A (non)comprehensive Guide To Implementing a New Educational Initiative at an International School

Somewhere out there, right now, an admin team is nervously preparing the final touches of their power point demonstration about a new initiative that is going to transform student learning, raise all boats of teachers (who lately have seemed a bit more apathetic than years past) and greatly enhance the ways in which we deeply learn.

You see, there was this PD over the summer that some people were lucky enough to go to, and the presenter said this one thing that really resonated, and oh the workshops were just so cool and invigorating, and, it's hard to explain, but trust, you're going to love these ideas for your classroom too.

Look- PD is awesome. The semi-sarcastic example above isn't meant to insult- it's meant to kind of describe the unfortunate reality of both most PD sessions as well as most things we talk about: you had to be there.

For an international school deliberating over the implementation of a new program or framework— (and for the purpose of this article we'll use 'Understanding by Design' as a working example)--the questions of

what, why, how, and what next--are crucial!

This article will lay out a few researched best practices.

Is there a need for something new?

Determining the issue and whether a novel initiative is suitable resolves half of the problem at hand. In UbD, Wiggins and McTighe describe this phase as the creation of a shared vision on "how the process of implementation unfolds" (2011, p.2).

In most instances of learning initiatives the first step for school administrators is to collect and make sense of different sets of data related to student performance. The illustration shown in the EEF Implementation Process diagram suggests that this approach helps in identifying a key priority which can be changed as it starts with "systematically exploring" the issues that lead to certain problems (EEF, 2019, p.5).

Key data: — what to scrutinize?

Data, the quality of it, the way it's utilized, stored, transferred. Suffice to say every school should invest in the most secure and comprehensive tech eco-system that their budget can afford.

That being said, the concerted and effective collection of data is of course paramount. It is recommended to consult with leading educational data collection and management to see what would serve your school the best.

Bottom Line: Whatever your tech eco-system- dedicate time and resources so that at least most of your faculty, staff and student body know best practices.

The Inevitable SWOT

Undertaking a SWOT analysis is an essential part of launching a new program at any international school.

School officials can obtain necessary information by reviewing the strengths, weaknesses, opportunities, and threats related to this proposed initiative so that informed decisions can be made and strategies developed to make the initiative work best.

What can that look like?

strengths can be based on various school resources like experienced staff or modern facilities;

weakness might include lack of proper financing or conservative organizational culture;

opportunity should focus on growth and positive results without any risks while

threats present themselves as obstacles on our way forward. Consideration of competition from other schools or changes in government regulations or economic challenges — these all could pose threats for the implementation —

As always- bring the right stakeholders to the table. The ones that want to listen and build...

Hypothetical UBD Assessment and First Steps

So for an example, if you were thinking of testing UBD at a high school level- the first steps (justification and the why) have to be steeped in data.

Think, not just test scores; other types of data, classroom assessment information (both formative checks for understanding and summative unit tests), student engagement surveys together with focus groups, graduation rates complemented by college acceptance rates and alumni surveys on preparedness for post-secondary success need also to be considered. The primary aim lies in identifying the specific voids between the school's mission and students' actual learning outcomes.?

For instance, it may come out during analysis that though students excel in assessments aimed at evaluating their level of comprehension regarding basic concepts or knowledge, they are weak when it comes to transferring this understanding into new contexts or thinking critically, let alone applying skills to real-world problems. This kind of data will inform and justify both why and what next.

In addition asking probing questions of the data is essential to properly identify the problem:

Do students struggle in specific content areas or skills to demonstrate deep understanding?

Does the format of assessments privilege factual recall over higher order thinking?

What proportion do unit plans emphasize enduring understandings and essential questions?

How frequently do students participate in authentic performance tasks — such as classroom observations, learning walks and collaborative examination of student work — provide valuable qualitative data that can complement quantitative measures?

By triangulating multiple sources of information, trends can emerge and indicate potential root causes of learning gaps. Data-driven... But not numbers only!

Engagement?

The process of engaging key stakeholders involves school leaders, with a powerful set of data that can create an atmosphere in which urgency is born from the need for change. It's the why it matters portion. It has to resonate. It wants to involve 'painting a picture of how big the challenge really is but also offering hope through success stories of schools and programs defying odds' (2010, p.13).

Opportunities for sharing data and fostering meaningful conversation to build a collective commitment towards improvement are provided through faculty meetings, departmental/grade-level team meetings, and professional development days become crucial.

Some protocols to consider:

- Data Gallery Walk: Display visually charts, graphs, and key data points around the room. Rotate teams to each station for a detailed observation of the displayed data and discussion on its implications.

