Leadership Focus Triad – Take it

Take the Leadership Focus Triad

Helping leaders focus on what matters most, right now.

The Leadership Focus Triad helps you think clearly about the challenge you are currently facing and identify a small number of leadership behaviours that may be most useful right now.

The suggestions generated are prompts for reflection and professional judgement, not an assessment. They are designed to help you choose a focused development priority based on context and need, rather than simply working on areas of weakness.

Leadership Focus Triad

Your first name

First Name

Your email address

Role

Main Scale Teacher (including Aspiring Leader)

Middle Leader

Senior Leader

Headteacher / Executive Leader

Challenge

From the list below, choose the challenge that feels most relevant to you right now.

Challenge

Consistency is uneven

Priorities are unclear

Too much depends on me

Difficult conversations are being avoided

Behaviour change is not sticking

I am stretched and reactive

Behaviours

In the next step, you will be shown a small number of leadership behaviours that may be worth focusing on next, based on your role and the challenge you selected.

These suggestions are prompts for reflection and professional judgement, not instructions. You are not committing to work on everything shown.

Core behaviour

Focuses on stabilising practice and improving day-to-day reliability.

Core behaviour – MST – Consistency is uneven

C3. Establish routines. Creates predictable expectations and reduces unnecessary variation.

C4. Maintain consistency. Builds trust by responding in the same way over time and under pressure.

C1. Hold high standards. Signals that expectations apply every day, not just when it is easy.

Core behaviour – MST – Priorities are unclear

Y6. Prioritise what matters. Sharpens focus on the actions that make the biggest difference.

Y5. Organise for clarity. Reduces noise and confusion by creating clear systems and structure.

L9. Use the checklist. Turns complex expectations into simple, repeatable actions.

Core behaviour – MST – Too much depends on me

C3. Establish routines. Reduces reliance on constant intervention by making expectations clear.

L10. Pass the baton. Encourages others to take responsibility rather than waiting for direction.

L12. Control the controllables. Focuses effort on what can be influenced rather than carried alone.

Core behaviour – MST – Difficult conversations are being avoided

Y3. Manage emotions. Helps conversations stay calm, measured, and constructive.

C1. Hold high standards. Makes it easier to address issues early and consistently.

T5. Mastering conflict. Supports productive dialogue rather than avoidance or escalation.

Core behaviour – MST – Behaviour change is not sticking

C4. Maintain consistency. Reinforces expectations so improvement does not drift.

L8. Don’t drop the ball. Ensures follow-through rather than moving on too quickly.

T9. Go back and check. Strengthens implementation by revisiting and reinforcing actions.

Core behaviour – MST – I am stretched and reactive

Y5. Organise for clarity. Creates space to think by reducing overload and disorganisation.

Y6. Prioritise what matters. Prevents reactivity by focusing effort deliberately.

L12. Control the controllables. Reduces stress by concentrating on what can be influenced.

Core behaviour – Middle Leader – Consistency is uneven

C4. Maintain consistency. Creates predictable expectations across teams and reduces variation in practice.

C1. Hold high standards. Reinforces that expectations apply to everyone, every day.

L6. Create clarity. Reduces confusion by making expectations explicit and shared.

Core behaviour – Middle Leader – Priorities are unclear

L6. Create clarity. Aligns effort by making direction and expectations explicit.

Y6. Prioritise what matters. Sharpens focus on the work that will have the greatest impact.

S8. Find the lead measures. Identifies the few actions that will most reliably drive improvement.

Core behaviour – Middle Leader – Too much depends on me

L10. Pass the baton. Builds capacity by deliberately transferring responsibility to others.

T8. Create actions. Turns discussion into clear, owned next steps.

T1. Know your team. Enables delegation based on strengths rather than convenience.

Core behaviour – Middle Leader – Difficult conversations are being avoided

T5. Mastering conflict. Supports productive dialogue rather than avoidance or escalation.

Y3. Manage emotions. Keeps conversations calm, focused, and constructive.

