本文檔由funstory.ai的開源PDF翻譯庫(kù)BabelDOCv0.3.27(http://yadt.io)翻譯，本倉(cāng)庫(kù)正在積極的建設(shè)當(dāng)中，歡迎starAProblem-SolvingApproachtoDesigningandImplementingaStrategytoImprovePerformanceFigure Problem-SolvingApproachtoStrategyDesignandTheproblem-solvingapproachtodesigningandimplementingastrategyincludeseightstepsFigureIdentifytheAnalyzetheProblemandDiagnoseItsDevelopaTheoryofDesignthePlanforImplementtheAssessAdaptandModifyforContinuous

圖 APELPProblem-Solving

PELP問題解決方法Teamsrarelymovethrougheachstepsequentially,andmightgetstuckandrevisitearlierstepsthroughouttheprocess.However,eachstepiscriticaltoimprovingsystem-wideperformance.IdentifytheProblem.Thefirstandmostcriticalstepofsolvingaperformanceproblemistoaccuratelyidentifyit.Theperformanceproblemyourteamselectsshouldbegroundedintheinstructionalcore.Oftenteamstrytoaddressanunsatisfactoryoutcome—suchaslowstudentachievement—withoutidentifyingaseriousproblemthatcontributestoit.Ifateamdoesnottakethisstepseriously,alackofrigorwilllikelyresultinaweaktheoryofaction.Problemdefinitionsthatfocusonblamingotherssuchas“thereisn’tenoughmoney”or“theunionisagainstit”aretemptingbecausetheyabsolveusofresponsibilityfortakingaction.AsRickDuFour(2004)putsit,ratherthanfocusingoutwardonforcesoverwhichyouhavelittlecontrol,yourteamshouldidentifyaproblemthatiswithinitssphereofinfluence.DuFourcallsthislooking“inthemirror”insteadof“outthewindow.”AnalyzetheProblemandDiagnoseItsCauses.Onceyourteamhasidentifiedtheproblem,youmustfigureoutwhatisreallygoingon.Wechallengeyoutolookinternallyatyourdistrict’spracticesandresults,andbereadytorecognizewhatrolethedistrictofficemightplayintheproblem.Itisimportanttoconsidertheproblemfromtheperspectivesofteachersandadministratorsintheschoolsorparents.Understandingtherootcausesoftheproblemyouidentifywillprepareyourteamtoaddressit.DevelopaTheoryofAction.Thenextstepistoformulateatheoryofactionforhowtosolvetheproblemyouidentifiedbyattackingitsrootcauses.Adistrict’stheoryofactionisastatementaboutcauseandeffect.Typically,ittakestheform:“IfwedoXthenYwilloccur.”Inotherwords,whichactionsdoesyourteamthinkwillleadtoyourdesiredDesigntheStrategy.Yourstrategyissimplythesetofcoherentactionsyouwilltaketoputyourtheoryintopracticeandsolvetheproblemyouhaveidentified.Itshouldincludethetargetoftheintervention(particularstudentgroups,gradelevels,contentareas,oremployeegroups),thespecificactionsthatwillbetaken,andthetimetableforimplementationandresults.Inadditiontoidentifyingtheactivitiesofyourstrategyinthisstep,youmustdiagnosethelevelofcoherenceinyourorganizationwithyournewstrategy.PlanforImplementation.Preparingtoimplementthestrategyisasimportantasimplementingit.Inthisstep,yourteamshouldidentifytheresourcesneededtosuccessfullyexecutethestrategy.Thesemightincludefinancialresources,people,and/ortechnology.Payparticularattentiontothepeopleaspectsoftheimplementationplan.Astrategy’ssuccessorfailureislargelydependentontheabilityoftherelevantstaffmemberstoperformthetasksthatmakethestrategycometolife,anditisimportanttoidentifyknowledgeorskillgapsintheplanningphase.Don’toverlookthepoliticalsupportthatyoumightneed,bothwithinthesystemandoutsideit.YourteamshouldalsoanticipatechallengesthatarelikelytocomeupduringimplementationandfindwaystoaddresstheminImplementtheStrategy.Duringthisstep,peoplemusthavetheresources,knowledge,skillsandsupporttheyneedinordertoimplementthestrategywithfidelity.Districtleadersneedtotakethetimetoensurethateveryoneunderstandsthestrategy,howhisorherparticularjobortaskcontributestotheoveralleffort,andwhyitisimportant.Districtleadersmustalsosolicitfeedback

