We began to realise that we had to take true ownership of our school development, based on our own self-evaluation. We determined that we understood the school better than anyone else and therefore we were the ones that needed to identify our priorities. We wished to have a progression and a connection in our developments. Last year's actions would determine this year's. We needed to slow down, do less and achieve more. Quality not quantity was key. We thought again about our values and what we identified as our priorities and this helped us make decisions about what we would do and, perhaps more importantly, what we wouldn't do. We decided that we would base our actions on sound evidence and not somebody else's latest fad or hobby horse. In short, we took real control of what we wanted to do.
When I look back I see now how crucial it was that we took the time to stop, reflect and change our thinking as a result. In the schools I now lead we have built on this approach and it is this that has allowed us to embrace the complexity of practitioner enquiry and achieve the results we have.
To really do something different and introduce innovative changes in your practice, you may first have to do the same with your thinking.