Worked examples in different contexts
A set of practical examples showing how leadership behaviours are selected, practised, and embedded in different situations.
Every school is different. Some are grappling with behaviour and consistency. Others are improving teaching and learning. Some are navigating turbulence or transition. Others are high performing but looking to raise the ceiling.
The framework remains the same. What changes is the starting point.These examples are most useful when used alongside the annual cycle, particularly during the June phase when leaders are selecting shared behaviours.
Choose your starting point
Use the table below to identify the starting point that most closely reflects your current reality. Do not select more than one.
The goal is not to find a perfect match. It is to make a disciplined choice about where to begin.
| Worked example | When this applies | Core challenge |
|---|---|---|
| Improving behaviour and consistency | Behaviour is uneven across the school | Inconsistent routines and follow-through are limiting learning and trust |
| Improving teaching and learning | Teaching quality varies and initiatives are not landing consistently | Good intentions are not translating into classroom practice |
| Leading through turbulence and change | The school is experiencing uncertainty or instability | Anxiety and mixed messages are undermining confidence |
| High-performing school raising the ceiling | Outcomes are strong but improvement has plateaued | Complacency and incrementalism are limiting ambition |
| New headteacher joining the school | A new leader is establishing themselves | Credibility and timing matter more than speed |
How to use these examples
Once you have chosen your context:
- Explore the full worked example
- Use it to guide your selection of shared behaviours in the June phase
- Follow the sequence through Year 1
Each example shows how to prioritise, sequence, and implement behaviours in a way that fits that context. They are not case studies. They are decision models.
What to expect
Each worked example will show:
- which behaviours to prioritise first
- how those behaviours are introduced (July, September, October)
- how leaders move from shared focus to individual development
- how priorities evolve over time
The structure is consistent. The choices are contextual.
A final principle
The most common mistake is trying to do too much.
Strong implementation starts by doing less, but doing it with precision and consistency.
Choose one starting point. Commit to it. Execute it well.
