implementation toolkit stephanie mata walden university...

Running Head: IMPLEMENTATION TOOLKIT 1

Implementation Toolkit

Stephanie Mata

Walden University

EDUC 7742: Implementing Professional Development

Professor Turpin

October 14, 2012

IMPLEMENTATION TOOLKIT 2

Implementation Toolkit

Section 1: How to Create a Culture Conducive to Change

When implementing change in an organization, it is important to begin by creating a

culture in which change is accepted. This paper will discuss how the author plans to create a

culture conducive to change at her school. She will begin by explaining the context for the

proposed changes and making a case for the changes. Next, she will discuss which stakeholders

will be involved in the implementation of the initiative. Finally, she will address how the

leadership will prepare for challenges and maximize opportunities during the changes.

Context and Compelling Case for Change

Data analysis from standardized test scores at one local school shows that several

students are struggling with meeting the expected achievement levels. The data analysis process

began with looking at the subgroups, but as Murphy (2009) suggests data within subgroups must

also be analyzed. The data analysis led to the conclusion that low standardized test scores were

caused primarily by low reading comprehension levels. The majority of students at this school

are reading well below grade level, limiting their ability to show content knowledge on

standardized, grade level assessments. Understanding the cause of the low scores, allowed the

school the opportunity to create a SMART goal which would be strategic and specific,

measureable, attainable, results-based, and time-bound (Richardson, 2007). The SMART goal

for this school is to increase the reading level of all students by at least on grade level using the

STAR reading program by January. This process of data analysis is very similar to the analysis

reported in Hord’s (2011) case study of Community Middle School.

Stakeholders to Engage in Implementation


The stakeholders (see Appendix) who will be most involved in the implementation of this

new initiative will be the teachers and faculty members at the school. By creating Professional

Learning Communities (PLCs, see Appendix), the professional development will be more

effective. This is due to the fact that teachers working in PLCs will have more opportunities to

complete peer observations, analyze data, and discuss student work together (Darling-Hammond

& Richardson, 2009). During the process of implementing changes in professional development,

county level personnel were contacted regarding setting up common planning times for each

content area. This contact was made in order to get approval for the change as well as

suggestions for how to put this common planning into the system for scheduling purposes. The

county was in absolute agreement with the proposed change and sent information for scheduling

requirements to the administration. Other stakeholders who play a critical role in this plan are

family members. Teachers can show students strategies for increasing reading ability, but if

students are not reading outside of school and working to make improvements, the efforts of the

teacher will not be seen. Families will be invited to the school to learn about individualized

results for their children. During these meetings, ways that parents can support the school’s

efforts will be shared to engage all stakeholders in helping students.

How to Prepare for the Challenges and Maximize Opportunities

Making changes within an organization is more difficult than making a personal change.

Hall and Hord (2011) explain that the reason for this difficulty is organizational change requires

individual change from every member of the organization. This means that all stakeholders must

support the change and the leadership of the organization must focus on correctly implementing

the changes (Reeves, 2009). One challenge that leaders will face during a change is teachers

who do not see a reason for the change even after data is presented showing why the change is


needed. In preparation for this challenge, leaders at this school have met with the entire faculty

as well as met with small groups of teachers to discuss concerns with changes prior to

implementation. While there may still be a few teachers who do not completely understand or

agree with the changes, the leadership has explained that if all members do not participate, the

evaluation data will not be valid. Hord (2011) mentions that asking for assistance from those

who may not be in complete agreement with the change may affect their opinion of the program.

This plan allows the school to maximize on opportunities for professional development

by having teachers work in PLCs. As teachers begin discussing strategies in their PLCs, more

teachers will begin implementing effective strategies in their classrooms, which will lead to

increased student learning. This is also seen in the example from Community Middle School

when teachers begin discussing results from classroom instruction (Hord, 2011). By assigning

an English teacher to each of the PLCs, the school is using its’ internal expertise (Hirsh &

Killion, 2009) to make improvements in student achievement. Another opportunity which can

be maximized in a school is asking those who strongly believe the change will help all students

to share his or her beliefs with others within the school. These could be teachers, parents,

students or community members. By having someone other than administration speak highly of

the changes, teachers are more likely to participate actively in professional development.

