How can I manage the implementation of the National Literacy Strategy
with a sample Year 9 group in preparation for the full implementation
of the Strategy in the latter stages of KS3 next academic year?
Researcher: Simon Riding
Westwood St. Thomas School, Salisbury
I have a strong belief that literacy underpins the heart of learning across
the curriculum. It is essential that teaching and learning does not happen
in isolation but follows a clear strategy and focus. English departments
across the country are faced this academic year with implementing the National
Literacy Strategy. Heads of English need to consider how to phase in this
strategy and localise its content. Presenting your department with a coherent
and workable interpretation of the strategy is crucial if the strategy is
to have an impact upon performance. The input of the Head of Department
is central to the process: mentor, facilitator, leader and visionary are
some of the roles that will have to be played throughout the implementation
of the strategy.
'Therefore let our proportions for these wars
Be soon collected, and all things thought upon
That may with reasonable swiftness add
More feathers to our wings;'
(Henry V 1:2:304-307)
I came to this project with a real passion for literacy and desire to
continue to improve my practice in the classroom. Perhaps as Henry V felt
when attempting to claim his rights and vent his anger at the French,
I too needed to exercise my demons. When desiring to declare war on standards
it is perhaps still important to consider all avenues before deciding
on action. This is the account of one avenue that I explored.
Throughout my career my interest in literacy, its unlocked potential
and possible impact across a school, has grown through my involvement
in various projects: running summer literacy schools; and running literacy
groups. I have attempted to pass on this interest.
However my interest in literacy was challenged and demanded to reach
a new level with the requirement to implement the NLS at KS3.
I believe that if a school is to successfully move forward it is essential that it have in place a workable and manageable
approach to whole school literacy. At the heart of this is required
a coherent, consistent and visionary approach to the teaching of literacy
within English. I firmly believe that the English department needs to
be the leader of good practice in this field and must lead by example:
to set the gold standard for others to follow.
As the newly internally appointed Head of English at Westwood St Thomas
school I began this project clear in my mind that KS3 English had, in
my own view, not been valued greatly by the department.
I had wanted to ensure that this view was changed. Two years ago I had
toyed with building on the NLS KS2 frameworks and planned the curriculum
around these principles. However this was not successful, as I do not
believe that I had a sound enough understanding of what I was attempting
to do, particularly in terms of understanding the planning towards objectives
and the framing of lessons. The chance to now work and implement the NLS
at KS3 was therefore something that I passionately believed would be essential
in raising achievement not just in English but also across the whole school.
Over my three years at the school I had attended a number of literacy
conferences and workshops. I had built up a passion for literacy but had
never really been able to implement any real sustained ideas. I new that
I wanted to change things for the better but was not really clear how
this could be achieved.
At the end of my first year of teaching I was appointed as KS3 English
co-ordinator with some responsibility for also developing whole school
literacy. This was something at the time that I relished and had an interest
in but also had very little training for. For instance I was given no
real help or guidance on how to manage the cross-curricular literacy working
party and consequently felt thrown in at the deep end. This experience
was able to provide me with excellent heuristic training in retrospect,
which would be something that I wouldn't forget. At the end of this year
I then ran the Summer Literacy School for the first time, which allowed
me to really take a management lead in running a large successful project.
When I wrote the Department's Development Plan 2001 - 2002 I wanted to
ensure that literacy was at the centre of it, particularly with reference
to KS3. I believe that if standards and performance indicators are to
improve then it must begin with KS3. In my opinion this has been overlooked
up until now. However despite the work being undertaken at
the English department level the School Improvement Plan does not include
reference to literacy or include a literacy action plan and I feel that
this is an oversight on the part of the school.
When I began work on the NLS and its implementation within the department's
structure I also wanted to ensure that it became embedded within the whole
culture and ethos of what we were attempting to achieve. I was able to
provide a focus to this by making it clear to the department that I wanted
to gain Leading English Department status in the county for it.
