c. Implementation-Issues and Suggestions.

In this section indicate the dimensions of educational change you consider to be most important to address when it comes to the successful implementation of IE in schools/districts. o Why is implementation unsuccessful in some contexts? o Suggest some ways to facilitate implementation or identify strategies for successful implementation of IE. o Readings GUIDING QUESTIONS What is most important to address when it comes to Why is implementation unsuccessful in some Suggest some ways to facilitate implementation or the successful implementation of IE in contexts? identify strategies for successful implementation of IE. schools/districts. Coming to understand a program's quality requires sustained Ch 12 Too heavy a role of the teacher Provide a variety of conceptualizations of IE or the role attention from an array of vantage points, analysis more (Eisner and responsibility of the teacher complex and contextual than can be anticipated by prescriptive again) procedures. P. 170 Representation of a program requires
portrayal of subtle nuances and multiple lines of perspective. Qualitative evaluators have responded to these challenges with stakeholder-oriented approaches which prioritize variety in viewpoints. These approaches also offer a variety of conceptualizations p. 170

What is most important to address when it comes to the successful implementation of IE in schools/districts. Maubry
Accept that change is a necessary part of education and educational practice. Acceptance and emphasis on qualitative data collection over quantitative methods. Acceptance of ambiguity in the report and unresolved complexity of the situation p. 178 feasibility and accuracy, Propriety: who owns this data? Whos principles is it

Why is implementation unsuccessful in some contexts?

Qualitative data are sometimes relegated to secondary status in other ways as well: considered merely exploratory preparation for subsequent quantitative efforts; mined for quantifiable indications of frequency, distribution, and magnitude of specified program aspects; neglected as inaggregable or impenetrably diverse and ambiguous, helpful only in providing a colorful vignette or quotation or two. Such dismissiveness demonstrates that problematic' aspects remain regarding how qualitative data are construed, collected, interpreted, and reported. P.169 The problem lies in the method of data collection. If we are relying on qualitative data collection, we are looking

Suggest some ways to facilitate implementation or identify strategies for successful implementation of IE.
Provide a disclaimer such as this one: qualitative
methodologists do not seek to discover, measure, and judge programs as objects. They - we - do not believe objectivity is possible. To recognize the program or its aspects, even to notice them, is a subjective act filtered through prior experience and personal perspective and values. We do not believe a program is an entity which exists outside human perception, awaiting our yardsticks. Rather, we think it a complex creation, not static but continuously cocreated by human perceptions and actions p. 169 must accept that the teacher is the researcher/collector of data on the issue of education as the child understands it. If we accept this then the teacher accepts the role associated with data collection. P, 176

espousing? P179 Utility: Are reports too long to be read, much less used? Is

at the extent to which the teacher-evaluator can realistically perform these functions: The issues are: feasibility, accuracy, propriety, and utility p. 176 Time for the collection and interpretation of voluminous datasets, time for the emergence of issues and findings, time for validation and interpretation, time for creation of experiential and multivocal reports - time is needed at every stage of qualitative inquiry, time that is often painfully constrained by contractual timelines and resources. The methodological expertise needed for each stage of a qualitative evaluation is not generously distributed within the population, and training and experience take even more time. Identification, preparation, and coordination of a cadre of data collectors may strain evaluation resources. Substantive expertise, also needed, often requires further expansion and resources. One may well ask whether qualitative work can be done well, whether it can be done in a timely manner, whether it can be done at all under ordinary evaluation circumstances. P.176

it possible to ensure accurate, useful representation of diverse interests? Can reports be prepared in time to support program decisions and actions? Are they credible enough for confident, responsible use? At least for smallscale educational evaluations, qualitative work has been described as more useful than quantitative to program operators (Rossi, 1994)5 but, unsurprisingly, some quantitative practitioners hold that the "utility is extremely limited for my setting and the credibility of its findings is too vulnerable" (Hedrick, 1994, p. 50, referring to Guba & Lincoln, 1989). P.180

But with that role there comes some level of acceptance that the teacher researcher has to accept bias and interpretation to do their job well. Education is fluid and seamless, that has to allow for transformations that result from the data or classroom situation at hand. (learned from p. 176) Researcher-teacher must accept and respect the individual knowledge and experience of each learner p. 180 Sort of accept the product of students as works of art that should be respected and valued in its own right p. 181 on Surrealism quote.

What is most important to address when it comes to the successful implementation of IE in schools/districts. Miller

Why is implementation unsuccessful in some contexts?

Suggest some ways to facilitate implementation or identify strategies for successful implementation of IE.

