from Workshops to the
Implementation is where productive change in curriculum and instruction happens or falls apart. We have to keep growth by educators and students central as we think about implementation. We don't want anyone to fail! And we care whether kids will have the chance to learn from powerful models of learning as schools strive to become better.
In the previous two chapters we have examined change and improvement processes in the contexts of individuals, schools, and districts attempting to change. We have focused greater attention on the school in our discussion of needs identification and content selection, and the design of training and peer coaching study teams, arguing that the district and school are the units with the greatest potential for producing substantial student growth. In this chapter we will again focus on whole school improvement and change efforts as we discuss the importance of implementation and the means for monitoring it. Once again, we illustrate with a case study, focusing on implementation and its effects when teachers are studying several models of teaching.
The failure to monitor implementation of curriculums, instructional strategies, and other innovations has cost school improvement efforts dearly in the past, resulting in both inability to interpret student learning outcomes and spurious conclusions regarding the impact of change programs. The primary reason to monitor implemen- tation of innovations is to interpret their effect on students. This is true whether a single teacher is experimenting with changes in his instructional program or an entire school or district is attempting changes to accomplish a collective goal.
A second reason to monitor implementation of planned changes, whether for individuals, schools, or districts, is to determine