formula for success - mimtsstac.org · 2020. 2. 29. · lansing, michigan november 21, 2013...

Dean Fixsen & Karen Blase, National Implementation Research Network

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Karen A. Blase, PhD

National Implementation Research Network

FPG Child Development Institute

University of North Carolina at Chapel Hill

MiBLSi

Coaches

Conference

Lansing, Michigan

November 21, 2013

Implementation Drivers:

The Infrastructure to Promote Success

Education continues to rely on the “excellent teacher” myth

rather than on the “improved system” approach. Excellent

teachers are a gift, and we should admire, learn from and

support them.

But the real issue is how to (a) train more “excellent

teachers”, (b) give them curricula that really works, and (c)

give them a system that makes it easier and more likely that

excellent teaching happens by design rather than by heroic

efforts to overcome the system.

~ Rob Horner, 2013

Formula for Success


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Not the MiBLSi Approach to Coaching

Plan for the Morning

9:00 – 10:15– Series of short talks alternating with….

– Table talk and report outs

10:15 – 10:30 – Break

10:30 – 11:00– More talking and thinking

11:00 – 11:30– Time for General Comments & Questions at the End


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Plan for the Morning

Thinking as We Go!

Confirms What I Know This feels like a challenge!

I want to know more.

Socially Significant Outcomes

Effective & Usable

Interventions

Effective Implementation

Methods

Enabling Contexts

Formula for Success

© 2012 Dean Fixsen and Karen Blase, National Implementation Research Network


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Socially Significant Outcomes

Effective & Usable

Interventions


Methods

Enabling Contexts

Formula for Success

© 2012 Dean Fixsen and Karen Blase, National Implementation Research Network

MiBLSi Coaching Functions


Methods

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).

“Evidenced-Informed” Implementation Strategies

Download at:

http://www.fpg.unc.edu/~nirn/resources/publications/Monograph/


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Experimental Data Show These Methods, When Used Alone, Are Insufficient:

• Diffusion/ Dissemination of information

• Training

• Passing laws/ mandates/ regulations

• Providing funding/ incentives

• Organization change/ reorganization

Data: Realize 5% to 15% Intended Outcomes

Across Disciplines…

Necessary But Not Sufficient

• EFFECTIVE & USABLE INTERVENTIONS

– What exactly are educators saying and doing that improve outcomes for students?

• STAGES

– How do we match our activities to the stage?

• TEAMS

– Who takes responsibility for and helps guide the change process? …..at each level?

• IMPROVEMENT CYCLES

– How can we create more hospitable environments, efficiently solve problems, and get better?

• AND….How do we change the behavior of educators, administrators, and organizations?

Making It HappenEffective & Usable

Interventions

Stages

Improvement

Cycles

Teams

©Copyright Dean Fixsen and Karen Blase

5 Active Implementation Frameworks


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MiBLSi

Implementation Drivers “Implementation drivers (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005) are fundamental elements that promote implementation of practices with fidelity and durability and can be brought to scale. These drivers focus on three integrated components essential to effective organizations: Leadership, Staff Competency and Organizational Capacity.”

~MiBLSi Implementation Drivers Reference Sheet (Sept.

2013)

Our Focus Today – Fifth Framework

• Federally

– Regional Resource Centers – Implementation Core Team

– SWIFT Center

– School Turnaround Center

• States

– Turning around low performing schools

– Scaling up PBIS and Pyramid Model

– Developing and scaling teacher and principal evaluation system

Education’s Use of Active Implementation Frameworks


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Successful Student Outcomes

Program / Initiative

Set of practices that are implemented with fidelity

Did We Do What We Said We Would Do?

Fidelity data serve as a diagnostic tool for improvement

Fidelity is our collective goal.

It’s not about individual responsibility. It is our collective responsibility!

We can’t get better if we can’t diagnose the problem!• Inadequate supports for teachers?• Context that doesn’t support the work?• Or is it the wrong set of instructional practices or interventions

for our students?

When my grandmother died I kept her

cookbook. Inside was this poem that she must

have clipped from a senior center or church

newsletter.

I didn't have potatoes, so I substituted rice.

Didn't have paprika, so I used another spice.

I didn't have tomato sauce, so I used tomato

paste.

A whole can not a half can - I don't believe in

waste.

My friend gave me the recipe - she said you

couldn't beat it.

There must be something wrong with her, I

couldn't even eat it!

- Susan Kay


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Pair and Share

What would you say to a school, district, or

ISD administrator who challenges the notion

of fidelity by saying,

“I think we need to trust our teachers to do the right thing, after all they are professionals.”

3 minutes to think about it and then practice

your powers of persuasion!

