School Improvement Plan Implementation and Instructional Change

The Chicago School Reform Act mandated that schools develop and implement their own school improvement plans (SIPs) to meet systemwide goals and expected outcomes. This paper examines the implementation of SIP initiatives in 14 Chicago public schools. Data were derived from interviews with principals and advisory committee chairpersons and from observations of local school council meetings. The reform initiatives, implemented during 1990-91, are categorized as pedagogical, curricular, organizational, or other. Two patterns of SIP implementation are identified: (1) some initiatives require a significant commitment of time and effort to be implemented successfully; and (2) other initiatives depend mostly on funding and new staff. The first type takes longer to implement whereas the second type, requiring funding and staff, tends to be implemented quickly. Two types of programs include those that change teacher practices and those that are "add-ons." Findings suggest that few SIPs have prompted changes in regular classroom teaching practices. Four factors that facilitate the implementation of instructional change are identified: (1) smaller school size; (2) principals who take a strong instructional leadership role; (3) staff development funding; and (4) the development of an ethos of shared teacher-student responsibility for learning. Two figures are included. (LMI)