I still remember, as a young teacher, being asked to develop a whole-school programme for art and design.
My lack of curriculum development experience was the least of my worries. My artistic ineptitude would have brought my secondary school art teacher out in a cold sweat at the mere mention of the idea!
Under the circumstances, I did the only sensible thing I could… I co-opted one of my teacher buddies, who was a talented artist, to be the brains of the outfit.
Since this first foray, I’ve been involved in, and led, lots of curriculum changes. Along the way, I’ve learned a few things (usually from my own mistakes) about how best to lead a whole-school development and ensure that it has impact across the board.
Outline the plan
First, I’ve learned that it’s crucial to be crystal clear about what you are being asked to develop and what outcomes you are being asked to achieve.
Is the focus on raising attainment? Or is it all about offering enriching experiences? Will the development impact on all pupils? Or is it aimed towards targeted groups?
I’ve found that a good quality conversation with your boss at the outset of the project can help to clarify the scope of the work. This initial conversation can also be an excellent opportunity to clarify their expectations in terms of timescales.
Get everyone on board
If you really want your project to ‘land’ and have impact, then it’s important to involve your colleagues from the outset.
As a keen-bean young teacher, I made every mistake in the book. On one hand, I’ve forged ahead on my own without making any attempt to bring my colleagues with me. On the other, I’ve also sickened colleagues with endless surveys, questionnaires and self-evaluation exercise.
The truth, of course, is that a happy medium is best. Our colleagues need to feel engaged and consulted, but it’s important not to overburden their already busy days.
I’ve had to learn that not everyone may share my enthusiasm for my latest project. Watching colleagues give up the will to live at a staff meeting can be the educational equivalent of a comedian ‘dying’ in front of a live audience.
Make the benefits clear
Teachers are genuinely caring people who want their pupils to do well. I’ve found that, if you can do two things, most colleagues will buy into the new initiative you are trying to lead. First, try and highlight the potential benefits for pupils to your colleagues.
Your colleagues are much more likely to take on board something that they believe will genuinely benefit their children.
Be realistic
Secondly, it is so important to bear in mind our colleagues’ workload. In the glow of excitement about your latest project, it is easy to forget just how busy everyone already is. Anything you can do to make your colleagues’ lives a little more straightforward is likely to help your project land successfully.
Teachers always appreciate planners that have been pre-populated, resources that have been collated and lessons that have been planned. (In outline, at least.)
It’s always worth thinking about training needs as well. If I’d had to deliver all those art and design lessons that I planned, I’d certainly have needed lots of professional development!
Find time
It almost goes without saying, but one of the most challenging aspects of leading a whole-school development is time management.
As the old adage goes, ‘You might be able to do anything, but you can’t do everything.’ Almost without exception, the project you are trying to take forward will be far from your only responsibility.
I’d suggest that there are two things that may help you. First, decide what you are not going to do while progressing the project. You should never be afraid to proactively decide not to do something. You might want to do this step in consultation with your boss.
Secondly, try and protect some regular time in your diary to work on your project. I try and think when I might be at my best and when I might get a fairly uninterrupted run at things.
And breathe…
Anyone who has ever taken responsibility for a whole-school development will recognise the relief I felt when the final ‘i’ was dotted on those art and design planners and resources all those years ago.
As we know as teachers, though, our responsibilities do not end when the lesson does. We consider assessment, evaluation, and next steps. In the same way, I’ve learned over the years that a project doesn’t end when implementation is over. We must think about how we gauge its impact.
And the most important people are always our pupils, of course. I’m fairly sure that I didn’t ask the children for their thoughts on the art and design lessons… but I certainly would now.
So, best of luck with your project; it’s guaranteed to turn out better than my efforts in art and design!
Alan Shields is a local authority inclusion officer and former primary head with almost 30 years’ experience in the state and independent sectors.
