1. ISLLC Standard #2 Implementation
Insert facilitator’s name
Workshop Facilitator

2. Welcome Name of Superintendent Welcome Why Important
Introduction to the workshop by the Superintendent of the person who requested/organized the workshop. Ask in advance that they speak briefly on why this topic is important to the participants. Insert appropriate name prior to start of the session.
© AZ Board of Regents, BEST Professional Development, All rights reserved, 2012. 

3. Overview & Introductions
Name of Facilitator
Introductions
Overview / Agenda
Guiding Questions
Targeted Objectives
ISLLC Standards
WELCOME SLIDE…
If this workshop is implemented with an administrative team in a district, ask the superintendent to provide a welcome. Discuss the content of the workshop and ask him/her to prepare comments about why it is important in this district. Indicate that the comments should take only 1 to 2 minutes. Suggest that he/she tie the workshop to district goals or initiatives. List the name of the superintendent on the slide. If the superintendent is not involved …delete this slide
OVERVIEW SLIDE…
Adjust the content of this slide to contain the items you will use (do). Reminder: It is strongly recommended that you list the targeted objectives on one poster and the guiding questions on another poster. It may be helpful to also list key vocabulary on another poster. These posters will enable you to reference this points through the workshop (especially during closure). Please adjust the order of the items on this slide to meet your needs/preferences.
PROPOSED NORMS & EXPECTATIONS SLIDE:
It is recommended that you read the headings only and allow participants to read the rest of the slide (your choice on how to present/facilitate, however it is important to introduce today’s norms. You may want to add further explanation and emphasize “Share ONE point” (this norms allows everyone to have opportunities to add to the dialogue; if each person will share just one idea at a time, this enables everyone to be able share – no one person dominates) After a brief discussion ….ask group to raise their hands to indicate that they are willing to accept the proposed norms for today.
LEADERSHIP MODEL…
The purpose of this slide is to present the BIG PICTURE and explain how this workshop “fits” into the ongoing professional growth of participants.
SAY: From a systems thinking approach, this Leadership Model represents the KEY PROCESSES that a principal needs to apply to impact student achievement and teacher performance. An excellent instructional leader must apply all of these process to maximize impact on student achievement and teacher performance. In today’s workshop we will incorporate strategies to help you apply [list name(s) of ones applied in this workshop].
NOTE: Systems thinking helps to us recognize the importance of each component of the system. Our goal is student achievement through quality instruction. As instructional leaders develop plans for school improvement, it is necessary that leadership recognize the impact each of the key processes have on the success of the improvement plan. If one of the processes is omitted, there will be a weakness in the plan and it is not likely to be successful.
ISLLC Standards:
The purpose of this slide is to present the BIG PICTURE and explain how this workshop “fits” into the ongoing professional growth of participants relevant to the content of all 6 ISLLC Standards.
SAY: From a systems thinking approach, the principal must develop his/her skills to effectively address all 6 ISLLC Standards. A principal may choose to implement specific strategies to meet each ISLLC Standards and improve his/her performance relevant to the ISLLC Standards. To be a complete principal you must work to become proficient in all 6 areas or standards. In today’s workshop we will incorporate strategies to help you [list name(s) of ones applied in this workshop].
NOTE: We suggest you read the first paragraph and the appropriate standard. And than ask shoulder partners to discuss key words in the standard.
© AZ Board of Regents, BEST Professional Development, All rights reserved, 2012. 

4. Proposed Norms & Expectations
Stay focused and fully engaged
no competing conversations please
Participate to grow
share openly and monitor your listening
Be a learner
create your own meaning and application
Get your needs met
ask questions that benefit the group
personal questions on breaks
Housekeeping
silence cell phones
handle business later
share ONE point …then next person
Introduce today’s proposed norms
FACILITATOR: you may want to add some explanation as provided below
NOTE: see management notes for other options
Demonstrate trust - Be trustworthy & trusting of others (this is a safe environment, do not judge one another, things stay in the room, do not use things discussed today against someone in the future)
Demonstrate healthy conflict - Listen to one another (listen to others with an open-mind to first understand their perspective). Share what is on your mind (do not assume another person’s perspective is the right answer, there are many right answers, and do not go silent …we need to hear your thoughts)
Demonstrate an growth mindset (this means being open to continuous self-improvement) - Engage in dialogue to develop new ideas (we know that adults learn through talking it out) Ask questions to learn and clarify
Share ONE point …then next person (this is an agreement that each person will share just one idea at a time, this enables everyone to be able share – no one person dominates)
Silence cell phones
After a brief discussion ….ask group to raise their hands to indicate that they are willing to accept the proposed norms for today. Emphasize “Share ONE point” …this norms allows everyone to have opportunities to add to the dialogue