C1. Hold high standards. Makes it easier to address issues early and consistently.

Core behaviour – Middle Leader – Behaviour change is not sticking

L8. Don’t drop the ball. Maintains follow-through so improvement does not fade.

C4. Maintain consistency. Reinforces expectations over time rather than in bursts.

T9. Go back and check. Strengthens implementation by revisiting agreed actions.

Core behaviour – Middle Leader – I am stretched and reactive

Y6. Prioritise what matters. Reduces overload by focusing effort deliberately.

Y5. Organise for clarity. Creates structure that reduces unnecessary reactivity.

L12. Control the controllables. Keeps energy focused on what can actually be influenced.

Core behaviour – Senior Leader – Consistency is uneven

C4. Maintain consistency. Creates predictable expectations across the organisation rather than pockets of practice.

C1. Hold high standards. Signals that standards apply to everyone, including leaders.

L6. Create clarity. Reduces inconsistency by making expectations explicit and shared.

Core behaviour – Senior Leader – Priorities are unclear

S1. Set direction. Establishes a clear sense of what matters most and why.

Y6. Prioritise what matters. Sharpens organisational focus by filtering noise and distraction.

S8. Find the lead measures. Identifies the few actions that will most reliably drive improvement.

Core behaviour – Senior Leader – Too much depends on me

L10. Pass the baton. Builds leadership capacity by deliberately transferring ownership.

T8. Create actions. Turns strategic discussion into clear, owned next steps.

S2. Tell the story. Communicate a clear, compelling narrative about where the organisation is heading, why it matters, and how people fit into that story.

Core behaviour – Senior Leader – Difficult conversations are being avoided

T5. Mastering conflict. Enables challenge to be addressed constructively rather than deferred.

Y3. Manage emotions. Keeps high-stakes conversations calm and purposeful.

C1. Hold high standards. Makes avoidance harder by reinforcing non-negotiables.

Core behaviour – Senior Leader – Behaviour change is not sticking

L8. Don’t drop the ball. Maintains follow-through once initial attention fades.

C4. Maintain consistency. Reinforces expectations over time, not just at launch.

S4. Uphold values. Model, protect, and reinforce the values of the organisation, especially when they are tested or inconvenient.

Core behaviour – Senior Leader – I am stretched and reactive

Y6. Prioritise what matters. Protects attention by focusing on what truly drives impact.

Y5. Organise for clarity. Creates structure that reduces unnecessary urgency.

L12. Control the controllables. Keeps leadership energy focused where it can influence outcomes.

Core behaviour – Headteacher / Executive Leader – Consistency is uneven

C4. Maintain consistency. Ensures expectations are applied reliably across leaders, teams, and schools.

C1. Hold high standards. Signals that standards are non-negotiable and modelled from the top.

S5. Establish collective goals. Create shared goals that align people’s efforts and focus attention on what success looks like for the organisation as a whole.

Core behaviour – Headteacher / Executive Leader – Priorities are unclear

S1. Set direction. Establishes a clear, compelling sense of what matters most and why.

Y6. Prioritise what matters. Protects focus by filtering noise and competing demands.

S8. Find the lead measures. Identifies the few actions that will most reliably drive improvement at scale.

Core behaviour – Headteacher / Executive Leader – Too much depends on me

S2. Tell the story. Communicate a clear, compelling narrative about where the organisation is heading, why it matters, and how people fit into that story.

L10. Pass the baton. Deliberately transfers ownership to others rather than centralising decisions.

S6. Design for scale. Creates systems that work without constant personal intervention.

Core behaviour – Headteacher / Executive Leader – Difficult conversations are being avoided

T5. Mastering conflict. Enables challenge to be addressed openly and constructively at senior level.

Y3. Manage emotions. Keeps high-stakes conversations calm, principled, and purposeful.

C1. Hold high standards. Makes avoidance harder by reinforcing clear, shared expectations.

