Vision for Program Implementation

As school leaders are presented with an ever-changing educational landscape—from testing programs to instructional initiatives; from contemporary research challenging accepted practices to technology-driven programs—it is necessary that decisions be thoughtful, intentional and steeped in a strong understanding of the skills and training of a school’s staff, the values and beliefs of the community and, most importantly, the needs of all students.

When making these important decisions, a school leader must be prepared to critically evaluate these programs and initiatives which promise great benefits. Questions that promote deep and critical analysis include:

Foundation:

Does the program address a demonstrated and objectively evaluated district, school, or program need?
Is there a research base that supports a program’s efficacy?
Are there case studies (data and visitations) that illustrate and support a program’s adoption?
Does the program align with our school’s and district’s values and mission?

Outcomes:

Does the instructional program foster disciplinary-specific skills that honor the importance of a course’s content and outcomes?
Does the program promote rigorous instruction while providing scaffolds and extensions that differentiate learning experiences?
Are the social and emotional needs of all students reinforced?

Capacity:

Do we have the ability to mobilize the community?
Does the school/district have the capacity to support professional development that serves to support all staff in meeting the needs of this new program?
Does our school/district have a plan to adopt or modify a program to meet changing needs?

Evaluation:

Is there an established program evaluation plan that allows for the honest and objective flow of objective data and feedback from all parties?
Is there a plan in place that allows for modification, customization, or an alternative approach based upon field research and objective feedback?

Once the evaluation process indicates a strong foundation for a program’s adoption, it is critical that school leaders understand the research behind programmatic change and staff buy-in.

The Diffusion of Innovations Theory, presented by Everett M. Rogers, explains how new ideas spread via communication channels over time. Educational leaders can use this theory and research base in communicating with stakeholders, growing grassroots support for an idea or initiative, and, importantly, pacing a rollout.

When examining the graph below, the red shading labeled “The Chasm” stands out.

It is the chasm—the space between early adopters and the early majority—in which an idea, innovation, or initiative reaches its tipping point. It is here that the “visionaries” meet the “pragmatists.” It is here that an idea meets the promise of exponential growth or decay and extinction.

Examining Rogers’ Diffusion of Innovation Theory and Chris Maloney’s 16% Rule can help provide a construct for supporting innovation in a school or district. Most importantly, perhaps, is the understanding that messaging must change, and that what appeals to the innovator or early adopter will not necessarily be compelling enough to mobilize the early majority.

School leaders must be prepared to “rebrand the message” for each group and find incentives to accelerate the diffusion of innovations that are well researched and promise to reshape schools and energize classrooms.