L1. Lead by example toolkit
Toolkit
Sustaining change means moving beyond good ideas and pilots to embedding new practices so they become a natural part of school culture. This planner blends Kotter’s 8 Steps with insights from Knoster’s model and the “bullets before cannonballs” approach. It helps leaders structure change carefully, address resistance, and make improvements last.
| Date |
| Record when the role-modelling took place. |
| Context |
| Describe the setting, such as morning arrival, CPD session, corridor duty, or a parent meeting. |
| Behaviour Modelled |
| Note the specific action or standard you demonstrated, for example, punctuality, calmness, attention to detail, or professional dialogue. |
| Noticed by Whom |
| Identify who observed it. This could be staff, students, parents, or governors. Visibility matters. |
| Ripple / Impact |
| Capture the response or effect that followed. Did it change behaviour? Reinforce a routine? Prompt others to act? |
| Tomorrow’s Visible Act |
| Plan the next intentional behaviour you will model. This keeps the focus on consistency and forward momentum. |
| Reflection Prompts |
| How consistently do my actions match the standards I ask of others, and are there areas where my behaviour might unintentionally conflict with my expectations? Am I intentional enough about being seen in the right moments, and do I pay attention to how my modelling shapes trust, culture, and daily practice? How could I increase the visibility, frequency, or variety of my role-modelling so that it has the maximum positive impact across the school community? |
L1. Lead by Example: example toolkit
Role: Assistant Headteacher
| Date |
| Monday, 15 September |
| Context |
| Morning arrival at the main entrance and corridor duty before first lesson. |
| Behaviour Modelled |
| I made a deliberate effort to greet every student by name, wearing my lanyard visibly, and ensuring that my body language communicated calm authority. I reminded a small group of students politely to tuck in shirts, modelling the tone and consistency I expect from others. |
| Noticed by Whom |
| Two new staff on duty nearby, several Year 8 tutors, and around fifty students arriving through the main doors. |
| Ripple / Impact |
| Staff mentioned afterwards that the calm, visible presence set a positive tone for the day and helped reduce noise in the atrium. Students adjusted quickly to expectations without conflict. The following morning, another colleague mirrored the same approach at the opposite entrance, which showed that the modelling had spread. |
| Tomorrow’s Visible Act |
| Tomorrow I will be at the exit gate at the end of the day, ensuring that uniform and conduct standards are upheld as students leave. I will again model calm professionalism and thank students for their efforts, reinforcing that we finish the day with the same high standards we begin it with. |
| Reflection Prompts |
| My actions today aligned with the standards I expect from others. I need to continue making my presence consistent so that calm visibility becomes routine, not reactive. I could increase the impact by varying where I am seen, including during lunchtime transitions, and by explicitly linking my actions to the expectations we reinforce with staff. |