- Consultancy: Instead of an individualistic approach, a facilitator presents a particular data set to small groups, portraying it as a quandary. The group collectively seeks elucidation through questions, delves into the discussion on root causes and eventually fosters an idea generation session where possible solutions are mulled over; these are later analyzed by the entire faculty.

- Success Analysis: Take note of a "bright spot" case study from a school or program excelling significantly. Members within the staff are expected to pinpoint key contributory elements driving this success and later relate it back to their own operational context — implying potential areas for adaptation.

To ensure stakeholder engagement when making the case for change through the EEF guide, one should go "beyond the headlines and exploring the variation" to "find the quiet trends in the data" (2019, p.15). Disaggregating data by student subgroups allows identification of unseen inequities; this can be illustrated by, say, assessment scores split according to language proficiency or any other differing group criteria that might reveal absence of required support for struggling students.

In addition to involving other stakeholders, students and parents should also be part of the engagement. Through empathy interviews and focus groups: insights on learner experience can be obtained.

How much do students perceive learning to be meaningful, engaging, and relevant? And how much do they feel challenged as learners? What are some of their struggles?

These questions seek to probe the depth of the student experience in education.

Parents' perspectives on where the changes lie in academic programs can be a powerful source of insight. Through engaging with data analysis beyond just the leadership team, school leaders can build a wider coalition around this shared need for change: which can also be ready to embrace new innovative solutions. Unveil Possibilities

Once we have identified and clearly defined what is missing from our learning programs, let us then delve into possible initiatives that could bridge these gaps.

According to EEF (2019, p.12), schools are recommended to "systematically explore programs or practices" that match their unique needs and context— which should be determined based on their specific priorities as well.

Referring back to our hypothetical initiative it could be maintainied that comprehension and capability to transition learning would be greatly aided by the Understanding by Design framework. UbD's three-stage "backward design" process

which aids teachers in:

1. Identifying desired long-term transfer goals and understandings.

2. Figure out what kind of assessment evidence would be acceptable in order to understand the identified results.

3. Develop instructional materials and teaching methods that foster acquisition of the identified results (Wiggins & McTighe, 2011)

On the other hand, UbD is simply one option a school could implement and there are several more depending on the unique context and priorities of the school. Some alternatives may comprise project-based learning, differentiated instruction, standards-based grading among others; but all these should be taken into consideration. The key lies in cast wide nets — not literally, but yes in an evaluative sense — and look at the programs with curious eyes, aiming to discern those practices showing potential for meeting their needs.

When looking at an initiative's suitability as well as its possible impact by what is coming out of it (if implemented) let both evidence from research findings and field experiences speak in unison.

Visit online clearinghouses such as What Works Clearinghouse or Evidence for ESSA which paint pictures (not literally) but do provide an overview based on evidence available about different initiatives.

They're like coming attractions that give you some idea what to expect so that you don't go blindly into new program adoptions. Also reach out to other schools' administrators and teachers who have successfully implemented similar programs to get first-hand information which would be more insightful than any report or publication.

These will help answer questions surrounding potential impact like swarms of bees around hive clusters — what effect has it had on student achievement levels?

How does it support teachers in their daily work?

- In what ways has the project transformed teacher practice? What about student learning?

- What specific frameworks and assistance were required for successful implementation?

- What positive outcomes have emerged? What are some obstacles that have been encountered?

Has the initiative propelled the school's goals forward, or has it done nothing to help them?

With an understanding of the problem and possible solutions, leaders are empowered to make a decision on whether or not to implement a given initiative. In line with Wiggins and McTighe's suggestion, evaluate the "fit and feasibility" within the school setting by looking at factors like how well it aligns to school goals, staff capacity, available resources and stakeholder support (2011, p.18).

When different stakeholders view an initiative through different lenses, it helps in assessing whether the benefits are worth the costs:

The decision to push forward must be data-driven, demonstrate alignment to school priorities and be supported by those willing to participate in implementation efforts.

Making the Argument for Transformation

After a new initiative has been agreed upon by the leadership team, the next important focus is to make sure you look to early adopters and onboarding. But that doesn't come guaranteed. So much of it is about messaging and underpinnings.

"Unless you can make a case so powerful that it cannot be ignored, school leaders must create a common and explicit understanding of what will be expected, supported, and rewarded during the implementation process" (2010, p.13).

