Evidence-Based Programs: Ensure Quality Implementation

EducationWorld is pleased to present this administrator resource shared by Linda Dusenbury, Ph.D., a researcher and expert in evidence-based prevention strategies designed to promote student competencies and motivation, and to create safe and nurturing classrooms and schools.

The results of educational research consistently show that the success of evidence-based programs  depends on high-quality implementation by teachers. So what exactly is high-quality implementation, and what can administrators do to help promote it?

High-quality implementation (often referred to as "fidelity") means implementing classroom lessons and activities as intended by the program’s developer. This would include teaching all of the lessons in sequence, and carefully following the instructions within each lesson plan so that all of the points and objectives are covered using the methods intended by the author of the program.  

High-quality implementation also has a qualitative component.  Teachers are said to implement well when they are prepared, when they make desired points with clarity, teach with enthusiasm, and create a climate of respect so that students feel safe and engaged in the process. Because every group of students is unique in terms of experiences, needs and cultural background, implementing well also means knowing when and how a program may need to be adapted in order to achieve its goals. It's possible to retain fidelity to program design by making sure any modifications are aligned with the program's message and objectives.

What can administrators do to support high-quality implementation in their schools? Research suggests five strategies may be effective:

1. Select the right program.  To begin, select programs that have been evaluated and shown to work. There are many resources that can help, including the IES What Works Clearinghouse, the National Registry of Evidence-Based Programs and Practices, and the Collaborative for Academic, Social and Emotional Learning’s Safe and Sound: An Educational Leader’s Guide to Evidence-Based Social and Emotional Learning (SEL) Programs (2003).
   
   Research has shown that programs are more effective when they fit well with the culture of the school community, so be sure to involve a variety of stakeholders in the selection process, and visit other schools that are using the program. Observe and ask questions to make sure the program will be a good fit.
   
   In addition, research shows that evidence-based programs are more effective when they are clear and easy to follow; when program structure is overly complex or unclear, implementation can suffer. It’s therefore important to select a program that will be simple for your staff to understand and use.
   
   Teacher characteristics and experience also can affect fidelity, so pick programs that fit with the style and professional experience of your teachers. For example, many evidence-based programs use teaching methods such as cooperative learning and interactive techniques. Be aware of the demands and expectations of the programs you consider, at the same time you work to help your staff develop mastery of these techniques throughout their professional development, so that they are comfortable using these methods.
    
2. Ensure that teachers receive necessary training and professional development.  Research shows that teacher training, and ongoing support and coaching enhance quality of implementation. Make sure the programs your school selects have the capacity to provide your school with the kinds of training and coaching your teachers will need, and that these services will be affordable. Administrators also help support teacher training, professional development and coaching when they make sure there is an adequate budget to support training and substitutes, as well as sufficient time allotted for training and ongoing support.  
    
3. Get trained yourself.  Training for administrators can help you better understand the program and the strategies you can use to support its high-quality implementation. Many evidence-based programs encourage administrators to attend trainings for teachers. Some programs have separate, brief orientations designed specifically for administrators. Avail yourself of any and all training opportunities.
    
4. Create a school climate that is organized and orderly.  It’s stating the obvious, but characteristics of the school affect a teacher’s quality of implementation. When school environments are chaotic, or when staff turnover is high, research shows that quality of implementation is likely to be poor. Everything you do as an administrator to create a safe, secure professional environment will help to ensure high-quality implementation of evidence-based programs.
    
5. Communicate your own enthusiasm for the program.  Research has consistently shown that teachers are more committed to a program, and teach it with greater enthusiasm, when they believe that the program is a priority for their administrators. Presenting information about the program and otherwise expressing the school’s commitment to the program at faculty meetings and during announcements can be helpful ways of communicating that the program is a priority. Visiting and observing teachers when they are teaching the program communicates that a program is a priority, as well.   

To summarize, there’s a lot you can do to support high-quality implementation (fidelity) of evidence-based programs. School leaders communicate their support most when they make sure teachers have sufficient time and resources to prepare for and teach a program.  Administrators also demonstrate their commitment when they attend at least some portion of the program's teacher training.

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