New Book Finds FTF Fosters Better Communication, Collective Responsibility in Schools

A new book titled "The Implementation Gap: Understanding Reform in High Schools" is the product of a series of case studies conducted by a group of leading researchers from the Consortium for Policy Research in Education.  The guiding theme examined in the book is the interaction of high schools with school reform models designed and supported by outside technical assistance providers.  First Things First (FTF) was among those "external reform models" included in this project.  The case studies conducted looked at topics ranging from communication patterns and networks, leadership approaches, the role of the district, resistance to the reforms, and more.  Some standout findings from the examination of FTF include:

Small learning communities in FTF schools fostered a strong "sense of internal accountability" for student learning among teachers and staff

• Promising evidence showed that restructuring into small learning communities can positively influence the patterns of communication within a schools' professional community.       
  • Belonging to an SLC made it more likely that teachers asked each other for help or advice
  • After a two years of implementation SLCs became the primary locus of communication, except when where teachers need the input of colleagues with specific curriculum content expertise
• Teachers in FTF schools perceived positive effects of the reform including:
  • Improved student engagement and motivation,
  • Stronger relationships
• Teachers thought SLCs and the Family Advocate System (FAS) were "generally appropriate mechanisms" for building relationships and creating a good environment for student learning
• Additional findings showed that some of the most important factors for successful implementation of FTF were:
  • leadership
  • sense of urgency
  • resources
  • training            

Click here for abstracts of each study and links to available reports.