備他人如“錢不夠”或“工會(huì)反對(duì)”的問題定義是有誘惑力的，因?yàn)樗鼈兪刮覀兠庥诓扇⌒袆?dòng)的責(zé)影響力范圍內(nèi)的問題。DuFour稱之為“照鏡子”而不是“望窗外”。XY PELP問題解決方法APELPProblem-SolvingPELP問題解決方法APELPProblem-Solvingandsuggestionsfromthosewhoareimplementingthestrategy—typicallyteachersandprincipals.Inadditiontothenecessaryskills,employeesmusthavethewilltoimplement.AssessProgress.Whileimplementationisunderway,youshouldbecollecting,analyzing,andmakingdecisionsbasedondataaboutthreedimensions:1)theprogressoftheimplementation;2)theeffectivenessofthestrategy;and3)thevalidityofthetheoryofaction.AdaptandModifyforContinuousImprovement.Throughouttheimplementationofthestrategy,youmightdiscovernewproblemsormissoriginaltargets.Byadaptingandmodifyingtheimplementationplan,thestrategyandthetheoryofactionasmoreinformationbecomesavailable,leadershipteamscanacceleratetheirprogress.Modificationscouldbeassimpleasaddressinganunforeseenskillgapinkeypersonnelorascomplicatedasadaptingtochangesinstateregulations.Problem-SolvingApproachtoStrategy:GuidingQuestionsforEachStep#1:IdentifytheWhatistheperformanceproblemwearetryingtosolve?Whatarethreeorfourobservablesymptomsoftheoverallproblemweidentified?Besurethatitislinkedtoactivitiesandoutcomesrelatedtotheinstructionalcore(students,teachers,academiccontent)Howcanwedescribetheprobleminsimpletermswithnojargon(nomorethanasentenceorWhatevidencedowehavethatthisisaprobleminourorganization?WillthisevidenceenableustobettercommunicatethenatureandimportanceoftheproblemtostaffandWhenworkingthroughproblemidentification,thePELPcoherenceframeworkcanbeausefuldiagnostictoolinscanningtheorganizationlookingforperformancegapsorincoherence.TheCoherenceFrameworkisexplainedindetailinPEL-010,butitisreproducedhereforaquickreferenceintheproblemsolvingprocess.

2）策略的有效性；3）行動(dòng)理論的合理性。 PELP問題解決方法APELPProblem-SolvingPELP問題解決方法APELPProblem-SolvingComponentsofthePELPCoherenceInstructionalcore:Thecoreincludesthreeinterdependentcomponents:teachers'knowledgeandskill,students'engagementintheirownlearning,andacademicallychallengingcontent.TheoryofChange(Action):Theorganization'sbeliefabouttherelationshipsbetweencertainactionsanddesiredoutcomes,oftenphrasedasan"if…then…"statement.Thistheorylinksthemissionofincreasedperformanceforallstudentstothestrategytheorganizationwillusetoachievethatgoal.Strategy:Acoherentsetofactionsadistrictdeliberatelyundertakestostrengthentheinstructionalcorewiththeobjectiveofraisingstudentperformancedistrict-wide.Gainingcoherenceamongactionsatthedistrict,school,andclassroomlevelswillmakeadistrict'schosenstrategymorescalableandsustainable.Stakeholders:Thepeopleandgroupsinsideandoutsideofthedistrict-districtandschoolstaff,governingbodies,unionsandassociations,parentsandparentorganizations,civicandcommunityleadersandorganizations.Culture:Thepredominantnorms,values,andattitudesthatdefineanddrivebehaviorintheStructure:Structureshelpdefinehowtheworkofthedistrictgetsdone.Itincludeshowpeopleareorganized,whohasresponsibilityandaccountabilityforresults,andwhomakesorinfluencesdecisions.Structurescanbebothformal(deliberatelyestablishedorganizationalforms)andinformal(thewaydecisionsgetmadeorthewaypeopleworkandinteractoutsideofformalchannels).Systems:Schooldistrictsmanagethemselvesthroughavarietyofsystems,whicharetheprocessesandproceduresthroughwhichworkgetsdone.Systemsarebuiltaroundsuchimportantfunctionsascareerdevelopmentandpromotion,compensation,studentassignment,resourceallocation,organizationallearning,andmeasurementandaccountability.Mostpractically,systemshelppeoplefeelliketheydonothaveto"reinventthewheel"whentheyneedtogetanimportant,andoftenmulti-step,taskdone.Resources:Managingtheflowoffinancialresourcesthroughouttheorganizationisimportant,butresourcesalsoincludepeopleandphysicalassetssuchastechnologyanddata.Whenschooldistrictscarefullymanagetheirmostvaluableresource--people--andunderstandwhatinvestmentsintechnologyanddatasystemsarenecessarytobettersupportteachingandlearning,theentireorganizationisbroughtclosertocoherence.

