Results Driven Implementation
“Results Driven” Implementation ensures that professional learning actually makes a significant and sustainable difference in student learning and system success. Every school and district has the power to move beyond old practices and commit to the creation and maintenance of a professional culture that is, nurtured by deep knowledge about teaching and learning.
Educators today have the opportunity and resources to understand learning and teaching more deeply than ever before. We are informed by neuroscience, by the impact of social-emotional environments, by the power of personalized learning…and much more.
“Results Driven” Implementation takes what we know about our students’ learning journey and adapts it to quality professional learning for educators. This ensures that educators engage with professional learning when it is needed, to address a specific issue identified by the learner or by a cohort of learners. Personalized professional learning is learner driven.
A Systems Thinking professional learning approach requires:
1. Time – Time is needed for teachers to meet for collaboration and time for teachers to meet for professional development sessions – as a requirement rather than a voluntary option. Systemic– Quality professional learning must be consistent and works best when there is a district-wide approach to what professional topics are being taught and how they are being delivered. Appropriate differentiation is required to accommodate individual teacher differences and needs at each grade level.
2. Science of the content – needs to be part of the professional learning. Quality instruction is extremely complex. Each instructional content area is built upon the science of learning. Teachers need to understand the scientific research base in order to practice the methods and strategies with fidelity and confidence.
Options & Opportunities
3. Strategies and methods- Teachers require access to external resource people with proven ability to share, model and mentor effective methods or practices. Real professional growth requires opportunities for teachers to explore how the teacher can apply the strategies.
4. Alignment – Whenver possible, new methods and practices should be aligned with school and district current practice, resources available, and culture. It is not reasonable to expect educators to make multiple changes all at once.
5. A PLAN-DO-CHECK-ACT- process must to be in place. For too long, schools and systems have offered random, “one off” professional sessions that lack any continuity or followup. We now know that once new professional practice has been shared, it is essential to plan how to implement these new approaches, actually implement them, review and reflect on the results and then make adjustments to build even greater success going forward. This is a fundamental learning process (for adults and for students) and must be built into the implementation planning.
6. There must be opportunities and expectations for collegial collaboration and feedback throughout the PLAN-DO-CHECK-ACT PROCESS.
7. Ongoing coaching – by a skilled resource person is needed as part of the PLAN-DO-CHECK-ACT process. In addition, one cannot over-estimate the value and impact of an onsite instructional coach with skill in cross-curricular approaches and sensitivity to current system norms.
8. A blended learning solution – We can’t go back. We have had to make significant adjustments during the Pandemic. We have learned what works and what does not work. Technology is NOT a final answer, but it is definitely part of a new solution. Web-based live and interactive as well as ON DEMAND opportunities and face to face learning environments are effective in providing additional, supportive professional learning for educators teachers to further investigate instructional approaches and pursue individual interests.
9. A connection to the growth plan processes is essential. Implementing a “Results Driven” approach should align with current policy or contractual requirements, not be a separate approach. Whenever possible – professional learning should be part of a capacity building teacher or principal growth plan process.
10. Quality professional learning is job-embedded rather than limited to academic theory. Professional learning initiatives MUST BE directly related – aligned – to school and district school improvement initiatives and provide opportunities for practical use in classrooms.
11. A school or district approach to professional learning must be directly related to the highest priority needs of learners as indicated by evidence of current results. By linking school or district professional growth to the areas of student performance most in need of attention allows the system to use its resources (time, people, finances) effectively to achieve the measurable improvements in student learning and well being that every child needs and deserves.
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