Implement and monitor

In the final stage of the improvement cycle, schools:

  • implement their chosen improvement initiatives from the improvement model
  • monitor their impact on student learning by:
  • consider who to collaborate with, and how to build an engaged community around their key initiatives (see community engagement in learning)
  • get support from their senior education improvement leaders and regionally-based support teams to share their learning within and between schools through formal leadership networks (see communities of practice - edumail account required).

Critical decision point: monitoring using the improvement cycle

This stage is arguably one of the most important during which school leaders ensure that key improvement strategies and actions are having a positive impact on student learning growth.

The implementation of key improvement strategies requires consistent monitoring, agile leadership and a focus on learning. As your school moves through an implementation process, there are inevitably challenges and barriers, from workforce capabilities and professional learning, to resource management and leadership.

An adaptive approach to implementation that focuses on ongoing and open communication with staff and students, distributed leadership and learning can help ensure successful outcomes.

For school leaders

With your school improvement team, reflect on the following principles of adaptive implementation and consider to what extent is there evidence of their operation in your school’s approach to using the improvement cycle:

  • School leaders manage expectations of staff at the initial stage of implementation.
  • Routine process and procedures are in place to enable a disciplined use of the improvement cycle.
  • An appropriate amount of risk and uncertainty are accepted.
  • Solutions to challenges and barriers are collaboratively negotiated and discussed with students and staff.
  • Implementation values and prioritises reflection and learning.
  • Professional learning for staff is embedded in the approach to implementation.
  • Data and evidence is used to monitor progress and adjust strategies (for example, the school’s Panorama report, peer observation, student feedback surveys, etc.).