ComponentsofthePELPCoherence變革理論（行動(dòng)）：組織對(duì)某些行動(dòng)與期望結(jié)果之間關(guān)系的信念，通常表述為“如果??那Environment:Adistrict'senvironmentincludesalltheexternalfactorsthatcanhaveanimpactonstrategy,operations,andperformance(i.e.regulationsandstatutes,contracts,fundingandpolitics).Step#2:AnalyzetheProblemandDiagnoseItsOftenitisnotpossibletoidentifyasinglerootcauseofaproblem.Therefore,theteamwillneedtospendtimeexaminingpossiblecausesfortheproblemanddecidingwhichbestexplainswhytheproblemoccursandpersists.Oftenitisnotpossibletodoeverythingatonce,andyourteamshoulddevelopacommonpointofviewaboutwheretostart.

Step#2:AnalyzetheProblemandDiagnoseIts PELP問題解決方法APELPProblem-SolvingPELP問題解決方法APELPProblem-SolvingWhataretheconsequencesofnotsolvingtheproblem?Bespecific.Howwillafailuretoactaffectstudentsoverthelong-term?Howwillitimpactdistrict-wideperformanceinthemediumterm?Table1providesanexampleofarootcauseanalysistechniquecalledthe“5Whys.”The

15iswidely-usedinvariouscontinuousimprovementprocesses.Yourteamshoulduseyouranswerstotheearlierquestionsabouttheproblemanditssymptomsasawaytogetstarted.Foreachsymptom,youshouldaskthequestion,“Why?”anumberoftimesuntilyoureachanactionablerootcause.Expertssaythisusuallytakesfive“whys”,hencethenameofthemethod.Inthetablebelow,wearticulatedaproblemthatmanyurbandistrictsshareandidentifiedthreecommon,observablesymptoms.Wethenansweredaseriesof“whys”foreachsymptombymovingdownthecolumnsofthetable.Yourteammightonlyneedfour“whys”touncoverarootcause,asinsymptom3inthetable,oryoumightneedsix.Thenumberisnotasimportantasfindinganactionablerootcause.Mostproblemshavemorethanthreesymptoms,andsomesymptomshavemorethanonerootcause.Inordertokeeptheillustrationassimpleaspossible,wechoseonlythreesymptomsandfollowedtherootcauseprocessonceforeach.Clearly,additionaloralternativepathsexistforeachsymptomanditisimportantforyourteamtoexploremultipleoptionsinyouranalysis.Also,remembertolookinthemirrorratherthanoutthewindowasyougothroughtheprocess.Table1:“5Whys”RootCauseAnalysisGuide(With

