1

Republic of the Philippines

ILOCOS SUR POLYTECHNIC STATE COLLEGE
Santa Maria Campus
Santa Maria, Ilocos Sur
GRADUATE SCHOOL

EDUCATIONAL PHILOSOPHY AND LEGISLATION

(EDM 600)

Leslie D. Cacabelos Dr. Corazon Q. Quitevis

Student Professor

IMPLEMENTATION LEADERSHIP SCALE

(ILS)
Definition:

 It is a brief and efficient measure that can be used for research or organizational
development purposes to assess leader behaviors and actions that actively support
effective Evidence-based Practice (EBP) implementation.
 It allows researchers to assess strategic leadership for implementation in order to
advance understanding of leadership as a predictor of organizational context for
implementation of new practices.
 The implementation leadership scale (ILS) assesses the degree to which leaders are
proactive, knowledgeable, supportive and perseverant during evidenced-based practice
(EBP) implementation.
 Developed by Dr. Gregory Aarons in 2014.

Four Domains of Leadership Behaviors:

1. Proactive Leadership
 Involves planning, setting goals, and anticipating potential barriers.
 Established clear standards for implementation of EBP
 Developed a plan to facilitate EBP implementation
 Removed obstacles to implementation of EBP
2. Knowledgeable Leadership
 Involves seeking and using information to make decisions
 Know what he/she is talking about when it comes to EBP
 Is able to answer staff questions about EBP
3. Supportive Leadership
 Involves creating positive climate and providing resources
 Supports employee efforts to use and learn more about EBP
 Recognizes and appreciates employee efforts
4. Perseverant Leadership
 Involves persisting in the face of challenges and setbacks
 Reacts to critical issues regarding the implementation of EBP

Evidence-based Practice in Education

 They are backed by rigorous, high-standard research, replicated with positive outcomes
and backed by their effects of student outcomes.
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Republic of the Philippines

ILOCOS SUR POLYTECHNIC STATE COLLEGE
Santa Maria Campus
Santa Maria, Ilocos Sur
GRADUATE SCHOOL

EDUCATIONAL PHILOSOPHY AND LEGISLATION

(EDM 600)

 It takes the guess work out of teaching by providing specific approaches and programs
that improve student performance. There is frustration in teaching when you cannot
find a way to help your student learn. EBPs have proven outcomes on students’
performance and can make finding and implementing an effective practice less
frustrating.
 This happens when teachers combine their expertise as content knowledge experts with
explicit instruction and practices and programs backed by research, the likelihood that a
child will grow academically is increased tenfold.

Significance:
 provides a measure of leadership behaviors that support the implementation process,
which can be used to identify areas for improvement
 can be used to evaluate the effectiveness of leadership training programs as well as the
impact of leadership behaviors on implementation outcomes
 Can be used to identify leaders who may need additional support or training to
ultimately improve their implementation leadership skills.

LEADERSHIP PRACTICES INVENTORY (LPI)

Definition:

The Leadership Practices Inventory (LPI) instrument is an essential tool to help you gain
perspective into how you see yourself as a leader, how others view you, and what actions
you can take to improve your use of The Five Practices. (30 behavioral items)
The Leadership Practices Inventory (LPI) is conceptually based on the transformational
leadership model of Kouzes and Posner. This model emerged from their analysis of
thousands of case studies of people’s personal-best leadership experiences; the times
when these individuals accomplished something extraordinary.
Composed of 30 behavioral frequency items based on a 10-point likert scale. Observers
are then asked to assess the leader with how often they see the leader perform each
leadership behavior. Observers are categorized as:
o Manager
o Direct Report
o Co-Worker
o or Other
Focuses on The Five Practices of Exemplary Leadership approaches leadership as a
measurable, learnable, and teachable set of behaviors.
Developed by James Kouzes and Barry Posner in 1982.
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Republic of the Philippines

ILOCOS SUR POLYTECHNIC STATE COLLEGE
Santa Maria Campus
Santa Maria, Ilocos Sur
GRADUATE SCHOOL

EDUCATIONAL PHILOSOPHY AND LEGISLATION

(EDM 600)

The Five Practices of Exemplary Leadership

A. Model the Way
o Clarify values by finding your voice and affirming shared values
o Set the example by aligning actions with shared values
o To model the behavior they expect of others effectively, leaders must
first be clear about guiding principles. Leaders establish principles
concerning the way people (constituents, peers, colleagues and
customers alike) should be treated and the way goals should be
pursued. They create standards of excellence and set an example for
others to follow.
B. Inspire a Shared Vision
o Envision the future by imagining exciting and ennobling possibilities
o Enlist others in a common vision by appealing to shared aspirations
o Leaders passionately believe that they can make a difference. They
envision the future, creating an ideal and unique image of what the
organization can become. They breathe life into their visions and get
people to see exiting possibilities beyond the horizon. They listen to
the hopes and aspirations of others, so that by incorporating these,
people can enlist a shared dream about the future.
C. Challenge the Process
o Search for opportunities by seizing the initiative and by looking
outward for innovative ways to improve
o Experiment and take risks by constantly generating small wins and
learning from experience
o Leaders aspire to improve upon the status quo by searching for
opportunities to grow and innovate, many of which are outside of
their customary boundaries. They experiment and take risks and gain
momentum through achieving small wins. They look upon setbacks as
learning opportunities, for both themselves and their constituents.