Conclusion

When working in an organization going through a change, leaders must create a plan for

managing the changes. O’Neill (2010) suggests that this process should include sharing the

vision, convincing others the plan will work, creating a group of stakeholders to implement the

plan, set goals during implementation, build relationships through victories, consider adaptations,

and enjoy success. If leaders follow this plan, the results of the change will be more obvious. As


leaders plan a change, all aspects of this change need to be focused on the needs of students and

teachers in order to increase the impact which will be seen in the evaluation.

Section 2: Innovation Configurations

When planning change for an organization, it is necessary to share expectations with all

stakeholders who will be affected by the change. According to Hall and Hord (2011), one

effective way to share expectations for change with teachers is by using Innovation

Configuration (IC) maps (see Glossary). IC maps can be used to explain the actions that are

required for each group of stakeholders in order for the change to be successful. In this paper,

the author will discuss the components of an IC map for the change being implemented at her

school. She will then describe the levels for one component. Next, she will discuss the benefits

and challenges of working with her learning team to develop an IC map and the insights she

gained regarding levels of implementation and student achievement.

Components of the Innovation

During the creation of an IC map, it is necessary to begin with determining which

components (see Glossary) will be included on the map. This involves knowing what the

expectations of the program are. The author has worked with her learning team to develop a

professional development program to help improve students reading levels by looking at data

and sharing strategies in professional learning communities (PLCs). The first component which

will be included in the IC map is related to the data discussion with PLC members. A key piece

to the professional development program requires PLCs based on content areas and data from

benchmark assessments. The second component for the IC map is the use of reading strategies.

Since the professional development program is focused on improving reading levels, it will be

critical for teachers to correctly apply strategies learned. The third component relates to lesson


study. One English teacher was assigned to each PLC in order to complete lesson studies and

discuss use of reading strategies.

Description of Levels for one Component

After determining the components, descriptors (see Glossary) must be created showing

the expectations at each level of implementation. For the first component, data discussions with

PLC members, the author and her learning team created five levels. Level one, which represents

the ideal, is that teachers create a schedule for formal data meetings and follow this schedule.

All members of the PLC are present at every meeting and the meetings are focused on data.

Each member of the PLC has a role in the meeting, which is documented in the minutes. All

materials, such as data and student work samples, are readily available at all times during these

meetings. Teachers also have several informal discussions regarding data outside of the regular

schedule. A team which is at level two will have a schedule for meetings, but does not always

follow the schedule. One member of the PLC may be absent from occasional meetings. The

meetings are generally focused on data, but other conversations come up from time to time. The

PLC members have roles, but these roles are not documented in minutes. Most of the materials

are available during meetings, but sometimes a data set is not provided. Informal discussions are

more common. Level three has teams which have formal meetings but do not follow a schedule.

These teams do not use roles during meetings and only keep minutes in some of the meetings.

The majority of the meetings for these teams are informal and data is not often present during the

discussions. At level four, teams do not have formal meetings. All meetings are informal with

no real focus on data. The teachers do not bring any materials to the meetings. Level five is

when teams do not meet or discuss data at all.

Benefits and Challenges of Developing IC Maps


Hall and Hord (2011) believe that IC maps should be created by a team instead of an

individual. By working with a team, more opinions are shared in the process of developing the

IC map. These opinions allow for adjustments in the IC map which may not be considered if one

person is creating the map. When working with her learning team, the author saw benefits of

having more than one person and different types of people on the team. The learning team

consists of an assistant principal, academic coach, and teachers. Each member of the team brings

a different perspective to the process of creating the IC map. By having so many different

perspectives, the team was able to create a draft which should not require multiple revisions.

One of the challenges that the author faced with her learning team during the process of

developing the IC map was time. An initial meeting was scheduled to determine the components

and begin creating the descriptors. At the end of this meeting, each member agreed to consider

descriptors and meet again to share ideas, creating an initial draft. Once the draft was created,

each member of the team reviewed the IC map and made suggestions for revisions. This process

required a lot of time in meetings and between meetings. During the discussions, there was some

disagreement regarding the number of levels which should be included for each component.

When this occurred, each member of the team shared the reason for his or her opinion and a

group decision was made after hearing from all members.

