1. Evidence-based Professional Development
2011 SPDG Regional Meeting
Chris Borgmeier, Ph.D.
Michelle Duda, Ph.D.
Melissa Van Dyke, LCSW
(c) Dean Fixsen and Karen Blase, 2004

2. A Few Questions:
What do we mean when we use the term, “professional development?”
What outcomes are we attempting to achieve?
What do we know about the professional development strategies that are likely to achieve particular outcomes?
How can we monitor and improve the quality of professional development over time? 2

3. Common PD Challenges Overcoming Barriers with Common language
Common frameworks
Defined approach (best practices)
Common measures (commitment to continuous quality improvement)
Barriers
focus of discussion, but we acknowledge that there are several other barriers including:
Complexity
Time
Buy-in of staff

4. Overcoming Barriers :
Common Language

6. Training
“the process of bringing a person to an agreed standard of proficiency, by practice and instruction”
“the acquisition of knowledge, skills, and competencies as a result of the teaching of vocational or practical skills and knowledge that relate to specific useful competencies.”

7. Adult Learning Defined
“a collection of theories and methods for describing the conditions under which the processes of learning are optimized (Merriam, 2001; Trotter, 2006; Yang, 2003).”
Trivette, Dunst, Hamby, O’Herin, 2009, p. 1
(c) Dean Fixsen and Karen Blase, 2004

8. Professional Development
"Professional development ... goes beyond the term 'training' with its implications of learning skills, and encompasses a definition that includes formal and informal means of helping teachers not only learn new skills but also develop new insights into pedagogy and their own practice, and explore new or advanced understandings of content and resources.”
Modified from
Professional Development refers to "activities to enhance professional career growth.“
- thesaurus of the Educational Resources Information Center (ERIC) database
"the sum total of formal and informal learning experiences throughout one's career from preservice teacher education to retirement" (Fullan,1991, p. 326).
(c) Dean Fixsen and Karen Blase, 2004

9. Professional Development (cont.)
“. . . [This] definition of professional development includes support for teachers as they encounter the challenges that come with putting into practice their evolving understandings about the use of new skills and technology.”
Modified from
Professional Development refers to "activities to enhance professional career growth.“
- thesaurus of the Educational Resources Information Center (ERIC) database
"the sum total of formal and informal learning experiences throughout one's career from preservice teacher education to retirement" (Fullan,1991, p. 326).
(c) Dean Fixsen and Karen Blase, 2004

10. Common Frameworks Overcoming Barriers :
(c) Dean Fixsen and Karen Blase, 2004

11. Implementation Science
Longitudinal Studies of a Variety of Comprehensive School Reforms
Effective Interventions
Actual Supports
Years 1-3
Outcomes
Years 4-5
Every Teacher Trained
Fewer than 50% of the teachers received some training
Fewer than 10% of the schools used the CSR as intended
Every Teacher Continually Supported
Fewer than 25% of those teachers received support
Vast majority of students did not benefit
Aladjem, D. K., & Borman, K. M. (2006, April). Summary of Findings from the National Longitudinal
Evaluation of Comprehensive School Reform. Paper presented at the Annual meeting of the American
Educational Research Association, San Francisco, CA.
Vernez, G., Karam, R., Mariano, L. T., & DeMartini, C. (2006). Evaluating comprehensive school reform models at scale:
Focus on implementation. Santa Monica, CA: RAND Corporation.
Aladjem & Borman, 2006; Vernez, Karam, Mariano, & DeMartini, 2006

12. What Works Implementation Drivers
Common features of successful supports to help make full and effective uses of a wide variety of innovations

