Help to develop, improve, and sustain educators competence and confidence to implement effective educational practices and supports. Help ensure sustainability

• Help to develop, improve, and sustain educators’ competence and confidence to implement effective educational practices and supports.

• Help ensure sustainability and improvement at the organization and systems level

• Help guide leaders to use the right leadership strategies for the situation

Implementation Drivers

Drivers

IMPLEMENTATION DRIVERS

Common features of successful supports to help make full and effective use of a wide variety of innovations

Core Implementation

Components

© Fixsen & Blase, 2008

Positive Outcomes for Students

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Leadership

Effective Educational Practices

How:

What:

Why:

Professional Development/Professional

Learning

Capacity to provide direction and vision

Staff capacity to support children/families with the selected practices

Institutional capacity to support teachers & staff in implementing practices with fidelity

Performance Assessment(Fidelity)

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Performance Assessment

Purposes

“Are we doing what we said we would do?”Measure fidelityMotivate implementationReinforce staff and build on strengthsInterpretation of Outcome DataFeedback on functioning of

» Recruitment and Selection Practices» Training Programs (pre and in-service)» Supervision and Coaching Systems


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Performance Assessment Challenges

Drivers are ‘in service’ to a defined “it”

• No definition of “it”

• No definition of ‘fidelity’ to the “it”What’s the way forward?

Performance Assessment processes are weak

• Content

• Context

• No Competency indicators What’s the way forward?

Blaming the teacherWhat’s the way forward?


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Selection

Purposes• Select for the “tough to teach traits”

• Screen for pre-requisites

• Set expectations for new hires – use of data, coaching

• Allow for mutual selection

• Improve likelihood of retention after “investment”

• Improve likelihood that training, coaching, and supervision will result in implementation


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Training

Purposes • Continue “Buy-in” process

• Knowledge acquisition

• Skill Development

• Form a ‘community’

• Get started…get better


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Training and CoachingImplementation Drivers

OUTCOMES% of Participants who Demonstrate Knowledge, Demonstrate

New Skills in a Training Setting, and Use new Skills in the Classroom

TRAININGCOMPONENTS

Knowledge SkillDemonstration

Use in theClassroom

Theory and Discussion 10% 5% 0%

..+Demonstration in Training 30% 20% 0%

…+ Practice & Feedback in Training 60% 60% 5%

…+ Coaching in Classroom 95% 95% 95%

—Joyce and Showers, 2002


Coaching

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Coaching

Purposes• Ensures fidelity

• Ensures implementation

• Develops application judgment in their setting

• Provides feedback to selection and training processes

• Grounded in “Best Practices”

• Must include direct observation and feedback


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Organization Drivers

• Change Organizations and Systems

• Create and sustain hospitable organizational and system environments for effective services

• Develop functional data systems that can be used to inform decision-making




Coaching

Training

Selection

Systems Intervention

Facilitative Administration

Decision Support Data System

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© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

All organizations [and systems] are designed, intentionally or unwittingly, to achieve precisely the results they get.“

—R. Spencer DarlingBusiness Expert

Organizational Change

System ChangeEXISTING SYSTEM

EFFECTIVE INNOVATIONS

ARE CHANGED TO

FIT THE SYSTEM

EXISTING SYSTEM IS

CHANGED TO SUPPORT

THE EFFECTIVENESS OF

THE INNOVATION

EFFECTIVE INNOVATION

System ChangeCreating Capacity for Competent Change• New innovations do not fare well in current

organizational structures and systems

• Develop new position descriptions and job functions in State Departments of Education and in Regional and District systems.

“Systems trump programs.”—Patrick McCarthy, Annie E. Casey Foundation


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Decision Support Data Systems

Purposes• Monitor and improve student outcomes through

data-based decisions

• Provide information to assess effectiveness of intervention and prevention practices

• Analyze the relationship of fidelity to outcomes

• Guide further program development Detect discrete issues as well as systemic issues

• Engage in continuous quality improvement Of the Intervention and the Drivers

• Celebrate success

• Be accountable to parents, Board of Education taxpayers, and other funders




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Purposes• Creates an internally hospitable environment for

the new way of work – at the level of the “agency” (e.g. school, District)

• Facilitates the installation, implementation, and improvement of the Drivers for each innovation

• Takes the lead on Systems Interventions

• Looks for ways to make the direct work of practitioners (e.g. teachers, school staff) and administrators more effective and less “burdensome”!!




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Purposes• Identify and “lift up” systemic barriers and

facilitators to the next level to improve support for the new way of work

• Create an externally “hospitable” environment for the new way of work

• Embed facilitators and strengths

• Contribute to cumulative learning in multi-site projects



Big Ideas that Help

• Linked Teaming Structures Linking Communication Protocols (e.g. agenda links,

meetings dedicated to feedback)

• Terms of Reference

• Practice to Policy Feedback surveys and action plans

Organizational Drivers


Drivers Integration with Other Frameworks


Teams • Locus of Responsibility• Monitor Integration

Cycles • Within a Driver• Among Drivers

• Feed Forward• Feedback

Stages • Exploration• Installation• Initial Implementation• Full Implementation


Coaching

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Adaptive

Technical

Integrated & Compensatory

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Leadership

Improved educational outcomes

Interventions meet

Implementation

Consistent Use of Educational Innovations


Integrated and CompensatoryImplementation Drivers

• IntegratedConsistency in philosophy, goals, knowledge and skills across these processes (S/T/C/SE/DSDS/FA/SI)

• Compensatory At the practitioner level At the program level

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Leadership Drivers

Integrated & Compensatory

Documents

Help to develop, improve, and sustain educators competence and confidence to implement effective educational practices and supports. Help ensure sustainability