Big Ideas

As the first implementers begin to put their new skills into action, the system is under pressure as it changes to accommodate and support new ways of work. New practices and routines may feel awkward, more effortful, or less effective to staff as they work to master new abilities. Without sufficient support and celebration of progress, implementers may revert to more familiar comfortable routines out of habit or frustration. Effective and efficient ways for staff to communicate barriers and challenges to leaders are critical to ongoing improvement of practice and support necessary to motivate staff.

Key Functions:

  • Coach to support implementers putting newly learned skills into practice
  • Collect data to celebrate progress and monitor fidelity of new practices
  • Use and improve practice-policy communication cycles to ensure coaching and data systems support the new way of work
  • Evaluate process to inform improvements for scale-up as new implementers are added in later cohorts

Initial Implementation Presentations

EC Institute (March 2016)


Downloadable Version of Initial Implementation Resources



Stages of Implementation Analysis for Education by NIRN/SISEP


Area of Focus: Communication and Visibility

Activity
Area of Focus
Description
Resource(s)
Monitor and update communication protocol
Communication and Visibility
As implementation progresses, monitor communication procedures to determine whether they continue to meet implementation needs.
  • Does communication flow in multiple directions?
  • When challenges are communicated, is a timely response received?
  • Provide periodic opportunities for feedback about communication protocol
Create structures to publish/house resources
Communication and Visibility
Coordinate with other workgroups to determine which resources need to be persistently accessible, what the appropriate methods and channels are, and procedures for posting
  • Where/how should information be housed?
  • Who should have access?
  • Who will need to review/edit before posting?
  • Who is responsible for maintaining the channel?
Communicate progress and successes
Communication and Visibility
Use multiple methods or channels to demonstrate implementation progress and success
Implementation data


Area of Focus: Professional Development

Activity
Area of Focus
Description
Resource(s)
Lesson 4: Creating a Training Plan
PD
Teams can listen to the recorded lesson to consider how they need to modify/revise the training plan that was developed during the installation stage.
Lesson 4: Creating a Training Plan
https://unc-fpg-cdi.adobeconnect.com/_a992899727/ai-lesson4/
The training plan is reviewed and revised (as needed) based on the identified skills that will need to be developed/supported for initial implementation
PD
The Training Plan Template is designed to be dynamic throughout the stages of implementation. This tool can be used to guide discussions concerning additional professional development needs based on practitioner feedback as they begin to implement.
Training Plan Template http://implementation.fpg.unc.edu/sites/implementation.fpg.unc.edu/files/resources/NIRN-Education-TrainingPlanTemplate.pdf
Lesson 6: The PDSA Cycle
PD
Teams can listen to the recorded lesson to refine their problem-solving process for addressing issues that crop up during initial implementation by becoming more familiar with the PDSA cycle.
Lesson 6: PDSA Cycle https://unc-fpg-cdi.adobeconnect.com/_a992899727/ai-lesson6/
Activity L6.1: Apply the Plan-Do-Study-Act (PDSA) Cycle in your work
PD
The purpose of this activity is to provide you and/or your Team with the “space” to discuss and reflect on the components of the Plan‐Do‐Study‐Act Cycle (PDSA) and apply it to your work as you problem solve issues that emerge during initial implementation.
PDSA Activity Template
http://implementation.fpg.unc.edu/sites/implementation.fpg.unc.edu/files/AIHub-Activity-L6-1-PDSA.pdf

Area of Focus: Technical Assistance and Coaching

Activity
Area of Focus
Description
Resource(s)
Ongoing Training and coaching/TA for coaches
TA and Coaching
ongoing use of coaching & technical assistance tools

Begin coaching system evaluation- background on coaching and performance assessment
NIRN Education Training Plan Template:
http://implementation.fpg.unc.edu/modules-lessons-and-short-courses