13. Program/Initiative (set of practices)
Why:
Improved Outcomes for . . .
What:
Program/Initiative (set of practices)
Core Implementation Components
Staff capacity to support students/families with the selected practices
Institutional capacity to support staff in implementing practices with fidelity
Competency Drivers
Organization Drivers
How:
There are two categories of Implementation Drivers: Competency and Organization.
When these core components are in place they provide the support to a successful implementation that will be sustained.
Competency Drivers are mechanisms that help to develop, improve, and sustain one’s ability to implement an intervention to benefit students. Competency Drivers include: Selection, Training, Coaching, and Performance Assessment
Organization Drivers are mechanisms to create and sustain hospitable organizational and systems environments for effective educational services. Organization Drivers include: Decision Support Data System, Facilitative Administration, and Systems Intervention
Leadership
Capacity to provide direction/vision of process
© Fixsen & Blase, 2008

14. Program/Initiative (set of practices)
Why:
Improved Outcomes for . . .
What:
Program/Initiative (set of practices)
Core Implementation Components
Professional Development
Institutional capacity to support staff in implementing practices with fidelity
Competency Drivers
Organization Drivers
How:
There are two categories of Implementation Drivers: Competency and Organization.
When these core components are in place they provide the support to a successful implementation that will be sustained.
Competency Drivers are mechanisms that help to develop, improve, and sustain one’s ability to implement an intervention to benefit students. Competency Drivers include: Selection, Training, Coaching, and Performance Assessment
Organization Drivers are mechanisms to create and sustain hospitable organizational and systems environments for effective educational services. Organization Drivers include: Decision Support Data System, Facilitative Administration, and Systems Intervention
Leadership
Capacity to provide direction/vision of process
© Fixsen & Blase, 2008

15. Program/Initiative (set of practices)
Improved Outcomes for . . .
Program/Initiative (set of practices)
Performance Assessment (Fidelity)
Coaching
Systems
Intervention
Training
Facilitative
Administration
Competency Drivers
Organization Drivers
Integrated & Compensatory
There are two categories of Implementation Drivers: Competency and Organization.
When these core components are in place they provide the support to a successful implementation that will be sustained.
Competency Drivers are mechanisms that help to develop, improve, and sustain one’s ability to implement an intervention to benefit students. Competency Drivers include: Selection, Training, Coaching, and Performance Assessment
Organization Drivers are mechanisms to create and sustain hospitable organizational and systems environments for effective educational services. Organization Drivers include: Decision Support Data System, Facilitative Administration, and Systems Intervention
PD is not a panacea to address every problem
PD must be housed in a systems to support this effective practices resulting in successful sustainable student outcomes.
Selection
Decision Support Data System
Leadership
Adaptive
Technical
© Fixsen & Blase, 2008

16. Why Focus First on Teachers’ Behavior?
In education, the Teacher IS THE INTERVENTION
Build supports in relationship to what the Teacher needs to be competent
Create the conditions under which teachers can do the right thing for the right reason at the right time to maximize positive results
Wide ranging inputs (individuals with all their past history and current realities)
Build alignment of implementation practices and outcomes on what needs to happen at the point of the “learning exchange”
Bullet 3: Create the Conditions: this is a very important point and means that the teachers have the skills to do what is required and the good judgment to know when, where, and with whom to use (and not use) those skills – thus part of competency development is teaching good judgment (e.g. recognizing/creating opportunities to use the new skills) and usually requires attention to” judgment” during Selection and definitely requires competent Coaching
(c) Dean Fixsen and Karen Blase, 2004

17. Participants of Professional Development
Think about those who are the participants in (receivers of) your professional development activities…
What features would you suggest be in place around the Competency, Organization and Leadership drivers so that professional development is provided in a “host environment” to support sustainability and promote fidelity?
Improved outcomes for students
Participants with improved knowledge and skills around identified practice(s)
There are two categories of Implementation Drivers: Competency and Organization.
When these core components are in place they provide the support to a successful implementation that will be sustained.
Competency Drivers are mechanisms that help to develop, improve, and sustain one’s ability to implement an intervention to benefit students. Competency Drivers include: Selection, Training, Coaching, and Performance Assessment
Organization Drivers are mechanisms to create and sustain hospitable organizational and systems environments for effective educational services. Organization Drivers include: Decision Support Data System, Facilitative Administration, and Systems Intervention
PD is not a panacea to address every problem
PD must be housed in a systems to support this effective practices resulting in successful sustainable student outcomes.

