This chapter examines SFAF’s work devising supports for implementing its comprehensive school reform program at scale, in large numbers of chronically-underperforming schools. The chapter details components of SFAF’s strategy for supporting implementation: an extensive program adoption process; a replication process that combined detailed elaboration of intended practice with extensive scaffolding opportunities; and a developmental sequence intended to take schools from novice to expert users of the program. Further, the chapter continues to develop the paradox from Chapter 1. On the one hand, SFAF’s support for implementation increased the possibility of effecting professional practice and learning in large numbers of underperforming schools. On the other hand, these same supports increased the risk of bureaucratic and/or technocratic interpretations of the program. Finally, the chapter continues to examine enthusiasm and criticism that arose from Success for All’s early efforts: in this case, among the teachers using the program.
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