In 2018, the UK’s Education Endowment Foundation published "Putting Evidence to Work – A School’s Guide to Implementation" as a guide to help schools implement evidence-based approaches in line with their vision for school improvement. This seminar provides an opportunity to hear from the lead author of the report, Professor Jonathan Sharples, and learn how to translate strong ideas into powerful practices.

Leading evidence-informed change in school is challenging, but using the Education Endowment Foundation's implementation model can be very powerful. This session will offer insights into a three year, multi-phase project to embed a form of retrieval practice across a small group of schools.

This plenary panel will discuss strategies for building implementation literacy and building an implementation culture to promote effective implementation of evidence-based practices. The panel will highlight examples from the The Oldham Research School, UK, Shotton Hall Research School, Dinuba Unified School District, USA, and Salem-Kaiser School District, USA, and other schools in the Education Endowment Foundation Research School Network.

Implementation teams are individuals who help your district or school establish a supportive environment and facilitate the implementation of evidence-informed programs, practices and effective innovations. In this presentation we will explore key attributes of an implementation team and learn ways they can effectively support the implementation, spread, and scale of evidence-informed initiatives.

Teacher credibility, being credible in the eyes of students, has a strong influence on students' learning with an effect size of 1.09. When students see their teachers as trustworthy, competent, and dynamic, learning accelerates. Each of these areas are malleable and are always at play in the classroom. Teachers with low credibility are not likely to impact the learning of their students and are not likely to be valued members of their teams. Teams want members who are credible with their students so that they can learn from one another. In this session, we explore the components of teacher credibility and identify specific actions that can be taken to increase credibility. In addition, we focus on the skills that credible teachers need to work collaboratively with their peers. These communication and interpersonal skills can facilitate teamwork and foster collective efficacy, or block it. When teams have the necessary skills, and they engage in a collective efficacy cycle, mastery experiences are created such that the team’s efficacy is reinforced. As part of this cycle, teams use evidence of impact to extend their collective efficacy.

School improvement requires a collective commitment on an individual level from all roles in the building. Country Meadows shares their story of collaboratively designing and implementing an action-oriented school improvement plan owned, in part, by each staff member. Through an ongoing commitment creation, feedback, and refinement cycle, individuals support the collective progress toward the goal of improved student growth.

This presentation will describe the application of implementation science, guided by the Active Implementation Frameworks (AIF), to improve practice and policy change efforts, informed by real world examples of educational system and practice improvement initiatives.

Implementation planning in primary schools in the UK. Lessons learned, challenges, successes. The session will present case studies from our own school and schools we have supported as a research school to change practice in key areas such as the teaching or reading and writing and developing metacognition.

This session will describe how one district used implementation science to implement a research based health and safety plan during the COVID-19 pandemic. Districts can expect to learn how Dinuba used readiness assessments to determine implementation capacity, designed professional learning structures to increase staff skill and knowledge, and implementation teams to successfully reopen schools for in-person learning.

"Relationships are all there is." Margaret Wheatley. Join us as we explore how relationships are at the heart of promoting effective implementation in schools. Learn how the role of relationships is core to implementation design and support. This session will cover key IMPACT components that bring implementation science and implementation practice closer together.

One of the most important lessons learned from pandemic teaching is that schools with strong collective efficacy have more adaptive capacity to overcome challenges. Our students are counting on us to capitalize on those learnings to continue honing our skills and engage in innovative thinking.There are key leadership moves that cultivate collective efficacy beliefs in an organization; these are essential in successful implementation and sustainability of change efforts. Let’s explore the lessons of adversity with a specific lens on the connection between collective efficacy and implementation science.

Change of any size requires learning. Yet, not all learning produces the change desired. In this keynote you'll learn about what deep learning, the kind that changes behavior and thinking looks like and what it takes to design it, support it, and sustain it.

With a charge to adopt, implement, and sustain MTSS systems in all 42 elementary schools, a district leadership team set about to assess organizational readiness and the knowledge, will, and skill of our leaders. This team developed a multi-year action plan to create a data-based culture and commitment to continuous improvement. In year two of implementation, enthusiasm for this effort has remained constant and early data indicators are encouraging.

The goal of implementation science is to bring together research and practice in ways that improve outcomes for students. For this to happen, school leaders and implementers must work together to embrace diverse experiences and perspectives that impact implementation. A commitment to equity must be at the heart of all implementation cycles.

Equity is an issue at the forefront in education, and in society. How do we address equity and produce real and lasting change ?

When attention to culture, history, values, and needs of the community are integrated and inform intelligent adaptations of evidence-based programs and practices we begin to see implementation as not only a means to closing the achievement gap but a vehicle for closing the equity gap.

Session leaders will focus on the leadership needed for an Equity-Based Multi-Tiered System of Support. Participants will explore transformation practices and tools grounded in implementation science, resulting outcomes across different education arenas, and the leadership skills that attend to hearts and minds during transformation.