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BRIDGE: Leadership Self-Review Framework

Introduction to Leadership Review

Effective leadership shapes everything that happens in a school — not only what is taught, but how people work together, learn from each other, and sustain improvement over time. Leadership is about direction and culture: the daily choices that build trust, motivation, and clarity of purpose. When done well, it creates the conditions for great teaching and confident, compassionate learners.

Drawing on international research and adapted for schools in Bangladesh, this section supports calm, non-judgemental reflection on how leadership at all levels — headteachers, deputy heads, middle leaders, and teacher-leaders — ensures that vision becomes practice. The focus is not on inspection or evaluation, but on thoughtful self-review: noticing patterns, questioning habits, and aligning everyday actions with long-term goals.

The BRIDGE Leadership Framework helps schools review and strengthen leadership practice across six connected clusters:

🌟 Vision, Values & Strategic Direction – communicating a shared purpose that balances academic achievement with pupils’ wider personal and social development.
📘 Leading Teaching & Learning – supporting curriculum quality, pedagogy, and professional dialogue across subjects.
🌿 Staff Development & Well-Being – investing in teacher growth, mentoring, collaboration, and care for staff welfare.
📊 Use of Evidence & Data – applying school data and educational research to guide decisions and evaluate impact.
🧭 Middle Leadership & Distributed Responsibility – empowering subject and year leaders to take ownership of improvement.
🤝 Community & External Partnerships – building constructive relationships with parents, local organisations, and education partners.

How to Use This Review
Each cluster offers a space for constructive, evidence-informed reflection rather than judgement. Leaders can:

  • Begin with the cluster that best matches current priorities — for example, strengthening middle leadership or improving staff development systems.
  • Involve teachers and support staff — leadership culture grows when everyone feels trusted to contribute.
  • Combine insights from across clusters to form a coherent plan linking vision, teaching quality, and community engagement.

Each cluster includes:
🔎 Evidence Review – explaining what the cluster means and why it matters.
🧪 Active Ingredients (Non-Negotiables) – essential practices that drive effective leadership.
🧭 Self-Evaluation Questions – prompts for discussion and reflection.
📊 Exemplar Table – a model for capturing findings and next steps.
📥 Download Template – a Word version to adapt for your school context.

Principles for Meaningful Review
🏫 Purpose with clarity: Leadership is most effective when it translates shared values into consistent, day-to-day practice.
👥 People before process: Great leaders invest in relationships — motivating, mentoring, and listening to their teams.
📚 Learning leadership: Reflective leaders model curiosity, openness, and use of evidence to guide decisions.
🤝 Shared responsibility: Improvement is collective — distributed leadership builds ownership and resilience.
🌍 Local strength: Schools in Bangladesh can draw on deep community ties, cultural values, and teamwork to shape strong, ethical leadership.

Together, these clusters help leaders reflect on how their choices, communication, and culture shape both staff and student success — guiding every school towards a more purposeful, supportive, and evidence-informed future.

Cluster 1. Vision, Values & Strategic Direction

Communicating a shared purpose that balances academic achievement with pupils’ wider personal and social development.

🔎 Evidence Review

What this means (click to expand)

Vision, values, and strategic direction describe how leaders set and communicate the long-term purpose of their school. A clear, shared vision gives meaning to daily actions — aligning teaching, relationships, and decision-making with a common sense of purpose.

Strong vision connects academic ambition with pupils’ personal growth, wellbeing, and contribution to society. It is not a slogan on a wall, but a living set of principles reflected in how staff, students, and families experience school life every day.

In Bangladesh, schools operate within complex realities — exam pressure, diverse communities, and resource challenges. A thoughtful, grounded vision helps balance these demands, guiding leaders to prioritise both excellence and equity.

Why it matters (click to expand)

Schools with a clear and consistent vision achieve stronger coherence and morale. International research (OECD, 2020; UNESCO, 2023) shows that shared purpose supports alignment between leadership actions and classroom practice.

In Bangladesh, studies by BRAC IED (2023) and CAMPE (2022) indicate that when leaders articulate values beyond exam results — such as integrity, service, and inclusion — teachers feel more motivated and pupils experience a greater sense of belonging.

