Organization Drivers

An implementation drivers diagram portrayed as a triangle with the words "organizational drivers" highlightedNow let's turn to the Organization Drivers.

Organization Drivers are used to intentionally develop the supports and infrastructures needed to create a hospitable environment for new programs and innovations. These supports may need to be developed across the building and district levels.  Let’s briefly touch on each component.

  • Decision-Support Data Systems —Better decisions are made when data are available to inform the decision-making process.  A functional decision-support data system includes quality assurance data, fidelity data and outcome data. Data need to be reliable, reported frequently, built into every day routines, accessible at the classroom and building levels and used to make decisions at the student, teacher, and building level.
  • Facilitative Administration — Administrators drive decision making. They make use of a wide range of data to inform decision making to support the overall implementation processes as well as keep staff organized and focused on achieving the desired outcomes. Administrators need to be committed to facilitating the development of an organization that is committed to the new program.  This means that administrators and their teams proactively look for ways to:
    • identify and effectively address challenges
    • develop clear communication protocols and functional feedback loops
    • adjust and develop policies, procedures, and guidelines to support the new way of work
    • reduce administrative barriers to using the program as intended
  • Systems Interventions — System Interventions are strategies to work with external systems or levels of the education system that are not under the direct control of the administrators.   Systemic issues and barriers that need to be addressed at a level above the organization need to be identified, communicated to relevant system partners, and resolved.   For example, there are issues that cannot be resolved at the building level and must be addressed by the district.  Similarly there are issues that the district cannot address without the support and engagement of the state department of education. Resources, regulations, and systems supports at each level need to be aligned to support implementation.