As part of the implementation of the NLS at KS3 the school was nominated
for additional phase 1 funding from the standards fund. This meant that
the school had access to additional support from county in its attempt
to implement the strategy. This is crucial in order to ensure that the
direction that the department and school moves in is closely monitored
and received on-going feed-back from external sources to help develop
practice and ideas. It also ensures that we have access to a County Adviser
who has experience of implementing the strategy in a pilot school.
'Once more to the breach, dear friends, once more;
Or close the wall with our English dead.'
(Henry V 3:1:1-2)
The main focus of the methodology was to develop a culture of dialogue
that would engage colleagues within discussions about the NLS and its
implications for the teaching of English. The following strategies were
utilised in order to achieve this.
I wanted to build on the work of my previous project and ensure that
I was able to develop the research strategies that I had begun. I was
interested in accessing the 'Long Term Reflection' aspect of the Action
Research spiral, to see if this could be sustained: to see if projects
weren't simply completed in isolation but used as along-term learning
process for the teacher-researcher. (McNiff, Lomax and Whitehead, 1996)
My first tool was to introduce the use of research Learning Journals for
both the students and myself. I asked students at the end of each lesson
to reflect on what they had learned and how they and learned it, by writing
in their journals.
At the start of the unit, prior to the attempted change in my teaching
methodology, I wanted to find out what students thought about the lessons
they were receiving so I designed a questionnaire to evaluate my practice. I was concerned that the lessons I was delivering
weren't really paced or structured well enough and weren't really having
a great impact on students' learning and motivation. At times I felt that
this led to a lethargy setting in during lessons and students were coasting.
At the end of the unit I also asked students to complete a questionnaire
that again asked them to consider the impact of the change in teaching
methodology and how they felt this impacted upon their learning. This
would help me move towards a process of 'Long Term Reflection' of my practice.
I wanted at the same time to consider what my department's understanding
was of the NLS. I felt it essential that if I was to attempt to implement
what I was doing at a later date, that I had a good understanding of my
staff and what kind of knowledge base they were coming from.
I devised a questionnaire to do this and also held INSET relating to the
NLS to begin discussions about teaching methodology and practice to begin
To take this one stage further I wanted to ensure that the work I was
completing was disseminated as part of the learning process. I wanted
to try and make the department feel as though they were involved in what
I was doing as I was foreseeing that it would become part of the ethos
of the department and underpin the strategy of raising achievement that
I wanted to foster. With this in mind I developed a timetable of observation
of my teaching. I wanted other staff to see me both struggling to develop
my practice and also help me out with an evaluation of my practice.
This may help them to consider the methodology that I was attempting to
adopt and to see how it could be implemented within their practice.
I videotaped most lessons throughout the scheme of work that I taught.
However I do not feel that this was as useful as I hoped as research tool
within the classroom.
The students reacted very negatively to the camera and never really became
comfortable with it being in the classroom. I did consider if this might
be because it was a lower ability group that perhaps didn't have the self-confidence
to be able to feel comfortable with this method.
Throughout this project I was involved in a number of meetings surrounding
the launch of the NLS at County level and at school level. Part of my research involved considering my responses to these
meetings and conferences. It really involved me attempting to weigh up
the ways in which I could implement a national strategy within a localised
setting and attempting to work with many different groups who may all
be stakeholders in the implementation of these ideas.
After attempting research on a whole group level I then decided to work
with smaller groups of students from the target group to try and gain
a more detailed analysis of the work that I had been doing and its potential
impact upon their learning.
I videoed these sessions and recorded the responses to them. This method
granted me access to some quite interesting insights into the understanding
that the students have of the work I was doing.
For this project I developed a new scheme of work. This involved planning, recording and delivering schemes in
a new way. These were all new to me and did take some time to get used
to. Perhaps crucial to this was the importance of building flexibility
in to the work I was doing: I needed to be able to localise what I was
doing in order to try and make it work within my given set of circumstances.
