The Phases of Implementation are actually a tool to leverage in support of teachers and the school's or district's implementation of Customized Learning. The components of Customized Learning are certainly not new to schools, but successfully implementing CL depends on raising the level of level of implementation and the consistency of implementation across the school and school year so they don't simply occur in certain classrooms or during certain units. But learning to implement all those moving parts, in a sequence that actually works, can seem daunting! The Phases take a complex initiative (Customized Learning) and break it into manageable chunks, supporting implementation (and teachers!) in several ways.
The Phases Help Leaders Articulate Where the Staff and School are in Their Implementation
The notion of phases is helpful to leadership because they can classify their educators by the phase each is in. Not only can teachers be identified as being in a specific phase, but so can teams (grade levels, interdisciplinary teams, departments, etc.), schools, and districts based on the phase of the majority of their teachers. This helps with articulating to the district, parents, and community where you are on your journey toward implementing Customized Learning, and reminds everyone that this work will not be completed over night (our district has a 5-year plan for implementation!), and helps everyone manage expectations about what should be happening in our schools at this point in the implementation.
Keep in mind that teachers within a school will be at different phases. Districts in the Maine Cohort for Customized Learning have had success with having early adopters pilot a phase ahead of the rest of the staff, and even when the majority of staff in a school are ready to move to the next phase, there will be new staff needing initial training, or staff who are progressing at a different pace than their colleagues.
The Phases Help Teachers Focus Their Professional Learning and Implementation
The phases help educators know the “curriculum” of implementing Customized Learning, where they are in the scope and sequence of that curriculum, and what goals and next steps they might need for progressing to the next level. The goal of any phase is to develop proficiency in the skills related to that phase. This will lead to a strategic progression of more and more skill at creating a personalized learning environment for students, where we expect students to have an improved sense of having their learning needs met, resulting in increased competence, engagement, and academic success.
It is always okay for teachers to dabble, try out, and explore features of a phase or two ahead of where they are, but only within the context of informal learning (“dabbling”). Educators' primary responsibility is getting good at the skills of their current phase.
“Plan, Do, Check, and Adjust” is a crucial component of implementation at each phase, insuring that reflection, continuous improvement, collaborative problem-solving, supporting colleagues, and sharing ideas are hallmarks of the teachers' work.
The Phases Help Leaders Plan for Professional Development
Leadership can more easily plan for training, support, coaching, and professional development because of the Phases : (a) leaders can articulate where their staff are in their professional learning progression; (b) the kinds of resources, training, and coaching needed differs by phase; and (c) how much of that support is needed depends on how many staff are in each phase. Similar to how students will move through the curriculum via Customized Learning, teachers demonstrate mastery of components in one phase before moving on to the next phase.
The first three phases each begin with educators participating in specific training designed to kick off that phase by orienting them to the key components and the work that awaits them (I have come to think of them as “same page” trainings since they are intended to get everyone on the same page.). Other trainings (offered as teachers need them, see below) help teaching staff become more familiar with the curriculum organization, the complex reasoning and life-long habits of mind curriculum strands, various instructional strategies, learning progress management, student motivation, etc.
In fact, from the Classroom Culture phase on, we do not automatically provide teachers the “next” trainings and professional development until they have demostrated some proficiency with the skills, tools, and concepts of the phase they are currenty in. They must get good at the current phase before moving on.
The Phases Help Leaders Focus Positive Pressure and Support
Level of implementation matters, and leaders increase level of implementation through Positive Pressure and Support. Positive Pressure and Support has three pieces: Expectations, Supervision, and Support. We have just discussed support, but the Phases help focus Positive Pressure and Support, as well, by making clear the expectations (getting good a skills in the phase you're teachers are in), and by clarifying what to look for in classrooms when supervising and supporting (those same skills of the current phase).
Even if the Phases help provide clarity, leaders still need training and support themselves so they know the phases and what each phase's skills look like. For example, are teachers in the Classroom Culture Phase actually working within their phase toward getting feedback from students, or are they jumping ahead? Have teachers simply posted some of the tools (such as a Parking Lot) or are they actually providing students with opportunities and guidance on providing feedback using a Parking Lot. Is the absence of a Parking Lot a sign that a teacher isn't focused on Student Voice and Choice, or is the teacher simply using other strategies?
This approach to scaling the reform is successful specifically because, at any given moment, the work is personalized to the immediate needs of the teacher, team, school, or district. Team level, school level, district level, and consortium level. Shared leadership teams (a) determine where their educators and communities are in the process of implementing customized learning (using the phases as a guide), (b) design individualized implementation plans and interventions for their group, and (c) provide positive pressure and support for moving to the next level.
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