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Episode 26: How De-implementation Can Ease Overwork

June 6, 2022

 

Season 3, Episode 6:

In this episode, Peter Dewitt discusses the concept of de-implementation and why it’s a term that should be on every leader’s mind. He sounds the alarm on what will continue to happen to our school communities if we don’t start easing the overwhelming workload for teachers and principals. With its origins in the medical field, Peter explains how de-implementation is also useful in the field of education for tackling the challenge of overwork. He will share the different forms it can take and when it makes sense to use a formalized process to lessen waste, increase results, and support major school improvement efforts.

 


 

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Peter DeWitt

 

Peter DeWitt

Peter DeWitt (Ed.D.), a former school principal in Upstate, NY, previously taught elementary school for 11 years. His syndicated blog, Finding Common Ground, is published by Education Week and he is a freelance writer for Vanguard Magazine. Peter has traveled the world, developing content, visiting school sites, influencing policy, and presenting with John Hattie. He has worked with educators at schools, districts, educational service centers, and educational organizations, including the Council of Chief State School Officials. His presentations focus on school leadership, school climate, as well as safeguarding LGBT students and other social justice topics.

Learn more about Peter's onsite professional development consulting, Collaborative Leadership, and connect with him on Twitter.

 


 

 

De-Implementation

De-Implementation

Creating the Space to Focus on What Works

When it comes to school initiatives, more isn’t always better.

Today’s educators are buried under old practices, new ideas, and recommended initiatives. The problem? With such an abundance of strategies, it’s hard to recognize what, if anything, is working.

Before you’re tempted to add just one more idea to the pile, take a step back—and an objective look—so that you, central office leaders, building leaders, and teachers can decide which practices to keep, which to modify, and which to eliminate altogether.

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