Different roles, one shared aim

The right pathway for the person doing the work.

School improvement needs a shared direction, but it should not flatten leadership, departmental and classroom work into the same workflow.

01 · School leaders

See the whole evidence position

Review school-wide policy and practice, select strategic priorities, commission proportionate work and return to a preserved baseline when new evidence is ready.

Entry point: School workspace
Protected boundary: School findings remain constrained by the evidence the authorised workspace supplies.

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02 · Department leads

Improve practice at subject level

Focus on a department, phase or agreed work area. Build shared plans, resources and review evidence without exposing unrelated school or personal records.

Entry point: Department workspace
Protected boundary: Department evidence does not silently become a judgement about the whole school.

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03 · Teachers

Strengthen teaching without being scored

Privately review a lesson or teaching artefact, identify useful AI literacy opportunities and decide whether to adapt, extend or leave the material unchanged.

Entry point: Private practice review
Protected boundary: A teacher review is developmental material, not calibrated school audit evidence.

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Shared continuity

Work can connect without boundaries disappearing.

Approved leadership and department responses can move into the Library with clear ownership and provenance.

Audit-linked implementation work can move into Progress, where new evidence is compared with the original baseline.

Private teacher reflection stays private unless an authorised person deliberately contributes an appropriate artefact through the governed evidence process.

Follow the complete improvement loop