A Tale of Two States: Alignment and Cohesion to Close Long-Standing Disparities in Student Outcomes

Autor/inn/en	Ryan Jackson, K.; Ward, C.
Institution	National Implementation Research Network (NIRN); University of North Carolina at Chapel Hill, State Implementation and Scaling-up of Evidence-based Practices (SISEP) Center
Titel	A Tale of Two States: Alignment and Cohesion to Close Long-Standing Disparities in Student Outcomes
Quelle	(2019), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Change; Change Strategies; Systems Approach; Evidence Based Practice; State Departments of Education; School Districts; Schools; Teacher Competencies; Educational Improvement; Alignment (Education); Teaching Skills; Elementary Secondary Education; Geographic Regions; Mathematics Achievement; Knowledge Level; Skill Development; Teamwork; Students with Disabilities; Middle School Students; Educational Legislation; Equal Education; Federal Legislation + Suchen Sie Ihr Suchwort? Bildungsreform; Lösungsstrategie; Systemischer Ansatz; Kultusministerium; School district; Schulbezirk; School; Schule; Lehrkunst; Teaching improvement; Unterrichtsentwicklung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Wissensbasis; Kompetenzentwicklung; Qualifikationsentwicklung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	The purpose of the brief is to provide examples from two state education agencies in the United States who took a different path to systemic change through the use of the Active Implementation Frameworks (Fixsen et al. 2013a; Metz & Bartley, 2012). Both states received intensive implementation-informed support from the State Implementation and Scaling-up of Evidence-based Practices (SISEP) Center. The aim of the SISEP Center is to establish implementation and scaling capacity in a State Education Agency (SEA), its regional entities, its districts, and their schools to continuously support teacher practice and improve outcomes. Under optimal conditions, a simultaneous process of horizontal and vertical alignment occurs: horizontal alignment across the SEA to reduce duplication of efforts at the state level that often translates into burdensome duplication of efforts in districts and schools; vertical alignment as the state facilitates and resources a co-creative process with its regional entities, districts, schools, and stakeholders to design an implementation infrastructure. Everyone's efforts, horizontally and vertically, are focused on supporting state, regional, district, and school leaders, who in turn support continuous improvement of teacher skills to maximize academic and behavioral outcomes for all students. The benefits and challenges inherent in the separate approaches will be presented to offer the field a deeper understanding of organizational readiness for change and the importance of co-creation to engage benefactors from every level of the system to implement, sustain, and scale-up a practice with evidence (Metz, 2016; Tommeraas & Ogden, 2015). (ERIC).
Anmerkungen	National Implementation Research Network. Available from: FPG Child Development Institute, University of North Carolina, Publications Office, CB# 8185, Chapel Hill, NC 27599-8185. Tel: 919-966-0857; e-mail: nirn@unc.edu; Web site: https://nirn.fpg.unc.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01