The local educational change process and policy implementation

Abstract

AbstractThat change is a process, not an event, is being accepted gradually by educators, policy makers, and researchers. Just as development of an innovation takes time, specialized personnel, and resources, so does implementation. A number of issues and implications related to viewing innovation development and implementation as a process need to be addressed. Planning for, facilitating implementation, and evaluating the change process varies depending on whether there is a single innovation, innovation bundle, hyperinnovation or large—scale innovation. Instead of top down, or bottom up, in all cases, the various participants must strive to level the playing field. Change processes are most successful when policy makers, practitioners, and researchers understand that all are part of the same effort and each has an essential role in achieving implementation success.