Is Lasting, School-Wide Change Possible?
It’s impossible to have worked in a school and not been a part of an initiative that failed. This is so common that now, in some schools I consult with, they refuse to use the word “initiative.” And yet, whether or not you call something an initiative, your new learning can still fail to be implemented accurately!
The research of Bruce Joyce and Beverly Showers is often cited to explain the need for high-quality professional learning. In an article from 1982 (YES, that long ago), they compare the professional learning we provide teachers to that of coaching athletes. In their conclusion they write,
“Perhaps the most striking difference in training athletes and teachers is their initial assumptions. Athletes do not believe mastery will be achieved quickly or early… We, on the other hand, have often behaved as though teaching skills were so easily acquired that a simple presentation, one-day workshop, or single video-taped demonstration were sufficient to ensure successful classroom performance. To the extent that we have communicated this message to teachers, we have probably misled them.” (p. 8)
We can learn a lot about how to set our teams up for success with new, important initiatives through the science of implementation. When I first learned about this field of study over 10 years ago, a lightbulb went off in my head. I had been studying and leading professional learning for many years and was always searching for ways to make it more effective at achieving school-wide change. Implementation Science holds a critical piece of the answer.
It has demonstrated that to get lasting, school-wide change, selecting the right initiative (think MTSS or Science of Reading) alone won’t be successful! We need to also empower educators and support change in order to see success.
Adapted from Fixsen, Naoom, Blase, Friedman, Wallace (2019)
It’s not enough to make sure we collect universal screening data. If teachers aren’t empowered through supports like grade level teams, student-driven schedules, and intentional time to review the data, the data turn into another requirement that doesn’t change student outcomes.
Similarly, if change isn’t supported with things like customized data protocols to use during team meetings, ongoing professional learning to help know what to change when students aren’t succeeding with the new instructional strategies and focus, and leader support to remove barriers and anticipate needs then teachers will be frustrated when their hard work isn’t able to successful.
To see lasting, school-wide change with the evidence-based initiatives you implement, specific plans to empower educators and support change need to be developed and implemented. Contact me to discuss your initiatives and brainstorm ways to support success!
Potential Next Steps
Give yourself and your teams grace! Recognize that when change isn’t happening at the speed we prefer, the system needs to provide support and empower educators.
Make a plan to support evidence-based initiatives beyond initial training and occasional ongoing supports.
Want to Learn More
Implementation Science is a vast field of study. I’m going to continue to share about each part of this process. Additionally, there’s a book specifically around using coaching to support change that is aligned with implementation science you may find helpful.
Pierce, J. D. & St. Martin, K. (2023). Coaching for systems and teacher change. Paul H. Brooks Publishing Company. ISBN 9781681254234
References
Fixsen, D. L., Blase, K. A., & Dyke, M. K. V. (2019). Implementation Practice & Science. The Active Implementation Research Network.
Joyce, B. & Showers, B. (1982). The Coaching of Teaching. Educational Research, 4–10.
