1

RAMON MAGSAYSAY MEMORIAL COLLEGES

General Santos City, Philippines

Reflection Paper

Name: _____ARIEL T. DELA CRUZ______ Date: __09-24-2021__

Program: _________MA-EM____________ Code: ____EDMAN 201_____

Course No. ________9000_____________ Course Title: _____PDME_____

TOPIC: _______TASK 1 - RRL WRITING________

Literature review on the major emerging national, state, and

local issues and trends currently facing school leaders on program
development, management and evaluation and their potential impact
on society and schools

All schools and school leaders are currently managing change in response to the

COVID-19 pandemic and even under ‘normal' circumstances, change is a difficult

process to lead. Given the nature of the challenge schools are facing, there are likely to

be hurdles to any implementation process, no matter how well planned. Effective

planning, through an evidence-based implementation process, will allow your school the

space to consider the foreseeable challenges, providing greater flexibility in responding

to the current circumstances. While schools work quickly to respond, thoughtful

preparation is key – as evidence shows, programs that are implemented effectively

improve student outcomes significantly more than those implemented with less fidelity

(Durlak & DuPre, 2008). When helping teachers, students and parents to effectively
 2

implement home-supported learning one of the crucial elements is having a clear school

plan that will assist in building a shared understanding for all involved (Sharples et al.,

2019).

A framework outlining four interconnected phases of implementation, which gives

an overview of how a school can undertake a journey for good implementation from

adopting a decision to sustained change; and core concepts of implementation in detail.

Evidence for Learning's Implementation Guidance Report synthesizes best practice

about implementation in two sections: understanding the foundations for

implementation; and developing actionable steps to implement your approach through

four phases – explore, prepare, deliver and sustain (Vaughan & Albers, 2017; Vaughan

et al., 2019).

According to Albers et al. (2017) the Centre for Evidence and Implementation

identified ongoing support for teachers during implementation as an important element

to improving students' learning outcomes. Using skilled coaches during this period may

be particularly effective, and many schools may find they have educators and support

staff that are more comfortable with the change and who are enthusiastic to support

their colleagues. Ensure that, in line with an understanding of effective professional

learning, there are both initial and follow-up opportunities, as well as time to practice

and reflect on how the learning is translating through to teaching practice (Sharples et

al., 2019).

In addition, an implementation plan is a useful tool to communicate with staff

about the change process, and to set expectations, but communication itself should also

exist as a stream of activity within your school's plan. As the need to communicate with

 3

families and students increases, schools should have a consistent approach to ensure

messages are relevant and having the desired impact (Evidence for Learning, 2019).

However, school leaders should note that, ordinarily, an implementation process

would run over roughly a three-year period, in order to embed and sustain the change

(Vaughan et al., 2019). The situation that schools are responding to now requires a

more rapid response, but there are likely other enabling factors that will counteract the

time limitations, such as the aforementioned case for change. Monitoring what is

occurring in order to understand not only the impact you are having, but how the change

is being felt by students, staff and community, should be a priority.

 4

REFERENCES

Albers, B., Pattuwage, L. & Vaughan, T. (2017). Summary of key findings of a scoping

review of Implementation in Education. Evidence for

Learning. http://www.evidenceforlearning.org.au/evidence-informed-

educators/implementation-in-education

Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on

the influence of implementation on program outcomes and the factors affecting

implementation. American journal of community psychology.

Evidence for Learning. (2019). Working with parents to support children's

learning. https://www.evidenceforlearning.org.au/assets/Guidance-

Reports/Parental-engagement/Guidance-Report-Working-with-Parents-to-

Support-Childrens-Learning-WEB.pdf 

Evidence for Learning. (2020). Resources for home-supported learning: Implementing

your home-supported learning

plan. https://evidenceforlearning.org.au/assets/COVID-19-Home-supported-

learning/E4L-Supporting-resources-Implementation-FINAL.pdf

Sharples, J., Albers, B., Fraser, S., Deeble, M., & Vaughan, T. (2019). Putting Evidence

to Work: A school's Guide to

 5

Implementation. https://evidenceforlearning.org.au/guidance-reports/putting-

evidence-to-work-a-schools-guide-to-implementation

Vaughan, T., & Albers, B. (2017). Research to practice – implementation in

education. Teacher

magazine. https://www.teachermagazine.com/articles/research-to-practice-

implementation-in-education

Vaughan, T., Sharples, J., & Borton, J. (2019). School improvement: Sowing the seeds

of success. Teacher magazine.

https://www.teachermagazine.com/articles/school-improvement-sowing-the-

seeds-of-success