School leaders’ reflections on their experiences with FLN programs
How do school leaders feel about FLN interventions - and what is their typical role in them? We interviewed 25 school leaders from a mix of public and low-fee private schools in India, Kenya, and Uganda, to find out. 

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School leaders are often left out of FLN programs taking place at their schools.

• 68% of school leaders we talked to were not included in the start of the FLN program. 

• 72% of school leaders did not fully understand why and how the program was happening when it started at their school.

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School leaders want to be properly included in FLN interventions happening in their schools, so they can support them better. 

• 72% of school leaders said they needed to understand the fundamentals of FLN (why it’s important, what to teach, and how to teach) to support teachers effectively. As one school leader puts it, ‘If one doesn’t understand the ideal ratio of ingredients in a dish, you tend to believe that any dish with different proportions is the best one. How will I know what to monitor and look out for if I don’t know the details of the program intervention?’ 

• 60% of school leaders considered it part of their responsibility to support teachers to implement the program effectively. Even more school leaders might assume responsibility for FLN programs if they knew more about them.

• Almost all school leaders we spoke with appreciated the FLN interventions' efforts and their positive impact on student performance. They highlighted two things that matter for the success of an FLN intervention. 

• 64% of school leaders discussed the importance of creating a positive school culture that appreciates progress and supports teachers and students to achieve their goals. 

• 60% of school leaders felt engaging and working in partnership with families was important to improve foundational learning. 
   

However, our interviewees spoke extensively about the lack of specific guidance for school leaders on supporting FLN programs and navigating challenges with them.
  Specifically, they report challenges such as 

• Finding enough instructional time for foundational learning

• Managing teachers and resources 

• Helping teachers understand and accept the program 

• Knowing what to look for during classroom observations to support teacher development

• Keeping the school team motivated and creating a sense of partnership with families 

• Sustaining changes after the program intervention is over
   

There is great potential for school leaders to support the improvement of FLN. Engaging school leaders actively and directly throughout the program can deepen the commitment needed to ensure teachers implement the program effectively. Our interviews revealed how little school leaders felt involved in FLN efforts and how much they value being consulted and involved from the start. School leaders need accessible, specific, and practical guidance on supporting FLN programs. We’ve tried to address this need with Lead FLN. 
 

We are grateful to the school leaders and partner organizations who participated in this process and shared their valuable insights and experiences.