Insights Gained Regarding Implementation and Achievement

When teachers are given IC maps without an explanation of how to read the map or what

the map represents, the results will be frustration among teachers (Hord, 2011). As teachers

begin to understand how to read an IC map, they will be able to implement more aspects of the

innovation in their classrooms. Roy and Hord (2004) state that IC maps can be used to

determine how close a teacher’s actions are to what is expected by the administration and


professional development design team. Explaining to teachers which levels are ideal, which are

acceptable, and which are not acceptable will allow teachers an opportunity to self-evaluate prior

to an administrator completing an evaluation. Once teachers understand how to read an IC map

and are aware of the expectations of the innovation, they will be able to implement the program

more effectively.

Each of the areas addressed in the professional development program will have an impact

on student achievement. The professional development program was designed to help achieve a

goal based on achievement data. During the design stages, the author and her learning team

discussed the effectiveness of each element of the professional learning for teachers. These

discussions were based on how to measure any improvements in student achievement. Once

teachers begin to implement all areas of this plan and are correctly applying the strategies, the

results will be seen in student achievement data.

Conclusion

Making changes within a school can be a very difficult process. During this process it is

important to keep in mind that the culture of a school not only effects the social and emotional

growth of students, but also the academic achievement levels (Ding, Liu, & Berkowitz, 2011). It

is important for teachers to show students that they are always learning in order to provide the

best education to students. This will encourage students to strive to be life-long learners as well.

One easy way to improve and learn new methods is to study IC maps when available.

Section 3: "Stages of Concern" and "Levels of Use"

As an organization is working to implement a change, it is important to analyze where

each member stands as far as applying the change in his or her daily routine. Hall and Hord

(2011) provide two types of tools which can be used to complete this analysis, the Stages of


Concern (SoC) and Levels of Use (LoU) (see Glossary). In this paper, the author will describe

how she used the Concerns Based Adoption Model (CBAM) (see Glossary) tools provided by

Hall and Hord (2011) to complete an interview with a colleague implementing a new practice.

The author will describe the new practice and the interview process. She will also analyze the

results of the interview and note areas which need additional support. Finally, the author will

explain how CBAM tools can support implementation of new practices.

Description of the New Practice Being Implemented

As a part of the professional development program designed by the author with her

Learning Team, each teacher at the school is required to participate in data discussions with his

or her PLC. These data discussions require teachers to collect data in the classroom and share

the findings with PLC members who are teaching the same course. This practice will allow

teachers to see common strengths and weaknesses as well as find strategies which seem to be

effective in one classroom. Teachers have just begun this aspect of the professional development

plan within the last three weeks. Each PLC meets once a week to discuss and analyze the data

for their students.

Interview Process and Insights Gained

When determining a person’s SoC, Hall and Hord (2011) suggest using either a One-

Legged Interview or an Open-Ended Concerns Statement (OECS). While both of these methods

allow for an analysis of a person’s SoC, the author chose to use the OECS because that would

allow for a written response. This method of collecting data allows for each teacher to provide

input using his or her own style of writing (Hall & Hord, 2011) and they are not restricted to

using a numerical scale with no place to explain answers. Using the sample provided by Hall

and Hord (2011), the author created an OECS. She asked one teacher at her school to provide a


response to the question, what concerns do you have regarding data discussions in your PLC.

After seeing the response from one teacher, the author realized that each teacher will provide

different types of answers. While this teacher gave very specific answers, the author realizes that

some teachers will not answer in complete sentences, which could make it difficult to determine

the individual’s SoC. It is also possible that some teachers will not answer the questions at all.

In order to determine LoU, the author used the Branching Interview format provided by

Hall and Hord (2011). The branching interview guides the facilitator as to which questions to

ask. One problem with the branching interview is that it requires specific types of answers.

Most of the questions require yes or no answers, but teachers may want to respond with

something other than yes or no. This interview does not allow for a variety of answers. The

person asking questions during this interview may have to ask additional questions to correctly

interpret the responses or may have to make a subjective decision as to what the response means.

While each of these tools has benefits and challenges, using a combination of tools, facilitators

can get an idea of where teachers are in their SoC and LoU.

Analysis of the Results

After reviewing the results of the OECS, the author determined that the teacher she

interviewed can be classified with a Self SoC, more specifically at level 2, Personal. This

teacher has a general understanding of data discussions, but is not clear on the exact

requirements he needs to complete for each meeting. He also wonders about the amount of time

that will be spent on these meetings and in preparation for the meetings. A personal SoC is

common during the beginning phases of a new practice (Hord, 2011) and since the teachers have

only spent three weeks working with PLCs for data discussions, this is to be expected. This

teacher’s LoU is a level III, Mechanical Use. He is focused on trying to complete the tasks and


not make any adjustments to the protocol provided. One area of support which could be useful

for this particular teacher would be an explanation of how data discussions can improve teaching

and learning for all. Support could also be provided by showing how different teams meet to

discuss data.