What is most important to address when it comes to the successful implementation of IE in schools/districts. Young
In developing rubrics and criteria, teachers must believe in the premise that we are not assessing the creativity of the student or the product, but student use of imagination and creative thinking in solving problems, creating an artistic product, or producing an imaginative performance. Teachers must also base the criteria they use to measure imagination and the creative process on sound theory and not items arbitrarily listed on ready-made rubrics. P. 75 Is a Rubric Necessary? Teachers may assume the assignment is clear, but unless the students fully understand the purpose of the assignment, the role that imagination and creativity play in the process, and the learning goals/objectives that the project will meet, confusion can be the result. The purpose of using a rubric and criteria is not to put imagination and creativity in a box but to create a framework so that students and teachers can discuss, explore, and discover the limitless possibilities inherent in creatively imagining. The paradoxical nature of using rubrics to assess that which is admittedly often not assessable speaks to the complexity of the teaching/learning experience. P. 76 Effective rubrics based on quality criteria can prevent a downward spiral into busy work and crafty ideas. We can design solid assignments that address real imaginative and creative thinking, allowing the students to explore concepts beyond the standard level, moving them to develop the abilities and skills we want them to take into the real world. p. 76

Why is implementation unsuccessful in some contexts?

Measuring creativity in student work is a stumbling block for many teachers. While scoring rubrics have become a standard assessment tool for grading student projects, clearly articulated criteria for imagination or creativity remain elusive. P. 74 rubrics dont assess the growth just the final product In addition, creativity can be developed and assessed, but students are usually hesitant to employ creativity for fear of rejection. Simply telling students to be creative may result in their being more creative if they know they will be rewarded and not punished through a lower grade (OHara and Sternberg 198). By providing students with clear criteria for creativity in their writing or other performance tasks,teachers can guide and improve students ability to imagine and create. Instead of limiting creativity, positive assessment in an accepting environment can develop student creativity. P. 75 In the case of rubrics designed to assess the use of imagination or creativity, Kohns warnings must be carefully heeded to avoid the unthinkable: standardizing imagination. Focus should not be on grading the product, but giving wings to the creative process. P.77 Ready-made, generic rubrics present additional problems. Even in situations where standard rubrics are accepted or mandated by some states, generic rubrics do not accurately reflect the unique

Suggest some ways to facilitate implementation or identify strategies for successful implementation of IE.
Same as column 1: In developing rubrics and criteria, teachers must believe in the premise that we are not assessing the creativity of the student or the product, but student use of imagination and creative thinking in solving problems, creating an artistic product, or producing an imaginative performance. Teachers must also base the criteria they use to measure imagination and the creative process on sound theory and not items arbitrarily listed on ready-made rubrics. P. 75 Sternberg and his colleagues developed the investment theory of creativity, demonstrating that creativity in thinking can be taught and assessed in the classroom (Wisdom). In later work, Sternberg (Nature) identifies six creative resources that individuals choose to use to be creative thinkers: intellectual abilities, knowledge, styles of thinking, personality, motivation, and environment (8890). Understanding these components is the starting point for creating criteria that enhance development of creativity in student work. P. 75

see list on p. 76 for these creative resources

In developing criteria to measure creativity or imagination in student work, we must not rate the creative level of the student or the product, but the evidence of students use of creative thinking and skills. Clear criteria for creative thinking in the process can teach students how to be creative and can develop creativity by increasing the rewards and decreasing the costs (Sternberg, Nature 97). The first step in developing the criteria is to select the elements that best fi t learning outcomes for the specific assignment. P.77 The rubric was used to document and assess student growth in

Teachers should give personal feedback throughout the

process. But rubrics should never become mere check boxes intended to expedite in-process feedback or final assessment, curtailing more specific and useful responses from the teacher. Instead, a well-crafted rubric can serve as a heuristic to guide students in their imaginative exploration and teachers in their growing understanding of individual students and their needs p. 77

writing prompt developed by the classroom teacher or the creative process and use of imagination by the students for that specific assignment. P. 77

creative thinking, not to assign a grade for creativity. Using the six resources outlined by Sternberg, the teacher developed criteria to serve as a guide for students in developing their ability to think creatively See rubric on p. 78

What is most important to address when it comes to the successful implementation of IE in schools/districts. Claudia Cuttress, Michael Fullan and Ann Kilcher, 8 Forces for Leaders of Change
The article makes a case for something called, Change Knowledge which is the understanding and insight about the process of change and the key drivers that make for successful change in practice. P. 54 there are 8 drivers for change that is lasting: 1. Engaging peoples moral purposes Moral purpose in educational change is about improving society through improving educational systems and thus the learning of all citizens. P.54. raising the bar 2. Building capacity which involves policies, strategies, resources, and actions designed to increase people's collective power to move the system forward (schools, districts, states). P. 55
A collective phenomenon where whole systems must increase their capacity as groups ppl need to learn how to work together in new ways

Why is implementation unsuccessful in some contexts?

