Who is this blog post for: Current or emerging middle leaders and for senior leaders or Headteachers who are developing middle leaders.

Author:  Stephanie Bingham

Posted on: 14th November 2023

Keywords: Change; Prepare; Plan; Explore; Implementation; Enabling.

Introduction

 Case Study 

The teacher in this case study works in a Primary School serving a community with below average levels of deprivation. They are the leader of Modern Foreign Languages (MFL), and their change initiative aimed to improve the progress of disadvantaged pupils (DP) in upper Key Stage 2 (KS2) French and narrow the performance gap between them and their non-disadvantaged peers. The leader also sought to improve the practice of their non-specialist teachers and trainees. This first extract illustrates how they prepared for their change through exploring a variety of evidence: 

Extract 1 (click to expand)

Since I joined the school, there has always been an attainment gap between DP and non-DP pupils…… I observed that [in French] there was also a gap between male and female pupils, which led me to researching different strategies that could be used to improve standards and increase engagement in French.

I extensively researched into digital learning given that the evidence of the impact of this was very strong; however, the costs meant that this wasn’t possible. The purpose of learning a language is to communicate so I looked into Collaborative Learning (CL). This was supported as an interest by pupils during their initial pupil voice survey. Over 60% of pupils expressed a desire to work in groups. CL is something that I had experienced in a previous school and I knew the benefits that it could provide. Furthermore, “students who learn in small groups generally demonstrate greater academic achievement … than their more traditionally taught counterparts.” (Springer et al., 1999).

I also considered advice from Wang’s (2009) study that it was important for pupils to be apart from friendship groups and ultimately grouped in mixed-ability bubbles. Following this research, I was then able to include CL activities within my action plan with confidence.

To allow my team and me to monitor pupils’ progress closely, it was essential that pupils took a baseline assessment. All pupils were given a starting grade, which was not shared with pupils but was for staff use only. The rationale for this was to clearly show pupil progress and highlight concepts, knowledge and skills that they already knew as well as any misconceptions that they may have already had. This was a fantastic starting point and together with a pupil voice survey we were able to monitor progress throughout the project.

Each member of staff completed a self-audit. Curriculum plans were looked at and I met with teachers from other schools to ensure that our provision was satisfying the programme of study. It was agreed that the writing element of the curriculum was strong but more progress and emphasis needed to be placed on spoken French. This was supported by pupil voice, which collectively stated ‘there was too much written work’.

Following this extensive data gathering and exploration the leader was able to identify where the intervention should be focused using a proven model. The intervention has an inbuilt tool for monitoring the progress of the pupils, and the leader had a clear idea of the strengths and areas for development for their teaching team. They outlined the initial meetings that were held and the careful work done to ensure that the team feel involved and have ownership of the initiative:

Extract 2 (click to expand)

The action plan was shared with staff and the rationale was explained, including the research that I had undertaken through the EEF toolkit.

I used the visionary leadership technique outlined by Goleman (see Theory Blog post here) to develop and articulate my ideas and solicit the opinions of the members of my team.

The effect of this meant that my team agreed to adopt my initiative and move forward with it because they felt that they had contributed to the overall vision and pathway of the initiative.

Note that aside from data-gathering and triangulation, which all form part of the preparation stage, no implementation has yet taken place. This reflects both Sharples’ (2021) and Kotter’s (2012) emphasis on importance of the preparatory stage of implementation planning: they have investigated the school’s readiness for the change and they have ensured that they have support from their team. This leader also had conversations with an in-school coach who helped them to think through how they would manage their team and lead the change. This is also part of the preparatory stage: planning for potential difficulties before they arise, and understanding the different members of the team and how they will be most effectively led.

Once the data had been analysed and the potential curriculum models explored, a clear implementation model was adopted, which included monitoring points, delegation of responsibility, and provision for adaptation where needed. This is what the Education Endowment Foundation (EEF) Implementation process refers to as preparation (2021), and Kotter (2012) as creating a climate for change and engaging and enabling the whole school community:

Extract 3 (click to expand)

To manage change, I put an action plan in place with regular checkpoints. I used the idea of Brighouse and Woods (2013, p.19) to ensure that all of the components needed were in place to support the curriculum changes.

I shared my vision with my team in a formal meeting. I spoke to all staff individually to invite them to the first meeting. This was very important in order to set the scene and standards I allowed for certain aspects of the project to be discussed and I shared my lesson expectations with staff members. I also gained the trust of staff by delegating effectively to team members.