A purposeful vision helps schools navigate change calmly, plan strategically, and sustain improvement over time.

🧪 Active Ingredients (Non-Negotiables)

1) Shared and Understood Vision (click to expand)

What it is: A clear, concise statement of purpose that everyone in the school understands and lives by.

What it looks like in schools: Vision discussed in meetings, displayed in classrooms, and referred to in decision-making and assemblies.

Why it matters (Evidence): OECD (2020) found that shared vision increases collective efficacy and long-term consistency in school improvement.

2) Balance of Academic and Personal Development (click to expand)

What it is: A vision that values both exam success and character development, ensuring students grow as confident, kind, and capable individuals.

What it looks like in schools: Policies and timetables reflect academic and co-curricular priorities; success celebrated in multiple forms.

Why it matters (Evidence): UNESCO (2023) links balanced priorities to better wellbeing, retention, and civic responsibility among students.

3) Coherence Between Vision and Practice (click to expand)

What it is: Leadership actions and classroom experiences reflect the school’s stated values and goals.

What it looks like in schools: Staff discussions connect strategy to daily routines; leadership walkthroughs focus on alignment, not inspection.

Why it matters (Evidence): Research by EEF (2021) highlights that coherence across leadership, teaching, and culture increases sustained improvement.

4) Inclusive and Contextualised Visioning (click to expand)

What it is: Vision shaped through collaboration and grounded in the school’s real context — community, culture, and student needs.

What it looks like in schools: Workshops or discussions with teachers, students, and parents; reflection on local priorities and cultural values.

Why it matters (Evidence): Studies from BRAC IED (2023) show that inclusive visioning processes improve staff ownership and trust.

5) Long-Term Strategic Planning (click to expand)

What it is: A structured plan that turns the school’s vision into achievable, staged actions.

What it looks like in schools: Three-year improvement plans linked to annual goals, reviewed regularly with evidence and dialogue.

Why it matters (Evidence): Effective strategic planning, according to UNESCO (2022), increases school stability and stakeholder confidence.

🧭 Self-Evaluation Questions

  • How clearly is our school’s vision understood by staff, students, and parents?
  • Does our vision balance academic success with wider personal and social development?
  • How do daily routines, teaching priorities, and communications reflect our stated values?
  • Were staff, students, and parents involved in shaping our vision and strategy?
  • How often do we revisit our strategic plan to check progress and relevance?
  • Does our vision reflect the culture, diversity, and aspirations of our community?

📊 Exemplar Table — Shapla High School

Evaluation Question Evidence we looked at Reflection / Next Steps
Shared Vision Vision displayed but not frequently referenced in meetings or classrooms. Embed vision statements in lesson observations, assemblies, and planning templates.
Balance of Priorities Focus mainly on exam outcomes; limited recognition of co-curricular success. Broaden success metrics; celebrate service, teamwork, and creative projects.
Coherence with Practice Policies align with vision but daily routines vary across departments. Hold “vision in action” sessions to review alignment between values and behaviour.
Inclusive Visioning Vision written by leaders; limited consultation with staff or students. Run termly reflection workshops with teachers and student representatives.
Strategic Planning Annual plan in place; limited tracking of long-term goals. Develop a three-year rolling improvement plan linked to measurable outcomes.

📥 Download Word Template — Vision, Values & Strategic Direction

Cluster 2. Leading Teaching & Learning

Supporting curriculum quality, pedagogy, and professional dialogue across subjects.

🔎 Evidence Review

What this means (click to expand)

Leading teaching and learning is about how leaders create the conditions for great classroom practice. It involves supporting teachers to plan, teach, and assess effectively — guided by research and shared professional reflection.

Leadership here is not about observation alone, but about dialogue: visiting lessons to understand what is working, removing barriers, and ensuring curriculum coherence. It means aligning teaching quality with the school’s values and long-term goals, while nurturing teacher growth through collaboration and trust.

In Bangladesh, where resources and class sizes vary widely, strong instructional leadership helps schools use time, training, and evidence wisely to ensure every pupil benefits from effective teaching.

