Empowering Value-Aligned Policy Redesign in Schools
EFEC | June 26, 2025 | Shanghai & UK online
Context: A Transformative Leadership Journey
In 2025, Excellence First Enterprise Consultancy (EFEC) launched the “Leading Beyond Boundaries” series in partnership with the Pudong Institute for Educational Research & Development. This five-part programme, co-designed by EFEC Senior Advisor Jeff Greenidge—a leading UK expert in diversity, inclusion, and leadership development and Paul Beashel, EFEC Director for Education Services. Together, they bring a wealth of UK and international leadership experience, with a shared commitment to values-driven, inclusive, and innovative educational practice.
The series supports school leaders in both China and the UK to move beyond efficiency-driven, standardised management, and towards leadership models rooted in values, relationships, and sustainable innovation.
- Session 1 (May 2025) uncovered the “blind spots” of modern education—over-reliance on efficiency, standardisation, and digital systems—and highlighted the importance of teacher autonomy, student wellbeing, and values-driven school culture. Participants explored international case studies and began stakeholder interviews to surface authentic voices within their communities
- Session 2 (May 2025) deepened this work by introducing “relational leadership.” Leaders examined how trust, empathy, and psychological safety can transform school culture. Practical tools such as empathy mapping and “education ecosystem mapping” empowered leaders to diagnose issues not as technical problems, but as relational challenges. Participants shared early school-based experiments, such as “Silent Wednesdays” to reduce administrative overload and foster deeper staff connection
- Session 3: From Listening to Policy Transformation
On June 26, the third session marked a pivotal transition: from listening and relationship-building to designing value-aligned policy change. Led by Paul Beashel and facilitated by Lily Lin, CEO of EFEC, the focus shifted to actionable policy redesign that puts people—not just systems—at the heart of school improvement.
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Highlights from the Session:
Theory U in Practice
Inspired by Otto Scharmer’s Theory U, participants embraced a leadership approach rooted in reflection and purposeful action. The mindset shift: asking “What is this challenge here to teach us?” rather than “How do we fix it quickly?”
A Four-Step Policy Redesign Framework
EFEC introduced a simple yet powerful model to drive value-aligned change:
- Diagnose – Understand stakeholder experience through empathy
- Envision – Reimagine success if starting from scratch
- Align – Ground the solution in educational values and long-term intent
- Plan – Take three actionable steps and mobilise support
Collaborative Innovation Labs
Small groups tackled real-world challenges—from student motivation to teacher wellbeing—using this framework. Each team co-created a draft policy solution and shared it through a rapid showcase, sparking peer-to-peer learning and adaptation.
Beyond the Session: Six Weeks of Action Research
In a standout feature of the programme, leaders now enter a six-week action research phase starting from the new school term in September this year. Each will pilot one policy idea, engage key stakeholders, reflect, and iterate. EFEC supports this process with check-ins, peer WeChat groups, and an optional mid-point video clinic.
Relevance to UK Educators and CPD Leaders
EFEC’s approach, with the combined expertise of Jeff Greenidge in diversity and inclusive leadership and Paul Beashel in education innovation, aligns with the latest evidence on the impact of high-quality professional development (CPD) in the UK. Research from the Education Policy Institute and the Education Endowment Foundation shows that sustained, collaborative CPD—especially when focused on real school challenges and underpinned by evidence-based frameworks—has a significant positive impact on both pupil outcomes and teacher practice. The “Leading Beyond Boundaries” series exemplifies these principles, combining international perspectives with practical, school-based experimentation.
Moreover, the series reflects current trends in UK education, such as the emphasis on curriculum intent, implementation, and impact, and the growing recognition that leadership development must be context-sensitive, relational, and action-oriented.
What’s Next
Session 4, scheduled for early autumn, will see participants return to share their action research stories and collaborate on designing systems to sustain and scale their innovations. As the series progresses, EFEC remains committed to supporting leaders who are ready not just to change policies, but to model a new kind of leadership—one that is collaborative, values-driven, inclusive, and truly transformative. For the UK educators, researchers, and school leaders committed to meaningful innovation: we invite you to follow the journey, contribute your voice, and join us in leading beyond boundaries.