And it’s worked pre-pandemic and since, says its architect Professor David Hopkins, from the University of Greater Manchester, UK.
He was a keynote speaker at a conference held by the Australian Council for Education Research in Melbourne recently.
Refined over almost four decades of rollout in education systems around the world, the Unleashing Greatness approach recognises that education systems and schools exist on a development continuum - moving from poor to fair, fair to good, and good to great.
“I don’t think the idea of a developmental continuum is widely known, but it’s the moral purpose or drive for education,” he says.
A Developmental Approach to School Improvement
The core philosophy behind Unleashing Greatness is that schools need different strategies depending on their stage of development, Hopkins says.
He is the Executive Chair of the International Centre for Educational Leadership at the University of Greater Manchester. He’s also a Professor Emeritus at the Institute of Education, University College London, and the University of Nottingham.
Hopkins says schools in crisis often need a top-down, interventionist approach to stabilise operations and ensure student outcomes are met.
However, as a school improves, the model shifts towards a more autonomous, professionalised teaching environment where educators take greater responsibility for their own development and instructional approaches.
“As a school improves, it should become more autonomous in its work, relying less on prescription and more on the professionalism of its staff,” Hopkins says.
This philosophy contrasts with the increasingly top-down policies being adopted in some Australian jurisdictions, which favour directive teaching methods such as explicit instruction as a one-size-fits-all solution.
The Eight Steps: A Guide, not a Blueprint
A key component of Unleashing Greatness is its eight-step framework, designed to provide schools with a structured yet flexible approach to improvement.
Despite the term steps’, it’s not meant to be followed in a linear pattern, unlike rigid educational blueprints. Instead, schools conduct self-diagnosis to identify their specific areas for growth and prioritise actions accordingly.
One of the most critical elements of the model is what Hopkins refers to as the ‘engine house’ of school improvement - a structured support system that includes instructional rounds, coaching, and peer-led professional development.
This aspect is essential for embedding lasting change and ensuring the ongoing development of teaching staff.
Teacher Collaboration as a Driver of Change
For teachers, the Unleashing Greatness model emphasises peer coaching and structured professional development.
Schools implementing the framework often set up weekly coaching sessions, where teachers observe each other’s practice and discuss their findings in a non-judgmental setting.
Hopkins says the model draws on instructional rounds, inspired by medical training, where groups of teachers collect descriptive, rather than evaluative, data to refine teaching strategies.
One school in England that has implemented the approach calls these structured sessions ‘The Hour of Greatness’. Teachers work in small teams, conduct short, targeted observations, and engage in guided discussions on improving instructional strategies.
“This model helps teachers develop their skills in a way that feels supportive rather than performative, creating a more engaged and confident teaching workforce,” Hopkins says.
Post-COVID Adaptations and Challenges
As education systems worldwide adapt to the post-pandemic landscape, Unleashing Greatness has stood the test of time.
Hopkins acknowledges that COVID-19 exacerbated learning gaps for many students, requiring schools to become more attuned to individual learning needs. While swathes of schools have embraced hybrid and technology-assisted learning, Hopkins maintains that the fundamental principles of good teaching remain consistent, regardless of external disruptions.
However, not all schools have embraced the Unleashing Greatness model. Some schools that begin implementing the approach eventually opt out.
Resistance often stems from weak leadership, lack of tradition in professional development, or discomfort with changing established practices. Some educators initially view the model as extra work, and in cases where principals fail to create the necessary time and support structures, adoption can falter.
Hopkins says: “There’s probably about a 25% to 30% dropout rate in my experience over the years where principals have realised they can’t lead this sort of change.
“If you’re going to do this work seriously, then you inevitably go through an implementation dip because what you’re trying to do is to get people to change their patterns of behaviour.”
“School leadership has to change how it supports and timetables professional development; teachers have to expose their teaching to other colleagues. They need to collaborate more. With any change, there’s a degree of resistance, but that evaporates pretty quickly because of the advantages.”
However, if schools persist, the benefits - greater teacher collaboration, improved student outcomes, and a more engaged learning culture - outweigh the initial hurdles, he says.
“Good teaching looks the same in Santiago, Beijing, Manchester, or wherever. How you adapt school improvement strategies to the context in which you’re working is the skill of school leadership.”
Where to Learn More
For schools and educators looking to learn more about Unleashing Greatness, access can be a challenge.
Unlike widely adopted frameworks backed by government mandates, this model often spreads through professional networks, university partnerships, and regional education leadership initiatives.
Hopkins has worked extensively with schools in Victoria and NSW, where some regional education offices have incorporated elements of the model into leadership programs.
Despite being widely recognised, there is no centralised Australian resource for schools and teachers wanting to explore the framework independently.
While in the UK, Hopkins’ work is linked to higher degrees and leadership training programs, this may not be a viable pathway for Australian teachers already burdened with heavy workloads.
Unleashing Greatness is an enduring school improvement initiative that balances top-down leadership with teacher-led innovation. Its focus on professional collaboration, structured coaching, and ongoing development aligns with global research on effective school transformation.
However, its success depends on strong leadership and a school culture that values deep professional learning - factors that are not always present in every school.
As Australian schools continue to navigate policy changes, post-COVID recovery, and teacher shortages, Unleashing Greatness represents one pathway for those seeking a structured yet flexible approach to long-term school improvement.