Why it matters (click to expand)

International research (OECD, 2021; EEF, 2022; UNESCO, 2023) consistently shows that teaching quality is the most important in-school factor influencing student outcomes. When leaders invest in professional learning, coaching, and shared practice, teaching improves more rapidly and sustainably.

In Bangladesh, initiatives led by BRAC IED (2023) and CAMPE (2022) have shown that structured support for lesson design, feedback, and reflective dialogue raises both teaching quality and student engagement — even in challenging contexts.

Instructional leadership builds a learning culture for both teachers and students, where curiosity, feedback, and growth are valued as much as results.

🧪 Active Ingredients (Non-Negotiables)

1) Clear Pedagogical Framework (click to expand)

What it is: A shared understanding of what effective teaching looks like, based on evidence.

What it looks like in schools: Reference frameworks (e.g., Great Teaching Toolkit or BRIDGE principles) discussed in meetings and reflected in lesson design and observation.

Why it matters (Evidence): EEF (2022) highlights that consistent expectations reduce variability and promote shared professional language.

2) Supportive Lesson Observation & Feedback (click to expand)

What it is: Observation as a developmental process focused on growth, not judgement.

What it looks like in schools: Peer observations, coaching conversations, and constructive feedback linked to next steps.

Why it matters (Evidence): Research by Kraft & Papay (2014) shows that feedback-rich environments produce faster improvement in teaching quality.

3) Collaborative Planning and Professional Dialogue (click to expand)

What it is: Teachers working together to plan, review, and adapt lessons through professional discussion.

What it looks like in schools: Joint planning sessions, curriculum mapping, and shared resources.

Why it matters (Evidence): BRAC IED (2022) and OECD (2021) found that structured collaboration increases teacher confidence and consistency.

4) Focus on Curriculum Coherence and Depth (click to expand)

What it is: Ensuring curriculum content builds logically and deeply over time, avoiding superficial coverage.

What it looks like in schools: Leaders and teachers review sequencing; adjust pacing and revisit key concepts regularly.

Why it matters (Evidence): Cognitive science research (Rosenshine, 2012) shows that well-sequenced teaching enhances long-term understanding.

5) Professional Learning Culture (click to expand)

What it is: A culture where teachers regularly share practice, reflect on evidence, and take responsibility for their growth.

What it looks like in schools: CPD sessions linked to real classroom needs; staff-led workshops and inquiry projects.

Why it matters (Evidence): Teacher learning communities improve retention and motivation (OECD, 2020).

🧭 Self-Evaluation Questions

  • Do all teachers understand what high-quality teaching looks like in our context?
  • How do leaders support planning, teaching, and assessment across subjects?
  • Are lesson observations and feedback experienced as developmental rather than evaluative?
  • How often do staff collaborate to design lessons or review curriculum content?
  • What professional learning structures help teachers reflect on and improve practice?
  • How do we monitor the impact of leadership actions on teaching quality and pupil outcomes?

📊 Exemplar Table — Green Valley High

Evaluation Question Evidence we looked at Reflection / Next Steps
Pedagogical Framework No agreed definition of effective teaching across subjects. Develop and share a simple teaching and learning charter based on BRIDGE and EEF evidence.
Observation & Feedback Lesson feedback mainly summative; limited follow-up support. Introduce coaching cycles and peer feedback to sustain improvement.
Collaborative Planning Teachers plan individually; few joint sessions recorded. Schedule fortnightly subject-planning meetings to share strategies and materials.
Curriculum Coherence Scheme review shows gaps in sequencing between grades. Align subject maps vertically; add key concept revisits to lesson plans.
Professional Learning Workshops occur but not linked to teaching priorities. Link CPD to observed needs and encourage reflective logs after sessions.

📥 Download Word Template — Leading Teaching & Learning

Cluster 3. Staff Development & Well-Being

Investing in teacher growth, mentoring, collaboration, and care for staff welfare.

🔎 Evidence Review

What this means (click to expand)

Staff development and well-being focus on how schools grow professional expertise and sustain the people who do the work. It includes planned CPD, mentoring, collaborative planning, fair workload routines, and practical care for staff health and morale.