'By Jove, I am not covetous for gold,
Nor care I who doth feed upon my cost;
It yearns me not if men my garments wear;
Such outward things dwell not in my desires.
But if it be a sin to covet honour,
I am the most offending soul alive.'
(Henry V 4:3:24-29)
One of things that I don't want to lose sight of when attempting to implement
this new strategy is the make up of the team that I am attempting the
strategy with. My department is a new department consisting of three NQTs,
one teacher starting her second year of teaching and a more experienced
Head of Faculty. Under these circumstances it is essential that consideration
be given to the staff that I will be working with. I am attempting to
implement a new teaching and learning methodology and without the support
of the staff this strategy will not work.
It is important to consider the learning styles and preferences of the
students when attempting to change the teaching methodologies. I found
it vitally important to involve the students in the changes that I was
attempting to make to the learning environment within the classroom as
this I feel helped to ease the changes in teaching methodology.
Without this I do not feel that the students would have understood what
was happening and may well have been confused and more uncooperative.
I feel that I was able to consider the learning styles that students have
and really focus on these differences to try and take account of the differences
An additional consideration that I had to make was whether or not I had
an appropriate team to implement the ideas that I wanted to. In many ways
the team I had was a positive thing but in others it did mean that I had
to consider what the priorities of the department were: whether or not
the focus was to improve and push forward teaching and learning strategies
or to simply survive the first year with the new team.
My personal inclination, linked to my passion to drive for success, meant
that I could not settle for the former but rather had to go for the latter.
It could be easy for me to expect the implementation of the NLS to take
place over a short period of time. I am fully committed to this and have
had time to consider its usefulness and possibilities. However it needs
to be more of a long-term project, particularly with the staff that I
have in my department. Although as NQTs they will have had training on
the NLS, they won't have had chance to put that into practice with the
full demands and realisation of a teaching timetable: the practicalities
of implementing a new teaching and learning methodology.
My own personal learning journey has taken place over the last two or
three years and this has granted me time to become very comfortable with
this type of work. This has implications on how I impart my enthusiasm
and motivation for this work to my department.
'I tell thee truly, herald,
I know not if the day be ours or no;
For yet a many of your horsemen peer
And gallop o'er the field.'
(Henry V 4:7:80-83)
At the point of completion of this project it seems that the work I have
undertaken is still in its infancy. The account of my learning process
has been described but to me, the more crucial aspect of the work has
yet to be done: the implementation of the NLS within my department. To
some extent this work will need to continue: the Action Research cycle
will need to be inherent within the work that both my department and myself
do as we learn to deal with the intricacies of localising a national strategy.
We will only be able to access the true value of Long Term Reflection
over time. However I can conclude the following based on what I have experienced.
Firstly, it is essential that staff are involved in the process from
the very start and play a central role in developing ideas and schemes. Although I was taking the lead in developing
my own schemes of work to use on a larger scale staff need to feel an
ownership over what they are being asked to implement. Again this really
pushes the need to localise work to help staff appreciate the usefulness
Secondly, the implementation of the strategy needs to be seen as a long-term
project. This year, for me, needs to be seen as a sample year to try out
methodologies and ideas before I can consider moving towards full implementation. This year's breathing space
will allow the understanding of what is being done to sink in and also
grant time to really localise material to ensure that it is relevant to
the given circumstances of my school.
Thirdly, the work that is being done must be completed in consultation
with all the relevant bodies surrounding the implementation of the strategy.
The department has the chance to work with the county Advisers to aid
the implementation. However it must also work within the network of the
school to ensure that the understanding of what is attempting to be achieved
is not completed in isolation but rather is ready to be disseminated to
the rest of the school in order to promote good practice.
Fourthly, it is essential that communication be given a high priority
with the implementation of this strategy. One model that I am running
is to have a timetabled meeting within the school day every week for the
department to share and discuss their ideas and practice and to attempt
to come to some agreement on the values of the department in order to
provide a consistent approach to teaching across the department. This
is crucial in order to support the new strategy.