Core behaviour – Headteacher / Executive Leader – Behaviour change is not sticking

S4. Uphold values. Model, protect, and reinforce the values of the organisation, especially when they are tested or inconvenient.

C4. Maintain consistency. Reinforces expectations beyond launch phases and initiatives.

S7. Think in systems. Addresses root causes rather than surface-level compliance.

Core behaviour – Headteacher / Executive Leader – I am stretched and reactive

Y6. Prioritise what matters. Protects attention and decision quality by focusing on what truly drives impact.

Y5. Organise for clarity. Creates structure that reduces unnecessary urgency and overload.

L12. Control the controllables. Keeps leadership energy focused where influence is greatest.

Enabling behaviour

Focuses on helping others act more effectively, reducing dependency.

Enabling behaviour – MST – Consistency is uneven

L1. Lead by example. Reinforces expectations through visible, everyday behaviour.

L9. Use the checklist. Helps others follow the same steps consistently.

T6. Be wonderful to work with. Builds positive relationships that support shared standards.

Enabling behaviour – MST – Priorities are unclear

L7. Co-create what matters. Aligns effort by agreeing priorities together.

L2. Be positive. Helps focus attention on what is most important rather than what is loudest.

T2. Ask first. Encourages shared understanding before action is taken.

Enabling behaviour – MST – Too much depends on me

L10. Pass the baton. Supports others to act independently and take ownership.

T1. Know your team. Enables responsibility to be shared based on strengths.

T8. Create actions. Turns discussion into clear next steps others can lead.

Enabling behaviour – MST – Difficult conversations are being avoided

T2. Ask first. Creates space for dialogue before positions harden.

T5. Mastering conflict. Helps conversations stay productive rather than personal.

L11. Learn to bend. Allows flexibility while still addressing the issue.

Enabling behaviour – MST – Behaviour change is not sticking

L8. Don’t drop the ball. Keeps momentum by maintaining attention on agreed actions.

T9. Go back and check. Reinforces expectations through follow-up.

T10. Embracing accountability. Encourages shared responsibility for implementation.

Enabling behaviour – MST – I am stretched and reactive

T8. Create actions. Reduces overload by clarifying who is doing what.

T2. Ask first. Prevents unnecessary work by understanding needs early.

L12. Control the controllables. Helps focus collective effort where it matters most.

Enabling behaviour – Middle Leader – Consistency is uneven

L1. Lead by example. Models the standard you expect others to follow consistently.

L9. Use the checklist. Helps teams apply agreed processes reliably.

T6. Be wonderful to work with. Builds trust and cooperation that support shared standards.

Enabling behaviour – Middle Leader – Priorities are unclear

L7. Co-create what matters. Builds shared ownership of priorities rather than compliance.

T2. Ask first. Improves alignment by understanding perspectives before setting direction.

L2. Be positive. Keeps attention focused on what matters most rather than distractions.

Enabling behaviour – Middle Leader – Too much depends on me

T8. Create actions. Clarifies who is doing what, reducing dependency.

L10. Pass the baton. Encourages others to take responsibility and act independently.

T1. Know your team. Enables effective delegation based on strengths and capacity.

Enabling behaviour – Middle Leader – Difficult conversations are being avoided

T2. Ask first. Creates space for dialogue before positions harden.

T5. Mastering conflict. Keeps conversations productive rather than personal.

L11. Learn to bend. Allows flexibility while still addressing the core issue.

Enabling behaviour – Middle Leader – Behaviour change is not sticking

T2. Ask first. Creates space for dialogue before positions harden.

T5. Mastering conflict. Keeps conversations productive rather than personal.

L11. Learn to bend. Allows flexibility while still addressing the core issue.

Enabling behaviour – Middle Leader – I am stretched and reactive

T8. Create actions. Reduces overload by turning discussion into clear next steps.

T2. Ask first. Prevents unnecessary work by clarifying needs early.

L12. Control the controllables. Focuses collective effort where it will make the biggest difference.

