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Chapter 3: Step 1: Getting Started
Many schools and school districts can readily recall initiatives and promising practices that have been undertaken to meet various compelling needs. In the same breath, they also lament about limited initial enthusiasm, poor fidelity of implementation, limited staff implementation participation, inadequate professional development, short-term sustainability, and unclear impact. Several reasons have been cited from implementation research literature for why plans are so often unsuccessful, for example:
- Lack of buy-in or commitment from key staff (e.g., principals, superintendents, department chairs).
- Limited use of data to align and adapt implementation to local conditions and needs.
- Misalignment between selected practices and priority needs.
- Top-down directive from district office or administration without adequate consultation with, and participation by, school staff, especially with those expected to ...