Fifthly, a clearly structured process needs to be in place within the
team to allow peer observation to take place. This element is essential
to develop good practice and consistency of expectation across the department
as well as ensuring that a culture of sharing good practice is in place.
Sixthly it is essential that training continues throughout the year involving
all members of the department and ensuring that all staff are responsible
for the improvement of the department.
Seventhly a whole school Literacy Co-ordinator post should be created
in order to ensure that the work begun within the department in implementing
the NLS is then taken forward on a whole school level. The good literacy
practice within English can be adapted and then adopted across the school
to ensure that consistency of approach is maintained.
Finally in the respect of the person who is responsible for managing
the implementation of the NLS within English I need to ensure that I do
not expect too much too soon. I need to work in manageable frameworks:
my own knowledge base has been built up over time and it will take time
for others to follow. It is essential that I do not become frustrated
if things don't go the way I expected them to over my expected time scale.
My vision over time may well be changed as a result of the interaction
of my ideas with others. Flexibility is essential if success is to be
And the epitaph may read
'Thus far, with rough and all-unable pen,
Our bending author hath pursued the story,
In little room confining mighty men,
Mangling by starts the full course of their glory.
Small time, but, in that small, most greatly lived
This star of England. Fortune made his sword;
By which the world's best garden he achieved,'
(Henry V 5:2:368-374)
 Two years ago I ran
a cross-curricular Literacy Working Party at my school. Admittedly the
success of the cross-curricular group was not good partly because of the
relatively limited experience I had by running it in my second year of
 The National Literacy
Strategy is a framework for the structured teaching of literacy across
KS3. Although it is an English framework it is intended to be a cross-curricular
document. In the introduction to the framework it comments that, Effective
literacy is the key to raising standards across all subjects, and equipping
pupils with the skills and knowledge they need for life beyond school.(National
Literacy Strategy, 2001, p. 9) It focuses on the breaking down of the
literacy curriculum into teaching and learning objectives. It aims to
provide students with clear progression throughout their English lessons
by building on prior knowledge and experience. It also provides a structured
and focused guide to the teaching of English within the framework: a prescribed
teaching methodology is given. This interested me greatly as I am constantly
looking to engage in new ideas of practice. My own practice in the classroom
I feel at times becomes a little methodical and laborious unless it is
challenged. I am keen to be on the cutting edge of teaching technology
and the chance to experiment with new ideas is always something that I
will relish. This provided me with the opportunity to develop my research
practices as well through Action Research. McNiff comments about research
that; It is the concern by the practitioner to focus critically on areas
that need attention and, through a systematic cycle of critical reflection
in action, to work towards improving the situation.(McNiff, J, 1993, p.
16) I clearly had an area that I wanted to improve and the process of
action research granted me the access to a reflective cycle that I could
use to work towards finding solutions to the issues I had.
 To develop this further,
I am advocating elements of Total Quality Management. TQM is defined as
being, 'concerned with customer-focused organizational improvement, achieved
through the activities of groupings of employees at various levels in
the structure.'(Taylor and Hill, 1997, p. 162) To refine this I am particularly
interested in TQM in relation to the impact that it can have upon the
services being provided by the organisation. TQM proposes that all employees
can make an impact on the quality of goods and services provided, thus
the organization's systems and processes are regarded as highly as its
products and outputs.(Taylor and Hill, 1997, p. 162) In this case it is
essential that the input given by staff into the process of building a
whole school approach to literacy is taken seriously. At my present school
this approach needs to be valued.
At the same time I do have a tripartite strategy for the improvement
of my practice: a passion for improving; researching into; and developing
my management skills.
 Personally I am able
to enthuse about the importance of this in order to help to create a culture
of success. The school has in place a Guidelines for Effective Teachingdocument
(Stuart Jones, 1999) that is followed which attempts to monitor and improve
the teaching practice that takes place within the school. Under the section
on Reflective approach to teaching it comments that staff should be, Always
aiming to improve teaching skills.This constant emphasis on reflective
practice is something that I see as essential to improving standards.