Create a captivating reason

The thing is- This is never a cold hearted pursuit. It always stems from a good place. After all we are in the hopeful business of education and young learners. That being said your team has to authentically tug on heart strings from stakeholder groups to help them believe in the vision.

To create purpose and trigger inspiration among all members, anchor the initiative in the mission, values, and aspirations of the school. An elevator pitch that clearly communicates why the change is essential— along with its urgency — should be able to convey key messages. These include:

- Where do we stand now: what particular disparities exist between our goal and actuality? What is the fairness, and moral consequence if we do not take action?

- The destination state: what are our hopes for student education? How would triumph appear if we genuinely abided by our principles? Why this program is the accurate trigger to push us ahead?

The voyage: What can those involved expect as we delve into this novel task? What help will be available to navigate through the transformational journey? How do we measure advancement?

The return: In what way will the student mastery of learning skills change? Who benefits and why is it worth their while, given the advantages that are bound to come from this effort?

Simon Sinek's "Start With Why" model offers a strikingly effective way of structuring a persuasive narrative about change. In engaging others through this approach— communicating the why from the inside out, inspiring action by sharing what and how based on why — leaders are able to reach teachers' core values as educators and show the ripple effect on students' lives. Real-life stories help paint a vivid picture that people can relate to on a human level.

Promote in Diverse Ways

Once the strong why has been established, it is essential for leaders to use different channels to propagate their message.

A diversified communication strategy could involve:

1) Inclusion of the data story and justification for change in the Principal’s address at the beginning of the year, with a focus on making it a more narrative-based account.

2)FAQ document to be released shortly after outlining what this change means for staff and students, as well as what it does not mean.

3)Video interviews so practitioners can share success stories that have come about because they took risks trying something new.

4) Student panels scheduled monthly so that authentic voices around learning needs can be heard by all adults working in the building.

5) Regular updates should begin appearing bi-weekly in newsletters with highlights being shared during staff meetings; spotlights featuring different teachers who are early adopters or examples where we have seen quick wins already should also be included.

To develop a Guiding Coalition

Implementation of any new project is a group task. Being strategic in the appointment of such key teachers who are well respected by all, and constitute a good mix for leadership distribution within the change effort, is necessary for the success of their roles as initiative experts— alongside shaping major decisions with those at the helm and being in charge of staff development activities plus coaching. As Kotter (2012) argues, this team must grow their own capacity as experts on the initiative while they shape decisions with the leadership team, and lead professional development activities and coaching for faculty members.

The composition of the leading coalition should be characterized by those people who have influence and authority across all the school, but it should be widely diversified. The participation of both veteran and new teachers — along with department heads, instructional coaches, and counselors — will ensure that every corner of the school community is involved. E

EF acknowledges that using opinion leaders to garner support is an influential strategy cited in 2019 (p.20). Providing this group with time, support, and training to lead professional development fosters a culture of high expectations— it can bear significant fruit.

Spot Pioneers

It’s rare that everyone in a staff body embraces change at once; rather, schools typically exhibit a bell curve pattern when it comes to readiness for change.

"There are always some enthusiastic early adopters, many more cautious individuals comprising the majority, and only a few outright resisters"—(Rogers 1962)

First of all, stop wasting effort on winning over skeptics during the initial stages.

Instead, focus on supporting those who are willing to participate. Take note of the early adopters, appreciate them, and showcase them as examples that demonstrate the benefits of the new initiative. Members of the guiding coalition can use these individuals to spearhead various activities like demonstrations, workshops, or coaching sessions that help in building peer-to-peer momentum.

Gathering feedback from their efforts and sharing it through testimonials, newsletters, or social media posts helps in creating excitement around the initiative.

In line with what the Gates Foundation observes, "Seeing is believing." Therefore create platforms where these pioneers can share their experiences with colleagues so that impact can be quickly understood leading to buy-in far more effectively than through directives from above. The intention should be to generate a grassroots level of support which makes involvement feel less risky and more imminent for fence-sitters within the organization.

Building staff capacity to implement the new program is where the real work starts, after we've gotten all stakeholders to buy-in. Regardless of whether it's UbD, PBL, or any other program, a common ground of knowledge and skills is what we need to achieve success. Part 3: Developing Common Knowledge and Skills

Explore the Major Concepts

Key to any of this is to have an ever expanding group of faculty and staff who have a strong grasp of the major principles that are at play within this initiative— this understanding needs to be established first before delving into the actual strategies of implementation. It is through interactive educational practices that people can gain a clear perception of concepts.