Effective approaches are contextual and proportionate: they build on teachers’ strengths, use short, focused training linked to classroom practice, and protect time for collaboration. Well-being is not a set of extras, but the way work is organised — clarity, trust, and supportive routines.

In Bangladesh, where timetables and resources vary, small, reliable habits — brief coaching conversations, shared materials, and respectful scheduling — can make professional learning sustainable and impactful.

Why it matters (click to expand)

International research links teacher development and well-being with improved retention, instructional quality, and pupil outcomes. Schools that invest in people create stable teams, consistent teaching, and a culture where adults and students both thrive.

Prioritising care and professional growth also signals respect — strengthening trust with staff and, through them, with pupils and families.

🧪 Active Ingredients (Non-Negotiables)

1) Needs-Led, Classroom-Focused CPD (click to expand)

What it is: Short, practical training linked to observed needs and subject priorities.

What it looks like in schools: CPD tied to curriculum plans and pupil work; “try–review–refine” cycles; exemplars and modelling.

Why it matters: Targeted CPD changes everyday practice and avoids overload.

2) Coaching, Mentoring & Peer Support (click to expand)

What it is: Regular, confidential conversations focused on goals and next steps.

What it looks like in schools: New-teacher mentors; peer observation; short coaching slots within the timetable.

Why it matters: Personalised support accelerates growth and builds confidence.

3) Collaborative Planning & Resource Sharing (click to expand)

What it is: Time and tools to plan together and reduce duplication.

What it looks like in schools: Shared schemes, common assessments, and banks of adapted resources.

Why it matters: Collaboration improves consistency and saves time — especially in large classes.

4) Fair Workload & Predictable Routines (click to expand)

What it is: Clear expectations, streamlined paperwork, and sensible timelines.

What it looks like in schools: Term calendars agreed early; limited “urgent” requests; marking/feedback approaches that are high-impact and sustainable.

Why it matters: Predictability reduces stress and keeps energy for teaching.

5) Psychological Safety & Respectful Culture (click to expand)

What it is: A climate where staff can ask for help, share uncertainty, and offer ideas without fear.

What it looks like in schools: Leaders model humility; problem-solving meetings; appreciative feedback; clear, fair conduct processes.

Why it matters: Trust enables honest reflection and steady improvement.

6) Well-Being Supports & Safeguards (click to expand)

What it is: Practical steps that help staff stay healthy and feel valued.

What it looks like in schools: Flexible scheduling where possible, access to counselling signposts or peer support, compassionate leave protocols, and staff rooms that are welcoming and safe.

Why it matters: Small acts of care build loyalty and reduce burnout.

🧭 Self-Evaluation Questions

  • Is our CPD programme short, focused, and directly connected to classroom practice and curriculum goals?
  • Do all teachers — especially new or early-career staff — have access to regular coaching or mentoring?
  • How effectively do we plan and share resources together to reduce duplication and workload?
  • Are expectations and timelines predictable, with administrative tasks streamlined?
  • Do staff feel safe to ask for help, share concerns, and contribute ideas?
  • What practical well-being supports are in place, and how do we know they help?

📊 Exemplar Table — Green Valley High

Evaluation Question Evidence we looked at Reflection / Next Steps
Needs-Led CPD CPD calendar exists; limited link to observation/assessment evidence. Align CPD topics to observed needs; use “try–review–refine” cycles with classroom follow-up.
Coaching & Mentoring New teachers assigned buddies; meetings irregular. Establish fortnightly coaching slots; provide a simple conversation framework.
Collaboration & Sharing Resources stored individually; duplication across subjects. Create shared drive with agreed templates; schedule joint planning each month.
Workload & Routines Short-notice tasks common; marking expectations vary widely. Publish term plan early; agree sustainable feedback approaches per subject.
Psychological Safety Staff survey notes hesitation to raise concerns. Introduce “learning huddles” and anonymous suggestion channel; leaders model vulnerability.
Well-Being Supports No clear signposting for counselling; staff room crowded. Share support contacts; organise the staff room for quiet/rest space; review duty rotas.

