It's a shame there isn't any readily available guidance on implementing change in schools. It would be really helpful if there was some research-informed guidance about the process of implementation that has recently been updated to incorporate the kinds of behaviours (from leaders and teachers) and contextual factors that are necessary to do the implementation well. Oh, hang on...https://researchschool.org.uk/somerset/news/new-edition-of-eef-guidance-on-effective-implementation
The "not much changed" here is so relateable. If we teachers had all the time proposed to dedicate to every new initiative or idea, we'd never have time to teach. At Grant mentions below, "any change to the entrenched teaching routine is significant."
As a teacher in the trenches (in another country, but similar enough context), I understand your 5 points. But then, for me, your intervention must be planned and communicated at least a full term in advance. As you state and know, teachers are busy. Once term starts, I have planned out my lessons and material. I have to know where I'm going, or else I will not finish the syllabus, waste time, etc, etc. Any change to the entrenched teaching routine is significant. It is not reasonable to introduce changes of this magnitude "on the fly". The replanning needs time to think about, assimilate. And then once planned, time to get used to.
The learning from corporate change management is that well planned and supported, a change takes 18 months to entrench. (I spent about 10 years doing this) This is hard for any sort of leadership to grasp, and so they throw new things in all the time, essentially undermining everything.
6 weeks is just enough to consider how to implement this meaningfully. The teachers who take this seriously will need time. Otherwise it becomes a(nother) misunderstood checkbox exercise. A full term of trying, visiting, feeding back, is needed to set the pattern. Then nothing new for another term, so that we can get on with the job of teaching, of engaging classes, so that students get used to it. 6 months, of consistent focus.
You're right in asking for the commitment. But you're not asking for enough, if it's really going to work.
Great stuff as always Craig. the follow-up is the key. Definitely food for though in my departmenrts next meeting.
It's a shame there isn't any readily available guidance on implementing change in schools. It would be really helpful if there was some research-informed guidance about the process of implementation that has recently been updated to incorporate the kinds of behaviours (from leaders and teachers) and contextual factors that are necessary to do the implementation well. Oh, hang on...https://researchschool.org.uk/somerset/news/new-edition-of-eef-guidance-on-effective-implementation
The "not much changed" here is so relateable. If we teachers had all the time proposed to dedicate to every new initiative or idea, we'd never have time to teach. At Grant mentions below, "any change to the entrenched teaching routine is significant."
Hi,
As a teacher in the trenches (in another country, but similar enough context), I understand your 5 points. But then, for me, your intervention must be planned and communicated at least a full term in advance. As you state and know, teachers are busy. Once term starts, I have planned out my lessons and material. I have to know where I'm going, or else I will not finish the syllabus, waste time, etc, etc. Any change to the entrenched teaching routine is significant. It is not reasonable to introduce changes of this magnitude "on the fly". The replanning needs time to think about, assimilate. And then once planned, time to get used to.
The learning from corporate change management is that well planned and supported, a change takes 18 months to entrench. (I spent about 10 years doing this) This is hard for any sort of leadership to grasp, and so they throw new things in all the time, essentially undermining everything.
6 weeks is just enough to consider how to implement this meaningfully. The teachers who take this seriously will need time. Otherwise it becomes a(nother) misunderstood checkbox exercise. A full term of trying, visiting, feeding back, is needed to set the pattern. Then nothing new for another term, so that we can get on with the job of teaching, of engaging classes, so that students get used to it. 6 months, of consistent focus.
You're right in asking for the commitment. But you're not asking for enough, if it's really going to work.
Grant