Staff development for teachers and for employers working with schools is critical before implementing a contextual learning program on an ongoing basis. It should provide teachers with opportunities to learn about the nature of the workplaces for which students are being prepared. Employers need to understand how to structure employment in ways that provide a range of learning experiences and responsibilities. They also need opportunities to communicate with teachers and to contribute to the development of curricula. In addition, plans for assessing workplace or community experiences must be developed.
Teachers usually teach within their disciplines, behind closed doors in isolated classrooms.
Administrative support must be provided to teachers to carry out the difficult tasks of rethinking curriculum and instruction, as well as planning and collaborating. Parents should be invited into classrooms to learn about and experience new forms of teaching, to become informed about program goals and outcomes and their child's progress, and to be encouraged to contribute to system planning and development. Similarly, student feedback on the effectiveness of programs is an essential component of system assessment and refinement. They also require time to develop effective implementation strategies. School change theorists argue that successful school change may require three to five years.