Using evidence and research to effect change demands an approach to leadership that is very different from the “hero” dynamic that has been dominant in the past couple of decades. In their book, The New Psychology of Leadership, S Alexander Haslam, Stephen Reicher and Michael Platow say that leadership “concerns the shaping of beliefs, desires and priorities…sharing a vision of how the world was, is and should be”.

Leadership, they say, is not about the cult of personality. It is “achieving influence, not securing compliance”.

The researchers recognise that leadership is a social process with communication at its heart. Rather than striding forward with heroic, singular intent, an effective leader recognises that they must promote the interests of the group, helping to craft a sense of identity for the team and its unique position in the world.

Fairness and transparency really matter. Every voice must be valued and respected. There is strength in diversity and power in acknowledging the differing opinions of others. This particularly applies when using research and evidence to inform our school development. As we work to influence, the skills of persuasion and cooperation become essential.

How the findings of a body of research translate to the classroom relies on the context of the class, the classroom, the school and the community.

It is well evidenced, for example, that reading aloud across the curriculum is a beneficial way of supporting children to develop wider and deeper vocabulary skills. However, this generic pedagogy should look, sound and feel different in every class and every classroom.

A top-down directive issued by the leadership team, instructing staff to follow a scripted model, might result in some reading, but it might not continue once the book is finished and no one is watching anymore.

An ongoing monitoring process might ensure compliance but it will not have a lasting influence.

By contrast, a careful, collaborative process - where all involved are supported to reflect on the evidence about reading aloud, to understand it and consider how it applies to their own teaching - is more likely to lead to longer-term changes in practice.

Time spent building understanding, developing the motivation and providing regular non-judgemental opportunities to explore the difficult elements ensures that everyone learns from and with each other.

At a time when every aspect of life has been turned on its head, the compassion that exists within a place of work can be a lifeline.

The research suggests that we should be focusing our attention on the curriculum, our communities and care for ourselves and others (Harmey et al, 2020).

Leadership isn’t about taking charge or being a hero; it is about getting under the skin of the situation, finding out the detail and communicating effectively, with nuance and compassion.

Never has it been so important to listen, understand, respect and respond with dignity to those you work alongside.

To paraphrase Maya Angelou, no one will remember your words, your actions will become distant memories, but they will never forget how you made them feel.

Megan Dixon is director of research and development at the Aspire Educational Trust

This article originally appeared in the 12 February 2021 issue under the headline “We don’t need another hero”