Figure 1: A Provisional Theory of Change for Supporting State-Wide Implementation RESOURCES/INPUTS ENABLING ACTIVITIES AND PROCESSES OUTCOMES Are not perceived as a risk Etc Leadership that provides sufficient: Better initial adjustment to the school environment Enabling activities, such as: Infrastructure Liking school, positive attitudes towards Adequate time and resources school Professional development Policies and planning Less separation anxiety/stress opportunities Earlier identification of problems that will Mobilising transition networks affect learning and development Improved Provision of guidance (e.g. resource kit relationships with educators etc) Translation and dissemination of the current knowledge base Identification A receptive context for change: of ways to improve the knowledge Families base Local leadership and vision Communication and awareness-raising of transition statements and ‘Diffusion’ Good cross-sectoral relations Improved relationship with early childhood/ strategy promising practices through: Clear goals and priorities A school staff well-trained, valued and Better understanding of what happens at Adaptation to local needs committed workforce school Routinisation within organisational Monitoring and feedback Increased engagement with the school and settings systems involvement in child’s education Presence of individuals who help to Less separation anxiety/stress disseminate innovative transition approaches (e.g. peer and expert opinion leaders, change agents, boundary spanners and champions) Educators Appropriate of influence’ ‘networks A knowledge and research base Local capacity-building processes Etc. draws on: Promising transition practices which: Improved levels of inter-agency collaboration Principles and guidelines for Are simple and easily trialled Improved trust, respect and understanding of effective transition Have readily observable effects each others’ educational practices Greater Emerging evidence about what Offer an advantage over existing awareness of transition and the importance works in school transition, for practices of continuity of learning Improved individual whom, how and in what Address an important need planning for children and families circumstances Are compatible with existing practices Better understanding of family context **NB: Elements in boxes are indicative only 37
Figure 1: A Provisional Theory of Change for Supporting State-Wide Implementation RESOURCES/INPUTS ENABLING ACTIVITIES AND PROCESSES OUTCOMES Leadership that provides sufficient: Infrastructure Adequate time and resources Policies and planning A receptive context for change: Local leadership and vision Good cross-sectoral relations Clear goals and priorities A well-trained, valued and committed workforce Monitoring and feedback systems A knowledge and research base draws on: Principles and guidelines for effective transition Emerging evidence about what works in school transition, for whom, how and in what circumstances Enabling activities, such as: Professional development opportunities Mobilising transition networks Provision of guidance (e.g. resource kit etc) Translation and dissemination of the current knowledge base Identification of ways to improve the knowledge base Communication and awareness-raising strategy Promising transition practices which: Are simple and easily trialled Have readily observable effects Offer an advantage over existing practices Address an important need Are compatible with existing practices Are not perceived as a risk Etc ‘Diffusion’ of transition statements and promising practices through: Adaptation to local needs Routinisation within organisational settings Presence of individuals who help to disseminate innovative transition approaches (e.g. peer and expert opinion leaders, change agents, boundary spanners and champions) Appropriate ‘networks of influence’ Local capacity-building processes Etc. Better initial adjustment to the school environment Liking school, positive attitudes towards school Less separation anxiety/stress Earlier identification of problems that will affect learning and development Improved relationships with educators Families Improved relationship with early childhood/ school staff Better understanding of what happens at school Increased engagement with the school and involvement in child’s education Less separation anxiety/stress Educators Improved levels of inter-agency collaboration Improved trust, respect and understanding of each others’ educational practices Greater awareness of transition and the importance of continuity of learning Improved individual planning for children and families Better understanding of family context **NB: Elements in boxes are indicative only 37
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