This chapter examines SFAF’s work scaling up the installed base of schools and its own organization. This was work performed concurrent with designing and supporting, and in interaction with increasing policy support. Extending the pattern introduced in Chapter 1, the chapter details how interactions among newly-adopting schools, the program, SFAF as an organization, and U.S. policy environments supported the rapid scale up of the Success for All network, from 1 to 1600 schools in twelve years. At the same time, the chapter details how these same dynamics drove widespread interpretation of Success for All as either a bureaucratic or a technocratic intervention (and not a resource for professional practice and learning). Rather than supporting expert, adaptive use, a consequence of these interpretations was that an estimated 75% of SFAF’s 1600 schools were locked into novice use and into rote, mechanical implementation, with the root cause being SFAF’s own training organization.
Keywords: scale up, education policy, bureaucratic interpretation, technocratic interpretation, novice use, expert use, adaptive use, rote implementation, mechanical implementation, training organization
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