The Critical Elements of Integrity of Practice

I define integrity of practice in education as the deliberate acts that provide for the individual needs of all students. This takes building consensus, collaborating with colleagues, and using research-based materials and practices. It includes fidelity in the collection, management, and use of data to drive instruction. Teachers, support staff, administrators, and other school professionals need to pool their professional knowledge to make decisions about student needs. Azano, Missett, Callahan, Oh, Brunner, Foster, and Moon (2011) explained that studies have shown evidence of significant correlations between interventions that are implemented with fidelity and their outcomes. For example an observation of whether the unit is delivered as designed could provide evidence of whether the intended outcome would follow. In my present setting fidelity is attained through collaboration within professional learning communities to ensure that there is consensus in the implementation, delivery, and follow-up activities. Collaborating and receiving feedback from colleagues on possible next steps to better assist students within their classroom and discussing student needs based upon specific data strengthens the program’s fidelity. Professional learning communities offer a very powerful way of engaging teachers in reflecting upon and refining their practice. They offer a very powerful way of engaging teachers in reflecting upon and refining their practice (Harris & Jones, 2010). Research-based practices will ensure proper actions are taken to provide the right kind, amount and intensity of support (Bianco, 2010). I believe that providing teachers with the needed support from administrators and coaches is critical to the success of students. This is an example of integrity. It provides consistency and prevents corruption of the implementation. Teachers need to be empowered as they use data to adjust instruction (Laureate Education, Inc., 2013). Without the proper support and collaboration with colleagues, the attempts may not be sound or the implementation quality may suffer. Duerden and Witt (2013) suggested that the program foundations, the implementation system, and program monitoring are evaluated through the collection of data and evaluate how the implementation affects the outcome. The evidence I would use to ensure that all critical elements are in place includes classroom observations with follow-up conferences, documented professional development trainings, program checklists to ensure precise implementation and maintenance.  

Azano, A., Missett, T., Callahan, C., Oh, S., Brunner, M., Foster, L., & Moon , T. (2011). Exploring the Relationship Between Fidelity of Implementation and Academic Achievement in a Third-Grade Gifted Curriculum: A Mixed-Methods Study. Journal of Advanced Academics, 22(5), 693 –719. doi:10.1177/1932202X1142487

Davis Bianco, S. (2010). Improving Student Outcomes: Data-driven Instruction and Fidelity of Implementation in a Response to Intervention (RTI) Model. TEACHING Exceptional Children Plus, 6(5) Article 1. Retrieved October 30, 2013 from http://escholarship.bc.edu/education/ tecplus/vol6/iss5/art1.

Duerden, M., & Witt, P. (2012). Assessing Program Implementation: What It Is, Why It'sImportant, and How to Do It. Journal of Extension, 50(1). Retrieved from http://www.joe.org/joe/2012february/a4.php

Harris, A., & Jones, M. (2010). Professional learning communities and system improvement. Improving Schools, 13(172). doi:10.1177/1365480210376487

Laureate Education (Producer). (2013). Integrity of practice [Video file]. Retrieved October 30, 2013 from https://class.waldenu.edu