CBAM Tools Support Implementation

One of the most obvious benefits of using CBAM is that the facilitation is based on

individualized needs assessment. Each teacher is receiving support in the area which is most

needed, rather than everyone getting the same type of support. This means that teachers are not

being shown something that they already know. Each teacher will increase his or her use of the

new initiative when the support is provided at the level needed. When teachers are at a low level

and do not receive support, they will stop trying to use the new practice because they do not

know how to correctly use it. At the same time, when teachers are at a high level and want more

advice on how to adapt the initiative to meet the needs of the students in his or her classroom and

do not receive this support, they will stop using the new practice and use a strategy which they

are more comfortable with. The CBAM tools will increase the implementation of the new

practice throughout the school. When teachers know that they will be supported based on their

needs they are more likely to share their concerns and ask for assistance. This makes the change

process much easier than if they are not receiving any support or are receiving generalized

support. As Hord (2011) found in her case study, the LoU of teachers needs to be frequently

evaluated in order to assess correct use of the new practice. These assessments are not to

evaluate the teacher, but are meant to provide feedback to the facilitator as to which aspect of the

program may need to be adapted in order to help teachers correctly implement the change.

Conclusion


As organizational leaders begin to plan for change, it is also necessary to plan for

providing assistance to those participating in the change. This assistance and support will be

most effective if it is based on the needs of those involved. Hall and Hord (2011) describe SoC

and LoU and provide interviews and questionnaires for rating users in these areas. These tools

are a part of CBAM and can increase the success of the change being implemented.

Section 4: Support Strategies

When a school is beginning a new professional development program, it is very

important to have a facilitator (see Glossary) to provide support. Each teacher will need different

types of support depending on his or her Stage of Change (SoC) and Level of Use (LoU). In this

paper, the author will first discuss strategies which will be used for a teacher at her school. Next,

she will discuss how stakeholders will be involved in the change process. Finally, the author will

explain the benefits and challenges of working with her learning team to discuss intervention

(see Glossary) strategies.

Strategies

The author met with a teacher who is beginning to participate in data discussions. After

the interview, the author determined that this particular teacher has a SoC of Self, level 2 –

Personal. He has a general understanding of data discussions, but wonders about the amount of

time that will be spent on these meetings and in preparation for the meetings. A personal SoC is

common during the beginning phases of a new practice (Hord, 2011). This school has only been

implementing data discussions for a few weeks. This teacher’s LoU is a level III, Mechanical

Use. He is focused on trying to complete the tasks without making any changes to the protocol.

One intervention which will be helpful for this teacher is a better understanding of data

discussions. As a facilitator, this author will provide this information by sharing the National


School Reform Faculty (NSRF) website, www.nsrfharmony.org, with teachers who are in need

of additional information. This site gives information regarding protocols which can be used

during PLC meetings as well as information about how to form a PLC. After visiting this site

and gaining more knowledge about how effective PLCs work together, he will not be as

concerned about the requirements which are specific to him. He will begin thinking in terms of

the PLC as a whole and what each member needs to do to prepare for meetings.

Another intervention which will help this teacher as well as others who are at a

Mechanical LoU is strategies for organizing data. Often, data discussions are not useful because

teachers do not know which data should be shared and how to discuss this data. As a facilitator,

the author will make sure that the teacher is comfortable working with Excel in order to view and

sort data. This program will allow the teacher to see scores sorted from highest to lowest or look

at specific strands on an assessment. The author will also work to show the teacher where and

how to access all data for his students using the school’s online database. This will give the

teacher access to more information regarding his students which can be shared during data

discussions. The author also needs to model a data discussion with this teacher. Modeling (see

Glossary) will allow the teacher to see exactly what is to be discussed and how to share concerns

with other teachers.

