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Bridging the Implementation Gap

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The document discusses strategies for effectively implementing new initiatives or training in schools. It covers key principles of adult learning, including that adults need training to be immediately useful and relevant to their experience. It also emphasizes the importance of follow-through after training to support transferring new skills and concepts into practice through goal setting, accountability, and feedback systems. Sustainable implementation requires addressing potential resistance and creating structures for ongoing learning and improvement.

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Bridging the Implementation Gap OSPI January 31, 2008 Alison Olzendam, Ph. D. Heather Knight, MA, Certified Coach
Agenda ,[object Object],[object Object],[object Object],[object Object],[object Object]
Think of a recent initiative ,[object Object],[object Object],[object Object],[object Object]
Let’s start at the beginning… ,[object Object],[object Object]
Children………………Adults ,[object Object],[object Object],[object Object],[object Object]
Children……………Adults ,[object Object],[object Object],[object Object],[object Object]
Children……………..Adults ,[object Object],[object Object],[object Object],[object Object]
Children……………..Adults ,[object Object],[object Object],[object Object],[object Object]
Children………………Adults ,[object Object],[object Object],[object Object],[object Object]
Why should we concern ourselves with this? ,[object Object],[object Object]
What we know from the research Source: Adapted from Joyce and Showers (1995) and Collins (1997). 80-90% 90% 85% Coaching 10-15% 80% 85% Practices and low-risk feedback in training setting 5-10% 18% 85% Modeling by Trainer 5-10% 15% 85% Presentation of Theory Application Skill Attainment (Mechanical Use) Concept Understanding Training Components Impact of Training Components On Teacher Learning and Application
Five Principles of Adult Learning ,[object Object],[object Object],[object Object],[object Object],[object Object]
Groups of five ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Pike’s Laws of Adult Learning ,[object Object],[object Object],[object Object]
Learning Targets ,[object Object],[object Object]
What do we know about implementation of training? ,[object Object]
The Implementation Problem ,[object Object],[object Object]
Implementation of training ,[object Object]
Think of training in three phases ,[object Object],[object Object],[object Object]
Phase II ,[object Object],[object Object]
Phase III ,[object Object],[object Object]
Evidence suggests… ,[object Object],[object Object],[object Object],[object Object]
Why follow through important? ,[object Object]
Training last week…great training! ,[object Object],[object Object],[object Object],[object Object],[object Object]
Phase 3 ,[object Object],[object Object]
Where is the effort? ,[object Object],[object Object],[object Object],[object Object]
Setting Goals…key part of process ,[object Object],[object Object]
Accountability? ,[object Object],[object Object],[object Object],[object Object]
Observations about accountability ,[object Object],[object Object],[object Object]
Attention paid to implementation ,[object Object],[object Object]
Follow up systems? ,[object Object],[object Object],[object Object],[object Object]
To perform at your best… ,[object Object],[object Object],[object Object],[object Object]
Continual improvement… ,[object Object],[object Object],[object Object]
What’s in it for them? You? ,[object Object],[object Object],[object Object],[object Object]
Making a difference… ,[object Object]
Goal statements ,[object Object],[object Object],[object Object]
A strategy… ,[object Object],[object Object],[object Object],[object Object],[object Object]
Help teachers understand… ,[object Object],[object Object],[object Object],[object Object]
Commitments and goals… ,[object Object],[object Object],[object Object]
Not rocket science… ,[object Object],[object Object],[object Object]
High quality professional development ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Let’s Look at Resistance… ,[object Object],[object Object]
Why do people resist? ,[object Object],[object Object],[object Object],[object Object],[object Object]
Levels of Resistance ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Recognizing resistance – Discussion ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Skills in resistance work- tips to keep in mind ,[object Object],[object Object],[object Object],[object Object],[object Object]
Skills in resistance work- tips to keep in mind ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Maurer’s Five Touchstones ,[object Object],[object Object],[object Object],[object Object],[object Object]
What’s Your Contribution to the Issue? ,[object Object],[object Object],[object Object]
The goals of the PTL experience for teachers are: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Cost of NOT Utilizing Coaching to Embed new Learning ,[object Object],[object Object],[object Object]
The Impact of Coaching
“ Who dares to teach must never cease to learn.” John Cotton Dana

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Bridging the Implementation Gap

  • 1. Bridging the Implementation Gap OSPI January 31, 2008 Alison Olzendam, Ph. D. Heather Knight, MA, Certified Coach
  • 2.
  • 3.
  • 4.
  • 5.
  • 6.
  • 7.
  • 8.
  • 9.
  • 10.
  • 11. What we know from the research Source: Adapted from Joyce and Showers (1995) and Collins (1997). 80-90% 90% 85% Coaching 10-15% 80% 85% Practices and low-risk feedback in training setting 5-10% 18% 85% Modeling by Trainer 5-10% 15% 85% Presentation of Theory Application Skill Attainment (Mechanical Use) Concept Understanding Training Components Impact of Training Components On Teacher Learning and Application
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  • 52. The Impact of Coaching
  • 53. “ Who dares to teach must never cease to learn.” John Cotton Dana

Hinweis der Redaktion

  1. Welcome – Introductions introduce myself and Carla Jones Share my own experience with PTL and Coaching that brings me here, somehting personal and real why it gets me so fired up Have them share name, school role and why they are here (their PTL story that brings you here today or other motivating factor) How many of you as part of your role support others in finding ways to improve teaching and learning so that all students are achieving at high levels? We have a community fo people who serve in many capacities, but our common link is that work of supporting others to improve student achievement. This is a unique opportunity for those in instructional leadership. And I am very excited to have you here today. Logistics: Clock hours and credit are available Restroom locations Breaks Phones Lunch Depart at 4:00 Refreshments