5. Student Achievement Teacher Quality Instructional Leadership
Leadership Model A Systems Thinking Approach: ISLLC Standards and improvement strategies are managed through Key Processes
Student Achievement Teacher Quality Instructional Leadership
Implementing
Monitoring
Supporting
Communicating
Advocating
Planning

6. ISLLC Standards
A principal may choose to implement specific strategies to meet the ISLLC Standards and/or improve his/her performance relevant to the ISLLC Standards. The standards are:
Facilitating the development, articulation, implementation, and stewardship of a vision of learning
Advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth
Ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment
Collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources
Acting with integrity, fairness, and in an ethical manner
Understanding, responding to, and influencing the political, social, economic, legal, and cultural context
This workshop focuses on ISLLC Standard #2.

7. Key Processes
An education leader advocates, nurtures, and sustains a school culture and instructional program conducive to school learning and staff professional growth.
ISLLC Standards
Planning: Articulate shared direction and coherent policies, practices and procedures for realizing high standards of student performance.
Implementing: Engage people, ideas and resources to put into practice the activities necessary to realize high standards for student performance.
Monitoring: Systematically collect and analyze data to make judgments that guide decisions and actions for continuous improvement.
Supporting: Create enabling conditions; secure and use the financial, political, technological, and human resources necessary to promote academic and social learning.
Planning, implementing, monitoring and supporting are critical behaviors that need to be considered when dealing with ISLLC Standard #2.

8. Sample Application Focus ISSLC # 2 Implementing 1 Hour Application Focus
Handout Application Focus-2

9. In the column labeled “Current Reality” 5 = Highly effective
Application Focus
Handout: ISSLC #2 Supporting Application Focus
At the conclusion of this module you will identify key concepts and plan your application focus
In the column labeled “Current Reality”
Rate yourself on a scale of 1-5
5 = Highly effective
3 = Satisfactorily Effective
1 = Ineffective
Describe the evidence that supports your application of this concept

10. Guiding Questions
What strategies/actions/activities will ensure successful implementation of innovations designed to realize high standards for student performance?
What steps can be taken at our school to successfully implement our current innovations?
Facilitator leads discussion and initiates brainstorming and idea/strategy sharing amongst the team. Ensure one idea is discussed at a time, lead the guided questions to avoid confusion or non productive discussion.

11. What is an Innovation?
The act or process of inventing or introducing something new
A new method/idea/product or technique of doing something
Discuss educational innovations that you have experienced during the course of your career.
Ex: Reading First, Cooperative Learning etc…

12. The missing Link Student Learning Research Adoption Of innovation
Implementation
Student Learning
Adoption
Of innovation
Educators have improved using research (or at least requiring it) to help decide on innovations intended to improve and assess student learning.
Traditionally implementation is assumed. But in reality implementation has been the missing link, because of the lack of frequent monitoring, directional feed back, follow through, ownership, and execution.
It is crucial to ensure the innovations that we adopted are implemented or executed with fidelity in order to achieve the necessary progress.

13. Implementation appears to be most successful when:
Anticipated outcomes are identified and clearly articulated
Carefully selected practitioners receive coordinated training, coaching, and frequent performance assessments:
Organizations create and maintain infrastructure for
timely on-going training
skillful supervision combined with coaching
regular monitoring with outcome evaluations
Successful implementation occurs when all required parties have by-in, ownership, and work together to achieve the adopted program(s).
Teachers, students, parents and administration must each do their part in order to reach the benchmarks by the designated time line.
This is a critical point and #1 is the most important to implement. The participants will be using the handout : Tools for Schools August/September 2007 Vol.11 issue 11. “Clarify Your Vision” This handout will help identify outcomes and clearly articulate how those outcomes will manifest themselves in the classrooms/school.

14. Tools For Schools
Read pp. 1-2 and list key factors in implementing an innovation.
Read p. 4 then chart the key factors under each of the SIX steps.
Handout the Tools for Schools August/September 2007 Vol.11 issue 11. “Clarify Your Vision”
Have chart paper available with pre labeled sections 1-6

15. Configuration Map An Innovation Configuration map clarifies
what a program or practice (the innovation)
is and is not. The IC creates a vision of what a new program or practice looks like in use, by clarifying your vision and spelling out what is ideal and what is not acceptable.

