A pilot provides districts with an opportunity to observe the effects of multiple reforms over time on a test basis to determine whether to implement them district-wide. Piloting a framework such as Operation Public Education’s (OPE) will require sufficient resources, a comprehensive communications strategy, and a thorough evaluation of the pilot. The component pages provide detailed information and resources for designing and implementing a pilot. When undertaking such an effort, OPE recommends that districts consider the key principles described below.
Distinct design and implementation phases, joint leadership between teachers and administrators, the capacity – either internal or provided by a third party – to fully implement the framework as designed, and the flexibility to adapt the framework to meet local needs are integral principles to consider when piloting a comprehensive framework such as OPE’s.
Distinct Phases
OPE suggests a process of implementation for a pilot that involves two distinct phases: design and implementation. To see a timeline illustrating the phases, click here.
- Design. This phase should last from twelve to eighteen months. During this time, districts should finalize the details of the framework to be implemented and ensure that all stakeholders are informed and consulted throughout the decision-making process. The Communications page provides suggestions and templates for communicating with these stakeholders. The design stage should culminate with a ratification vote by teachers. This helps ensure the success of the proposed reforms by including educators as willing participants.
- Implementation. The second phase may last from five to seven years, roughly the amount of time necessary to thoroughly evaluate how effective the framework is in improving student achievement. The Evaluation page has information about different types of evaluation and how they can be conducted throughout the process.
- Joint Leadership
- Steering Committee and Working Groups. Districts should form a steering committee that is composed of equal numbers of administrators and teachers to approve the final design and guide the overall implementation process. Working groups of teachers and administrators can determine the details of each of the framework’s components and how they will best fit within the culture and practice of the district. It will be necessary to designate a project director, preferably somebody who is known within the district and familiar to both administrators and teachers. OPE recommends that an agreement is reached and approved by all parties at the outset that designates the respective responsibilities of each party throughout the pilot.
- Teachers Unions. A successful pilot of the OPE framework requires the support of teachers and progressive union leaders who recognize the approach’s potential to transform the teaching profession. The union would play a vital role throughout all stages of implementation. For a more complete discussion, see the professional unionism page.
Capacity Building
To organize and monitor the pilot’s progress, districts should consider soliciting the help of a neutral third party. An outside organization can help organize mastery institutes – retreats where steering committee members receive presentations from national experts. Operation Public Education provides technical assistance for policy development to support districts interested in implementing and evaluating the OPE framework or its individual components. For information about partnering with OPE, please contact us. Another option for districts is to partner with local colleges or universities that can provide graduate students to serve as research assistants and knowledgeable faculty to serve as advisors.
Local Flexibility
The OPE framework is designed to allow districts to modify the components based on local needs. These needs should be considered during the design phase, but often they also become apparent during implementation. A pilot program allows districts to evaluate proposed reforms, and based on the feedback gathered from stakeholders during the pilot, the program can be adapted on an as-needed basis.
The two components of the OPE piloting framework – communications and evaluation – and an additional section on education stimulus funds are briefly described below. These component pages include an overview of and rationale for each component, specific recommendations, pertinent research and publications, useful websites, and concrete tools for implementation.
Communications
For schools and districts interested in implementing new initiatives or undertaking comprehensive reform, good communication both within the school system and with key external constituencies is fundamental to the program’s success. School and district leaders should seek to understand the perspectives of key audiences, articulate both the purpose and benefits of proposed reforms, build support for the program, share information throughout the process, foster discussion, and seek feedback.
Evaluation
Districts that implement reforms require the infrastructure and expertise to measure and assess the results of the changes. This “culture of measurement” should guide districts to collect the appropriate data needed to make a thorough evaluation of the reforms, analyze the data to see whether it meets expected goals, and then report the findings to all relevant stakeholders.
Stimulus Education Funds
For districts prepared to use stimulus funds to implement a system of comprehensive reform, Operation Public Education’s framework addresses all four of the Department of Education goals. The availability of funds specifically for education reform creates an unprecedented opportunity for the collaborative creation of a new and better school system, one that ensures high standards of achievement and opportunity for all students.