Abstract:
Implementation is a key aspect of what schools do to improve, to change and be more effective. Yet implementation is a domain of school practice that is only now starting to receive more focused, holistic attention in education. Without carefully staged implementation phases to capture impacts, new approaches can potentially fade away as schools struggle to manage competing priorities.
This presentation will showcase research insights from an ongoing system-wide approach to implementation developed by Brisbane Catholic Education (BCE) via the Innovative Schools for Impact Program (ISIP). Informed by system data and driven by BCE’s new Education Strategy, the ISIP consisted of N=17 schools piloting the capturing of impacts from trialling new approaches through an improved implementation process. As part of the program, schools embarked towards four robust stages of implementation: Explore, Deliver, Prepare and Sustain (Evidence for Learning, 2019). The purpose of this research was to unveil the enablers, barriers and research impacts from schools seeking to implement new initiatives.
A case study methodological approach allowed for context-rich descriptions of schools’ experiences relative to each stage of implementation. Data generation was mixed methods in design, consisting of three consecutive phases of data collection. In the first phase, schools completed a baseline Capabilities for Implementation survey to determine readiness for implementation. In the second stage, N=17 principals and N=40 teachers engaged in a series of N=8 focus group discussions through established Communities of Practice throughout 2024. Additional qualitative data was captured through teachers’ engagement in a purposefully designed BCE reflection application software platform, conceptually framed based upon each stage of implementation. In the final stage, participants will complete a post-test of the schools’ implementation capabilities and share culmination research impacts from their implementation of the new initiatives.
Analyses will draw upon an adapted Socio-Ecological Model approach to enable broad-level insights into the factors (enablers and barriers) influencing participating schools’ implementation of new initiatives across Intrapersonal, Interpersonal, Environmental/Resource and Policy level considerations.
This research presentation will share unique multi-level and staged system insights into whether schools were able to strengthen the capturing of impacts from trialling new approaches through improved implementation processes. Such insights are important to help teachers in schools lead more effectively, strategically and to generate evidence-based insights from the development of implementation skills, knowledge and new understandings.
This presentation will showcase research insights from an ongoing system-wide approach to implementation developed by Brisbane Catholic Education (BCE) via the Innovative Schools for Impact Program (ISIP). Informed by system data and driven by BCE’s new Education Strategy, the ISIP consisted of N=17 schools piloting the capturing of impacts from trialling new approaches through an improved implementation process. As part of the program, schools embarked towards four robust stages of implementation: Explore, Deliver, Prepare and Sustain (Evidence for Learning, 2019). The purpose of this research was to unveil the enablers, barriers and research impacts from schools seeking to implement new initiatives.
A case study methodological approach allowed for context-rich descriptions of schools’ experiences relative to each stage of implementation. Data generation was mixed methods in design, consisting of three consecutive phases of data collection. In the first phase, schools completed a baseline Capabilities for Implementation survey to determine readiness for implementation. In the second stage, N=17 principals and N=40 teachers engaged in a series of N=8 focus group discussions through established Communities of Practice throughout 2024. Additional qualitative data was captured through teachers’ engagement in a purposefully designed BCE reflection application software platform, conceptually framed based upon each stage of implementation. In the final stage, participants will complete a post-test of the schools’ implementation capabilities and share culmination research impacts from their implementation of the new initiatives.
Analyses will draw upon an adapted Socio-Ecological Model approach to enable broad-level insights into the factors (enablers and barriers) influencing participating schools’ implementation of new initiatives across Intrapersonal, Interpersonal, Environmental/Resource and Policy level considerations.
This research presentation will share unique multi-level and staged system insights into whether schools were able to strengthen the capturing of impacts from trialling new approaches through improved implementation processes. Such insights are important to help teachers in schools lead more effectively, strategically and to generate evidence-based insights from the development of implementation skills, knowledge and new understandings.