How can Maths leaders effectively implement new approaches?

The idea of implementing a whole school change can be one that is often exciting and essential but at times daunting and over-whelming.

As leaders, we need to consider several aspects of school life to have the necessary intended impact such as timing, resources, delivering a clear and consistent message etc. In February 2018, The EEF produced the ‘Putting Evidence to Work: A School’s Guide to Implementation’ which states that:

“One of the characteristics that distinguishes effective and less-effective schools, in addition to what they implement, is how they put those new approaches into practice.”

The EEF suggest 6 foundations for establishing good improvement, point 3 being, “define the problem you want to solve and identify appropriate programmes or practices to implement”, and point 4, “create a clear implementation plan, judge the readiness of the school to deliver the plan, then prepare staff and resources.” This article intends to share some of the key things to consider when planning for effective change.

What is the problem that needs addressing?
As a leader, you may already be aware of the problem that you want to solve and the outcome that you want to achieve. We tend to have a sixth sense for noticing when something doesn’t feel right, this could be from conversations with pupils and/or staff, observations during a learning walk or a book look, perhaps it comes from a data trail. However, ensuring that your thoughts are valid and credible is very important; imagine spending your time and energy planning for change to find out that your initial thoughts are not as accurate as you hoped. Here’s where an audit could be used to give a precise picture of current practice and outcomes in your school.

Things to consider during an audit as well as current action plans:

Things to consider during an audit

Please note this this is not an exhaustive list, simply ideas to think about when defining the problem.

How are you going to address the problem?
Once you have a clear understanding of the problem and how it is impacting on the current practices of the school it is important to develop a vision for change. What will it look like? Who will drive it? How will you know it is having an impact? When will change start and when will it be embedded? Creating a clear implementation plan, or action plan, will help to focus on answering these questions and it will help to make the changes more manageable.
Paul Bambrick-Santoyo, in his book ‘Leverage Leadership’ states that:

“Action planning supports meaningful change.”

These meaningful changes often start happening in September, a new academic year to start a new approach, however when does the planning process for these new changes begin? June? July? Getting the action planning stage right sooner rather than later will help ensure the foundations for impact in September are firmly laid and ultimately ease the over-whelming feeling for leaders and teachers.

Here at White Rose Maths, we deliver a range of CPD sessions aimed at developing world-class maths teachers. Mastery pedagogy is at the heart of these sessions and fully embedding mastery approaches such as CPA or reasoning and problem solving can seem an enormous task that can be thought about and researched over the Summer and then introduced to staff during a staff meeting or inset day before the children come back in September. Let White Rose Maths help you make the best use of the time leading up to the new academic year.

How can White Rose Maths help?
White Rose Maths have developed a unique new training opportunity – Jigsaw Plus. This series of training sessions will give you all of the tools that you need to effectively audit Maths within your school, identify areas for improvement, and to develop a robust, personalised plan of action to address the areas for improvement. You will receive bespoke support from a White Rose Maths Primary Specialist and understand how to measure the impact of the actions put in place, and explore how to use White Rose Maths schemes effectively. The CPD sessions include:

Jigsaw Plus sessions

Delegates need to commit to attending on all three days of training. Click on the links below for more information about Jigsaw Plus.

Manchester
Monday 20 May 2019
Monday 17 June 2019
Friday 5 July 2019

London
Thursday 23 May 2019
Friday 21 June 2019
Thursday 11 July 2019