📥 Download Word Template — Staff Development & Well-Being

Cluster 4. Use of Evidence & Data

Applying school data and educational research to guide decisions and evaluate impact.

🔎 Evidence Review

What this means (click to expand)

Use of evidence and data means combining what the school already knows — attendance, attainment, behaviour, and feedback — with insights from research to make better decisions. It’s about using information to ask good questions, not to find blame.

Strong evidence use involves gathering accurate data, interpreting it collaboratively, and translating it into action. It also means engaging with educational research — from local pilot studies to global evidence reviews — to inform policies and classroom practice.

In Bangladesh, where schools often balance limited systems with great professional commitment, effective evidence use is less about technology and more about disciplined curiosity — noticing patterns, testing ideas, and learning from outcomes.

Why it matters (click to expand)

International research (OECD, 2020; EEF, 2021; UNESCO, 2023) shows that schools using data and research intelligently achieve faster, more sustainable improvement. When data is used to support reflection rather than compliance, it builds professional agency and collective problem-solving.

In Bangladesh, studies by BRAC IED (2022) and CAMPE (2021) highlight that simple data — attendance, engagement, or formative assessment — can powerfully guide action when discussed openly with teachers and students. The key is not collecting more, but using what is already available more purposefully.

🧪 Active Ingredients (Non-Negotiables)

1) Clarity of Purpose (click to expand)

What it is: Understanding why data is being collected and how it will be used to improve learning or well-being.

What it looks like in schools: Data used to identify patterns, not to rank people; clear conversations linking evidence to action.

Why it matters (Evidence): OECD (2020) found that schools with clear data purposes achieved higher teacher engagement and trust.

2) Reliable and Relevant Data Systems (click to expand)

What it is: Collecting only the data that genuinely supports improvement — kept accurate, consistent, and up to date.

What it looks like in schools: Regular checks on attendance, assessment, and engagement; shared formats for tracking and reporting.

Why it matters (Evidence): Reliable data supports early intervention and prevents decisions based on incomplete or biased information.

3) Collaborative Interpretation and Reflection (click to expand)

What it is: Discussing data together to understand trends and explore possible explanations.

What it looks like in schools: Regular meetings where teachers review progress; leaders encourage curiosity, not defensiveness.

Why it matters (Evidence): BRAC IED (2023) found that open data conversations improved teamwork and more precise action planning.

4) Research-Informed Decision-Making (click to expand)

What it is: Using credible research to test ideas, design strategies, and evaluate impact.

What it looks like in schools: Staff use accessible summaries (e.g., EEF Guidance, UNESCO reports) to adapt teaching, assessment, and leadership approaches.

Why it matters (Evidence): EEF (2021) and Coe et al. (2014) show that evidence-informed practice strengthens teaching and avoids wasted effort.

5) Measuring Impact, Not Just Activity (click to expand)

What it is: Evaluating whether actions actually improve teaching, learning, or well-being.

What it looks like in schools: Before-and-after comparisons, small-scale trials, and follow-up reflections shared in staff meetings.

Why it matters (Evidence): OECD (2021) notes that measuring outcomes keeps improvement cycles focused and evidence-based.

6) Ethical and Transparent Use of Data (click to expand)

What it is: Ensuring data is handled responsibly, confidentially, and used only for supportive purposes.

What it looks like in schools: Secure record-keeping, anonymised discussions, and sensitivity when sharing pupil or staff information.

Why it matters (Evidence): Trust grows when data is used ethically — encouraging honest reporting and participation.

🧭 Self-Evaluation Questions

  • Do staff understand why and how we collect the data we use?
  • Are our data systems reliable, consistent, and easy to interpret?
  • How do we use meetings or reviews to interpret data together and plan next steps?
  • Are we drawing on educational research to inform our strategies and policies?
  • Do we check whether new initiatives actually improve learning or well-being?
  • Is data handled ethically, transparently, and with trust?

