A cornerstone of successful remodelling is open inclusive leadership that provides clear direction and focus, drawing on the contributions of all staff and stakeholders.
This facilitative leadership approach can constitute a departure from a more traditional 'top-down' model of management. This can initially feel unsettling for those in leadership positions, as it can take some time to work out what their new role 'looks like' and to get used to working in a different and more open way.
For lasting change to occur in schools, the awareness, support and positive contribution of governors, staff and other relevant stakeholders during this transition is key. Change teams in particular, as representatives of all staff and stakeholders, need to take a lead role in developing schools' vision for change and the route map for getting there. Benefits often include:
- staff feel more included and valued
- the school benefits from much broader and richer insights and ideas for progress
- staff morale is improved
- better recruitment and retention
- a sense of shared responsibility, everyone working together and a greater sense of control
- reduced stress for leaders and staff
- improved standards of teaching for pupils
- a culture of collaboration – internally and externally, and
- more honest and direct interactions, including problems being aired and sorted 'on the spot'.
A more open, democratic and effective leadership model does not mean the end of a role for the headteacher and the leadership team. Although the change involves developing a more open culture, strong core leadership remains a crucial constituent of all successful schools.
The leadership team needs to be seen to be an effective role model for all school staff in supporting and encouraging positive change. One important aspect of this is delegating responsibility for tackling key challenges to staff with appropriate skills, experience and commitment, irrespective of their position within the school.
