FOUNDATIONS FOR IMPLEMENTATION: Create a leadership environment and school climate that is conducive to good implementation

School leaders play a central role in improving education practices through high-quality implementation. They actively support and manage the overall planning, resourcing, delivery, monitoring, and refining of an implementation process.

In addition to these practical roles, they also create a school climate that is conducive to change. Implementation is easier when staff feel trusted to try new things and make mistakes, safe in the knowledge that they will be supported with high quality resources, training, and encouragement to try again and keep improving. In such supportive contexts, leaders develop a sense of enthusiasm, trust, and openness to change. 

While dedicated leadership of implementation is key, it is also important to recognise that implementation is a complex process that requires leadership at different levels of the school. A culture of shared leadership can be nurtured by explicitly creating opportunities for staff to take on implementation leadership responsibilities. One way to achieve this is to use dedicated implementation teams. For an example, see here


Foundations for implementation - implementation climate

Checklist questions:

  • Does our school have a climate that is conducive to good implementation?
  • Does the school leadership team create a clear vision and understanding of expectations when changing practices across the school?
  • Do staff feel empowered to step forward and take on implementation responsibilities?
  • How do day-to-day practices affect the motivation and readiness of staff to change?

All of the checklists in the guidance report are available to download here.