C3. Establish Routines – Coach and Practice
This behaviour develops a leader’s ability to create calm, predictable environments where routines enable focus and learning.
Behaviour focus
Supporting leaders to design and embed routines that make behaviour and transitions consistent and automatic.
Purpose
To free cognitive space for learning and leadership by making key behaviours habitual across the school.
| Action Steps | Key Questions | Practice |
| Script and simplify routines. | Which routines most affect learning, behaviour, or culture? | Ask the leader to script one key routine step-by-step (e.g. lesson start, corridor conduct). Practise delivering it aloud. |
| Teach and model explicitly. | How will you make the routine clear to everyone? | Rehearse introducing a new routine to staff or students using the “See it, Name it, Do it” sequence. |
| Monitor fidelity. | How will you know if the routine is happening as intended? | Practise using a short observation checklist during a walkthrough. Reflect on how to give feedback that reinforces the norm. |
| Celebrate consistency. | How can you recognise when routines are embedded well? | Plan a small recognition moment (e.g. “calmest corridor” or “best transition”) to reinforce collective success. |