The implementation of the NLS teaching strategies and methodologies is
one crucial way in which teaching can become much more focused and effective.
The NLS framework comments that, The Key Stage 3 National Strategy underlined
the importance of teaching to clear, unambiguous objectives in ways which
engage pupils in active learning, and securing these in everyday use.(National
Literacy Strategy, 2001, p. 16)
 When I arrived in the
department there were no schemes of work in place for KS3 English. The
things that were being taught were very traditional and seemed to lack
any real vision of the needs of KS3. Consequently, results had been very
static over time and not shown any real progress.
 This work was exploratory.
I had read into the NLS for KS1 and KS2 and the ideas present within this
seemed appropriate for the teaching of KS3 English. Examples of this planning
can be found on page 1 the appendix.
 In one sense I needed
something to be able to pull all the ideas together that were floating
around in my head. I needed a stable pin on which to hang my ideas and
I began to sense that this would come from the NLS.
 These management experiences
were essential in me being able to find my feet in management and experience
what it was like to run projects and complete them.
 The lack of development
work on the curriculum or attempts to modernise the curriculum leads me
to conclude this. There seemed to be little links between KS3 and KS4,
and the two curriculums didn't seem to match very well. I felt work needed
to be done on ensuring the progression between the two key stages was
 The whole school
literacy policy does exist within the school handbook along with other
whole school literacy documents. However these were not given a full enough
launch in order to ensure that they would be implemented. At the same
time, monitoring processes were not set up to check if the actions identified
were being carried out.
 During my attendance
at a Literacy Heads of English Conference the County Advisers commented
that they intended to create Leading English Departments within the county
in order to disseminate good practice. This allowed me to implement a
strategy within the department that would allow me to focus the department
on really coming to terms with the seriousness of the task. In one sense
this was 'Hoshin'planning on my part: planning that encompasses, a practical
process for the development and setting of what we have called outrageousgoals.
- goals that challenge the organization to go beyond that which it currently
thinks itself capable of.(Murgatroyd and Morgan, 1993, p. 120) I wanted
my department to feel that they weren't restricted by the historical and
social context of what had preceded us but rather that they felt that
the slate was clean and the potential was unlimited.
 Clearly the importance
of dialogue within this approach is crucial. A collegial approach is required
within this where ideas are discussed and considered. This follows the
ideas of Hargreaves in The Knowledge ÁCreating School where he discusses
various approaches to developing knowledge within a learning organisation.
He comments about the dissemination of good practice that, with inadequate
recognition that tinkering Á and space and support for it Á is essential
for the conversion into new professional knowledge to occur. It is when
teachers are able to tinker that the transfer of knowledge between them
is most likely to succeed(1999, p. 132) This process is attempting to
support the implementation of a culture of dialogue in the hope that knowledge
transfer and professional development can occur.
 In my previous research
project I had commented, I needed research to support any claims that
I made but the difficulty lay in not allowing this to interfere with or
impinge on the studentsprogression. I wanted to use the research evidence
in a way that it would improve the immediate quality of work I was delivering
to this group of Year 11 students: it had to have an immediate impact
on their motivation and learning. This added a definite reality to the
work, working within this framework of given circumstances. This in a
sense was the driving force behind my research methods: the ability for
it to be immediate and informative.(Riding, Teaching and Learning, 2000)
I found that I was still working within this framework: I still needed
immediate feedback and to have immediate impact upon students. In one
respect this required the whole Action Research spiral to be accelerated
in process, requiring much more effective planning, doing and monitoring
to take place to allow speed into the process. This would seem to be a
prerequisite of teaching and researching and perhaps it is a concern of
all teacher-researchers. Despite wanting to develop practice the research
must be able to impact upon the immediate work in the classroom otherwise
it may not be of use.