Here's a few strategies to help facilitate the sharing of ideas during text-based discussions:

1) Assign key readings or videos as pre-work. Lead discussions that enable participants to surface big takeaways and implications from the materials presented.

Ask teams to recount their "aha moments" and burning questions that arose from the discussion. To better understand how the initiative works, look at case studies that depict real-world examples. Identify the interplay among different components showcased in these case studies and how they contribute towards a common goal.

Ensure continual self-evaluation by staff in terms of their comfort levels and any issues that may arise while carrying out surveys or exit tickets which would act as a source for questions. Differentiate support based on individual needs identified through these assessments.

The guide recommended by the EEF advises that training sessions should be structured in a way that allows individuals to reflect on their current beliefs and practices— and challenges them without hostility (2019, p.29).

In order to admit what they do not know yet, staff require psychological safety. The act of slowing down to build a strong conceptual base will, in turn, hasten implementation further along the road.

Live the Journey

Knowing the theory is essential but not enough. Educators need a rich chance to live out the core strategies of the initiative as participants themselves. The steering team may create staff capacity building that takes a stepwise approach from sharing models— through joint analysis— towards co-planned but individually spearheaded actions.

To honor the agency and readiness of teachers, choice and differentiation should be emphasized. Let staff members have a say in how they want to experiment with implementing the core ideas into their specific classroom settings— some might prefer starting with just a single lesson while others could be willing to completely overhaul an entire unit. Encourage those who are early adopters to share their first trials and any takeaway lessons; also foster continuous reflection, dialogue, and alignment both within teams and across different teams.

When teachers feel they are growing in confidence and competence— it is time for them to expand their repertoire through collaborative peer coaching cycles which can be very effective. Partners should collaborate on planning and observing each other's practices during these cycles; instructional coaches can demonstrate the process before gradually handing over control as facilitators, allowing the partners to take ownership of the cycle.

All along, portraying the task as a learning odyssey is primary: As suggested by Fullan and Hargreaves, "Effective change isn't just about executing someone else's script. It's about developing shared meaning and deep, transferable understanding that empowers teachers as co-creators" (2012, p.36).

Leaders need to offer safety and support for the experimentation that can be refined over time. Truly and authentically. Be ahead of as many curves in your learning community as possible.

Supporting Ongoing Implementation

Efective implementation is..ongoing...forever

Sustainability frameworks that can be used to ensure the success of an initiative are highlighted by EEF. https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/implementation

This guide details specific structures, such as continuous targeted professional development, allocated staff collaboration time, and exposure to experts and mentors plus learning-sharing platforms (2019, p.35).

- PLC/Team Time: Establish continuous chances for faculty groups to cooperate on integrating the work into the current timetable. Ensure that it becomes a regular agenda point at grade level and department gatherings. Offer frameworks to lead planning, evaluation analysis, and peer coaching.

- Demonstration Sites: Spot instructional spaces within various content domains and educational tiers where the program is being introduced authentically and effectively. Plan time off for instructors to witness their peers in action through observational strolls, lab sites or lesson study sessions.

- Enhance support during implementation: Add new personnel to the team who will be responsible for providing support exclusively during the implementation period on either a full-time or part-time basis. These could include instructional coaches, teacher leaders, or content specialists who will offer guidance that is directly applicable to their job roles. Using external consultants can also serve as an added capacity.

- Create a centralized digital repository: Develop an online platform that serves as a central location where staff can easily find all necessary materials related to training— such as sample units and lessons, guides with detailed procedures, templates for planning activities and answers to frequently asked questions. Encourage teachers to share their own examples on this platform so that it can grow into a resource that benefits everyone within the organization.

Investment in time, staffing and budget for support structures is important.

"Training alone is never enough. A comprehensive system of job-embedded supports is essential to transfer learning into practice" (2010, p.31) — sustaining implementation as an institutional priority". (Gates 2010)

Schools need to adopt a continuous improvement cycle approach towards the implementation journey as opposed to treating it as a linear event. The EEF recommends schools to adopt a learning mindset by trying out approaches and later measuring progress based on data and feedback plus refining strategies (2019, p.36).

Some Suggestions to That End

- To be able to implement the key "look-fors" in practice, consider using a rubric that you will either develop or adopt. Use this rubric for self-assessment, peer coaching, and administrative walkthroughs. Through analysis of trends, be able to determine your strengths and areas where growth is needed.

- On a regular basis, review formative data regarding student learning and engagement which will enable you to evaluate the impact of implementation. In PLCs use data protocols to identify bright spots and areas for instructional adjustments through short-cycle data routines. These should thus guide your actions as an institution on curriculum transaction so as to enhance learning outcomes.