18. Providers of Professional Development
Participants with improved knowledge and skills around identified practice(s)
Think about those who are the providers of your professional development activities…
What features would you suggest be in place around the Competency, Organization and Leadership drivers so that your providers conduct quality professional development?
Professional development providers
There are two categories of Implementation Drivers: Competency and Organization.
When these core components are in place they provide the support to a successful implementation that will be sustained.
Competency Drivers are mechanisms that help to develop, improve, and sustain one’s ability to implement an intervention to benefit students. Competency Drivers include: Selection, Training, Coaching, and Performance Assessment
Organization Drivers are mechanisms to create and sustain hospitable organizational and systems environments for effective educational services. Organization Drivers include: Decision Support Data System, Facilitative Administration, and Systems Intervention
PD is not a panacea to address every problem
PD must be housed in a systems to support this effective practices resulting in successful sustainable student outcomes.

19. Overcoming Barriers:
Defined Approach
“Best Practices”

20. What outcomes are you hoping to achieve?
The BIG QUESTION:
What outcomes are you hoping to achieve?

21. Use training “alone” strategies if…
You want to disseminate new information
You want to create “buy in”
You want to clarify “truths” and dispel “myths”
You are talking with a broad audience

22. Use training “alone” strategies …
To increase knowledge about the effective program or practice related to. . .
underlying theory of change
intervention components
rationales of key practices
To increase familiarity with the use of new skills
To increase awareness of what it feels like to begin to use new skills and to receive expert feedback
(c) Dean Fixsen and Karen Blase, 2004

23. Training “Best Practices”
Theory grounded (adult learning)
Skill-based
Data-based (pre and post testing)
Feedback to Selection and Feed Forward to Supervision
Trainers have been trained and coached
May require testing out of knowledge base (MST)
Behavior analytic, family systems, social marketing + cognitive behavioral approaches (stop smoking/drug use)
Behavior rehearsal vs.. Role Play…explain difference
Practice with feedback (evidence-base for this)
Preservice (is it timely!)
Inservice - can only take in so much, need more in - depth later,
Compensates for consistent info coming in from cons and eval components.
EXAMPLE:
Let’s go back to the selection exercise. Mini-training experience for you to see behavior rehearsal, integration with selection, basic skills for beginning work with consumers. Condensed version of the didactic piece and mini behavior rehearsal - relevant practice.
First: Identify Missing Skills and learn behaviors associated with (F.I., accept no, raise a concern (parent rants about teacher), express emotion and ask for help (homework “I feel frustrated..I need help”)
Second: (if time learn four components of T.I.) IP, Din, Dapp, Skill Labels for Accepting no - youth asks mentor if they can go to ballgame.
(c) Dean Fixsen and Karen Blase, 2004

24. Training “Best Practices”
Theory grounded (adult learning)
Skill-based
Feedback to Selection and Feed Forward to Supervision
Data-based (pre and post testing)
Trainers have been trained and coached
What do we know about each of these “best practices?”
May require testing out of knowledge base (MST)
Behavior analytic, family systems, social marketing + cognitive behavioral approaches (stop smoking/drug use)
Behavior rehearsal vs.. Role Play…explain difference
Practice with feedback (evidence-base for this)
Preservice (is it timely!)
Inservice - can only take in so much, need more in - depth later,
Compensates for consistent info coming in from cons and eval components.
EXAMPLE:
Let’s go back to the selection exercise. Mini-training experience for you to see behavior rehearsal, integration with selection, basic skills for beginning work with consumers. Condensed version of the didactic piece and mini behavior rehearsal - relevant practice.
First: Identify Missing Skills and learn behaviors associated with (F.I., accept no, raise a concern (parent rants about teacher), express emotion and ask for help (homework “I feel frustrated..I need help”)
Second: (if time learn four components of T.I.) IP, Din, Dapp, Skill Labels for Accepting no - youth asks mentor if they can go to ballgame.
(c) Dean Fixsen and Karen Blase, 2004

