Implementation Insights: Change Strategies at Work
coordinators, math coaches, paraprofessionals, counselors, school psychologists, and school support liaisons. In this report, we summarize some ways in which the implementation staff observe their partnership work with schools, and how it is aligned with the School as Hub Change Strategies. Relationship Building: Overarching Core of the Implementation Work All Superintendents’ Plan work is accomplished through a network of relationships. Implementation staff reported relationship building as a central and primary aim in their work with schools. Through informal conversations and resource sharing, implementation staff initiated their partnerships by learning and listening to school staff. They offered constructive recommendations to enhance instructional practices and educational spaces. They experienced some struggles in establishing partnerships with some school staff and had the most meaningful successes when trust was established and school staff shared their deepest practice-related questions and struggles. In the context of trusting relationships, implementation staff reported that they could do effective work, such as using reflective feedback while coaching. Implementation staff reported that their partnerships with school staff enabled them to gradually see shifts in thinking and practice. FIGURE 25. | BUFFETT INSTITUTE IMPLEMENTATION STAFF (PURPLE) AND THE PRIMARY SUPERINTENDENTS’ PLAN STAKEHOLDERS WITH WHOM THEY ENGAGE (GREY)
Superintendents’ Early Childhood Plan Evaluation
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