 I asked students
to base their responses on the same four questions initially. These were:IIIHowever
as the project progressed I expected students to move away from simply
responding to these prompts and begin to really develop a dialogue with
me through their journals. This was clearly building on the work I had
begun in my first research project where I commented about the use of
journals, The key focus behind this was that it was an immediate gage
for me that I could usefully use to inform my future planning of sessions.
I too kept a journal for the same purposes.(Riding, Teaching and Learning,
2000) However I found that students did not really engage in the use of
these as I had hoped. Their responses were very thin and they did not
really express ideas as I had hoped. Perhaps this could be that they were
younger students than I had worked with for my previous project and also
that they were of lower ability. They tended to be a little insecure of
moving away from the familiar and not very expressive in their personal
views. More comments can be read about the group in the section My perspectives
on 9X2 sample group.
 I was somewhat concerned
that because of my perceptions of the teaching group I was allowing this
to impact on the style of my teaching: that for the majority of times
I was attempting to play safewith activities and teaching style in order
to maintain a high level of discipline within the classroom. This was
something that I wanted to challenge myself, to find an alternative approach
to the teaching of these students: to consider that if I changed my classroom
practice, what the impact would be on the studentslearning.
 A copy of the questionnaires
and analysis of results can be seen on pages 111
 I felt it essential
to involve the department in the process of change. As a collective, the
department could work together to tangle with the various subjective views
that we had on the teaching of English with the hope that through this
we could come to some form of consensus, or objective truth, that we could
work together on which would allow us to present a coherent approach to
the teaching of it within the school.
 I wanted staff to
work alongside me as a critical friendand to become part of the process
of improvement. I didn't want to seem as though I was in a privileged
position of knowledge, as indeed I didn't feel that I did possess all
the answers. However, I wanted staff to feel as though they were helping
me to develop my practice through their constructive comments. This is
one view of subject mentoring from Arthur, Davison and Moss that I wanted
to engage with of, subject mentoring itself involves modelling good practice
in the widest sense: in particular, the values of the profession.(Arthur,
Davison and Moss, 1997, p. 59) This relates to the role of mentoring student
teachers. However I in one sense wanted to treat my department in this
way in the hope that I could put across my values and ideas. Arthur, Davison
and Moss go on to comment, The student teacher will generally follow or
even emulate the practice of the subject mentor, especially at the early
stages of teaching experience(Arthur, Davison and Moss, 1997, p59) This
could be seen as arrogant by almost putting forward my own practice as
an example of good practice. However, this was not the intention but rather
to use my teaching as a way of creating dialogue around what is good practice
within the teaching of English.
 I again considered
my last project and the relative success of using video evidence to analyse
and improve my practice. I commented that. The use of video I considered
could allow me to reflect on my own practice and at the same time help
me to improve my teaching skills. The concept of video evidence as commented
by Whitehead was particularly interesting to me and my practice. Through
the use of videotape the teachers can engage in dialogues with colleagues
about their practice. They can show the places where their values are
negated.(Whitehead, 1998) I wanted to be granted personal access to the
difference between what I thought was happening in the room (my perceptions)
and what the reality of this actually was.(Riding, 2000...) These comments
reminded me that perhaps the use of video would help me to narrate my
way through my learning with others in the department, to illustrate the
issues that I had to face with the implementation of the NLS. However
Hargreaves does comment on this as a process, Transfer is difficult to
achieve for it involves far more than telling or simply providing information
transfer is the conversion of information about another person's practice
into one's personal knowledge.(Hargreaves, 1999, p. 131-132) This is where
I had to be careful not to simply tell but to aid the transfer of knowledge.
 A much fuller discussion
of my own impressions of the group can be found in the section, My perspectives
on 9X2 sample group.