- Fidelity vs. Adaptation: It is important to clearly communicate the components of the program that are considered "tight" and should be implemented consistently throughout the school vs. those that are "loose" and can be adapted by individual teachers based on their own situations. Seeking feedback on striking a balance between these dual concepts.

- Staff and Student Surveys: In order to gain insights into the effectiveness of the program, it is essential to collect annual feedback from both teachers and students regarding their experiences with the program. This feedback should be carefully analyzed so as to be able to identify areas where changes are needed; this could inform program shifts as well as priorities for professional development.

- Make a point to take some time off each year and dedicate it entirely as a full staff. This is for you to be able to see the general condition of the program’s implementation health. To this end, acknowledge your successes, consider the challenges you faced, and outline the strategic changes that you will implement in the coming year.

By embedding these structural elements that promote continuous improvement within the very fabric of the institution's identity, those at the helm ensure that steering implementation becomes an ongoing journey where all collectively learn along the way.

Preserving and Propagating Prosperity (that's alot of p's)

The introduction of a new initiative shouldn't just be marked as an event but looked upon as a process ongoing in nature. In order to keep alive the early impetus and make successful areas reach every corner of the school with support needing sustained attention from leadership, some strategies have been laid out. These include celebrating victories; increasing teacher influence; preparing for staff exits; using this effort as a precursor for more systemic modifications.

Emphasize and Display Success Stories

It is important to regularly highlight examples of the positive effect of the effort in order to create motivation as well as attract more support over time. Fullan (2004) states that "Celebrating small wins along the way is critical to build confidence that the hard work of change is worth it." Leaders should take active measures to seek out and propagate best practices:

- Setting up an area for student work and lesson artifacts in the school hallway or staff lounge can allow you to display your achievements prominently. This will help other members of the school community to see what you have accomplished and learn from it. Make sure to regularly change the work on display so that new examples are always being showcased.

- When using school newsletters or the website, create a specific section that will be used every time these publications are made available internally or externally. Share positive outcomes and successes that have resulted from the initiative through this channel. Ensure photos, quotes, and data are included in these communications so that others can easily relate to the information being shared.

Make it a point to create space for success stories or 'aha moments' at each staff meeting related to the initiative— invite teachers and even students to share their reflections. Identify successful teachers to lead workshops for their colleagues on strategies that work, making it a sign-up menu so that interested teachers can choose from various options.

Develop a collection of short video interviews featuring teachers and students sharing their reflections on experiences and personal growth— compile an uplifting montage to broadcast throughout the entire school.?

The primary objective is to elevate the visibility and perceived value of this initiative as a resource for fostering professionalism and efficacy. Exposing achievements in such a manner that highlights positivity can only result in further accomplishments.

The work of being led by a small guiding coalition is not sustainable for long term. It is highly important that we intentionally develop a larger number of teacher leaders, which is critical for the expansion and continuity of the work. Instead of starting from scratch, the school can recognize its successful areas and extract the essence to discover who among its staff could be part of the new generation:

- Apprenticeship Roles: Forge paths for leadership-hopefuls to adopt pseudo-administrative positions — that revolve around backing the endeavor — like peer coach or data analyst or community liaison. Provision of training and mentor support.

- Initiative Ambassadors: Discover educators who can stand as role models and advocates for the program among other institutions and even outside the school community. Take them through district or regional policy forums and professional conferences to widen reach.

- For Differentiated Pathways: Design a choice of routes for teachers to enhance their leadership skills in fields they are passionate about— this can include leading Professional Learning Communities (PLCs), undertaking action research projects, or piloting curriculum innovations among others. Ensure that acknowledgment and reward are commensurate with additional duties assumed.

- Create an Alumni Advisory Group: Call upon a group of ex-teacher leaders to act as an advisory body that guides the implementation process and coaches new leaders. Recognize and respect their wealth of experience and knowledge.

Developing fresh leadership from inside the system guarantees that even if particular champions are lost, the effort will still continue to sustain. Heroes are not what capacity relies on; capacity becomes part of culture in a school.

Transition Planning for Sustainability?

Despite having strong systems and shared leadership, staff turnover will always take place in any organization. To ensure transitions are well taken care of is to protect the long term sustainability of an initiative— which should be seen as a top priority during the planning stage.

The establishment of alignment: it is recommended to give the top priority in job descriptions, interview queries, and selection prerequisites for the recruits to the fundamental principles and practices of the endeavor. Look for individuals whose mindsets and past experiences resonate with the task at hand.

