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 FEATURED SPEAKERS 

Leading change in implementation

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Dr. Douglas Fisher

Professor, San Diego State University

Author

One of America’s brightest minds in improving literacy, visible learning, and school leadership. Author of Distance Learning Playbook and much more. Partner in Fisher & Frey serving to make an impact in everything they do. 

Dr. Stefani Hite

Educator, Author, International School Leader

Tigris Solutions

An experienced professional learning designer, Stef specializes in supporting organizations around systemic change initiatives with a focus on creating cultures of collective efficacy and participatory leadership

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Implementing systemic changes

Implementing pathways to success

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Joellen Killion

Learning Forward

Joellen champions educator learning as the primary pathway to student success. She serves school systems, schools, regional, state, and national agencies within the U.S. and abroad as a consultant and learning facilitator. 

Jonathon Sharples

Professional Research Fellow

Education Endowment Foundation

Jonathan works with schools and policymakers across the sector to promote evidence-informed practice, and spread knowledge of ‘what works’ in teaching and learning. 

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Implementing evidence-based practices

Implementing policy and legislation

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Dr. Melissa Van Dyke

President, Global Implementation Society

International Expert, Advisor Centre of Excellence for Children’s Care and Protection (CELCIS)

Melissa is an international expert advisor on implementation and supports various Scottish Government efforts to transfer policy and legislation into real practice change across Scotland.  

Putting Evidence to Work – A School’s Guide to Implementation

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.

Jonathan Sharples

Professorial Research Fellow, Education Endowment Foundation

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Putting Evidence to Work: Reflections On a Three Year Implementation Process

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.

Thomas Martell

Director of Research and Development at The Academy at Shotton Hall

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International Panel: Building Implementation Literacy

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.

Jonathan Sharples

Professorial Research Fellow, Education Endowment Foundation

Victoria Armstrong

Chief Academic Officer, Dinuba Unified School District

Thomas Martell

Director of Research and Development at The Academy at Shotton Hall

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Director, Salem-Keizer Public Schools

Implementation Teams: Don't Start Change without One!

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.

Steven Carney

Co-Founder and Co-Director, IMPACT Learning and Leading Group

Jenice Pizzuto

Co-Founder and Co-Director, IMPACT Learning and Leading Group

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The Connection Between Teacher Credibility and Collective Efficacy

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.