Scaling-Up Brief #6: Creating Meaningful Change in Education: Cascading Logic Model: http://ncimplementationscience.ncdpi.wikispaces.net/-/SIT%20Workgroups/Technical%20Assistance%20and%20Coaching/file/view/SISEP-Brief6-CascadingLogicModel.pdf

Watch Video Vignette (9:59): http://hml.fpg.unc.edu/Player/34
Develop Tools
TA and Coaching
new and existing tools to support change

tools to evaluate progress and systems of support for the use of new skills

a tool to assess the fit of an intervention

a tool to progress monitor the key functions of an existing team of change agents
Coaching System Delivery Plan: http://implementation.fpg.unc.edu/module-1/implementation-drivers/competency

Lesson 1: The Hexagon Tool
http://implementation.fpg.unc.edu/search/node/hexagon%20tool
Team Evaluation and Planning Tool
http://implementation.fpg.unc.edu/module-1/implementation-drivers/competency
Lesson 2: Usable Interventions
http://implementation.fpg.unc.edu/resources/lesson-2-usable-interventions
Initiative Inventory
http://implementation.fpg.unc.edu/resources/initiative-inventory
Fidelity Assessment Tool http://implementation.fpg.unc.edu/module-2/performance-assessment
Facilitative Leadership
TA and Coaching
support for teachers and staff as they begin using skills and practices.

district, schools, and/or state systems begin to change to facilitate the use of the innovation and realize intended benefits.

district and school leadership examine a successful launch.
Topic 2: Organizational Drivers

http://implementation.fpg.unc.edu/module-2/facilitative-administration

Activity 2.4b
http://implementation.fpg.unc.edu/resources/activity-24b-locus-responsibility
Analyze and Evaluate Data
TA and Coaching
“Get started, then get better!”
Determine strengths and/or what needs additional attention
District Capacity Assessment:
http://implementation.fpg.unc.edu/resources/district-capacity-assessment-dca
Fidelity Scores as a Diagnostic Tool
http://implementation.fpg.unc.edu/module-7/active-implementation-frameworks/fidelity-assessment-and-implementation

Strategic Analysis of Drivers
http://implementation.fpg.unc.edu/sites/implementation.fpg.unc.edu/files/resources/NIRN-Education-StrategicAnalysisImplementationDriversWorksheet.pdf
Revise and Edit System of Support to Enhance Improvement
TA and Coaching
implementation teams examine a successful launch and plan forward.
Formula for Success:
http://implementation.fpg.unc.edu/module-2/implementation-drivers

Module 5: Improvement Cycles:
http://implementation.fpg.unc.edu/category/tags/modules/module-5-improvement-cycles


Area of Focus: Research and Evaluation

Activity
Area of Focus
Description
Resource(s)
Set up a data system that evaluates implementation and outcomes
Research and Evaluation
How will we install the necessary data system to evaluate implementation and outcomes for the innovation?
http://implementation.fpg.unc.edu/module-2/decision-support-data-system
Evaluation system for professional development (includes training and coaching)
Research and Evaluation
How will we evaluate coach work? Is there a change in teacher behavior? Is there a change in student outcome?

training questions :
content, delivery, content mastery, achieve goals -
System for tracking activity of coaches
Data pieces to evaluate effectiveness (general – could be adapted)

ASCD: http://www.ascd.org/publications/educational-leadership/mar02/vol59/num06/Does-It-Make-a-Difference%C2%A2-Evaluating-Professional-Development.aspx

DCA; Learning Forward

Fidelity measure that is aligned with the critical components of coaching and professional development.
Field test the fidelity assessment
Research and Evaluation
Is the fidelity assessment we developed measuring important characteristics of the innovation?
Fidelity measure is in the process of being developed. The Research & Evaluation Team will provide input regarding development and field-testing.
Set up a formative evaluation system to assess teachers perceptions along the way
Research and Evaluation
Do we need to assess teacher satisfaction/perceptions and barriers to implementation?
Survey of participants in innovation and ongoing data collection through teaming structure.

Return to Implementation Stages