📊 Exemplar Table — Shapla Secondary School

Evaluation Question Evidence we looked at Reflection / Next Steps
Clarity of Purpose Teachers unsure how termly data informs next steps. Develop a short “why this data matters” guide; link each data point to clear actions.
Data Systems Attendance tracked manually; inconsistent subject reports. Adopt simple shared spreadsheet with clear categories; weekly data review by class teachers.
Collaborative Reflection Data shared but rarely discussed collectively. Introduce monthly “data for learning” meetings focused on trends, not accountability.
Research-Informed Practice Limited engagement with external research or guidance. Circulate summaries from EEF and UNESCO; discuss one idea per staff meeting.
Measuring Impact Initiatives tracked by activity, not outcome. Adopt short “impact review” form to capture changes in learning or behaviour.
Ethical Data Use Some sensitive information shared too widely. Review data-sharing protocols; anonymise reports; reaffirm confidentiality expectations.

📥 Download Word Template — Use of Evidence & Data

Cluster 5. Middle Leadership & Distributed Responsibility

Empowering subject and year leaders to take ownership of improvement.

🔎 Evidence Review

What this means (click to expand)

Middle leadership and distributed responsibility recognise that improvement is most effective when it’s shared. It means giving subject leads, coordinators, and year heads the clarity, authority, and support to lead within their areas — while keeping collaboration and communication at the heart.

Distributed leadership is not simply delegation. It is intentional: ensuring every middle leader understands the school’s vision, can interpret data and curriculum needs, and feels trusted to make and evaluate changes that improve learning.

In Bangladesh, where school hierarchies can be strong, building middle leadership requires culture change — valuing professional dialogue, encouraging initiative, and creating safe space for leaders to grow through practice, not perfection.

Why it matters (click to expand)

International studies (OECD, 2021; Leithwood et al., 2020) show that schools with strong middle leadership improve faster because decisions are informed by those closest to teaching and learning. Shared leadership builds resilience, reduces dependency on individuals, and strengthens continuity during change.

Bangladeshi research (BRAC IED, 2023; CAMPE, 2022) similarly highlights the value of teacher leadership networks — where coordinators support colleagues through coaching, curriculum discussions, and shared reflection rather than formal inspection.

🧪 Active Ingredients (Non-Negotiables)

1) Clear Roles and Expectations (click to expand)

What it is: Every middle leader understands their remit, scope, and how it connects to whole-school priorities.

What it looks like in schools: Role descriptions, agreed improvement focuses, and clear reporting lines to senior leadership.

Why it matters (Evidence): Clarity prevents duplication and builds confidence (Leithwood & Jantzi, 2020).

2) Training and Coaching for Middle Leaders (click to expand)

What it is: Ongoing development in leadership skills, data use, feedback, and leading adults.

What it looks like in schools: Workshops, coaching sessions, and peer shadowing to help middle leaders translate strategy into action.

Why it matters (Evidence): Schools investing in middle leadership training see greater improvement in teaching and curriculum quality (OECD, 2021).

3) Collaborative Improvement Culture (click to expand)

What it is: Creating structures where middle leaders work together and with teachers, sharing ideas and evidence.

What it looks like in schools: Cross-department meetings, joint projects, and regular opportunities to share practice and feedback.

Why it matters (Evidence): Collaboration promotes consistency and builds mutual respect between leadership layers (Fullan, 2019).

4) Trust and Autonomy with Accountability (click to expand)

What it is: Empowering middle leaders to make decisions, test ideas, and learn from results — within a supportive framework.

What it looks like in schools: Regular coaching check-ins, transparent goals, and shared reflection on what is working.

Why it matters (Evidence): Research (Hargreaves & O’Connor, 2018) shows that autonomy within trust-based systems boosts motivation and innovation.

5) Communication and Alignment (click to expand)

What it is: Clear communication channels between senior leaders, middle leaders, and classroom staff.

What it looks like in schools: Regular briefings, consistent messaging, and shared review templates that link strategy to classroom action.

Why it matters (Evidence): Alignment ensures everyone moves in the same direction, avoiding mixed messages or initiative fatigue.

