Implementation

1. Implementation Is the actual use of an innovation or what an innovation consists of in practice. ~ Michael Fullan, Alan Pomfret

2. Implementation Became a major educational concern around 1970, when scholars began to highlight that the innovations of the 60’s had one fatal flaw—the ideas were not finding their way into the classroom! Goodlad & Klein’s study, Behind the Classroom Door Million$ of dollars were being spent on curriculum innovations and not being implemented.

3. Implementation Did you know? 90% of new curriculum fails to be implemented (Wiles & Bondi) Why? Seymour Sarason claimed that much educational reform has failed because those in charge of the efforts had little or a distorted understanding of the culture of schools.

4. Implementation 2 Valuable Ideas on practice of implementation 1. Distinction between fidelity & mutual expectation Fidelity- innovation being implemented faithfully as intended by developers Mutual adaptation- users adapt or alter the innovation to meet their own needs 2. An understanding that implementation is multi-dimensional (consisting of materials, behaviors, and beliefs)

5. Implementation 2 Phases Phase I 1995-1997- focuses on the innovation itself (no link to stud. Achievement) Phase II 1997- Present- focused on how curriculum change can be seen as a part of system reform. (focuses more on stud. Achievement)

6. PLANNING FOR CURRICULUM Careful planning focuses on 3 factors: People Programs Process

7. PLANNING FOR CURRICULUM 3 Ways to Persuade for a new curriculum: • It could bring some reward • Negative consequences of inaction • Ways it is similar to the ones already in place

8. PLANNING FOR CURRICULUM Incrementalism Communication Support

9. PLANNING FOR CURRICULUM Types of Support Characteristics of Professional Support

10. VALUE & ROLE OF CHANGE Implementation should also be considered as a process of change. Change needs to have purpose, not just political expediency. Questions to consider : What happens when change occurs? What is the value & role of change? What is the source of change? Are all the consequences of change beneficial? Can educators control changes that affect them? Do different educators engage in change for the same reasons? Do schools that make major changes actually become the most innovative and effective? Is change synonymous with improvement?

11. VALUE & ROLE of CHANGE Activity: Stand up if you agree with the following statement….. EDUCATORS TODAY ARE MORE EXPERT IN MANAGING CHANGE THAN IN DETERMINING THE VALUES & BENEFITS OF CHANGE DESIRED & ACCOMPLISHED

12. VALUE & ROLE of CHANGE Activity: Stand up if you agree with the following statement….. MORE PEOPLE SEEM TO MANAGE CHANGE JUST TO BE IN COMPLIANCE WITH STATE AND FEDERAL DEMANDS THAN TO ENACT CURRICULAR CHANGE THAT WILL ACTUALLY INCREASE THE QUALITY OF INDIVIDUAL & SOCIAL LIFE FOR THE BENEFIT OF ALL.

13. VALUE & ROLE of CHANGE Activity: Stand up if you agree with the following statement….. EVEN WITH OUR VALUES IN PLACE REGARDING EDUCATIONAL CHANGE, WE CANNOT PREDICT, EVEN WITH LIMITED PRECISION, HOW SUCCESSFUL THE CHANGE ACTIVITIES WILL BE FOR THOSE INVOLVED (THE TEACHERS) AND THOSE WHO EXPERIENCE THE CHANGED CURRICULUM (THE STUDENTS)

14. VALUE & ROLE of CHANGE • PUZZLE ACTIVITY

15. VALUE & ROLE OF CHANGE 5 Guidelines for Change • Innovations designed to increase student achievement • Successful innovations require change in the structure of a traditional school • Must be manageable & feasible for the average teacher • Successful change efforts must be organic rather than bureaucratic. (adaptive vs. strict rules) • Avoid the “do something, anything” mode

16. VALUE & ROLE OF CHANGE 2 Ways to Change • 1. Slow • 2. Rapid 3 Types of Change • 1. Planned • 2. Coercion • 3. Interaction • (4. Random)

17. RESISTANCE TO CHANGE Factors of Resisting Change • Inertia (the lack of desire to change) • Status Quo (people are satisfied with what they already have in place) • Rapidity of Change (always the next new thing) • Teacher’s lack of research knowledge (lack of time to read) • No financial or time support

18. RESISTANCE TO CHANGE Thomas Harvey’s List on Change Resistance • Lack of ownership • Lack of benefits • Increased burdens • Lack of administrative support • Loneliness • Insecurity • Norm incongruence • Boredom • Chaos • Differential knowledge • Sudden wholesale of change • Unique points of resistance

19. CHANGE AS A PROCESS Factors to Consider • The “lifeworld” • The key players involved • Teacher’s roles (‘see’ through different identities) Stages of Change • Initiation- sets the stages, gets the school receptive • Implementation- presenting the innovation & getting people to try it out • Maintenance- monitoring of innovation

20. MODELS OF CHANGE ORC-Overcoming Resistance to Change

21. MODELS OF CHANGE OD-Organizational Development Model

22. MODELS OF CHANGE CBA-Concerns-Based Adoption

23. MODELS OF CHANGE SYSTEMS Model

24. EDUCATIONAL CHANGE MODEL:(Michael Fullan)FACTORS AFFECTING CHANGE Characteristics of the change Characteristics at the school-district level Characteristics at the school level Characteristics external to the local system KEY PLAYERS: Administrators, teachers, students, school board, community members, government

25. CONCLUSION Curriculum implementation is much more than handing out new materials for courses of study. It requires an understanding of the program’s purpose, the roles people will play, and those who are affected. The process must be planned, but not rigidly. It requires continued fine-tuning. It requires a community of trust.