Enabling behaviour – Senior Leader – Consistency is uneven

L1. Lead by example. Models the standard expected across the organisation.

L9. Use the checklist. Helps leaders and teams apply agreed processes consistently.

T6. Be wonderful to work with. Builds trust and credibility that support shared standards.

Enabling behaviour – Senior Leader – Priorities are unclear

L7. Co-create what matters. Builds shared ownership of priorities rather than top-down compliance.

T2. Ask first. Improves alignment by understanding perspectives before setting direction.

L2. Be positive. Keeps attention focused on what matters rather than noise and distraction.

Enabling behaviour – Senior Leader – Too much depends on me

S2. Tell the story. Communicate a clear, compelling narrative about where the organisation is heading, why it matters, and how people fit into that story.

L10. Pass the baton. Encourages others to lead rather than defer decisions upward.

T1. Know your team. Enables responsibility to be shared based on strengths and readiness.

Enabling behaviour – Senior Leader – Difficult conversations are being avoided

T2. Ask first. Creates space for dialogue before positions harden.

T5. Mastering conflict. Keeps challenge constructive rather than personal or political.

L11. Learn to bend. Allows flexibility while still addressing the core issue.

Enabling behaviour – Senior Leader – Behaviour change is not sticking

L8. Don’t drop the ball. Maintains momentum by keeping agreed actions visible.

T9. Go back and check. Reinforces expectations through follow-up and review.

T10. Embracing accountability. Encourages shared responsibility for implementation.

Enabling behaviour – Senior Leader – I am stretched and reactive

T8. Create actions. Reduces overload by turning strategy into clear, owned next steps.

T2. Ask first. Prevents unnecessary work by clarifying needs early.

L12. Control the controllables. Focuses collective effort where it will have the greatest impact.

Enabling behaviour – Senior Leader – I am stretched and reactive

T8. Create actions. Reduces overload by turning strategy into clear, owned next steps.

T2. Ask first. Prevents unnecessary work by clarifying needs early.

L12. Control the controllables. Focuses collective effort where it will have the greatest impact.

Enabling behaviour – Headteacher / Executive Leader – Consistency is uneven

L1. Lead by example. Models the standards and behaviours expected across the organisation.

S5. Establish collective goals. Create shared goals that align people’s efforts and focus attention on what success looks like for the organisation as a whole.

T6. Be wonderful to work with. Builds trust and credibility that reinforce shared standards.

Enabling behaviour – Headteacher / Executive Leader – Priorities are unclear

L7. Co-create what matters. Builds shared ownership of strategic priorities rather than compliance.

T2. Ask first. Improves alignment by understanding perspectives before setting direction.

L2. Be positive. Keeps attention focused on what matters most rather than competing noise.

Enabling behaviour – Headteacher / Executive Leader – Too much depends on me

S2. Tell the story. Communicate a clear, compelling narrative about where the organisation is heading, why it matters, and how people fit into that story.

L10. Pass the baton. Encourages others to lead rather than defer decisions upward.

T1. Know your team. Enables responsibility to be shared based on strengths and readiness.

Enabling behaviour – Headteacher / Executive Leader – Difficult conversations are being avoided

T2. Ask first. Creates space for dialogue before positions harden at senior level.

T5. Mastering conflict. Keeps challenge constructive rather than personal or political.

L11. Learn to bend. Allows flexibility while still addressing the core issue.

Enabling behaviour – Headteacher / Executive Leader – Behaviour change is not sticking

L8. Don’t drop the ball. Maintains momentum by keeping agreed actions visible.

T9. Go back and check. Reinforces expectations through follow-up and review.

S4. Uphold values. Model, protect, and reinforce the values of the organisation, especially when they are tested or inconvenient.

Enabling behaviour – Headteacher / Executive Leader – I am stretched and reactive

T8. Create actions. Reduces overload by turning strategy into clear, owned next steps.

T2. Ask first. Prevents unnecessary work by clarifying needs early.

