This monograph focuses on the implementation process that has been a concern of school jurisdictions since the teacher evaluation policy became mandatory in Alberta, Canada, in 1985. Research has shown that school systems are adept at developing written policy but much less successful at putting that policy into effective operation. This overview of implementation emphasizes those structures, activities, and procedures that have enhanced implementation and those that may militate against success. This study will examine how the successful implementation of new policies in school jurisdictions may be influenced by factors such as: (1) the roles played by key participants in the process; (2) the perceptions of professional staff with respect to the "real" purposes of any new policy, as opposed to stated purposes; (3) the discrepancies that develop between stated purposes and evolving practices; (4) the extent to which key participants understand how change occurs in school systems; (5) the influence of constraints such as time and resources; (6) the actual implementation strategies that are employed; and (7) and the amount and type of training that is provided. An example of an inservice training model that was successfully adopted in a school system is presented in table form. The report concludes with recommendations about training that evolves by professional growth and attention to important professional concerns. (CJH)