Purposeful attention to implementation requires using evidence-based and evidence-informed implementation strategies and frameworks to improve teachers' and administrators' confidence and competence, to create hospitable organization and system environments for new ways of work, and to engage in the right leadership approach for the diverse challenges encountered in any change process (technical or adaptive). In short, attention to implementation science acknowledges that improved education will require attention on two outcomes: implementation outcomes and intervention outcomes. Implementation outcomes focus on changes in teacher and staff behavior as well as changes in the organization and system environment (e.g., administrative guidelines, policy, funding) in order to support better ways of educating students. Student outcomes that are educationally and socially significant must be preceded by implementation outcomes;students cannot benefit from evidence-based instruction they do not receive.

Blase, K., Fixsen, D., Sims, B., Ward, C. (2015). Implementation Science – Changing Hearts, Minds, Behavior, and Systems to Improve Educational Outcomes. Chapel Hill, NC: National Implementation Research Network, University of North Carolina at Chapel Hill.