25. Adult Learning “Best Practices”
The most effective training includes learner experiences related to planning, application, and deep understanding
Use a diverse array of Adult Learning methods (“where 5 or 6 adult learning method characteristics were used, the average effect size was almost 1.25”)
Learners need to be engaged actively in the learning process
Multiple learning experiences, large doses of learner self-assessment and reflection, instructor facilitated learner assessment
Small numbers of participants, multiple occasions
Trivette, Dunst, Hamby, O’Herin, 2009, p

26. Adult Learning “Best Practices”
Trivette, Dunst, Hamby, O’Herin found best practices in each of the following categories:
Introducing Information
Illustrate/demonstrate
Practicing
Evaluation
Reflection
Mastery
From T their meta-analysis --
Introducing Information (most effective strategy is pre-class work)
Illustrate/demonstrate (most effective strategies are instructor use of role playing or simulations or learner input into demonstrating the applicability of the new knowledge, material or practices)
Practicing (most effective strategy is a combination of real life application and role play)
Evaluation (most effective strategy is assessing learner strengths and weaknesses related to the application experience)
Reflection (most effective strategy is engaging the learner in a process of determining the next steps in learning targeted knowledge or practice; performance improvement)
Mastery (No strategies obtained an effect size of .8, but close runners-up:  “actively involving learners in some type of self-assessment of their mastery of the learning topic or having learners use of a set for standards or external criteria for assessing their learning)
Trivette, Dunst, Hamby, O’Herin, 2009, p
(c) Dean Fixsen and Karen Blase, 2004

27. Skill-based “Best Practices”
Behavior Rehearsals (vs. Role Plays)
Knowledgeable Feedback Providers
Practice to Criteria
May require testing out of knowledge base (MST)
Behavior analytic, family systems, social marketing + cognitive behavioral approaches (stop smoking/drug use)
Behavior rehearsal vs.. Role Play…explain difference
Practice with feedback (evidence-base for this)
Preservice (is it timely!)
Inservice - can only take in so much, need more in - depth later,
Compensates for consistent info coming in from cons and eval components.
EXAMPLE:
Let’s go back to the selection exercise. Mini-training experience for you to see behavior rehearsal, integration with selection, basic skills for beginning work with consumers. Condensed version of the didactic piece and mini behavior rehearsal - relevant practice.
First: Identify Missing Skills and learn behaviors associated with (F.I., accept no, raise a concern (parent rants about teacher), express emotion and ask for help (homework “I feel frustrated..I need help”)
Second: (if time learn four components of T.I.) IP, Din, Dapp, Skill Labels for Accepting no - youth asks mentor if they can go to ballgame.
(c) Dean Fixsen and Karen Blase, 2004

28. Data Based “Best Practices”
Develop and use pre/post tests to determine to what extent knowledge and skill levels are being improved
Outcome data collected and analyzed
Fidelity measures collected and analyzed
May require testing out of knowledge base (MST)
Behavior analytic, family systems, social marketing + cognitive behavioral approaches (stop smoking/drug use)
Behavior rehearsal vs.. Role Play…explain difference
Practice with feedback (evidence-base for this)
Preservice (is it timely!)
Inservice - can only take in so much, need more in - depth later,
Compensates for consistent info coming in from cons and eval components.
EXAMPLE:
Let’s go back to the selection exercise. Mini-training experience for you to see behavior rehearsal, integration with selection, basic skills for beginning work with consumers. Condensed version of the didactic piece and mini behavior rehearsal - relevant practice.
First: Identify Missing Skills and learn behaviors associated with (F.I., accept no, raise a concern (parent rants about teacher), express emotion and ask for help (homework “I feel frustrated..I need help”)
Second: (if time learn four components of T.I.) IP, Din, Dapp, Skill Labels for Accepting no - youth asks mentor if they can go to ballgame.
(c) Dean Fixsen and Karen Blase, 2004

