Assessing Feasibility of Promising Initiatives
Next, school leaders engage the whole school community in the process of selecting the strategy or practice they wish to adopt. While search for alternative solutions might be delegated in order to conserve organizational energy, selection is inclusive, participatory and deliberative because for adoption decisions have serious consequences for all members of the school community. To decide, the school community considers the questions dealing with evidence and fit to the problem, the context of implementation, and the resources available. Here are some examples of these questions:
Evidence and fit—
--What is the evidence that the reform produces intended results? How well does the
evidence apply to our particular school?
--Have other schools like ours experienced success with the program or practice?
What do we know about such other experiences?
--How well does the reform address the problem(s) that have been framed?
Cultural and political context—
--Does the school culture (e.g., shared values, levels of trust, etc.) support the
particulars of the proposed program or practice?
--Are improvements in collaboration needed?
--How well does the reform fit with our core values and commitments?
--Does the school have the authority to act? If not, is district support sufficient?
--How stable and enduring is the support for this reform likely to be within the
school and its larger community (including the district)?
--Will this practice require organizational restructuring and, if so, will that bring
on resistance or require different relationships among faculty, staff and
students?
--Do families support the initiative?
Resources--
--What professional development needs to be undertaken?
--Are the time and money needed available (can these resources be reallocated)?
--Can additional financial resources be acquired?
--Are learning materials and technology (if relevant) adequate?
--Is expert technical assistance needed and, if so, is it available?
--Does the reform include practical tools and materials that supply guidance to
teachers in implementation?
To learn more about resources and tools for decision making, CLICK HERE [link 5j]
Evidence and fit—
--What is the evidence that the reform produces intended results? How well does the
evidence apply to our particular school?
--Have other schools like ours experienced success with the program or practice?
What do we know about such other experiences?
--How well does the reform address the problem(s) that have been framed?
Cultural and political context—
--Does the school culture (e.g., shared values, levels of trust, etc.) support the
particulars of the proposed program or practice?
--Are improvements in collaboration needed?
--How well does the reform fit with our core values and commitments?
--Does the school have the authority to act? If not, is district support sufficient?
--How stable and enduring is the support for this reform likely to be within the
school and its larger community (including the district)?
--Will this practice require organizational restructuring and, if so, will that bring
on resistance or require different relationships among faculty, staff and
students?
--Do families support the initiative?
Resources--
--What professional development needs to be undertaken?
--Are the time and money needed available (can these resources be reallocated)?
--Can additional financial resources be acquired?
--Are learning materials and technology (if relevant) adequate?
--Is expert technical assistance needed and, if so, is it available?
--Does the reform include practical tools and materials that supply guidance to
teachers in implementation?
To learn more about resources and tools for decision making, CLICK HERE [link 5j]