D. Enable Others to Act

o Foster collaboration by building trust and facilitating relationships
o Strengthen others by increasing self-determination and developing
confidence
o Leaders foster collaboration, build trust, and create spirited teams.
They actively involve others and understand that mutual respect is
what sustains extraordinary efforts; they strive to create an
atmosphere of trust and human dignity. They strengthen others,
making each person feel capable and powerful.
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Republic of the Philippines

ILOCOS SUR POLYTECHNIC STATE COLLEGE
Santa Maria Campus
Santa Maria, Ilocos Sur
GRADUATE SCHOOL

EDUCATIONAL PHILOSOPHY AND LEGISLATION

(EDM 600)

E. Encourage the Heart

o Recognize contribution by showing appreciation for individual
excellence
o Celebrate the values and victories by creating a spirit of community
o Leaders make people feel like winners. They keep hope and
determination alive by appreciating contributions that individuals
make. They recognize that everyone’s contributions are valued,
creating a sense of community by celebrating the team’s victories.
They establish high expectations and standards, holding people
accountable to them by ensuring that rewards and performance are
linked.
Significance:

Provides a comprehensive measure of leadership practices that are critical to effective

leadership.
Can be used to identify areas for improvement in leadership practices, which can be
addressed through training and development programs.
Can be used to evaluate the effectiveness of leadership training programs.

References:

Journal Articles
Aarons, G. A., Ehrhart, M. G., Torres, E. M., Finn, N. K., & Roesch, S. C. (2016). Validation of the Implementation
Leadership Scale (ILS) in Substance use Disorder Treatment Organizations. Journal of Substance Abuse Treatment,
Volume 68(September 2016), Pages31-35. https://doi.org/10.1016/j.jsat.2016.05.004.

Aarons, G. A., Ehrhart, M. G., & Fahranak, L. R. (2014). The implementation leadership scale (ILS): Development of a
brief measure of unit level implementation leadership. Https://www.Researchgate.net/Publication/261732454.
https://doi.org/DOI: 10.1186/1748-5908-9-45.

Kouzes, J. S., & Posner, B. Z. (2017). LIPI: Leadership Practices Inventory. The Leadership Challenge.
https://www.leadershipchallenge.com/LeadershipChallenge/media/SiteFiles/resources/sample-reports/tlc-lpi-360-
english-v5.pdf.

Kouzes, J. M., & Posner, B. Z. (2003). Leadership Practices Inventory: Participant's Workbook (3rd ed.). Pfeiffer.
https://depts.washington.edu/edgh/llmc/resources/Unit_4_LPI_Participants_Workbook.pdf.
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Republic of the Philippines

ILOCOS SUR POLYTECHNIC STATE COLLEGE
Santa Maria Campus
Santa Maria, Ilocos Sur
GRADUATE SCHOOL

EDUCATIONAL PHILOSOPHY AND LEGISLATION

(EDM 600)

Lyon, A. R., Corbin, C. M. C. M., Brown, E. C., Ehrhart, M. G., & Cook, C. R. (2022). Leading the charge in the
education sector: Development and validation of the School Implementation Leadership Scale (SILS) (pp. 17-48).
Implementation Science. https://doi.org/10.1186/s13012-022-01222-7

Torres, E. M., Ehrhart, M. G., Beidas, R. S., Farahnak, L. R., Finn, N. K., & Aarons, G. A. (2017). Validation of the
Implementation Leadership Scale (ILS) with Supervisors’ Self-Ratings (54th ed., p. 49–53). Community Mental
Health Journal. https://doi.org/10.1007/s10597-017-0114-y.

https://www.mdpi.com/2076-3387/6/4/17

Website
https://integrispa.com/what-is-the-leadership-practices-inventory/
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Republic of the Philippines

ILOCOS SUR POLYTECHNIC STATE COLLEGE
Santa Maria Campus
Santa Maria, Ilocos Sur
GRADUATE SCHOOL

EDUCATIONAL PHILOSOPHY AND LEGISLATION

(EDM 600)