Leadership magazine March/April 2018 V47 No. 4 | Page 36

Phases of implementation for staff development

HOW TO ENSURE INSTRUCTIONAL CHANGE AND SUSTAIN IMPROVEMENT

Administrators and teachers need time to process professional development . Five phases of implementation can help bridge the gap between a great workshop and the classroom .
36 Leadership
Have you ever been to a great training session and returned to your work to find that the learning is difficult to implement ? As a school administrator , have you ever sent teachers to a conference on a specific strategy that you are trying to implement in your school , only to find yourself saying , “ I sent them to training , but why am I not seeing it in the classroom ?”
A possible answer to these questions is that we expect ourselves and our teachers to jump from hearing the good news in a workshop to refined implementation in the classroom without giving them or ourselves time to process what we have heard thoroughly and concretely .
Here is a concrete system containing five phases of implementation that may help to bridge the gap between a great workshop and the classroom .
Phases of implementation
• Awareness Information given through : 1 . Professional development . 2 . Staff meetings . 3 . Professional readings . 4 . Conferences .
• Organization
1 . Learner recalls what was learned .
2 . Learner reorganizes content according to their own schema or past learning , connecting the learning to their context .
3 . Learner creates a plan to implement the new strategy in their classroom .
• Approximation The learner takes the plan and “ gives it a try ” in their own context .
• Reflection The learner reflects on the following : 1 . Analysis of the match or gap . In other words , did the approximation match the model that was presented in the awareness phase ?
2 . How did the process go ? Did the new strategy go smoothly or were there obvious rough spots that need to be ironed out ? 3 . Did the students learn the content ? 4 . What were the learning outcomes ?
• Refined Implementation
1 . Based on the analysis in the reflection phase , plan for new instruction utilizing the newly adopted strategy . 2 . Teach . 3 . Assess . 4 . Analyze the assessment results . Ask ,
By Sue Kaiser
Phases of implementation for staff development HOW TO ENSURE INSTRUCTIONAL CHANGE AND SUSTAIN IMPROVEMENT Administrators and teachers need time to process professional development. Five phases of implementation can help bridge the gap between a great workshop and the classroom. Have you ever been to a great training session and returned to your work to find that the learning is difficult to imple- ment? As a school administrator, have you ever sent teachers to a conference on a spe- cific strategy that you are trying to imple- ment in your school, only to find yourself saying, “I sent them to training, but why am I not seeing it in the classroom?” A possible answer to these questions is that we expect ourselves and our teachers to jump from hearing the good news in a work- shop to refined implementation in the class- room without giving them or ourselves time to process what we have heard thoroughly and concretely. Here is a concrete system containing five phases of implementation that may help to bridge the gap between a great workshop and the classroom. Phases of implementation • Awareness Information given through: 1. Professional development. 2. Staff meetings. 3. Professional readings. 4. Conferences. • Organization 36 Leadership 1. Learner recalls what was learned. 2. Learner reorganizes content according to their own schema or past learning, con- necting the learning to their context. 3. Learner creates a plan to implement the new strategy ��F�V�"6�77&����( "&����F���F�R�V&�W"F�W2F�R���B( �v�fW2�B�G'�( ���F�V�"�v�6��FW�B�( "&Vf�V7F���F�R�V&�W"&Vf�V7G2��F�Rf����v��s����Ǘ6�2�bF�R�F6��"v����F�W �v�&G2�F�BF�R&����F����F6�F�P���FV�F�Bv2&W6V�FVB��F�Rv&V�W70��6S�"���rF�BF�R&�6W72v��F�BF�R�Wp�7G&FVw�v�6���F�ǒ�"vW&RF�W&R�'f��W0�&�Vv�7�G2F�B�VVBF�&R�&��VB�WC�2�F�BF�R7GVFV�G2�V&�F�R6��FV�C�B�v�BvW&RF�R�V&��r�WF6��W3�( "&Vf��VB���V�V�FF����&6VB��F�R�Ǘ6�2��F�R&Vf�V7F����6R���f�"�Wr��7G'V7F���WF�Ɨ���rF�P��WvǒF�FVB7G&FVw��"�FV6��2�76W72�B��Ǘ�RF�R76W76�V�B&W7V�G2�6���'�7VR��6W