泛使用。您的團(tuán)隊(duì)?wèi)?yīng)將之前關(guān)于問題和其癥狀的答案作為開始的方法。對(duì)于每個(gè)癥狀，您應(yīng)該問“為后，我們通過下移表中的列回答了每個(gè)癥狀的一系列“為什么”。您的團(tuán)隊(duì)可能只需要四個(gè)“為什31：“5（附示例 Problem:InProblem:Inourdistrict,therearesignificantdifferencesinacademicoutcomesbetweensubgroupsofstudentsK-12,predictablelargelybytheraceandethnicityofthestudents.Symptom1:By3rdgrade,gapsareSymptom2:OurhighschoolA/PSymptom3:95%ofWhiteonstatereadingHonorscoursesaregraduatefromourhighschools,butenrolledbyWhiteandAsian73%ofAfrican-Americanand70%HispanicstudentsWhy?African-AmericanandWhy?African-AmericanandWhy?Beginningin9thgrade,studentsonaveragescore20pointsstudentsenrollinA/PandstudentsbegindroppingoutatthanWhiteandAsiancoursesatmuchlowerratesthanrates,anditaccelerateseveryyearofoverall%ofthestudentWhy?WehaveanecdotalevidencethatstudentscometoKwithdifferentlevelsofpre-literacyskills,butnoharddataaboutthenatureandscaleofthedifferencesforindividualstudents,orhowtheyprogress.Why?Fewerstudentsinthesesub-groupshavetheprerequisites,especiallyinWhy?TheydonotseetherelevanceofhighschoolcoursestodayorintheWhy?Wedon’tperformdiagnosticassessmentsofstudentsingradesK-2.Why?VerylownumbersofAfrican-AmericanandHispanicstudentshavecompletedAlgebrabythe8thgrade.Why?TopreparethemfortheHSexitexam,theircourseworkisfocusedonbasicskillsandnotconnectedtolaterWhy?Wedon’thavevalidtoolstodiagnoseorrespondtothedifferentlearningneedsofstudentsintheseearlyWhy?Whenwebeginsortingstudentsintodifferentmathabilitylevelsinfourthgrade,thesestudentsaredisproportionatelyassignedtothe“regular”mathtrack.Why?ThesestudentscomeintoHSmultiplegradelevelsbehindandmusttakedoubleblocksofreadingandmath,limitingtheiropportunitiestotakecoursesthatmightinterestthem.Why?Wehavenotinvestedinthetoolsourteachersneedfordiagnosisortheskillsorcurriculumtheyneedtoeffectivelydifferentiate.Why?ManystudentsarenotgettingwhattheyneedforsuccessinK-3math,andtheothersareoftenplacedincoursesbelowtheirabilitylevels.leHonorscourseh 學(xué)生的平均分?jǐn)?shù)低20分學(xué)生報(bào)名參加A/P和榮譽(yù)課程Why?Beginning在9th 學(xué)生n始indroppingoutatfaster Why?Fewerstudentsinthesesub-Why?Theydonotseetherelevance今天或未來的高中課程 為什么？K?2為什么？8thWhy?TopreparethemfortheHS考試，他們的課程作業(yè)集中在基 技能 not連接到 ?regular?math為什么？這些學(xué)生進(jìn)入 多個(gè)年級(jí)水平落后，并且?? thatmightinterestWhy?Wehavenotinvestedinthetoolsourteachersneedfordiagnosisortheskillsorcurriculumtheyneedtoeffectivelydifferentiate.Why?ManystudentsarenotgettingwhattheyneedforsuccessinK-3math,andtheothersareoftenplacedincoursesbelowtheirabilitylevels.Source:Examplecreatedbytheauthorsbasedonactualsituationsinurban

PELP問題解決方法APELPProblem-SolvingPELP問題解決方法APELPProblem-SolvingRatesTable2providesanexampleofasecondrootcauseanalysistechniquecalledthe“FishboneDiagram”.Thetechniqueisapopularoneforteamstounearthrootcausesduringcollectivebrainstorming.It’savisualrepresentationoftheconversation.Themajorbonesrepresentkeycontributingfactorstopooroutcomes,andfivetosixofthesekeyfactorsaretypical.Thesmallersecondarybonesaretherootcausesthatemergefromtheconversation.Thesecausescanbemyriadandarediagramedonthefiveorsixmajorbones.InhisbookLearningtoImprove:HowAmerica’sSchoolsCanGetBetteratGettingBetter,AnthonyBrykandcolleaguesendorsethefishbonetechniqueandpresentthefollowingexampleofafishbonediagramforlowsuccessratesindevelopmentalmathematics.RatesTable2:TheFishboneDiagramAnalysisGuide(WithExamplefor“LowSuccessDevelopmentalMathematics”):Source:FishbonediagramforlowsuccessratesindevelopmentalmathematicspublishedinLearningtoImprove:HowAmerica’sSchoolsCanGetBetteratGettingBetterbyA.S.Bryketal.,HarvardEducationPress,Cambridge,Mass.,2015.Step#3:DevelopaTheoryofThenextstepistoarticulateatheoryofactionforhowtosolvetheproblemyouidentifiedbyattackingitsrootcauses.Aswithanytheory,adistrict’stheoryofactionisastatementaboutcauseandeffect.Inotherwords,whichactionsdoesyourteamthinkwillleadtoyourdesiredresults?Youshouldbeabletomaptheelementsofyourtheorybacktotherootcausesyouuncoveredinyourproblemanalysis.Using“if…then…”statementstoarticulatethetheoryofactioncanhelpensure