16. Implementation Standard
<iframe width="560" height="315" src=" frameborder="0" allowfullscreen></iframe>
As you watch this conversation between two educators, focus on what they learned as they implemented an innovation system wide.
At the end of the video, you will be sharing your insights with a shoulder partner
Video Title: Implementation Standard (From Learning Forward)
<iframe width="560" height="315" src=" frameborder="0" allowfullscreen></iframe>
Two practitioners discuss what they learned as they implemented a rigorous innovation in their school system.
Share the video. Facilitator: Preview to determine if you want to use all of it There are built in breaks in the video where you could stop and debrief.

17. Configuration Map
Let’s use the configure map provided on pp. 5 & 6 and go through the process together.
Using pp. 5 & 6 from: Tools for Schools August/September 2007 Vol.11 issue 11. “Clarify Your Vision” consider an innovation and as a whole group go through the configuration mapping process.
Create a poster of the configuration map to complete as a whole group. This is a necessary visual as they complete their independent maps.
(Will need copies of page 5 and 6)

18. Identify a recent innovation at your site:
As a school team discuss:
How did you define implementation at your site?
What steps were taken to implement the innovation?
What are the results?
Use that innovation and apply it to the Innovation Configuration Map
ANTICIPATORY SET
Allow the group time to read the statement before saying: “Think of a time in your educational experience when an innovation was successfully implemented. Does that experience confirm this statement?”
Solicit some responses from the whole group.
After the discussion have each team work on their configuration map.

19. “Successful implementation is synonymous with coordinated change of
system,
organization,
program, and
practice levels …”
Fixsen, D. L., Naoom, S. F., Blasé, K. A., Friedman, R. M. & Wallace, F. (2005) Implementation Research: A Synthesis of the Literature.
Fixsen, D. L., Naoom, S. F., Blasé, 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.)
Facilitator: In 2001 Learning Forward released newly revised Standards for Professional Learning. This is the Implementation Standard that was the impetus for the video linked to the next slide.
(This slide is meant to be shown while participants are working on configuration map.

20. Research Into Practice:
The essence of implementation is behavior change
How can using a configuration map provide that missing link and help innovations be more successful?
How did the video conversation as well as your new learning support this statement?
Check to see if the participant’s experience and the research match. Go over configuration maps and share the responses.
We have all experienced “this years new thing” and heard the veteran teachers say: ”this too shall pass”
Challenge the teams to think of 2 innovations that have been initiated within the past 5 years that have now disappeared, take just a minute to let them share.
Ask the question “How can using a configuration map provide that missing link and help innovations be more successful?
According to the research: “All organizations are designed unintentionally or unwittingly, to achieve precisely the results they get. “

21. Traditional Problems Research to education practice gap
Selection of an innovation may not be based on clear criteria aligned with the need for improvement.
Choice of innovation may not be the most effective based on evidence
Implementation gap
What is adopted is Not used with fidelity
What is implemented is not supported or monitored and disappears with time and turnover
Discuss briefly.
If time allows. elicit examples from participants.
Note: Educators have improved at: using research (or at least requiring it) to help decide on innovations intended to improve student learning and assessing student learning
Clarifying, monitoring, designing implementation has been the missing link
Traditionally implementation is assumed but not monitored frequently.

22. Research Into Practice:
If the essence of implementation is behavior change Then the systems supporting the new behavior must be realigned
Discuss briefly. If time allows, elicit examples from participants.

23. Stages of Implementation
1. Exploration and Adoption
2. Program and Installation
3. Initial Implementation
4. Full Operation
5. Innovation
6. Sustainability
Research shows that stages 1-4 take at least 2-4 years
The point is that implementation is a journey, not an event.
Also not every one involved in implementing an innovation is at the same stage at the same time.
Refer to handouts: Magnitude of Change and Stages of Concern to emphasize the process

24. Application Focus
Consider the guiding question, and think about connections between the ISSLC Standard and workshop’s key concepts
Use column labeled “Strategies/Ideas”
List at least THREE things per box
Pair Share ONE strategy/idea you learned today and how you plan to use it at your school.

25. Workshop Closure Review the following… Targeted Objectives
ISLLC Standard (Elements, Criteria, or Targeted Behavior list on Application Focus)
Next Steps
What additional data do you need?
Who will you involve in process?
What resources do you need?
Application Focus
Do what?
By when?

26. Workshop Closure Please complete “Participant Feedback” form
Grant research
Improve future workshops
Thanks for your hard work