1️⃣ Why So Many Good Ideas Don’t Stick
Let’s be honest: schools are full of good ideas.
A teacher reads about “active learning” on Facebook.
A headteacher hears about a new assessment system from a workshop.
A donor offers tablets for classrooms.
Everyone gets excited. For two weeks, things buzz — then, slowly, the enthusiasm fades. The posters come down, the new forms aren’t filled in, and we quietly go back to the old way.
Sound familiar?
That’s not because people don’t care. It’s because implementation is hard. Changing habits in a busy school is like trying to turn a large bus on a narrow Dhaka street — you need planning, patience, and a clear direction.
The Education Endowment Foundation (EEF) created its Guide to Implementation to help schools make any change — big or small — actually last.
And at EBTD, we help you use that process here in Bangladesh — where classrooms are crowded, time is short, and the drive to improve is real.
“It’s not just what you implement that matters — it’s how you do it.” — EEF
2️⃣ Before You Begin: Culture Comes First
Implementation isn’t just a plan — it’s a relationship. If your school’s culture isn’t ready for change, even the best idea will struggle.
Think about it: if you plant seeds in dry soil, no matter how good the seeds are, they won’t grow. You need to water the soil first — to make it ready. In schools, that “soil” is your culture.
A culture ready for implementation feels like:
- Trust: Teachers feel safe to try, fail, and learn.
- Dialogue: Staff talk about what’s working, not just what’s required.
- Shared purpose: Everyone understands why the change matters for students.
- Support: Leaders don’t just announce — they walk beside.
In Bangladesh, this might mean small but powerful shifts:
- Instead of saying “Everyone must start this from next week,” say “Let’s pilot this together and learn.”
- Instead of observing lessons to “check compliance,” use them to share and coach.
- Celebrate small steps — even one teacher trying something new is progress worth noticing.
Changing culture takes time, but it’s the difference between temporary projects and lasting progress.
3️⃣ The Heart of Implementation: Behaviours, Context, and Process
The EEF found that three ingredients make implementation work:
| Element | Plain-English Meaning | Bangladesh Reality |
|---|---|---|
| Behaviours | The way people work together — engaging, uniting, reflecting. | Teachers need voice and trust. Without that, even the best plans become paperwork. |
| Context | The systems and structures that make change possible. | Time, timetables, staff load, parental pressure — these must be managed honestly. |
| Process | The step-by-step way you plan, deliver, and sustain. | Change takes months, not weeks. Schools should aim for fewer, slower, smarter improvements. |
4️⃣ The Four Phases of Implementation (Made Real for Bangladesh)
🧭 Phase 1: Explore — Understand before you act
In Bangladesh, we often jump straight to solutions. A school sees poor English results and instantly starts “spoken English Fridays” or buys grammar books.
But what if the problem wasn’t grammar knowledge at all — what if students simply didn’t get enough chance to speak?
Exploring means slowing down before speeding up. Ask:
- What’s the real problem?
- What’s already happening that helps?
- Can we realistically make this change in our setting?
A school thought its students were weak in writing. After a closer look, teachers realised students had ideas — they just didn’t know how to plan. Instead of buying a new textbook, the school focused on modelling essay plans in class. The change cost nothing — but it worked, because it was based on real need.
Your takeaway: Don’t guess. Diagnose.
🧩 Phase 2: Prepare — Plan it together, not alone
This is where most schools stumble. A leader writes a plan in isolation, announces it in a meeting, and expects everyone to follow. People support what they help to build.
Use this phase to:
- Write a simple, shared plan (even one page).
- Define non-negotiables for success.
- Identify who leads, who supports, and what time is protected.
- Form a small implementation team — one member per phase or subject.
A school wanted to reduce marking load. Instead of telling staff to “mark less,” the head formed a team to test feedback strategies. They met weekly for 20 minutes and agreed what worked. Within a term, most staff adopted the new system willingly.
🚀 Phase 3: Deliver — Support, don’t supervise
When the plan begins, people will need help — not pressure. Change can be uncomfortable, even when it’s the right thing.
- Leaders stay visible and encouraging.
- Training continues (short, focused, and regular).
- Staff share what’s working — even if small.
- Monitoring is about learning, not checking.
Think like a cricket coach: observe, adjust, encourage — always looking for small improvements.
A secondary school introduced “no-hands-up questioning.” The headteacher visited lessons weekly, gave quiet encouragement, and shared small success stories. Within two months, participation doubled.
🌱 Phase 4: Sustain — Keep the good things alive
Sustainability is the biggest challenge. We’re great at starting things — less great at keeping them going.
- Make it part of routines: induction, lesson planning, meetings.
- Keep it visible: display student progress, revisit in PD sessions.
- Rotate champions: new people take ownership each year.
- Keep telling the story — remind everyone why it matters.
A rural school introduced reading corners. After six months, usage dropped. A teacher suggested appointing “book captains.” The corners revived — because ownership spread.
5️⃣ Common Traps and Simple Fixes
| Trap | What It Looks Like | Fix |
|---|---|---|
| Too many initiatives | Every donor, every month, a new project | Do fewer things, better. One focus per term is enough. |
| Lack of teacher voice | Plans written by leadership only | Co-create. Ask teachers what will help them do it. |
| Quick training, no follow-up | One workshop, then silence | Shorter, repeated sessions. Reinforce weekly. |
| No celebration | Staff see effort ignored | Recognise early wins, however small. |
| Losing momentum | Energy fades after exams or Eid breaks | Refresh with stories, reflection, and reminders. |
6️⃣ Your Implementation Journey — Where to Start
Start small. Choose one change that really matters.
- Explore – Diagnose the problem properly.
- Prepare – Plan collaboratively.
- Deliver – Support teachers as they try it.
- Sustain – Protect and celebrate what works.
You don’t need to know everything — you just need to start with intent, honesty, and care.
And remember: implementation is not a checklist — it’s a conversation.
7️⃣ Further Reading & Tools
- EEF: A School’s Guide to Implementation (2024)
- EEF Explore Tool (PDF)
- EEF Implementation Plan Template (PDF)
- EEF Master Implementation Checklist (PDF)
- EBTD BRIDGE Framework – assess your school’s readiness for improvement.
8️⃣ Final Thought
Implementation isn’t about perfection — it’s about persistence.
In a country where teachers do so much with so little, it’s not about working harder; it’s about working smarter and together.
So take the first step. Talk with your team. Ask, “What’s the one thing we want to change — and how can we make it last?”
That’s how great schools grow — one good idea, implemented well.
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