Strategies to Enhance Schools' Readiness for Change: Learnings from the Getting It Right from the Start Project
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| Title: | Strategies to Enhance Schools' Readiness for Change: Learnings from the Getting It Right from the Start Project |
|---|---|
| Language: | English |
| Authors: | Jon Quach, Kate Scott, Georgia Dawson, Cecilia Sinclair, Laura Heim, Melissa Siew, Sharon Goldfeld, Australian Education Research Organisation (AERO) (Australia), University of Melbourne (Australia) |
| Source: | Australian Education Research Organisation Limited. 2024. |
| Availability: | Australian Education Research Organisation Limited. e-mail: info@edresearch.edu.au; Web site: https://www.edresearch.edu.au/ |
| Peer Reviewed: | N |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Document Type: | Reports - Descriptive |
| Education Level: | Elementary Education Early Childhood Education Kindergarten Primary Education Grade 1 |
| Descriptors: | Foreign Countries, Elementary School Curriculum, Elementary Schools, Educational Change, Kindergarten, Grade 1, Change Strategies, Reading Skills, Language Skills, Professional Development, Early Intervention, Partnerships in Education, Program Attitudes, Program Implementation, Program Administration |
| Geographic Terms: | Australia |
| ISBN: | 978-1-923066-44-1 |
| Abstract: | Getting it Right from the Start (GIRFTS) is a research study that aims to implement a response to intervention (RTI) framework in early primary school (Foundation and Grade 1) to improve oral language and reading. RTI is a multi-tiered conceptual framework that supports student learning through delivery of high-quality classroom instruction, early identification of students with additional learning needs and early intervention. This research snapshot highlights some real-life examples from the GIRFTS study and outlines strategies schools can use to increase their readiness for change. School staff (teachers and leaders) and implementation support partners (ISPs) provided examples of strategies that increased school readiness for change during focus groups and interviews conducted 12 to 15 months after the GIRFTS project commenced in their school communities. This snapshot focuses on 3 key strategies that school staff and ISPs reported focusing on to increase readiness during the initial stages of implementation of GIRFTS. They are: (1) ensuring buy-in from the school community and external stakeholders; (2) investing in training programs and support systems; and (3) accepting that change takes time, and that readiness for change is dynamic. [This report was prepared by the Centre for Community Child Health, a research group of Murdoch Children's Research Institute (MCRI) with funding contributions from Eureka Benevolent Fund.] |
| Abstractor: | ERIC |
| Entry Date: | 2024 |
| Accession Number: | ED661403 |
| Database: | ERIC |
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