L12. Control the controllables. Focuses leadership effort where it will have the greatest impact.

Sustaining behaviour

Focuses on helping improvement last once attention shifts.

Sustaining behaviour – MST – Consistency is uneven

Y9. Build habits that last. Helps consistent practice become automatic rather than effortful.

Y7. Think long, act daily. Reinforces small daily actions that sustain improvement over time.

L8. Don’t drop the ball. Maintains attention so standards do not slip once pressure increases.

Sustaining behaviour – MST – Priorities are unclear

Y7. Think long, act daily. Keeps priorities visible through repeated small actions.

Y5. Organise for clarity. Builds systems that prevent focus drifting over time.

L9. Use the checklist. Sustains clarity by embedding priorities into routine practice.

Sustaining behaviour – MST – Too much depends on me

Y9. Build habits that last. Prevents responsibility sliding back to one person over time.

L8. Don’t drop the ball. Ensures delegated actions continue without constant chasing.

Y7. Think long, act daily. Supports gradual, sustained shifts in shared responsibility.

Sustaining behaviour – MST – Difficult conversations are being avoided

Y9. Build habits that last. Normalises addressing issues early rather than avoiding them.

Y3. Manage emotions. Supports calm, consistent responses when conversations are challenging.

Y7. Think long, act daily. Reinforces regular, low-stakes conversations over one-off interventions.

Sustaining behaviour – MST – Behaviour change is not sticking

L8. Don’t drop the ball. Keeps agreed changes alive through follow-up and reinforcement.

Y9. Build habits that last. Embeds new behaviours into everyday routines.

T9. Go back and check. Strengthens implementation by revisiting expectations consistently.

Sustaining behaviour – MST – I am stretched and reactive

Y1. Protect your sleep. Safeguards judgement, patience, and emotional regulation over time.

Y7. Think long, act daily. Reduces reactivity by focusing on steady, sustainable action.

Y9. Build habits that last. Helps new ways of working endure under pressure.

Sustaining behaviour – Middle Leader – Consistency is uneven

Y9. Build habits that last. Embeds agreed practices so consistency does not rely on constant monitoring.

Y7. Think long, act daily. Reinforces small daily actions that sustain standards over time.

L8. Don’t drop the ball. Maintains attention so expectations do not slip under pressure.

Sustaining behaviour – Middle Leader – Priorities are unclear

Y7. Think long, act daily. Keeps priorities visible through repeated, deliberate action.

Y5. Organise for clarity. Builds systems that prevent focus drifting as demands increase.

S8. Find the lead measures. Sustains focus by tracking the actions that matter most.

Sustaining behaviour – Middle Leader – Too much depends on me

Y9. Build habits that last. Prevents responsibility from reverting back to the leader.

L8. Don’t drop the ball. Ensures delegated work continues without constant chasing.

Y7. Think long, act daily. Supports gradual, lasting shifts in shared responsibility.

Sustaining behaviour – Middle Leader – Difficult conversations are being avoided

Y9. Build habits that last. Normalises addressing issues early rather than avoiding them.

Y3. Manage emotions. Supports calm, consistent responses in challenging conversations.

Y7. Think long, act daily. Reinforces regular, low-stakes dialogue over one-off interventions.

Sustaining behaviour – Middle Leader – Behaviour change is not sticking

L8. Don’t drop the ball. Keeps improvement alive through follow-up and reinforcement.

Y9. Build habits that last. Embeds new ways of working into everyday routines.

T9. Go back and check. Strengthens implementation by revisiting agreed actions.

Sustaining behaviour – Middle Leader – I am stretched and reactive

Y1. Protect your sleep. Safeguards judgement, patience, and emotional regulation over time.

Y7. Think long, act daily. Reduces reactivity by focusing on steady, sustainable action.

Y9. Build habits that last. Helps new routines endure under ongoing pressure.

Sustaining behaviour – Senior Leader – Consistency is uneven

Y9. Build habits that last. Embeds agreed practice so consistency does not rely on constant oversight.

