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Educators are more comfortable with implementation, they understand the content at a deeper level, and can made adaptations for a number of situations.

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Implementation becomes routine and the educator becomes more comfortable with the actions. Educators may shy away from adaptations because of their comfortability.

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During this phase, educators begin the process of implementation, but it seems unorganized and slow due to the amount of information to remember.

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Educators are aware of the initiative, but do not implement in their classrooms.

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Educators either do not know about the initiative or they resist learning about the initiative.

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Knight, J. (2021). Moving from Talk to Action in Professional Learning. Educational Leadership, 16-21.

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T: How can data collected be used for change?
A: How will follow through with follow up be conducted?
R: How will this be used to implement new professional development?

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T: How can the facilitator provide opportunities for building relationships?
A: How can the facilitator take on the role of leader and learner?
R: What data should be collected?

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T: What is the purpose and how will data will be collected?
A: Who are the participants?
R: Does the design create a lasting impact?

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Jim Knight (2021) offers a model for learning implementation in regards to professional development learning.

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Jim Knight (2021) offers a model for learning implementation in regards to professional development learning.

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Ende (2021) suggests three phases for professional development; planning, providing, and follow up. Each phase engages the TAR method of think, act, and review.

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Ende (2021) suggests three phases for professional development; planning, providing, and follow up. Each phase engages the TAR method of think, act, and review.

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Fred Ende (2021) states in order for professional development to stick, it must be meaningful to the participants, be highly engaging, allow the participants to have a say and a choice, and be conscious of time.

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Fred Ende (2021) states in order for professional development to stick, it must be meaningful to the participants, be highly engaging, allow the participants to have a say and a choice, and be conscious of time.

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Ende, F. (2021). What's Key to Sticky PD? Educational Leadership, 38-43.