Critical Indicators of Implementation Fidelity in a Statewide School Improvement Initiative

• In Event: Educational Change in Changing Times: Beliefs, Aspirations, Leadership, Critique, and Transformation

Abstract

A Midwestern state launched statewide implementation of formative instructional practices professional development to improve education through instructional change. As the program approached its second year, it was important to investigate whether the model was being implemented with fidelity to the plan prescribed by its designers. The purpose of this study was to use concepts of implementation fidelity outlined by Yap, et al., (2000) to identify fidelity characteristics related to this statewide implementation. Results indicated that resources, administrative and professional support, content, duration, frequency, and coverage alone were not adequate to yield the anticipated outcomes and hindered the implementation fidelity. This study may contribute to improving implementation fidelity and warrant consideration by those designing and implementing statewide or large initiatives.

Authors

• Linda Collins, The University of Akron

• Xin Liang, The University of Akron

• Lisa A. Lenhart, The University of Akron

• Sharon D. Kruse, Washington State University - Vancouver