Introducing new staff members: develop an elaborate onboarding system that enlightens newcomers on the purpose plus processes (what, why, how) of initiative. Also assign them a senior mentor who will provide continuous guidance— do not expect them to grasp all expectations by simply being present in induction programs.

Document the essential components and processes of the initiative in a staff handbook, curriculum guides, and training modules to codify institutional memory so it doesn't leave with individuals. Succession Planning can be achieved by anticipating vacancies in key implementation roles and proactively identifying, training up, and transitioning responsibilities to the next generation of leaders — ensuring multiple staff members are capable of stepping up.

In relation to Family Engagement, work to create understanding and support with parents and local community partners. Share the model firsthand through classroom visits, exhibitions, and town hall meetings so that those participating become advocates with knowledge. Through weaving the work deeply into the school's fabric—structures, culture, and partnerships—leaders can ensure that this initiative will stay even when everything else changes.

The possibility of a single bold move driving systemic change presents a powerful leverage point that could trigger a complete re-imagination of the school's approach to teaching and learning. Mehta and Fine (2019) make the case in their study on "deeper learning" that adoption of such high-potential new practices typically calls for a total overhaul of co-supporting systems that impact learner experience—think curriculum, assessment, scheduling, and so forth. In other words, leaders should ride on the wave generated by implementation efforts to bring into focus these interrelated — yet often ignored — structural adjustments:

- Competency-Based Progressions: Investigate adjustments in grading, promotion and graduation strategies that can better correspond with the focus of mastery instead of seat time. Think about innovative ways where students can move forward based on what they have shown they are proficient in.

- Interdisciplinary Connections: Seek out possibilities for weaving together projects from different disciplines as well as performance assessments that can draw out the key principles of the initiative across all content areas. Adapt your timetables and staff organization so that there is more collaboration in planning and co-teaching among teachers who come from different subject areas.

Explore community-based learning and seek innovative ways to foster the initiative beyond the confinements of the school by collaborating with local business enterprises, universities or other organizations within reach. Establish situations where students can apply their learnt skills in real-world scenarios.

Think about whether the programs offered in your school are aligned with this program's goals, and how suitable they are for all learners. Consider creating new paths that cater to different learning needs such as thematic academies or early college models, which will increase student choice and opportunity.

When you look at the broader perspective, the school has an opportunity to place this effort not as just another standalone reform but a significant part of a vision that paves the way for student success in the future. The question "what else needs to change?" doesn't just seek additional adjustments but rather triggers transformative possibilities.

Launching an educational initiative is a big job for any school, and doing it effectively requires more than just good intentions. It demands careful planning and the development of skills — all done consistently — with a commitment to always do better. But when we make sure that we take care of business along the way, from getting data that helps us see what needs changing to ensuring that everybody who should care does indeed care and on to supporting teachers and periodically checking how far we have gone, then we are able to create an environment where such an initiative can grow and thrive.

If nothing else...

- Start by getting enough information about why there is a need for change

- Ensure you make the 'why' as interesting as possible so that it resonates well with your school’s mission

- Make sure you get support from key individuals who can help drive this change

- Create opportunities where staff can learn both conceptually and practically

- Don’t forget coaching collaboration: make sure these are part of your routine celebration efforts in order to keep this work alive.

-Refine, Invent, Destroy, Create, Repeat, Refine, (you get the picture)

Works Cited:

Fullan, M. (2004). Leading in a culture of change. Jossey-Bass.?

Fullan, M. & Hargreaves, A. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.

Gates Foundation. (2010). This school works for me: Creating choices to boost achievement. https://docs.gatesfoundation.org/documents/school-works-for-me-implementation-guide.pdf ?

Hall, G. & Hord, S. (2006). Implementing change: Patterns, principles, and potholes. Pearson.

Kotter, J. (2012). Leading change. Harvard Business Review Press.?

Mehta, J. & Fine, S. (2019). In search of deeper learning: The quest to remake the American high school. Harvard University Press.

Rogers, E. (1962). Diffusion of innovations. Free Press.

Sinek, S. (2009). Start with why: How great leaders inspire everyone to take action. Penguin.

The Education Endowment Foundation (2019). Putting evidence to work: A school's guide to implementation. https://educationendowmentfoundation.org.uk/public/files/Publications/Implementation/EEF_Implementation_Guidance_Report_2019.pdf

Wiggins, G., & McTighe, J. (2011). The Understanding by Design guide to creating high-quality units. ASCD.