This month, the UKSSN explores how schools can embed continuous improvement into their climate action efforts, using the PDCA cycle to create sustainable frameworks that drive meaningful impact
As we come to the end of our current series of leadership articles on sustainability in schools, it feels appropriate to focus on continuous improvement. Embedding continuous improvement in climate action is essential to ensure that initiatives are not only implemented but also refined and sustained over time. The ‘Plan, Do, Check, Act (PDCA) cycle’ serves as a useful framework for guiding the improvement process as schools write and develop their Climate Action Plans.
Plan: Setting Clear Goals and Strategies
Planning: Where schools define their climate action goals and strategies within their CAP.
Planning involves assessing the current state of climate-related practices, identifying areas for improvement and setting measurable ‘SMART’ objectives. It is crucial to involve a range of stakeholders, as a collaborative approach helps ensure the plan reflects diverse perspectives and gains wider support. Additionally, schools should establish a clear timeline for implementation, assign responsibilities and allocate resources effectively.
Do: Implementation
Implementation: Putting the strategies in the CAP into action, depends on effective communication, ensuring that everyone involved understands their roles and responsibilities.
During implementation, schools should encourage innovation and flexibility, allowing teachers and students to experiment with new ideas and approaches. These not only contribute to climate action but also help engage students and the school community in meaningful learning experiences.
Check: Monitoring and Evaluation
Monitoring and evaluating: The effectiveness of the CAP. Schools need to assess whether they are on track to meet their climate action goals and identify any areas that need adaptation.
Monitoring involves the regular collection and analysis of data related to the specific objectives set in the planning phase. For example, energy and water usage, waste generation, or additional space set aside for biodiversity. Evaluation data provides quantitative insight into the progress and helps identify any barriers to success.
Evaluation should also include qualitative feedback from stakeholders, which can highlight unforeseen challenges and new opportunities.
Act: Adjusting and Scaling Success
Making adjustments: Based on the findings from step three monitoring and evaluation, might include refining existing strategies, addressing any shortcomings, or scaling up successful initiatives.
“The only real mistake is the one from which we learn nothing.” – Henry Ford
Continuous improvement requires a willingness to adapt and evolve. For example, if a school’s energy-saving initiatives are not yielding the expected results, they might revisit their strategies, such as improving communication about energy-saving practices or investing in more efficient technologies. Conversely, if a particular programme is proving successful, the school might choose to ‘double-down’ and involve more stakeholders or share the model with other schools.
Governance and Accountability
Strong governance and clear accountability frameworks are essential for the success of continuous improvement in climate action. Schools should establish dedicated teams from a variety of stakeholder groups, with responsibility for overseeing climate initiatives, ensuring that they align with the school’s overall vision and goals. Regular meetings and reporting mechanisms help maintain momentum and ensure that everyone remains accountable for their roles in the process.
Moreover, schools should ensure transparency in their climate action efforts, regularly communicating progress to the wider school community, helping to maintain engagement and support from all stakeholders.
Continuous Professional Development (CPD)
CPD is crucial for equipping school teams with the knowledge and skills necessary to lead, support and engage with climate action. As climate science and sustainability practices evolve, teachers and support teams must stay informed about the latest developments and pedagogical approaches. Teachers should be encouraged to collaborate and share best practices, creating a culture of continuous learning and improvement.
Professional networks, such as UKSSN, Lets Go Zero and the STEM Climate Ambassador scheme play a vital role in supporting continuous learning and improvement. By connecting with external organisations, schools can enhance their own initiatives and access resources, expertise, information about national and global climate action trends, initiatives and best practices, often at no cost. They provide access to resources, training opportunities and platforms for sharing successful strategies with other schools.
Succession Planning
Some climate actions will take years to come to fruition, so it is important to plan for changes in personnel with succession planning. Embedding climate action into the school’s culture and long-term strategic plans, schools can ensure that their efforts continue to grow and evolve, regardless of personnel changes.
Sustainability in schools does not have a destination but is an ongoing, dynamic process. Continuous improvement, a concept borrowed from the business world, is essential for sustaining momentum and ensuring long-term success. For school leaders, adopting a continuous improvement mindset means embracing a culture of reflection, evaluation and innovation. By employing the PDCA cycle schools and trusts can create sustainable and impactful climate action frameworks that contribute to a healthier planet and empower students with the knowledge and skills to be responsible stewards of the environment.
To find out more about how the UKSSN could benefit your school, please contact them in one of the following ways:
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