{"id":134,"date":"2025-05-13T10:14:35","date_gmt":"2025-05-13T09:14:35","guid":{"rendered":"https:\/\/blogs.ncl.ac.uk\/elcblog\/?p=134"},"modified":"2025-05-13T11:52:44","modified_gmt":"2025-05-13T10:52:44","slug":"frameworks-for-successful-implementation","status":"publish","type":"post","link":"https:\/\/blogs.ncl.ac.uk\/elcblog\/2025\/05\/13\/frameworks-for-successful-implementation\/","title":{"rendered":"Frameworks for successful implementation"},"content":{"rendered":"\n
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Who is this blog post for:<\/strong> Current or emerging middle leaders and for senior leaders or Headteachers who are developing middle leaders.<\/p>\n\n\n\n

Author: <\/strong> Stephanie Bingham<\/a><\/p>\n\n\n\n

Posted on:<\/strong> 18th July 2023<\/p>\n\n\n\n

Keywords:<\/strong> Implementation; coalition; evidence; team; communication <\/p>\n\n\n\n

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Introduction<\/h2>\n\n\n\n

In our last\u00a0reflection post<\/a>\u00a0we outlined some of the pitfalls and complexities associated with implementation and invited you to reflect upon the experiences you have had of successful and less successful implementation. We also outlined the skills which effective teachers can transfer from their teaching to their leadership, and to implementation in particular.\u00a0\u00a0<\/p>\n\n\n\n

In this theory post, we will outline some of the evidence on successful implementation and share some models which should help you as you consider your leadership of change.<\/p>\n\n\n\n

Key aspects of successful implementation<\/strong> <\/h2>\n\n\n\n

There are hundreds of articles and research papers exploring the different aspects of implementation relating to contexts ranging from behavioural science to business management. This reflects, as we have stated above, how complex implementation is and should reassure you that if you have struggled with making change happen, you are not alone and the reasons will also be complex.  <\/p>\n\n\n\n

The EEF Guidance on Implementation<\/a> recommends a four-stage approach to implementing change in a school: Explore, Prepare, Deliver, Sustain<\/strong>. This model was devised following an extensive review of the academic literature on implementation generally and in schools specifically. It provides a useful method for avoiding the pitfalls we have identified, and is a good demonstration of transferring the skills used in curriculum planning and delivery to the implementation of change within or across a school. <\/p>\n\n\n\n

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The premise of the EEF report is that schools often rush at introducing new practice without carrying out adequate preparation. In it, the authors advise us to \u2018treat implementation as a process, not an event; plan and execute it in stages\u2019. Their four-stage approach, pictured above, provides a framework for planning for and embedding sustainable change which will have a lasting impact on teacher practice and student outcomes. They emphasise the importance of gathering evidence from within the setting as well as in relation to potential solutions, and of doing a significant level of preparation before starting on the change itself. This preparation is essential if the implementation is to succeed in the long term: far too many interventions in schools are short-lived due to a failure to plan beyond the initial stages. Monitoring and adjustment are key features of successful change, just as they are of effective classroom practice, and central to this is the regular gathering of data to inform decisions.<\/p>\n\n\n\n

Reflection (click to expand)<\/summary>\n