 See section on Overview
of NLS and training on itfor a fuller discussion on the County support
 The use of the term
'stakeholders'here as defined by referring to, 'those who have a vested
interest in education, its processes and its outcomes.'(Murgatroyd and
Morgan, 1993, p. 5) Within the development of this project it was necessary
to balance the various demands that these groups could place upon me:
the requirements from the DfES; the needs of the staff within the department;
the concerns of the School Improvement Plan; the needs of the students,
and the list could go on. This clearly outlines the difficulty of managing
a change process within education with so many groups who have vested
interests needing consideration.
 I was hoping that
the students would perhaps be a little more open and free with their ideas
than they had been whilst using my other research instruments. I hoped
that the small group would give them more confidence to talk and engage.
 See section on Rationale
for SOWand SOW overviewfor more detail.
 I feel that it is
crucial that I am seen to leading from the front with this strategy. I
take every opportunity to talk about the work being done on the MA to
try and develop a culture of active staff development within the department.
Hargreaves supports this view of Middle managers within secondary schools
helping to be responsible for promoting knowledge and practice within
schools and one strategy for this being through research. (Hargreaves,
1999, p. 132, 133)
 Use video evidence
and interview/questionnaire evidence.
 Everard and Morris
comment on the nature of teams within education. 'A team is a group of
people that can effectively tackle any task which it has been set up to
do.'(Everard and Morris, 1985, p. 124) They go on to comment that, 'The
contribution drawn from each member is of the highest possible quality,
and is one which could not have been called into play other than in the
context of a supportive team.'(1985, p. 124) During the interview process
of the three new teachers I began to consider their characteristics and
whether this team could tackle the work I wanted to do with the NLS. Initial
impressions led me to believe that each person had significant enthusiasm
for the work and consequently I concluded that it would be appropriate
to attempt to push the department forward full steam rather than holding
 I am aware of the
impact that reading A Study of 'effective'departments in secondary schools
by Harris, Jamieson and Russ has had on my understanding of running a
department in a secondary school. Particularly interesting to me was,
All of these [successful] departments were marked by a clear and shared
sense of vision that largely emanated from, and was propagated by, the
head of department.(Harris, Jamieson and Russ, 1997, p. 151) It goes on
to comment about the leaders of successful departments that, All of them
could probably be described as 'leading professionals'in the sense that
their own mode of practice was regarded as the model to follow, particularly
in teaching.'(1997, p. 151)
 My initial thoughts
on the NQTs can be read in the section NQT day in school.
 Although this may
seem a little controversial, perhaps the role of The visionary perspectivehas
some influence upon this, as outlined by Bailey and Johnson. (1997) They
comment that, The strategy an organisation follows can also be seen as
emerging from a vision which represents the desired future state of the
organisation, and which is initially and primarily associated with an
individual(1997, p. 190), although they do acknowledge that a vision can,
'be associated with a small group of individuals'(1997, p. 190) They further
comment, 'vision is based both on intuition and a rational understanding
of the organization's strategic problems' and enables innovation to be
made through the adding of new, to the well understood, and certainty
of the old.'(1997, p. 190) Crucially for my work is, 'for a vision' to
develop into strategy it must be effectively articulated and communicated'
vision must be shared if it is to be realised.'(1997, p. 190) I feel the
nature of my work lends itself to these ideas: the implementation of the
NLS at such an early stage could lend itself to this model of basing strategy
upon vision. However the importance of ensuring that you have the support
of your team is clearly evident.
 This idea has been
developed by granting time on a weekly basis for the English team to meet
together to plan and develop strategy.
 This space will
help to ensure that I have time to bring all my team on board with my
thinking and to gradually phase in the implementation of the strategy,
rather than seeming to over-burden staff at once.
 Various strategies
exist for this but crucially would seem to be taking every opportunity
to discuss with colleagues the nature of what is being done within English:
ensuring that the positive elements of the work are really talked about
to disseminate the practice.
 In one sense, this
is promoting the implementation of the Action-Research spiral, attempting
to ensure that reflective practice is at the heart of the department's
consciousness and teaching.
 Again aiming to
share the vision amongst the department.