表2提供了一個(gè)名為“魚骨圖”暴中挖掘根本原因的流行方法。它是對(duì)話的視覺表示。主要的骨頭代表導(dǎo)致不良結(jié)果的關(guān)鍵貢獻(xiàn)因素，通常有五到六個(gè)這樣的關(guān)鍵因素。較小的次要骨頭是從對(duì)話中出現(xiàn)的根本原因。這些原因可能很多，并在五到六個(gè)主要骨頭上進(jìn)行圖示。在他的書中，安東尼·布里克及其同事贊同魚骨技術(shù)，并展示了以下關(guān)于發(fā)展數(shù)學(xué)低成功率魚骨圖的示例。2：魚骨圖分析指南（（能夠?qū)⒛愕睦碚撘赜成浠啬阍趩栴}分析中發(fā)現(xiàn)的根本原因。使用“如果??那么??”語(yǔ)句來闡 PELP問題解決方法APELPProblem-SolvingPELP問題解決方法APELPProblem-Solvingthatyourteamisfocusedontestablepredictionsaboutcauseandeffectratherthanideologyorpersonalphilosophy.BelowisanexampleofatheoryofactionthatmightflowfromtherootcauseanalysisinTable1:Allstudentsshouldhaveaccesstorigorousacademiccontent,whichtheycanmasteriftheyareadequatelypreparedbeginninginkindergarten.Wealsobelievethatourteachersarecommittedtotheirstudents’learning,butmightnothavetheskillsorcurriculumtheyneed.Weacknowledgethatourentiresystemcurrentlyhasinstitutionalbarriersthata)sortchildrenawayfromourmostrigorouscourses,andb)therebyreinforcewidely-heldbutinaccurateassumptionsabouttheabilityofallchildrentomasterrigorouscontentifgiventherightsupports.Therefore:If

Allstudentsshouldhaveaccesstorigorousacademiccontent,whichtheycanmasteriftheyareadequatelypreparedbeginninginkindergarten.Wealsobelievethatourteachersarecommittedtotheirstudents?learning,butmightnothavetheskillsorcurriculumtheyneed.Weacknowledgethatourentiresystemcurrentlyhasinstitutionalbarriersthata)sortchildrenawayfromourmostrigorouscourses,andb)therebyreinforcewidely-heldbutinaccurateassumptionsabouttheabilityofallchildrentomasterrigorouscontentifgiventherightsupports.Therefore:investheavilyindiagnosticassessment,differentiatedinstruction,andeffectiveliteracycurriculumbeginninginkindergarten,removetheinstitutionalbarriersandsortingmechanismsthatbeginasearlyasfourthopenupaccesstorigoroushighschoolcoursesratherthanviewingthemasappropriateforonlyafew,andgiveourprincipalsandteachersallofthesupporttheyneedtochangetheirpracticeandtheirbeliefsinordertomeetthenewexpectations,Then,overtime,notonlywillweeliminateachievementgapsthatarepredictablebyraceandethnicity,wewillalsoraisethebarforallofourstudentsbecauseofourfocusonrigorouscourseworkforeveryBelowisasetofquestionstoanswerasyourteamworksoutitsowntheoryofWhatspecificactionsdowethinkwillreduceoreliminatetheeffectsofoneormoreoftherootcausesweidentifiedinthepreviousstep?Whydowethinktheseactionswillleadtotheresultswedesire?Inotherwords,whatassumptionsarewemakingabouthowkidslearn?Howadultslearn?Howourteamoperates?Aboutourcontextorenvironment?Aboutourstudentsandtheirfamilies?Statingtheseassumptionsupfrontcanhelpeveryoneunderstandwhatbeliefsunderpinyourtheoryofaction.Fromtheaboveanalysis,constructan“if…then…”statementthatcommunicatesthetheoryof

