The Nature of Leadership Practices on Teacher Implementation of a Newly Introduced Gifted Currculum

• In Event: Roundtable Session 90
  In Roundtable Session: The Role of the Supervisor in Teacher Development and Evaluation

Abstract

The call for measuring fidelity of implementation (FOI) of core curriculum interventions during efficacy or effectiveness studies is receiving increased attention. FOI measurements are equally critical for curricular interventions designed to improve learning for gifted students. Optimizing FOI is dependent on identifying the factors that impede or enable implementation as intended and determining the role of school level actors in addition to the teacher. Little systematic investigation has pursued understanding the role of building-level administrators or gifted coordinators in the implementation of curriculum for the gifted. This study explores the influence of leadership practices at both levels on FOI.

Author

• Lisa Hall Foster, Harvard University