2.  When an adopted policy is put into practice.  Formal implementers- government officials who have legal authority to put ne policies into effect- Superintendent  Intermediary implementers- those to whom authority is delivered. › Success depends on will › Success depends on capacity

3.  p. 272-278  You will be asked to add to the next three slides.

4.  1 st generation focused on why implementation was difficult. › Implementers:  Don’t understand expectations  Lack the knowledge and skills necessary  Given insufficient resources  Frustration sets in and motivation subsides

5.  Success Failure Analysis › Supported the 1 st generation research on the difficulty of implementation. › Supports the idea that successful implementation can occur. › Identified the commonalities between strong and week implementation. › Results explained in the next section.

6.  Major change in practice › Strong social support › Opportunities to collaborate with other professionals › Opportunities to observe successful implementation › Assistance from facilitators and mentors › Access to support network

7.  Mobilization › Adopting a new policy › Determine if:  There are good reasons for adoption  The new policy is good for the school or district  There is sufficient support from key stakeholders › Plan for implementation  Determine who should participate  Determine all the major prerequisites (forward mapping) › Gather resources for implementation  Money, time, personnel, space

8.  Stages of Implementation › Early-Don’t midgetize/pressure to continue › Late- Refine and debug  Themes of Success › Continuous monitoring and feedback › Ongoing assistance › Cope with problems

9.  Policy is in the Board Policy manual  Changes negotiated into teacher contract  Teacher/Administration evaluation procedures are consistent with policy  Student evaluation procedures are consistent with policy  Training is included in orientation and induction program  Costs are included in the budget.

10.  Why are they unpopular? › Counter to implementers self-interest › Conflict with basic professional values  Professional Resistance › Express disapproval in writing and verbally › Exit the profession, district or school › Disloyalty in token or delayed compliance

11.  Coping with Resistance › Persuasion › Policy modifications › Personnel adjustments  Choosing to Resist a Policy- questions to consider › Is the objectionable policy just symbolic? › What is the motivation to resist? › Is the policy likely to change through resistance? › What will be the professional cost of resistance?

12.  Read the attached timeline for a major policy change.  Identify the stages of policy setting. › Setting the stage › Agenda setting › Policy formation › Policy implementation › Policy evaluation  Discuss what you might do differently.

13.  Case study- page 306  News Story for Analysis- page 307