Implementation is the next step in the planning process following the drafting of the plan/policy. Successful implementation depends on consultation and ownership of the decisions reached in relation to a particular topic. Plans and policies will be more successful if teachers, parents and pupils see the benefits for teaching and learning arising from the implementation of a policy or plan.

Monitoring is a continuous process, examining the progress of the plan as it is being carried out.

How can you ensure that the decisions made are being implemented?

• Are teachers aware of the areas prioritised for implementation? Is this workload manageable?
• Has every teacher (including sub/temporary teachers) the knowledge/skills/experience to do what is required? * Can support for implementation be differentiated depending on the skills/experience of teachers?
• Who will be assigned to provide that support/advice?
• Do teachers see the value of implementing decisions reached in terms of pupil learning?
• Is there a specified time frame for implementation?
• Could/should implementation be carried out on a pilot basis i.e. in a few classes for short period?
• Could reminders be given to teachers? (re decisions made/implementation dates etc.)
• Have teachers been provided with the identified resources necessary to implement the decisions?
• Would it help if a teacher gave a demonstration in a class situation or made a video/tape recording etc?
• Would a tour of the school/classrooms give teachers ideas for implementation?
• Are there exemplars available? (teacher portfolio of samples depending on the topic/subject)
• How will teacher preparation and monthly reports assist implementation?
• Can the yearly calendar specify the implementation focus for particular periods?
• Have agreed decisions been recorded in the process section of the Plean Scoile?

• Could a post holder or co-ordinator liaise with teachers regarding implementation?
• Could principal/teachers/review committee monitor implementation?
• Will time be allocated at teacher/staff meetings for progress reports?
• Can evidence (e.g. feedback from the school community, observation of classroom practice, assessments, children's homework journals/copies) inform the monitoring process?
• Could the pupils monitor their own progress in relation to their learning? (e.g. progress in test results, learning objectives achieved etc.)
• Can current practice be documented a few months after the implementation date?