Leadership Strategies and Approaches
PiXL is a leadership organisation, using leadership strategies and approaches to enable change to happen. Our approach takes some of the evidence and research from across the world of business, as well as education, and blends this with a practical approach alongside accompanying resources. Our strategies all focus on improving outcomes and life chances for young people so, whether it is working with leaders on Wildly Important Goals or on the development of a culture of reading, all of it is about giving leaders the strategies to use to make the most impact.
There are many PiXL strategies that can be adapted and used for different contexts.
Some examples of our most popular leadership strategies can be read in the sections below.
Wildly Important Goals and Lead Measures
Adapted from the work of Sean Covey et al., the concept of The Wildly Important Goal (WIG) has been part of PiXL since almost the very beginning. Leaders identify a WIG, that is the most important thing that needs to be achieved in school within a timeframe. They express this as an equation: ‘Verb XXX from X to X by when’. We collect the WIGs across our network so that we can provide bespoke support and networking opportunities to support schools in achieving them. Identifying the lead measures that will enable the WIG to be realised is the next part of the process and enables people to know the often small, but regular, things they need to do to make success more likely. We provide strategies and resources related to this area and around how school leaders can enable buy-in with stakeholders.
This approach is one of the central PiXL leadership approaches and follows the setting of the Wildly Important Goal. Once the WIG is set, we encourage the ‘pre-mortem process’: looking to the following year and imagining that the WIG has not been realised, then tracking back to identify the things that prevented it. Once identified, leaders separate the list into those things they can control, and those things they cannot, and start to plan for the things that can be influenced. PiXL supports leaders through collecting the most common pre-mortem issues and using national conferences to suggest how some of these things can be overcome.
Adapted from one of our PiXL Schools, the Horsforth Quadrant has taken on a life of its own. It is a very simple way of cross-checking students’ effort against their progress and identifying barriers to improvements in both areas. Using a very simple effort vs progress matrix, school leaders can see very clearly where students are thriving or where they need some additional support. Resources are provided to link with each of the quadrants, as well as some ideas about how to motivate and engage learners. The aim of the Horsforth Quadrant is to ensure each young person is able to get the right level of support.
Diagnosis, Therapy, Testing, Re-visit (DTTR)
This is the original PiXL model and is still the centre of all we do. Our PiXL model of Diagnosis, Therapy, Testing and Re-visiting ensures that we identify the problem, that the issues are being addressed, checks that the improvement we expect has happened, and that we continue to re-visit on a regular basis to make sure we are seeing lasting change. This model is used in whole-school teaching and learning, in work with individual students and in leadership.
Adapted from the Covey approach, and further developed using some of the work of Atul Gawande, checklists are a crucial part of the PiXL approach. Whether it is a Personalised Learning Checklist, a Compelling Scoreboard linked to WIGs, a whole-class checklist or a leadership one, we believe it is important to identify the things that are the most important and can often be forgotten or overlooked. Checklists help identify where things may be missed, can be motivational and compelling and can chart change in real time. Once areas of weakness or focus are identified and diagnosed, then PiXL also provide some of the resources and strategies to help, whether this is something for students, class teachers, middle leaders or leaders.