Topic 2: Organization Drivers


Now we will look at the other side of the triangle – the Organization Drivers. These are the organizational, administrative and systems components that are necessary to create hospitable community, school, district, and state environments for new ways of work for teachers and school staff. Organization Drivers include:

Decision Support Data System


The Decision Support Data System (DSDS) is a system for identifying, collecting, and analyzing data that are useful to the teacher, school, district and other implementing environments. The system itself needs to live up to its name. It must be a data system that provides timely, reliable data for decision-making.

Key Functions

Decision Support Data Systems (DSDS) gather process data, outcome data (e.g., student assessment) and fidelity data. To be useful, data need to be collected, analyzed, and reported over time and across actionable levels. That is, data need to be available from the classroom, grade, school, and district levels so progress can be celebrated, needs identified, and improvement plans generated. In addition to process, fidelity and outcome data, data also can be captured related to the effectiveness of the other Implementation Drivers. Again, all DSDS data and information need to be reliable, valid, and timely, as well as provide measures at actionable units (e.g. classroom, grade level).

DSDS reports and access can be made available at multiple levels throughout an educational system. For example, teachers can access data to monitor student progress, make educational decisions, and to see how their own practices are improving through the fidelity assessment lens. A school principal or a building leadership team can look across a grade level or curriculum area data to detect systemic issues that need to be broadly addressed. District teams can identify masterful teachers who can support their colleagues by demonstrating excellence in instructional practices.

Celebrating success through data is critical to the adoption, use and sustainability of a DSDS. A DSDS is more quickly embraced when the information readily highlights improvements and supports the work of educators at all levels.


Facilitative Administration


The Facilitative Administration Driver focuses on the internal processes, policies, regulations, and structures over which a school, district or implementing organization has some control. Building or District Leadership and Implementation Teams are often responsible for activating this Driver.

Key Functions

The primary function of Facilitative Administration is to create and maintain hospitable environments to support new ways of work. Administrative systems are accountable for creating an organizational context that is supportive, engaged in learning, and continuously improving based on best practices and the use of data. This Driver takes the lead in identifying and addressing barriers related to internal processes (e.g., scheduling, reporting processes, internal policies), as well as identifying and highlighting external barriers and raising issues with others in the education system who can address such barriers. Above all, the Facilitative Administration Driver uses data and proactively solicits feedback to look for ways to make the day to day work of teachers, school staff and administrators more effective and less burdensome.

Video Vignette: Implementation Drivers, Selection and What Can I Do If Staff Are Already In Place?

Karen Blase from the National Implementation Science Network (NIRN) explains Implementation Drivers and what to do if you already have staff in place.

 Video Vignette: What Research Says About Readines

An interview with Melissa Van Dyke about creating readiness for change.

Systems Intervention


The Systems Intervention Driver is focused on the external variables, policies, environments, systems or structures that influence or have impact on an implementing organization. Building and district leaders and teams identify barriers that are beyond their level of authority and work to bring issues to the attention of those who can address such barriers.

Key Functions

The goal of systems intervention is to identify and eliminate or reduce such barriers, or to enhance and sustain those policies, procedures, and regulations that facilitate the work at hand. The purpose is to create and sustain an environment and conditions that support the new way of work. Schools and districts within a state that are all implementing the same innovation, can pool their knowledge and recommendations and develop collaborative approaches to identifying and addressing barriers as well as sharing facilitative practices and procedures.