investheavilyindiagnosticassessment,differentiatedinstruction,andeffectiveliteracycurriculumbeginninginkindergarten,IfremovetheinstitutionalbarriersandsortingmechanismsthatbeginasearlyasfourthIfopenupaccesstorigoroushighschoolcoursesratherthanviewingthemasappropriateforonlyafew,andgiveourprincipalsandteachersallofthesupporttheyneedtochangetheirpracticeandtheirbeliefsinordertomeetthenewexpectations,Then,overtime,notonlywillweeliminateachievementgapsthatarepredictablebyraceandethnicity,wewillalsoraisethebarforallofourstudentsbecauseofourfocusonrigorouscourseworkforevery PELP問題解決方法APELPProblem-SolvingPELP問題解決方法APELPProblem-SolvingTable3:TheoryofActionIntroductoryIntroductoryStatementofIf*ComponentnumberswillStep#4:DesigntheYourstrategyissimplythesetofcoherentactionsyouwilltaketoputyourtheoryintopracticeandsolvetheproblemyouhaveidentified.Itshouldincludethetargetoftheintervention(particularstudentgroups,gradelevels,contentareas,oremployeegroups),thespecificactionsthatwillbetaken,andthetimetableforimplementationandresults.Inadditiontoidentifyingtheactivitiesofyourstrategyinthisstep,youmustdiagnosethelevelofcoherenceinyourorganizationwithyournewstrategy.CharacteristicsofaWell-CraftedAlthoughsomedifferencesexist,effectivestrategyhasanumberofcharacteristicsinorganizationsacrossthebusiness,nonprofit,andeducationsectors.Evaluatinganexistingoremergingstrategybasedonthesecharacteristicscanbeausefulexercise.Awell-craftedConnectstoPurpose–peopleresponsibleforexecutingtheactionschosenbytheorganizationcanreadilyseealinktothemissionandobjectivesintheirworkProvidesFocus–peopleatalllevelsunderstandwhotheir“customers”are,whatservicetheyareprovidingtothem,andwhyGuidesChoices–peoplethroughouttheorganizationcanmakebetterchoicesbetweenpossibleactivities,projects,andprogramsbyassessingtheirfitwiththestrategyIlluminatesRelationships–peopleunderstandhowtheiractionsarerelatedtotheactionsofothersintheorganization,andareabletorecognizeandtakeadvantageoflinkagesandinterdependenciestoaccomplishobjectivesDefinesMeasurementParameters–peoplecanworktogethertoidentifymeasuresthatarefocusedontheorganizationallearningnecessaryforcontinuousimprovementofactivities

然后??*Componentnumberswill PELP問題解決方法APELPProblem-SolvingPELP問題解決方法APELPProblem-Solvingrelatedtothestrategy,andcreateandtrackindicatorsofperformancerelevanttosuccessfulexecutionofthestrategy.AddressestheExternalEnvironment–peoplearefocusedontheworkoftheorganization,butunderstandhowitlinkstotheexternalcontextandtheexpectationsofstakeholdersAllowsforAdaptation–leadersintheorganizationareabletoadaptthestrategyastheorganizationlearnsabouttheeffectivenessofactivitiesthroughimplementationandmonitoring,and/orinresponsetochangesintheexternalenvironmentGuidingQuestionsforStrategyWhatsetofactionswillwetaketoputourtheoryofactionintopractice?Howdothespecificactionsmapbacktotheassumptionsaboutcauseandeffectthatunderpinourtheoryof

Whowillbeaffectedbyouractions(students,stakeholders,Whatisareasonabletimeframeoverwhichtheactionshavetobeconsistentlyimplementedtoachieveresults?(Buildthisdirectlyintoyourstrategystatement.)Aretherelevantsystems,structures,resourcesandcultureofourorganizationlikelytomakeiteasierorhardertoeffectivelyimplementthestrategy?Iftheymakeitharder,whatchangesareneededinordertoincreasethelikelihoodthatwecanimplementthestrategywell?(Ifyouhavesignificantdiagnosticworktoperforminthisarea,consulttheNoteonthePELPCoherenceFrameworkforguidingquestionsabouteachpieceofyourorganization.)Whatarethespecificshort,mediumandlongtermtargetswewillhitifourstrategyis

