BRIDGE: Leadership Self-Review Framework

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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).

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.

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.

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.

কেন এটি গুরুত্বপূর্ণ: Targeted CPD changes everyday practice and avoids overload.

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.

কেন এটি গুরুত্বপূর্ণ: Personalised support accelerates growth and builds confidence.

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.

কেন এটি গুরুত্বপূর্ণ: Collaboration improves consistency and saves time — especially in large classes.

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.

কেন এটি গুরুত্বপূর্ণ: Predictability reduces stress and keeps energy for teaching.

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.

কেন এটি গুরুত্বপূর্ণ: Trust enables honest reflection and steady improvement.

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.

কেন এটি গুরুত্বপূর্ণ: Small acts of care build loyalty and reduce burnout.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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).

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).

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).

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.

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.

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).

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.

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.

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.

কেন এটি গুরুত্বপূর্ণ: Clarity keeps collaboration focused and avoids duplication.

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.

কেন এটি গুরুত্বপূর্ণ: Clear, inclusive communication builds trust and participation across diverse family roles and schedules.

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.

কেন এটি গুরুত্বপূর্ণ: Light, clear structures keep partnerships safe, reliable, and easy to manage.

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.

কেন এটি গুরুত্বপূর্ণ: Partnerships should widen opportunity, not only serve those already engaged.

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.

কেন এটি গুরুত্বপূর্ণ: Real contexts deepen understanding and motivate learners through purpose and role models.

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.

কেন এটি গুরুত্বপূর্ণ: Simple reviews keep partnerships purposeful and long-lasting.