This study examines whether three school-level factors identified in Fullan's theory of educational change would affect implementation levels in a curriculum change process. Effects of task-relevant interactions among teachers and between teachers and administrators were analyzed, along with teachers' sense of efficiency. (TE)

This qualitative study explored the implementation of a supervision policy that mandated teacher professional growth plans across the province of Alberta. That policy and the present study are situated within the larger question, How can supervisory policy and practice foster teacher learning and school improvement? Alberta teachers, principals,…