6) Recognition and Growth Opportunities (click to expand)

What it is: Valuing and celebrating leadership at all levels — from classroom initiative to whole-school projects.

What it looks like in schools: Public recognition, pathways for promotion, and leadership responsibilities in professional development.

Why it matters (Evidence): Recognition drives retention and reinforces a positive leadership culture (UNESCO, 2023).

🧭 Self-Evaluation Questions

  • Do middle leaders have clear roles and responsibilities that connect directly to school priorities?
  • What training, mentoring, or coaching supports their leadership growth?
  • How do we ensure collaboration and consistency across departments or year groups?
  • Do middle leaders feel trusted to make decisions and reflect on outcomes?
  • Are communication structures helping ideas flow between leadership layers?
  • How do we recognise and develop leadership potential across the staff team?

📊 Exemplar Table — Shonar Bangla College

Evaluation Question Evidence we looked at Reflection / Next Steps
Role Clarity Middle leaders have informal responsibilities but limited documentation. Develop role descriptions and improvement plans for each leadership area.
Training & Coaching Workshops occur occasionally, not part of a structured programme. Introduce quarterly leadership training sessions and paired mentoring.
Collaboration Culture Department heads meet rarely; limited sharing of teaching approaches. Establish monthly leadership roundtables to share successes and challenges.
Trust & Autonomy Most initiatives approved centrally; little space for experimentation. Pilot small-scale innovations led by middle leaders; review outcomes together.
Communication & Alignment Messages sometimes vary between departments. Use consistent templates for reports and updates to align strategy and practice.
Recognition & Growth Good performance appreciated verbally; no formal pathway for progression. Create annual recognition opportunities and leadership progression routes.

📥 Download Word Template — Middle Leadership & Distributed Responsibility

Cluster 6. Community & External Partnerships

Building constructive relationships with parents, local organisations, and education partners.

🔎 Evidence Review

What this means (click to expand)

Community and external partnerships are purposeful relationships that help schools meet learners’ needs and widen opportunities. They include collaboration with parents and carers, local NGOs, health and social services, cultural groups, universities, TVET providers, and employers.

Effective partnerships are reciprocal: schools contribute expertise and space; partners offer knowledge, services, and real-world connections. Communication is clear and respectful, with shared goals that reflect the school’s vision and the community’s strengths.

In Bangladesh, schools often draw on strong neighbourhood networks and civic organisations. Well-structured partnerships can enhance attendance, safety, careers guidance, enrichment, and targeted support — even when budgets are tight.

Why it matters (click to expand)

Partnerships extend what a school can offer — from health and well-being support to internships, scholarships, and community projects. They strengthen trust with families, make learning more relevant, and help leaders respond quickly to local needs or crises.

When schools coordinate with external partners, pupils are more likely to access timely support, experience meaningful enrichment, and see clear routes to further study or employment.

🧪 Active Ingredients (Non-Negotiables)

1) Purposeful Partnership Map & Priorities (click to expand)

What it is: A simple overview of who we work with and why — aligned to school priorities (attendance, careers, well-being, enrichment).

What it looks like in schools: One-page map of partners with named contacts, goals, and review dates; published summary for staff and parents.

Why it matters: Clarity keeps collaboration focused and avoids duplication.

2) Respectful, Bilingual Communication with Families (click to expand)

What it is: Regular, accessible updates and invitations in Bangla (and English where helpful), using channels families actually use.

What it looks like in schools: SMS/WhatsApp groups, voice notes, short leaflets, parent workshops at flexible times.

Why it matters: Clear, inclusive communication builds trust and participation across diverse family roles and schedules.

3) Named Leads and Simple Agreements (click to expand)

What it is: Staff lead for each partnership and a brief agreement outlining activities, safeguarding, and data/privacy expectations.

What it looks like in schools: One-page MoUs; yearly calendars; visitor protocols; feedback forms after events.

Why it matters: Light, clear structures keep partnerships safe, reliable, and easy to manage.

4) Equity of Access & Inclusion (click to expand)

What it is: Ensuring activities reach girls, rural commuters, low-income families, and students with additional needs.