Adapted from Fixsen & Blase, 2008


Program / InitiativeSO THAT practices are implemented with fidelity


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Program / InitiativeSet of practices that are implemented with fidelity

Selection

Training

Coaching

Recruitment and Selection

Purposes:

• Select for the “unteachables” and pre-requisites

• Allow for mutual selection through interview process

• Improve likelihood of retention after “investment”

• Improve likelihood that training, coaching and supervision will result in implementation

Selection Through an Implementation Lens

Implementation Best Practices:• Job or role description clarity about accountability and

expectations

• Sampling of skills and experience is related to “new practices”

and expectations

• “Coachability” assessment

• Skilled interviewers• Using Data for Integration and Compensatory Features

• Feed interview information forward to trainers, coaches, administrators


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Selection

Training

Coaching

Pre-Service and In-Service Training Through An Implementation Lens

Purposes:

• Knowledge acquisition

• Basic Skill Development

• “Buy-in”

Implementation Best Practices:

• Theory grounded (adult learning)

• Skill-based

– Behavior Rehearsals vs. Role Plays

– Knowledgeable Feedback Providers

– Practice to Criteria

• Feedback to Selection and Feed Forward to Supervision

• Data-based (pre and post testing)


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Selection

Training

Coaching

OUTCOMES(% of Participants who Demonstrate Knowledge, Demonstrate

new Skills in a Training Setting, and Use new Skills in the Classroom)

TRAININGCOMPONENTS

KnowledgeSkill

DemonstrationUse in the Classroom

Theory and Discussion

10% 5% 0%

..+Demonstration in Training

30%20%

0%

…+ Practice & Feedback in Training

60% 60% 5%

…+ Coaching in Classroom

95% 95% 95%

Joyce and Showers, 2002

Training and Coaching Drivers


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Program / InitiativeSet of practices that are implemented with fidelity (assessments)

Selection

Training

Coaching

N=153

Aarons et al., 2009

Coaching and Fidelity Assessments and Staff Turnover


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Coaching Through an Implementation Lens

Implementation Best Practices:• Design a Coaching Service Delivery Plan

• Develop accountability structures for Coaching –Coach the Coach!

– Regular satisfaction feedback from those who are coached

– Regular review of adherence to Coaching Service Delivery

Plan

– Look at data – Fidelity, Staff Satisfaction with Support, Skill

Acquisition

Pair and Share

Times are tough…budgets are being cut.

How might you respond to this comment,

“We need to save time and money. I think we’d better cut way back on coaching.”

Think for 3 minutes then practice delivering a response to this statement.


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Fidelity/Performance Assessment

Purposes and Practices:• Ensure and motivate implementation

• Reinforce staff and build on strengths

• Develop skills and abilities – feedback for coaches

• Interpret Outcome Data

• Diagnostic Tool for Building, District, and ISD Implementation Teams on functioning of the Drivers

– Recruitment and Selection Practices

– Training Programs (pre and in-service)

– Supervision and Coaching Systems

– Organization Drivers

– Leadership Drivers

• Transparent, timely, celebratory, for action planning

Competency Drivers



Program / InitiativeSO THAT practices are implemented with fidelity (assessments)

Selection

Training

Coaching

Integrated

and

Compensatory


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Table Talk – 5 minutes

Have you ever worked in a situation where, through no one’s fault, the Competency Drivers were “disintegrated” or not in place to support high quality performance?

Share one story at your table – Need one volunteer

– Share respectfully, anonymously, briefly

– Brainstorm (all) suggestions about what could have been done to improve integration or quality of the

competency drivers




Selection

Training

Coaching

Decision Support Data System

Information

Materials/Tools/Resources

Feedback


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Decision Support Data SystemsThru an Implementation Lens

Purposes and Practices:

• Provide information to assess and improve fidelity and

effectiveness of MiBLSi – programs, practices, frameworks

• Celebrate success

• Be accountable for a functional infrastructure (are Drivers

‘working’) and for positive student outcomes

• Useful data are:

– Reliable (standardized protocols, trained data gatherers)

– Reported frequently (e.g. weekly, quarterly)

– Reported at relevant and “actionable” levels (e.g. student, classroom, grade level, subject, school-wide)

– Widely shared

– Practical to collect

– Useful for and used for making decisions (PDSA)

Table Talk – 7 minutes1. Choose one MiBLSi Data Element to talk about at your table.

Assess the data element using the ‘usefulness’ criteria below.

2. What are the strengths of the data element?

3. Is it strong enough to be useful for decision-making?

4. Should it be improved? Why? Why not?

Useful data are:

– Reliable (standardized protocols, trained data gatherers)

– Reported frequently (e.g. weekly, quarterly)

– Reported at relevant and “actionable” levels (e.g. student, classroom, grade level, subject, school-wide)

– Widely shared

– Practical to collect

– Useful for and used for making decisions (PDSA)


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Selection

Training

Coaching


Information


Feedback

Facilitative Administration

Management/Coordination

Vision




Selection

Training

Coaching


Information


Feedback



Vision

Integrated

and

Compensatory


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Facilitative Administrative Through An Implementation Lens

Purposes:• Facilitates moving through implementation stages

• Ensures effective use of Competency Drivers

• Takes the lead on Systems Interventions

• Utilizes data for improvement

• Looks for ways to make MiBLSi more efficient and effective!!

