From Skeptic to Stem Sentence Enthusiast: Engaging staff in implementation

Charlotte Chesil, part of the Maths Development Team at Front Lawn Primary Academy, reflects on the implementation of new approaches in mathematics. Key considerations include evidence-informed practices, school appropriateness, and feasibility. Engaging staff and involving them in the implementation process enhances their engagement and the overall outcome. The use of STEM sentences in mathematics improves students' understanding, problem-solving abilities, and communication. Students feel included and contribute to the implementation process. Feedback from staff shows a positive impact, fostering inclusivity and trust. Front Lawn educators have seen enhanced student understanding and engagement through the implementation guidance. They have created a collaborative environment for sharing ideas and refining instructional approaches. from sceptic to STEM sentence enthusiast, engaging staff in implementation. Charlotte Chesil, ELE and part of the Maths Development Team at Front Lawn Primary Academy reflect on how using the implementation guidance maximises the impact of new approaches and practices in mathematics within the school. When contemplating the implementation of an innovative approach at Front Lawn, the following key considerations were paramount. Is it evidence-informed? The approach should be grounded in research and supported by empirical evidence of effectiveness. School appropriateness. The approach must align with the specific needs, culture and context of our school. Feasibility of implementation. The approach should be practical and achievable given available resources and the school's capacity for implementation. We also needed to ensure that there were people in place across the school who could support, lead and positively influence implementation throughout the process. Firstly, we needed to adopt the behaviours that drive implementation. At Front Lawn, we began engaging our staff by visiting a partner school within the Maths Hub. Although our Maths team had already been collaborating closely with this school, we aimed to achieve to extend this opportunity to all staff members. We spent a day observing exceptional teaching practices and examining their effects on students. Upon reconvening, we discussed the positive aspects we observed and considered how these could benefit our students. Additionally, we deliberated and reflected on which practices could be implemented at our school to enhance student outcomes. The EEF highlights that people tend to value things more when they feel included. By involving our staff in the implementation process and ensuring they understood the reasons behind our actions, we created a more meaningful and successful initiative. Instead of simply instructing them, we made them a part of the journey, which significantly enhanced their engagement and the overall outcome. As a team, we had decided to implement the use of STEM sentences in mathematics as they provide a framework for clear and concise communication of mathematical reasoning and proofs. These have been used in headers in books and also on display in the classroom. This structured approach helps students develop a deeper understanding of mathematical concepts, improves their problem-solving abilities, and fosters effective communication of their findings. Furthermore, STEM sentences aid in identifying and addressing potential gaps in reasoning, promoting a more rigorous and accurate understanding of mathematical principles. Ultimately, the use of STEM sentences empowers students to engage in meaningful mathematical discourse and contribute to the advancement of knowledge in the field. The fact that our students saw this happening as a group and the impact it could have really helped drive the implementation process as they already felt a part of it. The feedback we received from a staff survey was great to hear. One member of staff said, the experience of being actively engaged in the process was incredibly positive for me and my colleagues. It fostered a sense of inclusivity and trust within our team, knowing that our opinions and expertise were genuinely valued. It not only empowered us to contribute meaningfully to decision-making, but also motivated us to work collaboratively towards common goals. This engagement has undoubtedly strengthened our commitment to the children and reinforced our belief in the shared vision. Overall, it has been a rewarding and inspiring journey that has enhanced both our professional growth and our sense of belonging within the workplace. By incorporating this guidance into their pedagogical practices, educators at Front Lawn have witnessed a marked enhancement in the depth of understanding and engagement demonstrated by their students. The implementation guidance has fostered a collaborative environment, empowering teachers to share ideas, reflect on outcomes and continually refine their instructional approaches.