Harness the power of collective efficacy to achieve quality implementation! Designed to overcome a common barrier to successful implementation of school improvement efforts--entrenched belief systems--this book digs deeper into the power of collective efficacy. Teams with a strong sense of collective efficacy devise ways to make “what’s supposed to work” actually work, and find ways to exercise control over challenges that surround them. In addition to the examples from both inside and outside of education, readers will find  • Ways to create environments that tap into mastery as the number one source of collective efficacy  • Methods to strengthen vicarious experiences through observational learning  • Examination of social persuasion and affective states as additional sources of collective efficacy Expanding on this critically-important topic, this book accentuates the importance of collective efficacy as the single most important driver of student achievement and the key to successful implementation. This book is the spark you might need to look at implementation in a completely new light. OBC other books by Corwin: Collective Efficacy 9781506356495 The Intelligent Responsive Leader 9781506333151

Why Implementation Frequently Fails

Why Implementation Frequently Fails

As we saw in Chapter 1, school improvement initiatives often miss the mark in achieving long-lasting changes needed to positively impact student success. Implementing evidence-based approaches into everyday practice has been problematic partially because efforts to apply strategies in different contexts hinder quality implementation; entrenched beliefs often pose a large barrier to implementation efforts. Beliefs are contextual and based on assumptions teams of educators hold true in particular situations and environments. When it comes to successful school improvement, a faculty’s belief that its members cannot foster the conditions necessary to impact student learning poses the most dangerous of these entrenched beliefs.

When it comes to successful school improvement, a faculty’s belief that its members cannot foster the conditions ...

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