Step#5:PlanforPreparingtoimplementthestrategyisasimportantasimplementation.Inthisstep,yourteamshouldidentifytheresourcesneededtosuccessfullyexecutethestrategy.Thesemightincludefinancialresources,people,and/ortechnology.Payparticularattentiontothepeopleaspectsoftheimplementationplan.Astrategy’ssuccessorfailureislargelydependentontheabilityoftherelevantstaffmemberstoperformthetasksthatmakethestrategycometolife,anditisimportanttoidentifyknowledgeorskillgapsintheplanningphase.Don’toverlookthepoliticalsupportthatyoumightneed,bothwithinthesystemandoutsideit.Yourteamshouldalsoanticipatechallengesthatarelikelytocomeupduringimplementationandfindwaystoaddresstheminadvance.Whatstepswillwetaketoimplementourstrategy?WhowilldowhatbyWhatmaterialresourcesarerequiredtoimplementthestrategy?(Curricularmaterials,technology,physicalspace,etc.)

Preparingtoimplementthestrategyisasimportantasimplementation.Inthisstep,yourteamshouldidentifytheresourcesneededtosuccessfullyexecutethestrategy.Thesemightincludefinancialresources,people,and/ortechnology.Payparticularattentiontothepeopleaspectsoftheimplementationplan.Astrategy?ssuccessorfailureislargelydependentontheabilityoftherelevantstaffmemberstoperformthetasksthatmakethestrategycometolife,anditisimportanttoidentifyknowledgeorskillgapsintheplanningphase.Don?toverlookthepoliticalsupportthatyoumightneed,bothwithinthesystemandoutsideit.Yourteamshouldalsoanticipatechallengesthatarelikelytocomeupduringimplementationandfindwaystoaddresstheminadvance.Whatstepswillwetaketoimplementourstrategy?WhowilldowhatbyIsnewtrainingneededtoensurethatthepeopleaskedtoimplementpiecesofthestrategyhavetheskillstheyneedtodotheirbestwork?Howmuchwilltheimplementationcost?Howwillwepayforit?Willtherebesavingsinotherareasrelatedtothenewstrategy?

PELP問題解決方法APELPProblem-SolvingPELP問題解決方法APELPProblem-SolvingWhataretheimplicationsforteachers,principals,andcentralofficestaffifnothingchanges?ThisquestionhelpsuncoverparticulargroupswhomightfeelthreatenedbythechangesyouHowwillwebuildsupportforthestrategy,especiallyamongstakeholdergroupswhothinkthattheymayloseoutasaresultofthechange?Whatroadblocks(bothinternalandexternal)arewelikelytoencounter?Whatcanwedotopreventorquicklyaddressthem?WhowillbeaccountableformanagingtheresponsetoWho–individualorgroup–will“own”theimplementation?Whowillensurethatpeopleandschoolshavewhattheyneedandareactuallyperformingtheworknecessaryforasuccessfulimplementation?Whataresomespecificbenchmarkswewillmeasurethroughouttheprocesstoassesswhetherornottheimplementationisontrack?Whatindicatorswillletusknowifthestrategyisaseffectiveasweimagineitwillbe?Whatmeasuresshouldweputinplacetoassessthevalidityofourtheoryofactionandtesttheassumptionsembeddedinthetheory?Aretheresystemsinplacetocollectthedataneededfortheindicatorsdevelopedabove?Ifnothowwillwecreatethem?Whowillberesponsibleforanalyzingthedatathatisgathered?Isthereanexistingteamthatisthelogicalgrouptomakedecisionsbasedontheanalysis?Ifnot,shouldwecreateanadhocteamforthispurpose?Whoshouldbepartofthisteam?Step#6:ImplementtheDopeopleunderstandhowtheirday-to-dayactionsarerelatedtothestrategy?Isthestrategymeaningfultothem?Are