The Role of High-Performance Implementation Teams in Promoting Effective Use of Evidence-Based Practices

K. Lynne Mainzer; Angela  McPeake Gebert; Jennifer Dale; Andrea  Schanbacher

doi:10.32674/jsard.v7i2.4295

Authors

K. Lynne Mainzer Johns Hopkins University
Angela McPeake Gebert Caroline County Public Schools
Jennifer Dale Johns Hopkins University
Andrea Schanbacher Johns Hopkins University

DOI:

https://doi.org/10.32674/jsard.v7i2.4295

Keywords:

high-performance implementation teams, continuous improvement, fidelity of implementation (FOI), evidence-based practices (EBPs), research-to-practice

Abstract

This article posits that high-performance implementation teams are a powerful resource for administrators when supporting the effective use of evidence-based practices (EBPs) among teachers. Yearly, administrators purchase EBPs with the expectation that positive results found in research will be reproduced in their school settings. Unfortunately, teachers’ execution of these practices can fall short of the quality needed to effect substantive progress among all students. A common response is for administrators to convene implementation teams to extend help for teachers implementing EBPs. However, many of these teams are structured traditionally and lack sufficient communication, coordination, and synergy among members to produce substantive outcomes. Yet, when administrators employ a team-directed continuous improvement process that includes a protocol for building high-performance teams, they create conditions for team members to effectively support EBP implementation, analyze performance data, cross the research-to-practice bridge, and work together to close achievement gaps.

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Author Biographies

K. Lynne Mainzer, Johns Hopkins University

Lynne Harper Mainzer is an Associate Professor at the Johns Hopkins University School of Education and Deputy Director of the Center for Technology in Education. She is co-developer of the JHU Dynamic Impact Continuous Improvement approach, the Global Leadership for Dynamic Impact online program, and the Boundless Learning—Teaming for Inclusion program.
Angela McPeake Gebert, Caroline County Public Schools

Angela McPeake Gebert is the Coordinator of Early Childhood and Special Education Birth-5 for Caroline County Public Schools in Denton, Maryland. She has worked in the field of education in various capacities (e.g., teacher, specialist, and administrator) for over thirty years with certifications in Special Education, Guidance and Counseling, and Administration.
Jennifer Dale, Johns Hopkins University

Jennifer Dale is a Program Administrator at the Johns Hopkins University School of Education Center for Technology in Education. She is co-developer of two JHU programs—Dynamic Impact for Continuous Improvement and the Global Leadership for Dynamic Impact online program—and teaches in JHU International Teaching and Global Leadership graduate program.
Andrea Schanbacher, Johns Hopkins University

Andrea Schanbacher is a Program Administrator at the Johns Hopkins University School of Education Center for Technology in Education (CTE). She is co-developer of the Johns Hopkins University Dynamic Impact approach and leads CTE’s national and state technical assistance grants focusing on leadership and inclusion. She teaches in the JHU International Teaching and Global Leadership graduate program.

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