I designed an expectation sheet which outlined the basic expectations of a language lesson and gave this to all team members to try and minimise in-school variation. The project was designed to use teacher assessment grades which gave us the whole picture for each pupil. Ultimately, staff felt that they had sufficient opportunities to give feedback and that their feedback was listened to. Pupil voice feedback was used to shape the project.

I was able to identify risks that could have a detrimental effect on the project. I used the school’s risk management template and process in order to do this to ensure that I was able to put the correct measures in place for any risk identified………throughout the project I was able to keep check on the potential risks and update the risk register. This meant that most risks were taken into account and were mitigated.

Once the preparation stage was completed the leader and their team were ready to move into the delivery stage, which included regular monitoring of the impact on pupils and on staff practice: 

Extract 4 (click to expand)

Meetings that I held were well-planned and well-structured to ensure my team thought that they were meaningful and productive. Pupil voice panels were very useful and gave pupils the opportunity to share their views in a comfortable and safe environment. Lesson observations and book reviews also allowed me to manage the changes.

The impact of these change management techniques ensured that all staff members were aware of the plans and adapted to change effectively and without conflict.

More data was collected after each assessment so that we had maximum information on each child. This worked well as all data was centralised which meant I was able to manage and analyse effectively.

Pupils who were not on target received a personalised plan. For example, some pupils were given support frames to assist them with their work.

In light of the data, I was able to use Teachers C and D as teaching assistants for those pupils who were not making the required progress. They held 1-2-1 sessions with those pupils to accelerate their progress.

The impact on the pupils was maximised by the leader having built in data gathering and also plans for addressing individual pupil need. Because the data analysis included lesson observations, they were able to identify more accurately the cause and potential solutions to any problems. Pupil achievement data alone is not enough to enable staff to address pupil need.  

The intervention led to 88% meeting their target outcome, thus significantly narrowing the achievement gap between disadvantaged and non-disadvantaged pupils in French. In order for this impact to be sustained the leader made permanent many of the actions used in the initial initiative: 

Extract 5 (click to expand)

As leader of the French department, I have also been able to work effectively with language departments in other schools to ensure the continuation of a consistent and outstanding provision across the school. The impact of collaborative learning was evident in classrooms. The collaborative learning strategies have been well received by pupils and there seems to be a buzz in MFL classrooms.

We continue to monitor data regularly and use the methods we introduced to raise pupil achievement. I continue to use coaching with all members of my team and I delegate more tasks, something that I was often unwilling to do before. We have a bank of shared resources so that non-specialists don’t feel overwhelmed, and we continue to share successes and ideas in our weekly meetings. Staff feel confident to raise concerns and we have ongoing training to keep our lessons fresh.

Conclusion 

This case study illustrates that careful planning is at the heart of successful implementation. Both Kotter and Sharples emphasise the importance of the early stages of any initiative, and of preparing the ground before trying to implement change. Effective implementation can’t happen without being founded on strong evidence, which in turn needs to be shared with the team in such a way that they will share the vision and help to make it happen. This middle leader also understood the importance of ensuring that the change was sustained, putting in place an action plan with regular check points, and building in collaboration with other language teams to ensure the process remains live and dynamic. 

Who is this blog post for: Current or emerging middle leaders and for senior leaders or Headteachers who are developing middle leaders.

Author:  Stephanie Bingham

Posted on: 24th March 2023

Keywords: process; transformative; vision; values; goals; influence; challenge; opportunity; modelling. 

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Introduction 

In the first reflection post of this series we outlined some of the challenges but also the opportunities of middle leadership, with a particular focus on its transformational potential. 

In the following case study, we provide an empirical illustration of effective, transformational middle leadership. As you read, think about the pointers we provide and the ways in which you can transfer the learning into your own context. 

Case Study 

The teacher in the case study works in a small rural first school in the North East of England. They chose to lead an intervention to improve spelling, firstly in lower Key Stage 2 and later in Key Stage 1 and the Early Years. This first extract illustrates how their plan fitted with the strategic priorities of the school: 

The focus of my initiative was to improve overall spelling ability across Key Stage 1 and 2. I chose this focus as it was highlighted within my school data and school improvement plan as an area for development. It was also emphasised by Ofsted as a stand-alone weakness across our Key Stage 2 writing, despite overall good attainment in writing.

Choosing an initiative which focused on a learner-centred school priority ensured support from the senior leaders in the school, combined with a strong imperative for the rest of the teachers involved. This is a good illustration of effective navigation of Middle Leadership as the teacher chose a focus which utilised the ‘sandwich’ nature of the middle leader’s position as an opportunity rather than a challenge. 