Implementation Best Practices:

• Links “on purpose” to multi-level, functional implementation teams (e.g. school, district, ISD, SEA)

• Uses feedback to ensure quality of all Implementation Drivers

• Revises policies and procedures to support MiBLSi

• Solicits and uses feedback from each “level”

• Reduces administrative barriers


Selection Decision Support Data System


Feedback

Training

Coaching

Information

Vision


Integrated

and

Compensatory




General

Capacity


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Break Time – 15 minutes


Selection Decision Support Data System


Feedback

Training

Coaching

Information

Vision


Integrated

and

Compensatory





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Leadership

• Based on meta-analysis of 30 years of leadership studies, transformation leaders make changes that “disturb every element of the system.” They

– Break with the past

– Operate outside of existing paradigms

– Conflict with prevailing values and norms

– Find solutions that are emergent, unbounded, and complex

Waters, Marzano, McNulty (2003)

Types of Leadership Needed

• Different strategies for different challenges

– Technical Leadership

– Adaptive Leadership

• According to Ron Heifitz and his

colleagues, one of the biggest mistakes is

to incorrectly identify the type of challenge

you are facing

– Using technical approaches for adaptive issues


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Technical Challenges

• Perspectives are aligned (views, values)

• Definition of the problem is clear

• Solution and implementation of the

solution is relatively clear, although may

be complicated

• There can be a “primary” locus of

responsibility for organizing the work

Technical Leadership

• Use established norms/goals

• Define problems

• Provide solutions

• Clarify roles and responsibilities

• Assign tasks

• Manage conflict

• Maintain order


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Adaptive Challenges

• Legitimate, yet competing, perspective emerge

• Definition of the problem is unclear

• There are different perspectives on the “issue” at hand

• Solution and implementation are unclear and require learning

• Primary locus of control is not single entity or person

Ron Heifetz, Leadership without Easy Answers, 1996

Challenges

Technical

• Building a new school

• Choosing a new

curriculum

• Adopting a discipline policy

• Evaluating Teachers

Adaptive

• Deciding to build a new

school

• Choosing a new reading

curriculum

• Fairly administering a discipline policy

• Engaging the union in teacher evaluation


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Challenges

These Could Be Signs of Adaptive Challenges

• Fidelity: “I think we need to trust our teachers to do the

right thing, after all they are professionals.”

• Coaching: “We need to save time and money. I think

we’d better cut way back on coaching.”

Managing the Flow

TechnicalAdaptive


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Adaptive Leadership

• Get on the balcony

• Identify the adaptive challenge

• Regulate distress

• Maintain disciplined attention

• Give the work back to the people

• Protect all voices

General Discussion

Questions? Comments?

Confirms What I Know This feels like a challenge!

I want to know more.


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Education continues to rely on the “excellent teacher” myth

rather than on the “improved system” approach. Excellent

teachers are a gift, and we should admire, learn from and

support them.

But the real issue is how to (a) train more “excellent

teachers”, (b) give them curricula that really works, and (c)

give them a system that makes it easier and more likely that

excellent teaching happens by design rather than by heroic

efforts to overcome the system.

~ Rob Horner, 2013

Formula for Success

Drivers:http://implementation.fpg.unc.

edu/module-2


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Free 24/7 Implementation Training for You and Your Team

NIRN’s newly launched “Active Implementation Hub” is a free, online

learning environment for use by any stakeholder — practitioners,

educators, coaches, trainers, purveyors — involved in active

implementation and scaling up of programs and innovations. The site

goal is to increase the knowledge and improve the performance of

persons engaged in actively implementing any program or practice.”

http://implementation.fpg.unc.edu

The AI Hub is an initiative of the State Implementation & Scaling-

up of Evidence-based Practices Center (SISEP) and The National Implementation Research Network (NIRN) located at

The University of North Carolina at Chapel Hill’s FPG Child

Development Institute.

©Copyright Dean Fixsen and Karen Blase

This content is licensed under Creative Commons license CC BY-

NC-ND, Attribution-NonCommercial-NoDerivs. You are free to

share, copy, distribute and transmit the work under the following

conditions: Attribution — You must attribute the work in the

manner specified by the author or licensor (but not in any way that

suggests that they endorse you or your use of the work);

Noncommercial — You may not use this work for commercial

purposes; No Derivative Works — You may not alter or transform

this work. Any of the above conditions can be waived if you get

permission from the copyright holder.

http://creativecommons.org/licenses/by-nc-nd/3.0


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Better Student Outcomes

Keep the Big Picture In Mind

formula for success - mimtsstac.org · 2020. 2. 29. · lansing, michigan november 21, 2013...

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