Leadership, administration & governance | Australian Education Research Organisation

Resource collections (1)

A teacher sitting at a table in a library using a laptop

Resource collection

Implementation in schools: A deliberate and structured approach

This collection of resources supports leaders in understanding a deliberate and structured approach to embedding evidence-based teaching practices in schools.

Guides & resources (10+)

Practice resource

Building an effective team and a specific implementation goal: Leading implementation

This module provides schools with an introduction to leading the implementation of evidence-based teaching practices through an effective school implementation team.

Practice resource

Building and operating an effective school implementation team: Leading implementation

This practice resource is designed to help school leaders form and maintain an implementation team to drive successful implementation efforts in their school.

Practice resource

Meeting regularly as a school implementation team for success: Leading implementation

This practice resource and meeting agenda template is designed to help school implementation teams stay focused on the components of a deliberate and structured approach to implementation.

Research (8)

Two school children in hats and uniforms working outside in garden.

Research report

Strategies to enhance schools' readiness for change

This is the second research snapshot in a series that summarise learnings from readiness for change research undertaken as part of the Getting it Right from the Start (GIRFTS) project. It outlines strategies school leaders can use to increase their school’s readiness for change and highlights real-life examples from the GIRFTS project.

Research report

Designing an intervention approach: Making staffing and timetabling decisions

This research report uses evidence to provide guidance for secondary school leaders in making decisions about staffing, timetabling and intensity when delivering interventions in schools.

Research report

Supporting secondary student reading: Screening, monitoring and intervention

This publication combines AERO’s practice guides, practice resources and explainer on delivering reading interventions in a secondary school MTSS, with details of the methodology used to create these resources.

Summaries & explainers (7)

Monitoring implementation outcomes

This is the fifth and final explainer in a series of 5 on the key components of a deliberate and structured approach to implementation. It outlines the process of monitoring implementation outcomes, including success outcomes schools can monitor, how these can be aligned with enablers and barriers, and methods for collecting data.

Addressing enablers and barriers to implementation

This explainer is the third in a series of 5 on the key components of a deliberate and structured approach to implementation. It outlines the importance of understanding and responding to context-specific enablers and barriers to implementation.

Taking an evidence-informed approach to implementation

This explainer is the first in a series of 5 on implementing evidence-based teaching practices in schools. It outlines how schools can take a deliberate and structured approach to implementation based on key ideas from the research evidence.

Other (6)

A teacher sits working on a laptop, on either side sit students writing in their workbooks

Insights from the classroom: Somerville Rise Primary School

Matt Jackson, Principal of Somerville Rise Primary School, reflects on how being part of AERO’s Learning Partner Project to support the implementation of explicit instruction has improved outcomes for both students and staff.

Two smiling school staff members work together at a desk in a classroom

Reflections on implementing well: A conversation with a school leader

Matthew Pepi, Curriculum Learning Specialist and Implementation Coordinator at Chelsea Primary School, reflects on how using AERO's deliberate and structured approach to implementation is working in his school.

Educator Joanne Gibson pointing to number 3 on whiteboard.

Explained: The key components of implementation

How do we bridge the gap between knowing and doing? Schools are increasingly aware that evidence-based teaching practices will improve students’ outcomes. But, of course, knowing about evidence-based approaches isn't enough. Schools need to know how to adopt these practices successfully to gain the improvements they want to see. The 'how' is just as important as the 'what'. In this article, we explore the concept of implementation and share the key implementation components we’re using with schools.