Y7. Think long, act daily. Sustains standards through repeated, deliberate leadership actions.

L8. Don’t drop the ball. Maintains attention so expectations do not drift over time.

Sustaining behaviour – Senior Leader – Priorities are unclear

Y7. Think long, act daily. Keeps strategic priorities visible through consistent daily action.

S8. Find the lead measures. Sustains focus by tracking the actions that matter most.

Y5. Organise for clarity. Builds systems that prevent priorities being crowded out.

Sustaining behaviour – Senior Leader – Too much depends on me

Y9. Build habits that last. Prevents responsibility sliding back to the senior team.

S2. Tell the story. Communicate a clear, compelling narrative about where the organisation is heading, why it matters, and how people fit into that story.

Y7. Think long, act daily. Supports gradual, durable shifts in distributed leadership.

Sustaining behaviour – Senior Leader – Difficult conversations are being avoided

Y9. Build habits that last. Normalises early, constructive challenge over avoidance.

Y3. Manage emotions. Supports calm, consistent leadership responses in high-stakes situations.

Y7. Think long, act daily. Reinforces regular, purposeful dialogue rather than one-off interventions.

Sustaining behaviour – Senior Leader – Behaviour change is not sticking

L8. Don’t drop the ball. Keeps improvement alive through follow-up and reinforcement.

Y9. Build habits that last. Embeds new ways of working into everyday leadership practice.

S4. Uphold values. Model, protect, and reinforce the values of the organisation, especially when they are tested or inconvenient.

Sustaining behaviour – Senior Leader – I am stretched and reactive

Y1. Protect your sleep. Safeguards judgement, emotional regulation, and decision quality over time.

Y7. Think long, act daily. Reduces reactivity by anchoring leadership in steady, sustainable action.

Y9. Build habits that last. Helps new ways of working endure under sustained pressure.

Sustaining behaviour – Headteacher / Executive Leader – Consistency is uneven

Y9. Build habits that last. Embeds agreed standards so consistency does not rely on personal oversight.

Y7. Think long, act daily. Sustains expectations through repeated, visible leadership actions.

S5. Establish collective goals. Create shared goals that align people’s efforts and focus attention on what success looks like for the organisation as a whole.

Sustaining behaviour – Headteacher / Executive Leader – Priorities are unclear

Y7. Think long, act daily. Keeps strategic priorities visible through steady, deliberate action.

S8. Find the lead measures. Sustains focus by tracking the actions that matter most at scale.

Y5. Organise for clarity. Builds systems that prevent priorities being crowded out over time.

Sustaining behaviour – Headteacher / Executive Leader – Too much depends on me

Y9. Build habits that last. Prevents leadership responsibility sliding back to the top.

S2. Tell the story. Communicate a clear, compelling narrative about where the organisation is heading, why it matters, and how people fit into that story.

S6. Design for scale. Creates systems that endure without constant personal intervention.

Sustaining behaviour – Headteacher / Executive Leader – Difficult conversations are being avoided

Y9. Build habits that last. Normalises early, principled challenge rather than avoidance.

Y3. Manage emotions. Supports calm, consistent leadership responses in high-stakes situations.

Y7. Think long, act daily. Reinforces regular, purposeful dialogue over one-off interventions.

Sustaining behaviour – Headteacher / Executive Leader – Behaviour change is not sticking

S4. Uphold values. Model, protect, and reinforce the values of the organisation, especially when they are tested or inconvenient.

Y9. Build habits that last. Embeds new ways of working into everyday leadership practice.

S7. Think in systems. Sustains improvement by addressing root causes rather than symptoms.

Sustaining behaviour – Headteacher / Executive Leader – I am stretched and reactive

Y1. Protect your sleep. Safeguards judgement, emotional regulation, and decision quality over time.

Y7. Think long, act daily. Reduces reactivity by anchoring leadership in steady, sustainable action.

Y9. Build habits that last. Helps new ways of working endure under sustained pressure.