TOWARD A SCALE-UP MODEL FOR REPLICATING NEW APPROACHES TO SCHOOLING

For school reform to succeed, promising prototypes must be replicated on a large scale. Unfortunately, relatively little work has been done to build conceptual models and develop specific interventions for addr essing the processes and problems associated with widespread diffusion of reforms. With a view toward advancing the state of the art, we des cribe a ''scale-up'' model for replicating school reform prototypes. T he model draws on a diverse body of literature related to organization al change and community psychology, as well as practices evolved as pa rt of several restructuring efforts. Four overlapping phases and relat ed guidelines for scale-up are conceived. The four phases are (a) crea ting readiness by enhancing a climate/culture for change; (b) initial implementation, whereby replication is carried out in stages using wel l-designed guidance and support mechanisms; (c) institutionalization, accomplished by ensuring there are mechanisms to maintain and enhance productive changes; and (d) ongoing evolution through use of mechanism s to improve quality and provide continuing support. The model present ed has fundamental implications for educational and psychological prof essionals concerned with major school reforms and is meant to stimulat e increased research attention on the problem of advancing knowledge r egarding effective scale-up of reform prototypes.