Role of Stakeholders

Involving all stakeholders is a critical element for the success of a new program. Every

professional development program will require different amounts of stakeholder support and

input. For the professional development program designed by the author and her learning team,

most of the support is coming from within the school building, specifically from the English

teachers. The school principal will play a role in the professional development program because

http://www.nsrfharmony.org/


she will need to support the teachers by providing as many resources and opportunities for

meetings, such as common planning time. The principal will also have to help monitor meetings

and implementation of strategies in classrooms during her observations of teachers. Families

will also need to support this initiative, but not as directly. The focus of this professional

development program is to increase reading levels of all students. Families can encourage

reading at home. It is also very important that parents come to the school for meetings regarding

progress being made by the school overall as well as individual students. The community around

the school can also provide support for this initiative by volunteering to work with students who

need extra support. Another way the community can help with this program would be to offer

books that are appropriate for the students’ current reading levels.

Benefits and Challenges of Collaboration with Learning Team

Determining the interventions which will be helpful for teachers at different levels is best

completed by a team. By working with a team, more opinions are shared in the process of

developing strategies and interventions to help teachers. When working with her learning team,

the author saw benefits of having more than one person and different types of people on the

team. Working with an assistant principal, academic coach, and teachers allows for different

perspectives on interventions which may help people at each level of SoC and LoU.

Time for meeting was one of the challenges that the author faced with her learning team

during the process of deciding on interventions. After experiencing the same problem when

developing the IC map, the author suggested to her learning team that the initial meeting take

place through emails. This allowed each member to share information and begin to develop

possible interventions. When the team met, each person had suggestions for the interventions

and the team was able to combine and make adjustments to the interventions. Another challenge


that the team faced was disagreement regarding the interventions. Some members were not open

to changing the interventions which had been suggested. When this occurred, each member of

the team shared the reason for his or her opinion and a group decision was made after hearing

from all members.

Conclusion

During implementation, facilitators need to check progress of all teachers. Hall and Hord

(2011) suggest that one way to do this is with SoC and LoU interviews. It is important that

facilitators recognize the level of the teachers and know which interventions will be most

helpful. Hall and Hord (2011) describe six functions of interventions to keep in mind during the

change process. First, the facilitator needs to create a shared vision and explain the changes.

Next, the facilitator needs to plan and provide resources for the teachers. In the future, it may be

necessary for the facilitator to invest in professional learning outside of the school’s professional

development program.

Section 5: Involving Families and Other Stakeholders Appropriately

Professional development is most successful when all stakeholders are involved. It is

important to keep in mind factors which could impact this involvement. If parents have had bad

experiences with schools, they are less likely to participate in school activities and functions

(Gardner, 2007). This fact is sometimes misinterpreted as a lack of interest in student success

even though that is not always the case. In this paper, the author will discuss factors which can

impact parental involvement as well as three ways to invite parents to stay involved with their

students’ education: communication with parents, parent resource center, and data discussions

with parents.

Factors that Impact Parent Involvement


One of the most obvious factors which can affect parental involvement is language. The

majority of the students and parents at the author’s school are Hispanic. Many Hispanic parents

do not understand the education system of the United States. Many of these parents do not

understand how promotion to the next grade works. They do not understand graduation

requirements for their students. These issues are unfamiliar to parents because they were

educated in other countries, where the education system is set up differently. Another factor is

that Hispanic parents are not available to attend school events due to their work schedules.

Hispanic parents may have to work two jobs or work in the evenings and night, which makes it

difficult to attend after school functions.

Communication with Parents

Teachers have to understand the culture (see Glossary) of their students and parents in

order to avoid a “culture clash” (Cole, 1995, p. 10). Understanding a student’s behavior and

attitude toward learning is sometimes as simple as knowing about his or her family history,

language development in native language, culture, and family values. Knowing which families

have high educational expectations for their children will help a teacher to understand the goals

of the student in comparison to the goals of the family. A teacher not only needs to know how

many of his or her students, but also how many of the parents are literate, either in their native

language or in English. Teachers need to encourage not only students to improve their literacy,

but also need to encourage parents to improve English skills and literacy in order to support

education at home.

At the school where the author teaches, all students who are new to the country complete

a Home Language Survey. This survey informs the teacher if the student speaks any language

other than English and what that language is. It also informs the teacher if the parents


understand English so that the teacher can make arrangements for an interpreter if necessary.

This survey is available to parents in English or Spanish.

Surveys can also be used to evaluate school climate. These surveys need to be made

available to parents as well as teachers and students. Goldring and Berends (2009) suggest that

surveys can be set up as an online through a system such as survey monkey, can be made

available as a paper pencil instrument, or can be administered as an interview.

