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The critical attributes of implementation are
1. Applying change research - moving from high quality knowing to doing. This also includes knowing your audience and the types of supports they will need to buy-in to change.
2. Sustaining implementation - this includes a network of supports and resources including coaches, workshops, and time (3-5 years).
3. Constructive feedback - gathering data during the implementation process to gauge if student and adult learning is aligning to the expectation and celebrating small successes.

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One of the important components of implementation is that it is a process that generally takes 3-5 years to successfully implement.  During that time, includes several different possible actions that include: setting clear goals, constructive feedback, collaborative, and a continuation of: plan, implement, analyze, reflect, and evaluate with others until successful integration of the professional learning target has been reached.

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The administration at my school shared a few years ago a desire to increase vocabulary comprehension. We had several interdepartmental workshops to share strategies and discuss how we could take a more unified approach to emphasizing vocabulary development. This was already being done to an extent with things like a word wall, which we are all still required to use, but now most classes have a vocabulary component to every lesson three years later.

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1. PLCs - since there are groups of teachers that meet throughout the year with a specific focus in mind, this would be an example of teachers who continually work together to help each other successfully implement a specific target or goal.
2. Individual or group coaching with STAT teacher
3. Subcommittee members who work in collaborative inquiry groups

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I would say that starting with PLCs would be the best way to implement change, but our PLCs rarely meet. I think working through the leadership team of the building, as it incorporates members from every grade level, would be wiser due to their influence in the building. They would be the best place to bring up the idea of investing in the implementation process.

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One idea that I noted is the need to build relationships in order to determine how others react to and process change in order to know best how to support all members of the school community. Another similar concept that seems important to me is involving all members of the school in the inquiry process of which deficits need to be addressed and providing choice in how each individual teacher will work to address the goal. This approach is more collaborative instead of top-down which I image will initiate more buy-in and participation in professional learning.

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Implementation of PL should be research based and used to apply findings of that research. Schools should provide a variety of supports throughout the PL and provide opportunities for constructive feedback and reflection.

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The first key component to implementation is that it is a long-term, ongoing and winding process whose results cannot be predetermined and executed linearly. It must be sustained for a long enough period of time to identify change, factors causing change, and to provide feedback that is tangible and applicable, in order to bring about meaningful systemic change.

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Examples include workshops, coaching, learning communities, grade level meetings, vertical teams, etc.

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In order to have successful implementation, leaders need to know their audience and be aware of the different learning levels that may exist within that group. They need to ensure that there is support for PL at all levels in order to maintain the implementation long enough to make a difference. It was humbling to learn that it takes 3-5 years to really master the new strategies!

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With the ideas from implementation in mind, PLC's would serve as a good example, our school STAT teacher occasionally offers classes focused around a common theme that meets monthly, receiving MSDE credit in return. These both serve to be more long-term oriented groups with a singular or more refined focus.

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I think that in order to create this there needs to be real interest from those participating. In order to fully realize this type of long-term change, each individual involved must be fully invested in the process as well as the outcome. This means the we should investigate the topics that teachers want to learn about. The topics must be targeting interests that teachers already have, rather than trying to force them to find interest in a topic of our choosing.

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The implementation of professional learning is designed to be a pattern for long-term change, so therefore, will take 3-5 years. This allows for individuals to learn with on-going, research-based, learning opportunities. During this time, leaders must follow their goals with fidelity. They must also regularly provide constructive feedback based on the clearly defined behaviors and provide support to deepen understanding and address any problems.

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We hold weekly planning meetings with resource teachers that allow us to deeply analyze standards and objectives and apply them into one lesson per week.

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An idea that came to mind is for next year, I would like to create a form of PLC that would hold myself, and any one else who is interested, accountable for trying specific strategies for advanced students. Each month we could meet and learn about a research based strategy, try it, report back monthly with data to discuss, and refine our practices. Inviting each other (or the STAT teacher) to observe informally could provide additional support.

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Implementation of Professional Learning is an ongoing system that should never end. Once one thing is successfully implemented, we should be moving on towards correcting the next issue. It takes at least 3-5 years for something to truly be implemented with fidelity.

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There are different leaders throughout the building that offer professional learning and help to lead different colleagues towards a successful professional learning experience.

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We need to be patient and allow for mistakes and time to be truly spent implementing different strategies. We need every person in the building to be on board and need full implementation across the entire staff. We need to begin with something that will work with our specific staff and then continue forward including new pieces a little at a time rather than expecting a huge change very quickly.

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Effective professional learning applies research to support change. The change is a process that is extended over time. Research must be established about the needs of the building, staff, and student population. Drawing from the research, leaders must set clear goals and expectations for execution. Through reflective feedback, learning can be modified to facilitate continuous practice that allows educators to embed new learning into practice.