29. Staff Training
Blase, K. A., Maloney, D. M., & Timbers, G. D. (1974). Teaching-Parent Training Manual. Morganton, NC: Bringing It All Back Home Study Center.
Collins, S. R., Brooks, L.E., Daly, D.L., Fixsen, D.L., Maloney, D.M., & Blase, K. A. (1976). An Evaluation of the Teaching-Interaction Component of Family-Living Teacher Training Workshops at Boys Town. Boys Town, Nebraska: Father Flanagan's Boys' Home.
Collins, S. R., Brooks, L.E., Fixsen, D.L., Maloney, D.M., & Blase, K. A. (1976). Training Manual for Observers Scoring Pre/Post Teaching Interaction Sequences. Boys Town, Nebraska: Father Flanagan's Boys' Home.
Fixsen, D. L., Collins, L.B., Phillips, E.L., & Thomas, D.L. (1982). Institutional indicators in evaluation: An example from Boys Town. In A. J. McSweeney, W. J. Fremouw & R. P. Hawkins (Eds.), Practical Program Evaluation in Youth Treatment. Springfield, IL: Charles C. Thomas.
Miller, W. R., & Mount, K. A. (2001). A small study of training in motivational interviewing: Does one workshop change clinician and client behavior? . Behavioural and Cognitive Psychotherapy, 29,
Collins, S. R., Brooks, L.E., Daly, D.L., Fixsen, D.L., Maloney, D.M., & Blase, K. A. (1976)

30. Feedback “Best Practices”
Feed Forward of pre/post data to Coaches/Supervisors
Feedback of pre/post data to Selection and Recruitment
Selection
Training
Coaching
Performance Assessment
May require testing out of knowledge base (MST)
Behavior analytic, family systems, social marketing + cognitive behavioral approaches (stop smoking/drug use)
Behavior rehearsal vs.. Role Play…explain difference
Practice with feedback (evidence-base for this)
Preservice (is it timely!)
Inservice - can only take in so much, need more in - depth later,
Compensates for consistent info coming in from cons and eval components.
EXAMPLE:
Let’s go back to the selection exercise. Mini-training experience for you to see behavior rehearsal, integration with selection, basic skills for beginning work with consumers. Condensed version of the didactic piece and mini behavior rehearsal - relevant practice.
First: Identify Missing Skills and learn behaviors associated with (F.I., accept no, raise a concern (parent rants about teacher), express emotion and ask for help (homework “I feel frustrated..I need help”)
Second: (if time learn four components of T.I.) IP, Din, Dapp, Skill Labels for Accepting no - youth asks mentor if they can go to ballgame.
(c) Dean Fixsen and Karen Blase, 2004

31. Feedback “Best Practices”
Of course, there are even more opportunities to benefit from feedback…
Selection
Training
Coaching
Performance Assessment
May require testing out of knowledge base (MST)
Behavior analytic, family systems, social marketing + cognitive behavioral approaches (stop smoking/drug use)
Behavior rehearsal vs.. Role Play…explain difference
Practice with feedback (evidence-base for this)
Preservice (is it timely!)
Inservice - can only take in so much, need more in - depth later,
Compensates for consistent info coming in from cons and eval components.
EXAMPLE:
Let’s go back to the selection exercise. Mini-training experience for you to see behavior rehearsal, integration with selection, basic skills for beginning work with consumers. Condensed version of the didactic piece and mini behavior rehearsal - relevant practice.
First: Identify Missing Skills and learn behaviors associated with (F.I., accept no, raise a concern (parent rants about teacher), express emotion and ask for help (homework “I feel frustrated..I need help”)
Second: (if time learn four components of T.I.) IP, Din, Dapp, Skill Labels for Accepting no - youth asks mentor if they can go to ballgame.
(c) Dean Fixsen and Karen Blase, 2004