Parent Resource Center

In an effort to increase parent involvement, the county in which the author teaches has

opened several Parent Resource Centers (PRC, see Glossary) which offer multiple services to

parents. These PRCs offer several services to parents. Parents can come in and take classes to

learn English or computer skills. The PRC creates a newsletter sharing the courses which will be

offered at the center and community activities which may be of interest to the parents. Teachers

are given copies of the newsletter to distribute to students.

Data Discussions with Parents

When sharing data with parents and stakeholders, Guskey (2000) states that one must

consider which information is most important to each group of stakeholders. It is critical to

make sure that the correct information is presented to each group in order to increase the

likelihood of making desired changes to professional development (Puma & Raphael, 2001). In

order to present information regarding data gathered during the professional development

program with parents, it is important to make sure that parents are interested in the information

being shared. The best way to do this is to share with parents the data for their children. Each

parent will receive a chart showing his or her child’s progress over the course of the professional

development program. This chart can be printed using the STAR reading program (see


Glossary). The chart will not be complicated to understand, as suggested by Haslam (2010), but

a presentation will be given which uses a sample report and explains to parents the data which is

shown. During the presentation similar charts showing average progress for each grade level and

the school overall will be presented to parents to show the progress made due to the professional

development program.

Conclusion

Involving all stakeholders is a critical element for the success of a new program. Every

professional development program will require different amounts of stakeholder support and

input. To support the professional development program, families can encourage reading at

home. It is also very important that parents come to the school for meetings regarding progress

being made by the school overall as well as individual students. The community around the

school can also provide support for this initiative by volunteering to work with students who

need extra support.


References

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learners. Alexandria, VA: ASCD.

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Abbreviated School Climate Survey. Canadian Journal of School Psychology. 26(3):

241-256.

Gardner, D. (2007). Confronting the achievement gap. Phi Delta Kappan. 88(7), 542-546.

Goldring, E., & Berends, M. (2009). Leading with data: Pathways to improve your school.

Corwin Press: Thousand Oaks, CA.

Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin.

Hall, G. E., & Hord, S. M. (2011). Implementing change: Patterns, principles, and potholes (3rd

ed.). Upper Saddle River, NJ: Pearson.

Haslam, M. B. (2010). Teacher professional development evaluation guide. Retrieved

from http://www.learningforward.org/news/evaluationguide.pdf

Hirsh, S., & Killion, J. (2009). When educators learn, students learn: Eight principles of

professional learning. Phi Delta Kappan, 90(7), 464–469.

Hord, S. (2011). Community middle school: A case story of implementation. Baltimore, MD:

Laureate Education.

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91(3), 8–12.

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teachers: A handbook for practitioners. Washington, DC: Urban Institute.

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https://class.waldenu.edu/bbcswebdav/institution/USW1/201320_02/MS_EDUC/EDUC_7742/Week%201/Resources/Resources/embedded/EDUC_7742_Reeves.pdf


Appendix

Glossary

Component – elements of an IC map which state the main aspects of change which are

addressed by the program being introduced.

Concerns Based Adoption Model (CBAM) – a model for implementing change which takes

user concerns into consideration during the training process.

Culture – elements of a person’s background which include, but are not limited to, language,

religion, and family beliefs.

Descriptor – an explanation of the actions that should take place at each level of implementation

in an IC map.

Facilitator – a person who works with teachers and administrators to assist with implementing

change.

Implementation – the process of change which begins with training and continues as teachers

practice the new procedures and ends with an evaluation of effectiveness of the training and

impact on student learning.

Innovation Configuration Map – an organized way of showing teachers the expectations and

different levels of implementation for a given program.

Intervention – a tool which is used by facilitators to provide support to teachers during the

change process.

Level of Use (LoU) – a classification for how often a person is implementing a new practice.

Modeling – a process of showing teachers a new practice by having a facilitator actually

complete the task while others watch and learn.


Parent Resource Center (PRC) – a location where parents can find information and resources

to assist their students with school.

Professional Learning Community – a small group of colleagues who meet regularly to discuss

data and share strategies with one another.

Stage of Concern (SoC) – a classification for what type of concerns a person has regarding a

new practice.

Stakeholders – anyone who is affected by a change in the school, including, but not limited to,

faculty and staff members, students, parents, community members, and county office personnel.

STAR Reading program – a reading program which assesses students’ reading levels and

provides a detailed report with scores.

implementation toolkit stephanie mata walden university...

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