How to Stop "Initiative Fatigue" and Close the Knowing-Doing Gap in Educational Systems

In a time of financial constraints, educational leaders must mandate a clear direction for effective allocation of precious resources of time, energy, and money.  There are too many initiatives not explicitly linked to improved student achievement and as a result educational systems are suffering from “Initiative Fatigue.”

The Implementation Audit™ is not a new initiative.  The Implementation Audit™ is a unique practice created by The Leadership and Learning Center to give system-level leaders the answer to these key questions:

• What initiatives are presently in place in our system?

• To what extent are these initiatives actually implemented at the school and department level?

• Is successful implementation of these initiatives linked to improved student achievement?

How the Implementation Audit™ works.

The Leadership and Learning Center developed a proprietary four-step process:

First, we work with school leaders to conduct an Initiative Inventory that identifies the key expectations of system leaders and policy makers.  In many school systems, there is a mix of system-level initiatives and building-level initiatives.  Our first task is to identify all of these.

Second, for each initiative, we will create an Implementation Rubric that reflects the degree to which there is evidence that each initiative is taking place at the school level, and where appropriate, at the central-office department level.

Third, we use a combination of direct observation, interviews, surveys, and focus groups to create an Implementation Index for each initiative. 

Fourth, we assess the relationship between gains in student achievement and the implementation of initiatives. 

Finally, we report a synthesis of findings and recommendations to the senior leadership of the system as well a building specific findings and recommendations. 

The Implementation Audit™ is "brand-neutral"—there is no predisposition favoring or opposing any initiative.  In fact, our research suggests that the degree of implementation of initiatives by teachers and school leaders is a powerful variable that is often independent of the brand name of the program.  Great programs poorly implemented have little opportunity for impact.  Great programs layered on top of one another with insufficient time and attention also have little opportunity for impact. 

The purpose of the Implementation Audit™ is to neither criticize nor recommend a particular program, but rather to reveal the actual level of implementation and impact on student achievement so that system-level leaders can make wise decisions about the allocation of time, energy, and money. It will provide the tools necessary to proceed with targeted and essential professional development to assure school, districts and boards use resources as effectively and efficiently as possible.