help to develop, improve, and sustain educators competence and confidence to implement effective...
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Core Implementation Components © Fixsen & Blase, 2008 Positive Outcomes for Students Competency Drivers Organization Drivers Leadership Effective Educational Practices How: What: Why: Professional Development/ Professional Learning 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 fidelityTRANSCRIPT
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• 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
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IMPLEMENTATION DRIVERS
Common features of successful supports to help make full and effective use of a wide variety of innovations
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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
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Performance Assessment(Fidelity)
Coaching
Training
Selection Com
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Drive
rs
© Fixsen & Blase, 2008
Implementation Drivers
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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
Implementation Drivers
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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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Performance Assessment(Fidelity)
Coaching
Training
Selection Com
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s
© Fixsen & Blase, 2008
Implementation Drivers
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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
Implementation Drivers
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Performance Assessment(Fidelity)
Coaching
Training
Selection Com
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s
© Fixsen & Blase, 2008
Implementation Drivers
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Training
Purposes • Continue “Buy-in” process
• Knowledge acquisition
• Skill Development
• Form a ‘community’
• Get started…get better
Implementation Drivers
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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
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Performance Assessment(Fidelity)
Coaching
Training
Selection Com
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river
s
© Fixsen & Blase, 2008
Implementation Drivers
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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
Implementation Drivers
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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
Implementation Drivers
Organization Drivers
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Performance Assessment(Fidelity)
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
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Organization Drivers
Implementation Drivers
© Fixsen & Blase, 2008
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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
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System ChangeEXISTING SYSTEM
EFFECTIVE INNOVATIONS
ARE CHANGED TO
FIT THE SYSTEM
EXISTING SYSTEM IS
CHANGED TO SUPPORT
THE EFFECTIVENESS OF
THE INNOVATION
EFFECTIVE INNOVATION
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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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Performance Assessment(Fidelity)
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
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Organization Drivers
Implementation Drivers
© Fixsen & Blase, 2008
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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
Implementation Drivers
Organization Drivers
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Performance Assessment(Fidelity)
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
Com
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Organization Drivers
Implementation Drivers
© Fixsen & Blase, 2008
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Facilitative Administration
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”!!
Implementation Drivers
Organization Drivers
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Performance Assessment(Fidelity)
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
Com
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river
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Organization Drivers
Implementation Drivers
© Fixsen & Blase, 2008
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Systems Intervention
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
Implementation Drivers
Organization Drivers
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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
Organization Drivers
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Drivers Integration with Other Frameworks
Implementation Drivers
Teams • Locus of Responsibility• Monitor Integration
Cycles • Within a Driver• Among Drivers
• Feed Forward• Feedback
Stages • Exploration• Installation• Initial Implementation• Full Implementation
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Performance Assessment(Fidelity)
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
Adaptive
Technical
Integrated & Compensatory
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Organization Drivers
Leadership
Improved educational outcomes
Interventions meet
Implementation
Consistent Use of Educational Innovations
© Fixsen & Blase, 2008
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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