The setting of a phase or subject-specific vision and goals can therefore be very challenging; however, it can also provide a uniquely holistic perspective from vision to implementation. Middle leaders are therefore opportunistically positioned, or ‘sandwiched’, to be able to listen and influence up and down the hierarchy in order to effectively implement, and this position could also allow middle leaders to influence and contribute to the wider vision and goals. How a middle leader capitalises on this opportunity, could prove beneficial to the setting of more phase and subject-specific goals so that they positively impact change.   

I led the lower Key Stage 2 (KS2) teachers and a supporting level 3 teaching assistant initially, then integrated the Key Stage 1 (KS1) and EYFS staff into my initiative at a later date. All staff involved were responsible for facilitating a weekly verbal ‘Spelling Bee’, instead of a spelling test, as well as using specific spelling activities from a spelling programme – ‘Bee a Speller’ – three mornings a week. I also sent out an informative parents’ guide at the beginning of the school year to advise parents on the theory behind my ‘Spelling Bee’ programme and to demonstrate the best way to facilitate spelling practice at home with their child. As a result of the tailored spelling programme, the percentage of pupils achieving expected spelling standard across KS1 increased dramatically, with a rise of 35% compared to the previous academic year’s summative data. I am continuing to monitor this data and develop our approaches to suit our school as the pupil numbers grow. The level 3 teaching assistant involved in the project was quoted as saying that the changes “have put spelling on the map and made it fun for the children”. All members of our school team have seen an overall improvement in pupil attitudes as well as team spirit, perseverance and resilience which form some of our school values.

As the initiative took shape the leader learnt some practical aspects of effective leadership – the operational aspects – but was also reflective about their own actions and those of their team. They remained focused on the long-term strategic goal, but also realised the importance of strong relationships and of leading individuals. They ensured there were opportunities to use the skills of the different team members, and saw the opportunities behind the initial challenge of the identified ‘barriers’. They used influence and modelling as they leant on their own pedagogical expertise to ensure there was a measurable impact on pupil progress and skills. This initiative is a clear example of someone combining their skills as a teacher with their developing leadership, and of leadership as a process. As a result of the initiative there was transformation for the leader, the team and the learners. 

At the beginning of my initiative I was goal focused and was particularly enthusiastic about promoting change and performance results. In reality there were some barriers, such as getting all members of staff on board to increase the capability of the team. Throughout my initiative, these barriers have developed how I plan collaboration as a middle leader and have helped me to have a self-awareness of my strengths and weaknesses that I have developed. I found that the leadership of my in-school initiative had to consider the implementation of routine teaching strategies within subjects and the careful planning and timetabling of teaching to consistently embed learning. I thoroughly planned my meetings to utilise my teams’ skillset to make positive improvements. As a result, I am more aware of the different personalities and skills of members of my team and how to support these to promote team work, cooperation and learner impact.

 The improvement in spelling in the school was a result of strong, practical, goal-orientated and transformational leadership. As the leader themself states: 

My initiative has generally improved the capability of my team as it has drawn a greater focus and awareness of fun ways to teach spelling and how to inspire pupils to want to achieve in a frequently unpopular area of the curriculum.

Another key feature of this leader’s initiative was the process of implementation. They understood the need to plan, and to start small and scale up. They also understood the need for some quick wins and for methods which would ensure the sustainability of the initiative. This included embedding new classroom practice, timetabling the activities across the curriculum, and using and then building on the skills of team members. Effective implementation is essential for any leader seeking to implement lasting change. 

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Conclusion 

Aligning the focus to a school priority which itself was learner centred enabled the leader to bring their team ‘on board’ – as they put it – and ensured that the merits of the initiative were inarguable. Momentum is always easier to maintain if the planned change is purposeful and aligned to the teachers’ day-to-day priorities. Where a weakness has been highlighted as an area for development across the school, teachers will always be grateful for someone setting a clear pathway to achieve the improvement. 

In addition, leading any change will provide opportunities for the leader to learn and develop, and this benefits them, the team they lead and the school as a whole. 

Case studies can be a helpful tool for seeing how individual leaders implement change. They are useful for reflecting on how to transfer the learning from one kind of setting to another, in terms of both the operational and strategic aspects of leadership.

Reflection (click to expand)

• What is the evidence for transformative impact in this case study?
• What is the evidence for modelling?
• How has the leader managed the balance between meeting the needs of the team and those of the senior leadership?
• How could you transfer the learning from this case study to your own practice?