ImplementationIs the actual use of an innovation or

what an innovation consists of in practice. ~ Michael Fullan, Alan Pomfret

ImplementationBecame 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.

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.

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)

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)

PLANNING FOR CURRICULUM

Careful planning focuses on 3 factors:1. People2.Programs3. Process

PLANNING FOR CURRICULUM

3 Ways to Persuade for a new curriculum:

1.It could bring some reward2.Negative consequences of inaction3.Ways it is similar to the ones already in place

PLANNING FOR CURRICULUM

1. Incrementalism2. Communication

3. Support

PLANNING FOR CURRICULUM

Types of SupportCharacteristics of Professional Support

VALUE & ROLE OF CHANGEImplementation 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?

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

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.

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)

VALUE & ROLE of CHANGE

• PUZZLE ACTIVITY

VALUE & ROLE OF CHANGE

5 Guidelines for Change1. Innovations designed to increase student

achievement2. Successful innovations require change in the

structure of a traditional school3. Must be manageable & feasible for the average

teacher4. Successful change efforts must be organic rather

than bureaucratic. (adaptive vs. strict rules)5. Avoid the “do something, anything” mode

VALUE & ROLE OF CHANGE

2 Ways to Change• 1. Slow• 2. Rapid

3 Types of Change• 1. Planned• 2. Coercion• 3. Interaction• (4. Random)

RESISTANCE TO CHANGE

Factors of Resisting Change1. Inertia (the lack of desire to change)2. Status Quo (people are satisfied with what they

already have in place)3. Rapidity of Change (always the next new thing)4. Teacher’s lack of research knowledge (lack of

time to read)5. No financial or time support

RESISTANCE TO CHANGEThomas Harvey’s List on Change Resistance 1. Lack of ownership2. Lack of benefits3. Increased burdens4. Lack of administrative support5. Loneliness6. Insecurity7. Norm incongruence8. Boredom9. Chaos10.Differential knowledge11.Sudden wholesale of change12.Unique points of resistance

CHANGE AS A PROCESS

Factors to Consider• The “lifeworld”• The key players involved• Teacher’s roles (‘see’ through different identities)

Stages of Change1. Initiation- sets the stages, gets the school receptive2. Implementation- presenting the innovation & getting

people to try it out3. Maintenance- monitoring of innovation

MODELS OF CHANGEORC-Overcoming Resistance to Change

*Rests on the assumption that the success or failure of planned organizational change basically depends on leaders’ ability to overcome staff resistance to change

Guidelines for this model:

a. Address peoples’ fears & doubts

b. Takes their values & perspectives into account

c. Gives school administrators & teachers equal power- involved in discussions and decisions

Stages for this model:

1. Unrelated Concerns- no relationship between myself & the suggested change

2. Personal Concerns- How will this change affect me?

3. Task-Related Concerns- How do I implement it? How much time will it require? Materials?

4. Impact-Related Concerns- How will it impact my students?

KEY PLAYERS: Administrators, Directors, Teachers, Supervisors

MODELS OF CHANGEOD-Organizational Development Model

*Emphasis is on teamwork & organizational culture

(Schmuck & Miles~ post-modern ideas)

7 Characteristics of this model: (French & Bell)

1. Emphasis on teamwork for addressing issues

2. Emphasis on group and intergroup processes

3. Use of action research

4. Collaboration within the organization

5. Organization’s culture must be considered

6. Those in charge serve as consultants & facilitators

7. Appreciation of organization’s dynamics in a continuously changing environment.

KEY PLAYERS: Administrators, Directors, Supervisors

MODELS OF CHANGECBA-Concerns-Based Adoption

*Based on the belief that all change originates with individuals. (Individuals change, and through their changed behaviors, institutions change.)

*This model addresses only the adoption (implementation) of curriculum, not development and design. THE FOCUS IS ON ENABLING TEACHERS TO ADOPT THE CURRICULUM & TO VIEW IT AS THEIR OWN.

*Stages for this model:

1. Awareness of innovation

2. Awareness of informational level

3. Concern for self

4. Concern for teaching

5. Concern for students

*In this model, curriculum is not implemented until teachers’ concerns have been adequately addressed. Teachers are expected to be creative with it and modify where necessary, tailoring it to their students.

KEY PLAYERS: Teachers

MODELS OF CHANGESYSTEMS Model

*This model is based on the idea that the school is an organization of loosely coupled units: departments, classrooms, and individuals. These parts have flexible relationships. The belief is that most schools have little centralized control, especially over what occurs in the classroom. For this reason, it is difficult for curricular change to be implemented as an edict from central office

Wisdom for Promoting Change within this model:

1. Progress from certainty to ambiguity

2. Allow for some chaos in your order

3. Look beyond the person to the behavior

4. Realize that people who feel victimized resist change

5. Use your fallibility to build your credibility

6. Be sensitive

7. Upgrade permanent to temporary

8. Have humor

KEY PLAYERS: Administrators, Directors, Teachers, Supervisors

EDUCATIONAL CHANGE MODEL:(Michael Fullan)

FACTORS AFFECTING CHANGE1. Characteristics of the change

2. Characteristics at the school-district level3. Characteristics at the school level

4. Characteristics external to the local system

KEY PLAYERS:Administrators, teachers, students, school board,

community members, government

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.