ERIC Number: EJ1368492
Record Type: Journal
Publication Date: 2022
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2470-8496
EISSN: EISSN-2470-850X
Available Date: N/A
The Role of High-Performance Implementation Teams in Promoting Effective Use of Evidence-Based Practices
Mainzer, K. Lynne Harper; Gebert, Angela McPeake; Dale, Jennifer; Schanbacher, Andrea
Journal of School Administration Research and Development, v7 n2 p103-111 2022
This article posits that high-performance implementation teams are a powerful resource for administrators when supporting the effective use of evidence-based practices (EBPs) among teachers. Yearly, administrators purchase EBPs with the expectation that positive results found in research will be reproduced in their school settings. Unfortunately, teachers' execution of these practices can fall short of the quality needed to effect substantive progress among all students. A common response is for administrators to convene implementation teams to extend help for teachers implementing EBPs. However, many of these teams are structured traditionally and lack sufficient communication, coordination, and synergy among members to produce substantive outcomes. Yet, when administrators employ a team-directed continuous improvement process that includes a protocol for building high-performance teams, they create conditions for team members to effectively support EBP implementation, analyze performance data, cross the research-to-practice bridge, and work together to close achievement gaps.
Descriptors: Evidence Based Practice, Program Implementation, Administrative Organization, Fidelity, Educational Administration, Achievement Gap, Students with Disabilities
Principal Research Center, Inc. Peters Business Building Room 385, 5245 N. Backer Avenue m/s PB16, Fresno, CA 93740-8001. Tel: 424-281-4032; e-mail: editor@JSARD.org; Web site: http://www.jsard.org/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
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Author Affiliations: N/A