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RAMON MAGSAYSAY MEMORIAL COLLEGES
General Santos City, Philippines
Reflection Paper
Name: _____ARIEL T. DELA CRUZ______ Date: __09-24-2021__
Program: _________MA-EM____________ Code: ____EDMAN 201_____
Course No. ________9000_____________ Course Title: _____PDME_____
TOPIC: _______TASK 1 - RRL WRITING________
Literature review on the major emerging national, state, and
local issues and trends currently facing school leaders on program
development, management and evaluation and their potential impact
on society and schools
All schools and school leaders are currently managing change in response to the
COVID-19 pandemic and even under ‘normal' circumstances, change is a difficult
process to lead. Given the nature of the challenge schools are facing, there are likely to
be hurdles to any implementation process, no matter how well planned. Effective
planning, through an evidence-based implementation process, will allow your school the
space to consider the foreseeable challenges, providing greater flexibility in responding
to the current circumstances. While schools work quickly to respond, thoughtful
preparation is key – as evidence shows, programs that are implemented effectively
improve student outcomes significantly more than those implemented with less fidelity
(Durlak & DuPre, 2008). When helping teachers, students and parents to effectively
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implement home-supported learning one of the crucial elements is having a clear school
plan that will assist in building a shared understanding for all involved (Sharples et al.,
2019).
A framework outlining four interconnected phases of implementation, which gives
an overview of how a school can undertake a journey for good implementation from
adopting a decision to sustained change; and core concepts of implementation in detail.
Evidence for Learning's Implementation Guidance Report synthesizes best practice
about implementation in two sections: understanding the foundations for
implementation; and developing actionable steps to implement your approach through
four phases – explore, prepare, deliver and sustain (Vaughan & Albers, 2017; Vaughan
et al., 2019).
According to Albers et al. (2017) the Centre for Evidence and Implementation
identified ongoing support for teachers during implementation as an important element
to improving students' learning outcomes. Using skilled coaches during this period may
be particularly effective, and many schools may find they have educators and support
staff that are more comfortable with the change and who are enthusiastic to support
their colleagues. Ensure that, in line with an understanding of effective professional
learning, there are both initial and follow-up opportunities, as well as time to practice
and reflect on how the learning is translating through to teaching practice (Sharples et
al., 2019).
In addition, an implementation plan is a useful tool to communicate with staff
about the change process, and to set expectations, but communication itself should also
exist as a stream of activity within your school's plan. As the need to communicate with
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families and students increases, schools should have a consistent approach to ensure
messages are relevant and having the desired impact (Evidence for Learning, 2019).
However, school leaders should note that, ordinarily, an implementation process
would run over roughly a three-year period, in order to embed and sustain the change
(Vaughan et al., 2019). The situation that schools are responding to now requires a
more rapid response, but there are likely other enabling factors that will counteract the
time limitations, such as the aforementioned case for change. Monitoring what is
occurring in order to understand not only the impact you are having, but how the change
is being felt by students, staff and community, should be a priority.
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REFERENCES
Albers, B., Pattuwage, L. & Vaughan, T. (2017). Summary of key findings of a scoping
review of Implementation in Education. Evidence for
Learning. http://www.evidenceforlearning.org.au/evidence-informed-
educators/implementation-in-education
Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on
the influence of implementation on program outcomes and the factors affecting
implementation. American journal of community psychology.
Evidence for Learning. (2019). Working with parents to support children's
learning. https://www.evidenceforlearning.org.au/assets/Guidance-
Reports/Parental-engagement/Guidance-Report-Working-with-Parents-to-
Support-Childrens-Learning-WEB.pdf
Evidence for Learning. (2020). Resources for home-supported learning: Implementing
your home-supported learning
plan. https://evidenceforlearning.org.au/assets/COVID-19-Home-supported-
learning/E4L-Supporting-resources-Implementation-FINAL.pdf
Sharples, J., Albers, B., Fraser, S., Deeble, M., & Vaughan, T. (2019). Putting Evidence
to Work: A school's Guide to
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Implementation. https://evidenceforlearning.org.au/guidance-reports/putting-
evidence-to-work-a-schools-guide-to-implementation
Vaughan, T., & Albers, B. (2017). Research to practice – implementation in
education. Teacher
magazine. https://www.teachermagazine.com/articles/research-to-practice-
implementation-in-education
Vaughan, T., Sharples, J., & Borton, J. (2019). School improvement: Sowing the seeds
of success. Teacher magazine.
https://www.teachermagazine.com/articles/school-improvement-sowing-the-
seeds-of-success