Suggest some ways to facilitate implementation or identify strategies for successful implementation of IE.

Implementation of a program is unsuccessful when the moral purpose is not clear, front and center.

Make morals and goals clear up front in language that is easy to understand. Avoid jargon and edu-speak, buzz words and catch phrases that are ambiguous and dont speak to any specific change.
Building capacity involves developing new knowledge, skills, and competencies; new resources (time, ideas, materials); and new shared identity and motivation to work together for greater change. P.56 In IEs case, were not building new competencies but rather ones that transcend time. I almost dont like the 21st century learner slant this has where we are talking new skills and resources.

The physical infrastructure and support mechanisms are not in place. Not enough training and support given the odd in-service or pro-d.
teachers and principals must develop new skills and increased commitment in the face of inevitable obstacles p.55 Front end-training is insufficient p. 55 Making change work requires the energy, ideas, commitment, and ownership of all those implementing improvements. The urgency of many problems, however, does not allow for long-term "ownership development." (In fact, more leisurely strategies do not produce greater ownership anyway.) p.55 Ownership is not something available at the beginning of the

3. Understanding the change process ..it requires leaders to take into account fators that they would rather not have to stop and deal with. P. 55

The change process is about establishing the condition for continuous improvement in order to persist and overcome inevitable barriers to reform. It is about innovativeness, not just innovation. P. 55 its about innovativeness not just innovation

change process, but something that is created through a quality change process p. 55

4.

Developing cultures for learning

Lack of professional learning communities

Jeffrey Pfeffer and Robert Sutton from Harvard Business Schoolwe should embed more of the process of acquiring new knowledge in the actual doing of the task and less in formal training programs that are frequently ineffective (p. 27) on p. 57 Teachers work in isolation

Developing a culture for learning involves a set of strategies designed for people to learn from each other (the knowledge dimension) and become collectivelycommitted to improvement (the affective dimension). P. 55

Development of learning communities in order to learn through peers. Need learning communities to then translate into effective learners in the classroom.
powerful new strategy is evolving which we call "lateral capacity building," involving strategies in which schools and communities learn from each other within a given district or region and beyond. Learning from others widens the pool of ideas and also enhances a greater "wewe" identity beyond one school (Pullan, 2005). P. 56 Accessing/gathering data on student learning; Disaggregating data for more detailed understanding Developing action plans based on the previous two points in order to make improvements; and Being able to articulate and discuss performance with parents and external groups.

5. Developing cultures of evaluation Assessment for learning not just of learning Sharing best solutions

Evaluation mechanisms arent clear and the rationale is also unclear

6.

Focusing on leadership for change

knowing what kind of leadership is best for leading productive change. High-flying, charismatic leaders look like powerful change agents but are actually bad for business because too much revolves around the individuals themselves. P.57

It cant be associated with a charismatic leader because then it becomes all about them and not the program that is being installed

Leadership must be spread throughout the organization Ppl committed to building enduring greatness in the organization, rather than focusing on short term goals p. 57 Foster success in others leaders who represent innovativeness the capacity to develop leadership in others on an ongoing basis

7. Fostering coherence making alignment, connecting the dots, ,being clear about how the big picture fits together. Above all, coherence making involves investing in capacity building so that cultures of learning and evaluation through the proliferation of leadership can create their own coherence on the ground. P.57 8. Cultivating trilevel development change individuals, but also to change contexts. We need to develop better individuals while we simultaneously develop better organizations and systems. Such work is easier said than done and involves what we have recently called developing system thinkers in action" (Fullan,2005) p.57.

overload and fragmentation

Not just about changing individuals but rather changing the system at the same time.

We need to change systems at the same time. To change individuals and systems simultaneously, we must provide more "learning in context" - that is, learning in the actual situations we want to change. P.58

What is most important to address when it comes to the successful implementation of IE in schools/districts. Michael Fullan, Matthew Miles, Getting Reform Right: What Works & What Doesnt
We also believe that serious education reform will never be achieved until there is a significant increase in the number of people - leaders and other participants alike - who have come to internalize and habitually act on basic knowledge of how successful change takes place. Reformers talk of the need for deeper, second order changes in the structures and cultures of schools, rather than superficial first-order changes.) p.745

Why is implementation unsuccessful in some contexts?

