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This study explored the complexity of school change during implementation of a research-based middle-school math reform, particularly school leaders’ perceptions of factors influencing implementation. An i3 scale-up grant allowed grant partners to conduct a large-scale implementation of PowerTeaching (PT). In a qualitative study during the pilot phase of the grant, eight pilot schools’ principals were interviewed, focusing on the school leaders’ perceptions of factors influencing implementation. Major themes included the importance of a principal’s projection of and commitment to a single unified vision, the importance of standardized test results, and the importance of the school-based coach in helping the teachers to implement the program and in relieving some of the burden of oversight of PT from the school leader.