32. Improved Outcomes for training participants
Effective Training Practices
Performance Assessment (Fidelity)
Coaching
Systems
Intervention
Training
Facilitative
Administration
Competency Drivers
Organization Drivers
Integrated & Compensatory
There are two categories of Implementation Drivers: Competency and Organization.
When these core components are in place they provide the support to a successful implementation that will be sustained.
Competency Drivers are mechanisms that help to develop, improve, and sustain one’s ability to implement an intervention to benefit students. Competency Drivers include: Selection, Training, Coaching, and Performance Assessment
Organization Drivers are mechanisms to create and sustain hospitable organizational and systems environments for effective educational services. Organization Drivers include: Decision Support Data System, Facilitative Administration, and Systems Intervention
PD is not a panacea to address every problem
PD must be housed in a systems to support this effective practices resulting in successful sustainable student outcomes.
Selection
Decision Support Data System
Leadership
Adaptive
Technical
© Fixsen & Blase, 2008

33. Implementation-informed PD
If Professional Development is in support of a well-defined, effective intervention. . .
. . . then Professional Development includes
Training
Coaching
Performance assessment
and Selection

34. Training, plus coaching
Some well-defined interventions (EBPs) will require additional support to teachers post-training:
Joyce and Showers (2002) data
With coaching = 95% use in classrooms
Without = 5% use in classrooms
Rogers, Wellens, & Conner (2002) data
About 10% of what is taught in business workshops actually is put into practice
Significant data across domains that feedback improves performance
(c) Dean Fixsen and Karen Blase, 2004

35. Coaching “Best Practices”
Design a Coaching Service Delivery Plan
Use multiple sources of information for feedback – Direct observation is critical
Provide regular feedback to all “Drivers”
Develop accountability structures for Coaching – Coach the Coaches!
Regular review of adherence to Coaching Service Delivery Plan
Multiple sources of information for supervisor feedback

36. Performance Assessment Best Practices
Transparent Processes – Orientation
What, When, How, Why
Use of Multiple Data Sources
Context
Content
Competency
Tied to positive recognition – not used ‘punitively’
Consumer feedback
Independent Observations of Service Delivery
Record reviews
Reviews of Supervision Progress
Fit of the employee with the practice or program is best assessed through behavioral vignettes or behavior rehearsals during the interview. Behavioral vignettes describe a series of events that might occur on the job and then asks how the person has reacted in the past to such events, what they have learned and how they might react in the vignette presented to them and why. When well constructed, these are particularly useful for getting at values.
In addition to a fit with values and philosophy, evidence-based programs and practices require practitioners to engage in specific processes and activities in order to achieve positive results. They continue to exercise their clinical judgment but within a more bounded framework. Furthermore, there are high degrees of accountability associated with many programs and practices. Not only are staff expected to use best practices but training, coaching, and evaluation systems are all designed to monitor, provide feedback on, and develop these skills.
Therefore a critical attribute for all employees is the ability and willingness to accept feedback in a manner that encourages future feedback. If staff are not comfortable trying on new behavior or the new behavior is not a philosophical “fit” they may argue, debate, or ignore requests to change what they are doing or how they are approaching their work. Others may be very verbally receptive but actually have a hard time changing their behavior. One way to assess this during the interview process is to have the interviewee engage in a behavior rehearsal scene that is designed to reflect some aspect of the job. How they perform initially is much less important than how they listen to and accept feedback and how they respond when asked to try again, incorporating some of the feedback they have been given. An employee who is unable or unwilling to learn will create a need for very intensive training and coaching that the agency may not be able to provide.
(c) Dean Fixsen and Karen Blase, 2004