WHY REFORM FAILS

Suggest some ways to facilitate implementation or identify strategies for successful implementation of IE. 1. Changing is learning loaded with uncertainty Must accept that it is a learning process Even well-developed innovations represent new meaning
and new learning for those who encounter them initially and require time to assimilate them. P.749 More complex reforms, such as restructuring, represent even greater uncertainty: first, because more is being attempted; second, because the solution is not known in advance. In short, anxiety, difficulties, and uncertainty are intrinsic to all successful change. P. 749\ Must take ownership of the change which comes through learning The first proposition for success, then, is to understand that all change involves learning and that all learning involves coming to understand and to be good at something new. Thus conditions that support learning must be part and parcel of any change effort. P. 749 reforms that aim at restructuring are so multifaceted and complex that solutions for any particular setting cannot be known in advance. P. 747 must accept that change is a guided journey

Schools and districts are overloaded with problems - and, ironically, with solutions that don't work. Thus things get worse instead of better. Even our rare success stories appear as isolated pockets of excellence and are as likely to atrophy as to prosper over time. We get glimpses of the power of change, but we have little confidence that we know how to harness forces for continuous improvement. The problem is not really lack of innovation, but the enormous overload of fragmented, uncoordinated, and ephemeral attempts at change. P.745 7 reasons: 1. Faculty maps fail 2. Map doesnt accurately represent the territory (the readings put in a list of self-defeating phrases or outs everyone has when a change principle is proposed to them) Some maps are in conflict with other colleagues Some map are contradicted with empirical evidence Concept problems Solutions arent easy or even known hyperrationalization of reform Education is a complex system and reform is even more complex Change has to occur at the first order (curriculum, school organization, student services etc..) and second level (teacher-student relationships, values & expectations) and all are complex in and of itself p.746 Some change requires knowledge and skill that have never been demonstrated before

2. 3. 4. 5. 6. 7.

Change is a journey, not a blue print Problems are our friends Change is resource-hungry Change requires the power to manage it Change is systemic All large-scale change is implemented locally

 3.

4.

we need a different map for solving complex rather than simple problems Symbols over substance Education reform is as much a political as an educational process, and it has both negative and positive aspects p. 746 Political time lines are at variance with the time lines for education reform. This difference often results in vague goals, unrealistic schedules, a preoccupation with symbols of reform (new legislation, task forces, commissions, and the like), and shifting priorities as political pressures ebb and flow. P.746 They serve to crystallize images and to attract and generate political power and financial resources. Symbols can also provide personal and collective meaning and give people faith and confidence when they are dealing with unclear goals and complex situations. They are essential for galvanizing visions, acquiring resources, and carrying out concerted action. When symbols and substance are congruent, they form a powerful combination. P. 747 Change fails because politics favors symbols over substance resulting in ppl becoming cynical Symbols that can be effective are things like ceremonies and rituals We cannot have effective reform without symbols, we can easily have symbols without effective reform Impatient and superficial solutions Usually launched through political or administrative mandates Rushed into place Faddism mistaken or superficial solutions are introduced; the other is that, even when the solution is on the right track, hasty implementation leads to failure. In other words, changes in structure must go hand in hand with changes in culture and in the

individual and collective capacity to work through new structures.

5.

6.

7.

Misunderstanding resistance "resistance" - variously known as intransigence, entrenchment, fearfulness, reluctance to buy in, Resistance is too limiting a term: It diverts attention from real problems of implementation, such as diffuse objectives, lack of technical skill, or insufficient resources for change. In effect, the label also individualizes issues of change and converts everything into a matter of "attitude." Because such labeling places the blame (and the responsibility for the solution) on others, it immobilizes people and leads to "if only" thinking p. 747 Moreover, there's little certainty about the kinds of outcomes that may ensue for students and teachers (and less assurance that they will be any better than the status quo). P. 747 Attrition of pockets of success Thus schools can become hotbeds of innovation and reform in the absence of external support, but they cannot stay innovative without the continuing support of the district and other agencies. Of course, the failure to institutionalize an innovation and build it into the normal structures and practices of the organization underlies the disappearance of many reforms. P. 748 Reform fails unless we can demonstrate that pockets of success add up to new structures, procedures, and school cultures that press for continuous improvement. So far there is little such evidence. P. 478 Misuse of knowledge about the change process Faulty maps Reform is systemic, and actions based on knowledge of the change process must be systemic, too. To succeed we need to link a number of key aspects of knowledge and maintain the connections before and during the

process of change p. 749

What is most important to address when it comes to the successful implementation of IE in schools/districts. Hargreaves

Why is implementation unsuccessful in some contexts?

Suggest some ways to facilitate implementation or identify strategies for successful implementation of IE.