Menu

Implementation Fidelity Affects The Degree Of Change In Teacher Practice

By Joellen Killion
June 2016
Vol. 37 No. 3
  What The Study Says School improvement that depends on professional development as a primary means for implementing effective instructional practice requires deliberate attention to implementation fidelity of both the content and process of professional development, the ongoing development of professional developers, and the measurement of implementation over time. When schools have high-fidelity implementation of the professional development principles of both professional development content and process, teachers have significantly higher frequency of implementation of instructional practices aligned with the reform program than schools that were low in implementation or those that had high levels in one and low levels in another. Study description In their longitudinal study of fidelity of implementation of principles of reform-aligned professional development content and process, Kisa and Correnti examine teacher

Read the remaining content with membership access. Join or log in below to continue.

Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.

Log In
   

Authors

Joellen Killion

Joellen Killion (joellen.killion@learningforward.org) is senior advisor to Learning Forward. In each issue of JSD, Killion explores a recent research study to help practitioners understand the impact of particular professional learning practices on student outcomes.

At a Glance

Implementation fidelity of principles of professional development content and processes associated with school reform instructional practice improvements positively affects the degree of change in teacher practice.

The Study

Kisa, Z. & Correnti, R. (2015). Examining implementation fidelity in America’s Choice schools: A longitudinal analysis of changes in professional development associated with changes in teacher practice. Educational Evaluation and Policy Analysis, 37(4), 437-457.

What This Means For Practitioners

Whole-school improvement depends on teachers’ capacity to implement associated instructional practices. Such reform requires professional learning to align teaching with the reform being implemented. The principles driving America’s Choice professional development content and process are drawn from the same research that undergirds Learning Forward’s Standards for Professional Learning (Learning Forward, 2011).

This study demonstrates that attention to both the content and process of professional learning is equally important in supporting teachers’ implementation of new instructional practices and that the professional learning is sufficiently sustained over time to achieve high levels of implementation.

The study also illuminates the complexity of measuring implementation of content and process and expected changes. Researchers stress that specifying the theory of change and a clearly delineated logic model to operationalize the content, process, and expected changes as well as the expected content and process and how they might change over time requires reform leaders to describe with explicitly measurable specificity what those changes are.

These findings are strongly aligned with the Outcomes (content), Learning Designs (process), and Data (evaluation) standards of Learning Forward’s Standards for Professional Learning (Learning Forward, 2011).

When the outcomes of professional learning are clearly delineated and aligned to research- and evidence-based practices and students’ expected learning outcomes, and when the learning designs employ powerful strategies for both developing content knowledge and supporting transfer to practice — including training, coaching, and other forms of personalized, classroom-based supports, access to appropriate curriculum, and opportunities to plan instruction — the level of implementation of the desired change in practice is higher.

In addition, being able to measure the rate of change and the consistency of the professional learning treatment provides important data to adjust its implementation to achieve greater effects in changes in teacher practice.

Reference : Learning Forward. (2011). Standards for Professional Learning. Oxford, OH: Author.

References

Learning Forward. (2011). Standards for Professional Learning. Oxford, OH: Author.


+ posts

Joellen Killion (joellen.killion@learningforward.org) is senior advisor to Learning Forward. In each issue of JSD, Killion explores a recent research study to help practitioners understand the impact of particular professional learning practices on student outcomes.


Search
The Learning Professional


Published Date

CURRENT ISSUE




  • Just released!
    Order Today
  • Recent Issues

    SUPPORTING EACH OTHER
    October 2020

    What does it mean to support learning in challenging times? It means...

    TURNING TO TECHNOLOGY
    August 2020

    Technology constantly creates new opportunities for professional learning....

    WHAT NOW?
    June 2020

    The COVID-19 pandemic has changed school as we know it. As we face an...

    BEYOND THE BASICS
    April 2020

    Learning professionals challenge themselves to stretch and grow while...