37. Selection “Best Practices”
Job description clarity about accountability and expectations
Pre-Requisites are related to “new practices” and expectations (e.g. basic group management skills).
Interactive Interview Process:
Behavioral vignettes and Behavior Rehearsals
Assessment of ability to accept feedback
Assessment of ability to change own behavior

38. Enhancing Professional Development
Promotes adult learning and changes adult behavior
Empowers individuals to improve their craft
Ensures that new skills are used and/or current skills are refined
Integrates selection, training, coaching, and performance assessment to promote the development of a highly effective workforce
Supports the creation of a “hospitable environment” to allow for these new behaviors to be used and improved
Melissa—we need a better title for this slide.
(c) Dean Fixsen and Karen Blase, 2004

39. Program/Initiative (set of practices)
Why:
Improved Outcomes for . . .
What:
Program/Initiative (set of practices)
Core Implementation Components
Professional Development
Institutional capacity to support staff in implementing practices with fidelity
Competency Drivers
Organization Drivers
How:
There are two categories of Implementation Drivers: Competency and Organization.
When these core components are in place they provide the support to a successful implementation that will be sustained.
Competency Drivers are mechanisms that help to develop, improve, and sustain one’s ability to implement an intervention to benefit students. Competency Drivers include: Selection, Training, Coaching, and Performance Assessment
Organization Drivers are mechanisms to create and sustain hospitable organizational and systems environments for effective educational services. Organization Drivers include: Decision Support Data System, Facilitative Administration, and Systems Intervention
Leadership
Capacity to provide direction/vision of process
© Fixsen & Blase, 2008

40. Discussion Question
To what extent are current approaches to professional development designed to develop the necessary competence in participants to skillfully use the most effective educational approaches to accomplish the goal of improved outcomes for students?

41. Common Measures Overcoming Barriers :
“Commitment to Continuous Quality Improvement”
(c) Dean Fixsen and Karen Blase, 2004

42. Integrating All We Know
A well-defined and effective intervention
Clarity about the “active ingredients”
Clear criteria to assess performance (that correlates with the desired outcomes)
An effective approach to training
An effective coaching system
An effective performance assessment process
Use of selection “best practices”

43. Improvement Cycles Plan Do Act Study (Operationalize) (Trial) (Adjust)
(Assess/Review)

44. Improving PD Effectiveness
Collect and use data (pre/post tests to determine to what extent knowledge and skill levels are being improved)
Develop the capacity of the trainers (establish clear performance criteria, based on “what works,” then select, train, coach, and assess trainers to criteria)
Improve the ways in which training participants are “prepared” for training (create readiness)
(c) Dean Fixsen and Karen Blase, 2004

45. What did we learn?
What do we mean when we use the term, “professional development?”
What outcomes are we attempting to achieve?
What do we know about the professional development strategies that are likely to achieve particular outcomes?
How can we monitor and improve the quality of professional development over time? 45

46. For More Information Melissa Van Dyke Michelle Duda Chris Borgmeier
Michelle Duda
Chris Borgmeier 46

47. For More Information www.scalingup.org
State Implementation and Scaling up of Evidence-based Practices (SISEP)
Dean Fixsen, Karen Blase, Rob Horner, George Sugai
Concept paper
Annotated bibliography
Data on scaling up
Scaling up Briefs 47

49. Evidence-based Implementation Research: A Synthesis of the Literature
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).
Download all or part of the monograph at:   49

50. Thank You for your Support
Annie E. Casey Foundation (EBPs and cultural competence)
William T. Grant Foundation (implementation literature review)
Substance Abuse and Mental Health Services Administration (implementation strategies grants; national implementation awards)
Centers for Disease Control & Prevention (implementation research)
National Institute of Mental Health (research and training grants)
Juvenile Justice and Delinquency Prevention (program development and evaluation grants
Office of Special Education Programs (scaling up capacity development center)
Administration for Children and Families (child welfare reform; capacity development)
Duke Endowment (child welfare reform)