Competency Implementation Drivers Facilitators to Implementation Kathleen Ryan

Competency Implementation Drivers Facilitators to Implementation Kathleen Ryan Jackson kmj@uoregon. edu Erin A. Chaparro, Ph. D. echaparr@uoregon. edu

EBISS Scaling-Up http: //blogs. uoregon. edu/oregonscalingupebissblog/ For Technology Assistance please contact: eugeniac@uoregon. edu Thanks to State Implementation & Scaling-up of Evidence Based Practices http: //sisep. fpg. unc. edu/

Objectives 1. Review two Implementation Frameworks • Stages of Implementation • Implementation Teams 2. Understand the best practices of the 4 Competency Drivers. 3. Recognize how the 4 competency drivers are integrated and related to a facilitative administration.

Objectives: You’ll be able to answer the questions 1. What are the 4 responsibilities of an effective district leadership implementation team according to SISEP? 2. What are the four competency drivers?

Review: Stages of Implementation Exploration Installation Initial Implementation Full implementation can take up to four years under optimal conditions. Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

Implementation Teams Membership - WHO? Function - WHY do you exist? Capacity Development - WHAT? Tasks - HOW?

The First Step to Effective Implementation District Leadership Implementation Team (DLIT) Set the vision Develop clear direction and expectations Provide necessary resources and support Developing District Level Competency Know the evidence based practices very well Know implementation very well Know improvement cycles to make intervention and implementation methods more effective and efficient over time Develop capacity for sustainability to tolerate turnover

Visio Complex Change Managing n n=C onfu sion Adapted from Knoster, T. , Villa, R. , & Thousand, J. (2000). A framework for thinking about systems change. In R. Villa & J. Thousands. (Eds. ). Restructuring for caring and effective education: Piecing the puzzle together. (pp. 93 -128). Baltimore: Paul H. Brookes Publishing Co. 11

BUILDING LEADERSHIP TEAM

Leaders Have to be There Meta Analysis of 27 studies • Establishing goals and expectations: . 42 • Resourcing strategically: . 31 • Planning, coordinating, evaluating teaching and the curriculum: . 42 • Leaders promoting and participating in teacher learning and development: . 84 • Ensuring an orderly and supportive environment: . 27 Robinson, Lloyd & Rowe, 2008 14

Central Office Transformation Linking performance of central office staff to teaching and learning outcomes Wallace Foundation, April, 2010 “Doing this well implies changes in everyone’s practice in the central office, not in just what teachers or principals do” Ed. Week Update: Job Roles Shifting for Districts' Central Offices, July 17, 2012 16

Lets Reflect… Think about the DLIT and BLITs in your district. Are there critical roles and responsibilities missing? Who-Why-What-How Are you facing challenges we can help you solve?

Competency Drivers Performance Assessment (Fidelity) Competency Coaching Systems Intervention Organization Facilitative Administration Training Decision Support Data System Selection Technical Leadership Adaptive © Fixsen & Blase, 2009 18

Competency Drivers The Fundamental Building Blocks to Sustainability Training Coaching Performance Assessment Recruitment and Selection

Classroom Walkthroughs Become familiar with Gaps and overlaps in practice and resources • Teacher's instructional practices • Student engagement and school climate Develop Collective commitment to improvement Administrators as instructional leaders and mentors Oregon Literacy Framework: Professional Development http: //oregonliteracypd. uoregon. edu/topic/conduct-classroomwalkthroughs-regularly-and-provide-effective-feedback

Managing Complex Change Skill s=A nxie ty Adapted from Knoster, T. , Villa, R. , & Thousand, J. (2000). A framework for thinking about systems change. In R. Villa & J. Thousands. (Eds. ). Restructuring for caring and effective education: Piecing the puzzle together. (pp. 93 -128). Baltimore: Paul H. Brookes Publishing Co. 26

Walkthroughs: Involve Stakeholders Establish the WHY Set the Vision Create understanding Inform Listen Discuss Action Plan

Inform all Stakeholders Sample Power. Point you can adapt to clearly articulate your WHY and your PLAN • Purpose • What it will look like • When it will happen • What administrators and leaders will look for • FAQ’s

Implementation Drivers Performance Assessment (Fidelity) Competency Coaching Systems Intervention Organization Facilitative Administration Training Decision Support Data System Selection Technical Leadership Adaptive © Fixsen & Blase, 2009 29

Developing Staff Competency Lets Chat… Are you conducting Walkthroughs? What are your successes and challenges? If not, what steps would you need to take to start a Walkthrough process with principals and teacher leaders?

Knowledge Check 1. According to SISEP the 4 responsibilities of an effective district leadership implementation team are? 2. Can you name the four competency drivers?

Knowledge Check Answers 1. The 4 responsibilities of an effective district leadership implementation team are… • • Membership (who) Capacity (what) Function (why) Tasks (how) 2. The four competency drivers are… • • Performance assessment Training Coaching Selection

Organization Implementation Drivers: What the data says about facilitators and barriers. NEXT SESSION 33

Resources SISEP Resources • District Leadership Implementation Team document • Assessment of Implementation Stages documents – http: //sisep. fpg. unc. edu/ Walkthroughs • Or. RTI Core Reading Walkthrough – http: //oregonrti. org/ • PPT Template to prepare staff for Walkthroughs Oregon Literacy Framework Professional Development Portal – http: //oregonliteracypd. uoregon. edu/topic/conductclassroom-walkthroughs-regularly-and-provide-effectivefeedback

Thank You Kathleen Ryan Jackson EBISS State Coordinator kmj@uoregon. edu Erin A. Chaparro, Ph. D. EBISS Director echaparr@uoregon. edu EBISS Scaling-Up http: //blogs. uoregon. edu/oregonscalingupebissblog/