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In our school we used quarterly grade analysis, test scores and gap analysis  focus on the literacy deficit in our school.
From these scores , a plan was implemented to target this area of need. Reading strategies were rolled out monthly and work samples were gathered by grade level to build accountability.
Although some subject areas may say they implement literacy, using the word wall was not enough. Each content area is required to review and build upon previous strategies . This has brought a great change in our scores and brought cross curriculum collaboration throughout the entire school. Most importantly the student scores have increased.
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As a leader I would use professional learning as a process of continuous improvement. Using continuous feedback and tracking will support the established learning goals. I would have a task force to review data monitoring and redefine areas of need as required. Most importantly in implementation fidelity is important. Staff will need frequent check ins, motivations, and accountability checks to sustain momentum and ensure achievement of the goal.

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Implementation should have clear set goals with high expectations of what to achieve over a period of time. This involves resources, collection of data, and feedback. It is also important to have positive relationships at this time because implementation correlates with change and it is important to know how each staff members learns and adapts to change.

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Every Wednesday during our planning, we meet with the reading specialist or math specialist in order to collaborate, professionally learn, align standards, and plan lessons in order to increase student achievement. It is specific to our grade-level and even our classes.

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In order to create this as a leader, it is important to be knowledgeable yourself. It is clear throughout this course, that professional learning goes beyond just the teacher, but also the leaders. When the leader is learning, they are aware of the changes that need to be made and are trusted their implementation. As mentioned before, there also needs to be positive relationships between the leader and the staff members in order to know how each staff member learns best and how they can adapt to change when implementing new ideas.

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Those responsible for professional learning, whether leaders, facilitators, or participants, commit to long-term change by setting clear goals and maintaining high expectations for implementation with fidelity. Reporting incremental successes to the learning community is also important so any changes to the implementation can occur.

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During our grade level meeting that take a whole day, we discuss new ways that we can implement new techniques to help us grow as professionals and as learners from our coworkers. Through learning walks and "observe me" activities we can see how certain strategies are used to help our own individual growth as a teacher or leader.

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As a leader, using continuous feedback, data analysis and keeping teachers accountable are ways to ensure the implementation is occurring and being adjusted as needed. Having grade level, or content area meetings would benefit me as a leader to ensure everyone is on the same page and voices are being heard with needs. Being flexible and not basing decisions on premature data are two aspects I think that can be hard as a leader as well.

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Critical attributes are ongoing reflection, learning, and flexibility.

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There are opportunities at my school for most departments to plan together, however when coverage is needed it often throws planning out the window. There needs to be a system employed where we can learn from each other and visit experts in our building.

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I think building relationships amongst staff will have the positive largest impact on implementation. Without feeling part of a team, appreciated, or valued implementation of a program will more than likely be done without integrity.  And, the learners will suffer.

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For this standard, a leader needs to apply current research, create and stick to a long-term implementation plan, and provide meaningful feedback to teachers.

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A STAT teacher models small group instruction with one teacher in each department. The STAT teacher plans a learning walk for the rest of the department to observe the small group lesson. The STAT regularly observes and gives feedback to teachers implementing this new method.

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The key to this standard is sustaining implementation. In order for this to work, a leader must seek out new practices that will truly be beneficial to the educators. Without passion and purpose, the initiative will not be able to be sustained.

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Educators are looking for fidelity in practice but realize it will take time before this goal is reached. In the reading it stated it takes 3-5 years to attain. There needs to be dedication from the group, coaching, valuable feedback and time for reflecting.

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PLC's are an example since there are many for different groups in the county.
Participation in a longitudinal study with a laid out plan for year one, year two and year three.
It seems that through grade level meetings schools are striving to get there in some ways with the collaboration and best practice.

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As a leader I think this could be a challenge because there can be a high turnover rate in schools. For this to work you need teachers who are dedicated to students, their team, the school and the goal(s). If working on a specific strategy for a grade they need to be willing to stay with one grade for a certain amount of time to work through the process. It might be easiest to start this process with an established team/grade level in school. Then they can be teacher leaders and support peers through their learning.

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Implementation for change is not a "quick fix;" if takes 3 - 5 years for this to be done correctly. The implementation also needs to be done with clear goals and with fidelity. Ongoing support, with constructive feedback, is critical for success.

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Our school has made the change to a learner centered environment, which includes but is not limited to targeted small group instruction, authentic learning, and student choice. Our STAT teacher provides professional development for teachers who then implement those changes in their classrooms.

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I think the most logical place from which to implement change is from the PLC, if those are working properly in a building. A PLC allows teachers to choose an area of interest and allows the teachers to work with others who have the same goals; they will hold each other accountable for implementation with fidelity.