What it looks like in schools: Travel support where possible; rotating times/locations; targeted invitations; accessible venues and materials.

Why it matters: Partnerships should widen opportunity, not only serve those already engaged.

5) Learning-Enriched Activities & Real-World Links (click to expand)

What it is: Activities that connect curriculum with community and work — guest talks, clubs, service projects, internships.

What it looks like in schools: Alumni mentoring, NGO-led workshops, university taster sessions, enterprise challenges with local SMEs.

Why it matters: Real contexts deepen understanding and motivate learners through purpose and role models.

6) Review, Feedback, and Sustainability (click to expand)

What it is: Regular reflection on what is working, what to change, and how to sustain effective partnerships.

What it looks like in schools: Termly check-ins with partners; brief impact notes (attendance, engagement, destinations); plan for continuity if staff change.

Why it matters: Simple reviews keep partnerships purposeful and long-lasting.

🧭 Self-Evaluation Questions

  • Which current partnerships most clearly support our priorities, and where are the gaps?
  • How accessible and respectful is our communication with families (language, timing, channels)?
  • Do partnerships have named leads, simple agreements, and clear safeguarding/privacy expectations?
  • Who is not yet benefiting from activities, and what adjustments would widen access?
  • How do activities connect learning with real people, places, and work?
  • How do we review impact and sustain effective partnerships year to year?

📊 Exemplar Table — Shapla Secondary School

Evaluation Question Evidence we looked at Reflection / Next Steps
Partnership Map & Priorities Activities listed across departments; no central overview or goals. Create a one-page partnership map with named leads and termly objectives.
Family Communication Notices mainly in English; meeting times clash with work hours. Issue bilingual SMS/WhatsApp updates; offer sessions at mixed times, including weekends.
Agreements & Safeguards Visitors invited informally; protocols vary. Adopt simple MoU template and visitor checklist; brief staff on data/privacy.
Equity & Inclusion Girls’ participation lower in visits; commuters miss after-school clubs. Provide targeted invites; rotate times; explore travel support or in-school alternatives.
Learning Links Events popular but not clearly tied to curriculum goals. Plan pre- and post-activities with teachers; collect student reflections.
Review & Sustainability Impact rarely recorded; partnerships depend on one staff member. Schedule termly reviews; store contacts centrally; identify a deputy for continuity.

📥 Download Word Template — Community & External Partnerships

Conclusion – From Reflection to Action

The BRIDGE Leadership framework supports schools to strengthen culture, clarity, and capacity across six connected clusters: Vision, Values & Strategic Direction, Leading Teaching & Learning, Staff Development & Well-Being, Use of Evidence & Data, Middle Leadership & Distributed Responsibility, and Community & External Partnerships. Each cluster offers a calm, practical lens to notice what is working, where habits need adjusting, and which small leadership moves will most improve day-to-day learning and well-being.

Every school is different. Use these clusters flexibly and build on local strengths — trusted relationships, community ties, teacher initiative, and shared professional language. What matters is that reflection stays collaborative, non-judgemental, and evidence-informed, grounded in brief learning walks, staff and student voice, simple attendance/attainment checks, and open dialogue with families and partners.

🧭 Guiding prompts for your team

  • Is our shared vision visible in everyday routines (classroom climate, assemblies, communications) — not just on posters?
  • Which two or three leadership behaviours would most help teaching this term (e.g., clearer curriculum expectations, developmental feedback, protected planning time)?
  • How are we supporting staff growth while keeping workload fair (short, focused CPD; coaching; predictable calendars)?
  • What evidence are we using to learn and decide (attendance, assessment samples, student voice) — and how often do we review impact, not just activity?
  • Do middle leaders have the clarity, trust, and time to lead improvement — and how are we developing their skills?
  • Which partnerships with parents, NGOs, colleges, or employers are most purposeful — and how will we widen access for those not yet involved?

Choose two or three priority actions, name owners, set short review dates, and share progress with staff and students (“You said, we did”). Step by step, thoughtful leadership — marked by clarity, kindness, and consistency — moves your school toward a more purposeful, caring, and evidence-informed culture where both adults and pupils thrive.