Nhiệm vụ của Ban giám hiệu
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Principals and Teachers: Powerful Partners for Program Success
When a school’s staff puts in the time and effort to implement a classroom-based skills learning program, they want it to be successful. They want their students to experience the positive outcomes the program promotes. As it turns out, how well a program is implemented has a considerable effect on program outcomes.<ref>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, 41, 327–350</ref> And the teachers and principals teaching and supporting the program have the greatest impact on implementation success. <ref>Dusenbury, L., Brannigan, R., Falco, M., & Hansen, W. B. (2003). A review of research on fidelity of implementation: Implications for drug abuse prevention in school settings. Health Education Research: Theory & Practice, 18(2), 237–256.</ref><ref>Kam, C. M., Greenberg, M. T., & Walls, C. T. (2003). Examining the role of implementation quality in school-based prevention using the PATHS curriculum. Prevention Science, 4(1), 55–63.</ref><ref>Rohrbach, L. A., Graham, J. W., & Hansen, W. B. (1993). Diffusion of a school-based substance abuse prevention program: Predictors of program implementation. Preventive Medicine, 22, 237–260.</ref>
What is effective implementation? Effective implementation involves paying attention to four main factors:
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What Makes an Implementation Effective? There are many elements that influence effective implementation, especially those related to the school/system, support systems, and the program itself. <ref>Durlak & DuPre, 2008.</ref> However, what truly tips the scales toward effective implementation is, in fact, a “who”: the teachers or counselors teaching the program in the classrooms.<ref>Dusenbury et al., 2003.</ref><ref>Kam et al., 2003.</ref><ref>School climate and teachers’ beliefs and attitudes associated with implementation of the Positive Action program</ref><ref>Han, S. S., & Weiss, B. (2005). Sustainability of teacher implementation of school-based mental health programs. Journal of Abnormal Child Psychology, 33(6), 665–679.</ref>The people teaching and reinforcing the program skills ultimately determine to what extent and how well they are taught. They decide which program materials to use and how to use them. They are responsible for reinforcing and practicing skills beyond formal lesson time. They are important change agents in their students’ positive development. But quality program implementation does not happen in a vacuum. Although a number of elements can influence the quality of teachers’ implementation, research consistently shows that the most important is principal leadership and support.<ref>Durlak & DuPre, 2008.</ref> <ref>Dusenbury et al., 2003.</ref><ref>Kam et al., 2003.</ref><ref>Beets et al., 2008.</ref><ref>Elias, M. J., Zins, J. E., Graczyk, P. A., & Weissberg, R. P. (2003). Implementation, sustainability, and scaling up of social-emotional and academic innovations in public schools. School Psychology Review, 32(3), 303–319.</ref><ref>Payne, A. A. (2009). Do predictors of the implementation quality of school-based prevention programs differ by program type? Prevention Science, 10, 151–167</ref>Teachers take their cues about school priorities from their principal. When teachers see principals devoting time and resources to program implementation, being vocal about the program’s importance, and holding them accountable for quality implementation, they are more likely to strive for excellence.<ref>Han & Weiss, 2005.</ref> So principal leadership plus quality teacher implementation adds up to effective implementation.
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Helping Principals and Teachers Implement Successfully There are a number of things that will help principals and teachers implement a program successfully. For teachers, there are four key characteristics associated with high-quality implementation:
A combination of pre-implementation training and ongoing coaching and support can help teachers develop these characteristics and sustain quality implementation.<ref>Han & Weiss, 2005.</ref> It’s important for principals to be aware of how critical their leadership and support are, and that actively monitoring and encouraging teachers’ program use helps improve overall implementation success.<ref>Beets et al., 2008.</ref> When skilled and motivated teachers and supportive principals see the impact of the well-implemented program on their students, they’re more likely to sustain effective implementation over the long term. Working together, principals and teachers truly are powerful partners for program success.
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Concrete Support for Successful Principal Leadership
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CLISE: Skills for Social and Academic Success
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Principal’ tasks
Below is the recommended list of tasks that principals need to execute to demonstrate their ownership of the program and ensure an effective implementation of the program.
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