NPQSL Formative assessment task: Supporting the school’s culture through effective modelling and dialogue

Question:

Reflect on how you use modelling and intentional questioning to promote your school’s culture and ethos

One of my key strengths in modelling is leading by example. Whatever task or initiative I want the team to undertake, I make sure I demonstrate it first. I believe that actions speak louder than words, and by showing what is expected, I build clarity and trust. I approach tasks with respect for every colleague, recognising their unique contributions and perspectives. When assigning responsibilities, I ensure there is mutual understanding. I do not impose tasks; instead, I communicate openly and seek agreement. This approach fosters a sense of ownership and responsibility within the group. I encourage collaboration and create a supportive environment where everyone feels valued and heard.

For me, effective modelling is not just about setting expectations but about consistently showing the behaviours and attitudes I hope to see in others. By being approachable, consistent, and respectful, I aim to create a culture where everyone is motivated to give their best. This leads to better teamwork, higher morale, and a shared commitment to our goals. Through modelling, I strive to be a positive influence who inspires others to lead with integrity and mutual respect.

Modelling opportunities – where, when, and why I might model more in the future
As a senior leader, I believe that the entire school environment offers continuous opportunities for modelling. Whether in corridors, classrooms, staff spaces, meeting rooms, playgrounds, or even at reception, every space is an opportunity to demonstrate the school’s values through consistent behaviour and respectful communication. Modelling should not be limited to formal settings — it’s just as important in informal moments.

Whether resolving a conflict among students, supporting a colleague, or guiding members of the facilities team, I aim to act in line with our culture and ethos. By modelling professionalism, empathy, and integrity, I help build strong relationships not only with students and staff but also with parents and other leaders. Frequent, visible modelling across the school helps create a positive, inclusive environment where everyone feels safe, valued, and supported. It also plays a vital role in reducing behavioural issues and promoting a shared culture of respect and responsibility. When leaders consistently demonstrate the behaviour they expect, it fosters a united school community built on trust and mutual support.

Using intentional questions to provide structure to professional dialogues
I use intentional questions effectively to give structure and purpose to professional conversations. They help guide discussions, encourage reflection, and clarify expectations. By asking open-ended, thoughtful questions, I promote deeper thinking and active participation. This approach ensures that dialogue remains focused and constructive. Intentional questioning also fosters mutual understanding, supports collaborative problem-solving, and strengthens professional relationships. My aim is to help create a reflective and solution-oriented culture across the school.

Areas for development
I want to enhance my use of intentional questioning during classroom conflicts involving students with diverse perspectives. These situations require attentive listening, analytical thinking, and fair judgment. My goal is to refine my ability to ask targeted questions that reveal underlying issues, encourage student reflection, and foster accountability. I also aim to strengthen this skill when working with colleagues, particularly when introducing new policies or practices. Some may be reluctant to move away from established approaches. Using intentional questions can help challenge thinking, reduce resistance, and promote openness to new and effective strategies.

Details have been anonymised to protect individuals and institutions while preserving the meaning and quality of the work.