The reach of a Lead Practitioner – moving beyond school-wide impact to multi-academy trust and international influence

By Verity Merryweather, Samuel Whitbread Academy

Being a Lead Practitioner is about more than strong classroom practice; it’s about using that expertise to improve teaching and learning at scale. Verity Merryweather reflects on her journey as a newly accredited LP. Through exceptional evidence‑informed leadership, Verity has driven broad reaching and sustained improvement in teaching and learning – across her school, multi‑academy trust and the international education community, translating classroom excellence into scalable, high‑impact practice. Her work exemplifies the reach of the Lead Practitioner role and its power to influence professional culture and pedagogical consistency at every level.

I am currently a Lead Practitioner for Teaching and Learning and a Teacher of English, Dance and Drama at Samuel Whitbread Academy, having previously been Assistant Hub Lead for the Cambridge Teaching Schools Network, where I managed and trained teachers across Cambridgeshire. My decision to undertake the Lead Practitioner (LP) accreditation was driven by a desire to transition from classroom excellence to strategically driving whole-school and regional improvement. Having completed both the NPQSL and NPQLTD, I viewed this accreditation as part of the golden thread necessary to formalise my role as an evidence-informed leader. My primary aspirations were to bridge the gap between evidence-informed practice and actionable teaching and learning classroom strategies, specifically to support the development of ECT’s and ITTs. Whole-school-wise, my intent was to ensure pedagogical consistency across staff at my institution and the wider Multi-Academy Trust.

Focus and Challenges

My LP journey centred on several high-leverage projects designed to standardise and improve instructional quality, teaching and learning, pre-emptive behaviour and assessment practices. A significant focus was the development of the SWA Learning Ladder and the Digital Anthecology. I co-created these frameworks and publications to move beyond static policy documents, instead, building a dynamic, digital handbook that incorporates video “vox pops” of staff demonstrating research-informed principles in action.

Additionally, I spearheaded the RESET Behaviour Toolkit, which shifted the school’s focus from reactive discipline to proactive pedagogical techniques, specifically supporting students with SEMH needs. Beyond my institution, I led professional studies sessions for the Bedfordshire Schools Training Partnership, focusing on the pedagogical development of trainees and facilitating sessions on questioning, modelling and scaffolding, retrieval practice, and Rosenshine’s Principles of Instruction. I facilitated ECM and ECT training across my multi-academy trust and also delivered the NPQLB to regional colleagues. Internationally, as the IB Principal examiner for Dance Performance, I focused on the planning and training of examiners worldwide, setting international assessment standards, and quality-assuring assessment processes and outcomes.

Juggling a range of LP projects was not without challenges. Leading whole-school change requires navigating potential resistance to new initiatives. I addressed this by pre-emptively analysing concerns and creating a rapport-led environment where staff felt their voices were heard. By providing dedicated CPD time and presenting the robust evidence base behind changes, I was able to move colleagues forward through professional dialogue rather than top-down directives. I also had to adopt a range of communication and interpersonal skills to manage staff and adapt resources/training to suit their individual needs. My ONSIDE mentoring skills came into play with ECT/Ms to support development and encourage personal growth through constructive feedback and guided facilitation.

Impact and Outcomes

The impact of these initiatives has been systemic and multi-regional. Within Samuel Whitbread Academy, the Anthecology has been successfully embedded as a core CPD vehicle, making the “SWA Way” of teaching explicit and visually modelled for all staff. My work with the RESET Toolkit has led to an improvement in the observable outcomes of learning environments and a reduction in low-level disruption across departments. On a broader scale, my facilitation of the NPQLBC and NPQLTD has empowered middle and senior leaders across the Trust and region to implement high-leverage teacher development strategies. This work has standardised the language of behaviour and developed coaching methodology across multiple schools. Furthermore, my role as a Principal Examiner for the International Baccalaureate has enabled me to influence global pedagogy by co-authoring the 2027 Dance specification and defining international standards for thousands of educators worldwide.

Reflecting on the accreditation process, the primary benefit has been the profound shift in my professional identity. The course and accreditation process encourage you, as a practitioner, to move beyond individual success and focus on the “transfer” of your expertise to others. My key takeaways are focused on the power of evidence-informed practice. I have tried to make all my projects robust and purposeful through grounding all initiatives in tier 1 and tier 2 research, such as EEF guidance, ensuring that my leadership decisions were high-leverage and sustainable. The development of my coaching, mentoring and facilitation skills has also been beneficial. The accreditation has helped me develop a coaching style that utilises active listening and probing questions, empowering colleagues to take ownership of their professional growth rather than relying on directive advice. And finally, the impact of digital Innovation has been impactful. Utilising technology, such as QR-linked video libraries, has helped me bridge the gap between abstract theory and concrete classroom practice for staff school-wide, by effectively modelling strategies and techniques in the classroom.

Insights for Aspirant LPs

For those considering the LP accreditation, it is essential to view your leadership journey as an exercise in “always learning”. The process demands consistent and collaborative reflection on your own practice and the practice of others. My advice is to embrace collaboration and cycles of ‘intent, implementation and impact’, ensuring that any theoretical knowledge you share is followed by practical application and evaluation. Ultimately, the accreditation is a testament to one’s ability to foster a culture of transparency and shared expertise that extends far beyond the four walls of a single classroom. It is a great opportunity to not only improve your own practice but also to inspire a culture of collective responsibility and excellence across your entire professional network.