“We have to figure out how to make implementation easy and faster.”
I hear this statement from time to time and it always makes me wonder. It makes me wonder about a number of things.
1) Quality before Speed: At this stage of development, shouldn’t our concern be more about understanding what high quality implementation looks like rather than methods to speed it up? Perhaps we can speed up the implementation process as we know it, but I’m not convinced that we know what high quality implementation looks like yet. The list of questions I have is worthy of its own blog post, but let me start with two significant issues. First, we have not figured out the best ways or the real cost of helping students who enroll in a school academically behind their age-based grade, those with special education issues, or those learning English. Second, we also haven’t taken the ceiling off the system consistently so that students can actually advance when they have demonstrated mastery. What is preventing us from making sure seventh graders can be doing ninth grade math? One might say that both of these should be considered school-level autonomies. However, I also think they are structural issues about the responsiveness of districts and schools to students’ needs.
2) Speed, Shared Vision, and Deep Personal Growth: Several months ago, someone asked me for feedback on an implementation plan for a district. There were lots of project benchmarks, timetables, specific activities, and ideas for who was going to do what. But what it didn’t have was any time or resources allotted for engaging the community in building a shared vision or understanding why the traditional system is a barrier. Nor did it have any lead time for the district staff and school leaders to deepen their understanding of competency education or strengthen their distributive leadership styles. (See Implementing Competency Education in K-12 Systems: Insights from Local Leaders for more discussion on creating shared purpose and leadership styles.) (more…)