Local Drivers in Implementation (GT)This is a featured page

This initial or rough draft of a summary (formatted in a Glossary Term (GT) format) has been started by the International School Health Network from a previous Canadian project. Visitors to and members of this wiki-based web site are welcome to edit the draft (using the Easy Edit" tool found at the top of the page or to comment on the draft by using the "thread" tool found at the bottom of the page. (All previous versions of this page are automatically saved by the system, so don't hesitate to edit this page).

Eventually, when time and resources permit, this initial draft will be formatted in accordance with the outline for Glossary Terms used in this knowledge exchange program for health,safety, educational and social development interventions.

Local Drivers in Introducing, Implementing and Sustaining a Local Program or Building a Comprehensive Approach

Each local situation will also have key local drivers & barriers. These will include
  • key people acting as decision-makers, gatekeepers, influencers and others
  • critical processes such as annual priority setting, budget-making,
  • local issues that relate to the program
  • recent and significant incidents (such as a death or crisis) that have galvanized public, political and professional attention.
  • the history of the issue, organization and community context as they relate to the program
  • relationships between the various partners, allies and competitors to the program
Many implementation experts have suggested that a thorough "situation analysis" should be done in order to identify these relevant local drivers.

Here are some of the questions/issues that are likely to emerge. These questions can be grouped and described as local drivers (facilitators and barriers) and fit within a broader set of implementation, capacity and sustainability issues also being discussed in this Encyclopedia.
  1. Why did the program get started? (incident or accident with students, a provincial directive, concern or demand from a local trustee, reports in the media, principal or teacher came back from a conference, provincial conference, support from the teachers association etc)The reason for starting something usually has an impact on its durability and development.
  2. How did you determine if the program fits with the official curriculum or the school’s annual plan?
  3. What are the details of the program (population, type of intervention, materials etc) and why did you choose to focus on those?
  4. How did the program or approach gain access into the schools? (persuading people, trusted messengers, barriers, opportunities etc)
  5. Were there specific people who were helpful or difficult?
  6. How did local personalities and relationships affect the process?
  7. Does this issue being addressed in your program have a “history” in your school, neighbourhood or school board?
  8. Was the opinion of the School Superintendent, CEO of the local Health Authority, relationship with local agencies or community groups a factor in your program?
  9. How did the local social norms affect your program and its implementation/evolution?
  10. Were there particular barriers or opportunities related to the local neighbourhood that affected the program (access to after school busing, parents who worked until late in the evening, concerns about the safety of children walking home after school, Internet access for student project work etc?
  11. How did you negotiate, cooperate or compete with other organizations offering a similar program?
  12. How did you get approval from your supervisors to start and run the program?
  13. Does the program require the use of technology? If so, how are teachers using those technologies before and after the introduction of the program?
  14. Do the school boards provide teachers with their own computers at their workplace? Do they have work-specified email addresses that they use regularly? Is it easy to leave telephone messages for the [participating teachers in individual voicemail boxes? Are the teachers using smart phones and other mobile devices in their work these days?
  15. How did you/will you deal with teacher turnover during or after the introduction of the program?
  16. Did the teachers have time for regular meetings during the introduction of the program? Was there difficulty because of their other responsibilities and demands on their time? Do teachers like to work in teams and with other members of the school community?
  17. Did the Principal help in getting started? in maintaining the program? What happened if the Principal was transferred?
  18. Do the teachers still use the materials after the program ended?
  19. How are you planning for succession once the funding ends or you or the staff move along?




dmccall
dmccall 		Latest page update: made by dmccall , Jan 2 2012, 10:40 AM EST (about this update About This Update dmccall Edited by dmccall

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