VOICES FROM THE FRONT LINE: EXAMINING PERCEPTIONS REGARDING IMPLEMENTATION DRIVERS AS VIEWED THROUGH PRACTICES IN ONE SCHOOL SYSTEM

Abstract

The intent of this study was to understand practitioners' perceptions regarding the process of implementation within one rural school system, examining the implementation process through the lens of the National Implementation Research Network's (NIRN) Implementation Framework (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005). The synthesis of the literature undertaken by Fixsen and his colleagues (2005) resulted in a conceptual framework that included implementation drivers as engines of change. Related studies have demonstrated implementation frameworks as effective and efficient catalysts for change (Balas & Boren, 2000; Berman & McLaughlin, 1996; Century, Cassava, Rudnick & Freeman, 2012; Damschroder, Aron, Keith, Kirsh, Alexander & Lowery, 2009; Fenwick, 2007; Fixsen et al, 2005). The NIRN framework was selected for this study because of its scope and depth, and its situation within the discipline of education. System administrators participated in semi-structured interviews, and front-line practitioners' perceptions were gathered through a workshop format using the carousel strategy. The interactive methodology facilitated a rich dialogue, critical in nature and constructive in presentation. Results highlighted the value of the implementation framework, the interactive role of communication with decision-making and motivation across implementation drivers, the critical value of leadership styles, the centrality of mindset and disposition to the success of the implementation, and the value of practitioner voice as an additional implementation driver. This study led to a reconceptualization of the framework which included the influence of the drivers on organizational culture and climate, mindset and disposition as well as practitioner and leadership practices. This research expands the understanding of the value of practitioner voice and the value of an implementation framework to improve understandings and practices to support strategic planning for change in school systems. Future research should explore the voices of other practitioners such as mid-management; school-based administrators and itinerant staff; the dynamic relationship between psychological contract and implementation frameworks; and further understandings of the context, barriers and facilitative structures of implementation.