Quality Implementation

Jenni Donohoo is the director of Praxis-Engaging Ideas, Inc and a project manager for the Council of Ontario Directors of Education (CODE). Jenni has a PhD in Educational Studies and Supervisory Officer Qualifications. Jenni is a former classroom teacher and currently works with system, school leaders, and teachers around the world to support high quality professional learning. She has authored many peer-reviewed publications and three best-selling books, including Collaborative Inquiry for Educators, The Transformative Power of Collaborative Inquiry (with Moses Velasco), and Collective Efficacy: How Educators’ Beliefs Impact Student Learning. Jenni’s areas of expertise include collective efficacy, metacognition, adolescent literacy, and facilitating collaborative learning structures. Steven Katz is the director of Aporia Consulting Ltd. and a faculty member in the Applied Psychology and Human Development at the Ontario Institute for Studies in Education of the University of Toronto (OISE, UT), where he teaches in the Child Study and Education graduate program. He is the recipient of the OISE, UT- wide award for teaching excellence. Steven has a PhD in human development and applied psychology, with specialization in applied cognitive science. His areas of expertise include cognition and learning, teacher education, networked learning communities, leading professional learning, and evidence-informed decision making for school improvement. He has received the Governor General’s Medal for excellence in his field and has been involved in research and evaluation, professional development, and consulting with a host of educational organizations around the world. He is the author of several best-selling books, including Leading Schools in a Data-Rich World, Building and Connecting Learning Communities, Intentional Interruption, and The Intelligent, Responsive Leader.

• List of Figures, Tables, and ResourcesPrefaceAbout the AuthorsPART I: BELIEFS AS THE FOUNDATION TO QUALITY IMPLEMENTATIONChapter 1 The Elusive Quest for Quality ImplementationWe Already Know What’s “Supposed” to Work in SchoolsQuality Implementation DefinedThe Problem of Getting to Quality ImplementationBeliefs MatterEducators’ BeliefsIn ConclusionChapter 2 Why Implementation Frequently FailsCollective EfficacyDiminished Efficacy Is a Barrier to Quality ImplementationCollective Efficacy’s Role in Team MotivationDiminished Collective Efficacy Results in a Reduction of Goals and EffortCollective Efficacy Beliefs Shape ExperienceIn ConclusionChapter 3 Collective Efficacy as an Enabler of Quality ImplementationIntegrating Daily Physical Activity in Elementary SchoolsHow Collective Efficacy Drives Quality ImplementationHow Teams Exercise ControlMotivational InvestmentsHow Goal Setting Influences MotivationHow Causal Attributions Influence MotivationThe Pygmalion EffectIn ConclusionPART II: FOSTERING BELIEFS TO REALIZE QUALITY IMPLEMENTATIONChapter 4 Creating Mastery MomentsMastery ExperiencesKey Features of Mastery EnvironmentsThere Is an Open-to-Learning StanceThere Is an Orientation Toward Mastery GoalsTeams Engage in Joint Work Characterized by Positive InterdependenceThe Thunder Cape RescueProgress Is Monitored Based on Success CriteriaImplications for PracticeA Focus on Learning TogetherA Focus on Cause-and-Effect RelationshipsA Focus on Goal-Directed BehaviorA Focus on Purposeful PracticeIn ConclusionChapter 5 Learning VicariouslyKey Features of Vicarious ExperiencesSimilarityReinforcementAttention, Retention, Reproduction, and MotivationPsychological SafetyImplications for PracticeEstablishing a Culture That Enables Observational LearningStructures and Protocols for Observational LearningGuiding Observational LearningIn ConclusionChapter 6 Convincing Teams That They Have What It TakesSocial Persuasion and Affective States: Two Additional Sources of Collective EfficacyUsing Social Persuasion to Influence Collective EfficacyCognitive DissonanceSocial Judgment TheoryThe Narrative ParadigmIn ConclusionReferencesIndex