Systemic Planning Process

To ensure that attention is given to all phases of professional development, the following questions can be used as a guide for planning and supporting change initiatives:

Initiation and Readiness:

• Is there consensus regarding the need to begin an improvement initiative?

• Are procedures in place for collecting and interpreting site-specific data for determining and prioritizing needs?

• Is there a clear, shared vision based on clearly articulated beliefs?

• Is there at least one strong advocate for this initiative at both the district and school levels who influences decision making?

• Do leaders possess a sufficient knowledge base to guarantee the support necessary for research-based decision making?

• Which current school practices are congruent with the school's vision and current improvement targets?

• What new practices need to be adopted to achieve the school's vision and goals?

• Does the staff development plan include objectives related to attitude change, skill development, and knowledge acquisition?

• Are there plans to recognize and celebrate improvements and risk taking?

Implementation:

• Are problem-monitoring and problem-solving strategies in place?

• Are provisions being made for development of theoretical understanding, demonstration of skills, and practice of new skills in training?

• Are structural or administrative arrangements in place to accommodate study groups or learning teams to discuss learnings and to facilitate use of new practices?

• Are participants aware of the implementation dip (things often get worse before getting better)?

• Is the principal's role clearly defined?

• What district-level support services are available?

• Are expectations for change communicated and monitored?

• Is the impact on students monitored?

Institutionalization:

• Is the change embedded in the structure of the organization through policy, budget, and procedures?

• Have links been established with other key elements of the instructional program?

• Are transitional strategies in place? Should there be changes in personnel?

• Are the costs for the ongoing use of the skill/materials/program built into the budget?

• How are new additions to the staff to be oriented and trained?

• Are data periodically reviewed to determine what practices need to be discarded, continued, or integrated with new practices and materials?

• Is responsibility for maintenance shared by teachers and administrators?

• Has leadership and training capability shifted to internal leaders?