share this with you.