Theories and Practices Informing Change

Change Occurring In Schools Can be Classified as either: Continuous, First Order Change Or Discontinuous, Second Order Change

o o

Occurs Without Disruption

System Equilibrium is Maintained

Minor Modifications are Made

The Leader Improves: School Efficiency School Effectiveness The Leader Does Not: Alter Teacher/Student Routines Cause Conflict and Upheaval

 System New

Equilibrium is Disrupted

Goals are Established

Changes

in Structure and Programs

Must Perform Differently

Individuals

This type of change in schools has:

o Proven

to be very challenging

o Produced

Major Resistance and

Conflict

Stones in the river can trap other stones and eventually becoming a dam, stopping the flow of the river all together.

DONT IGNORE THE ROCKS

First Order Change

Smaller Classes Site-Based Management

Second Order Change

Changing Relationships and Teaching Philosophies Collaborative Ownership

90 Minute Teaching Blocks

Small Learning Communities Teaching Teams with Common Planning

Extended Teaching and Learning Opportunities

New Interactions/Relationships Coordinated Focused Curriculum and Instruction

A Decade of Reform: A Summary of Research Findings on Classroom, School, and District Effectiveness in Washington State, by J.T. Fouts, 2003, Seattle Pacific University.

Research Shows Smaller Class Size :

Allows

Students to Receive Personal Attention and Individual Instruction

Students

Can Develop Closer Relationships with the Teacher and Their Peers

The Small Class Strategy Does NOT: Ensure the Relationship Between Teacher and Students will Change
Nor

Does it Ensure More Appropriate Teaching Methods will Occur

 A Teacher

can be just as Impersonal and Uncaring Toward 15 Students as Toward 30 Students Therefore: Simply Reducing Class Size will NOT Guarantee the Teachers Behavior Will Change

Change

Their Fundamental Beliefs

Become

Learners, Thinking Deeply About Their Practice (Reflection) to New and Often Challenging Ideas About Their Role in the Classroom

Adapt

The Philosophical Changes required by Discontinuous, Second Order Change Could Cause:

RESISTANCE, DISRUPTION & CONFLICT

The School Leader Can Minimize

Resistance, Disruption and Conflict by Determining the organizations

Capacity For Change

Leaders should consider: 1. Stakeholder Dissatisfaction with Current Conditions

2. Short and Long-Term Costs

3. Stakeholder Belief in the Vision to be Achieved by the Change

4. Consequences of the Change

5. Degree of Difficulty in Making the

the change

The Leader Should Be Most Conconcerned with the Staffs Fear of Failure As it is One of the Major Sources of Resistance to Change

When Teachers Say: We Have Always Done it This Way. Or Our Former Principal Wanted Us to Do It This Way.

1. Communication
To All Members of the School Community

2. Collaboration and Shared Leadership

Dufour (1999)

Theories to Build Capacity for Change Include Change Agentry

(Fullan 1993)

& Force Field Analysis

(Lewin 1951)

1. 2. 3. 4.

Requires Four Core Capacities: Shared Vision for Change Inquiry for Continuous Learning Mastery of New Ideas and Skills Collaboration with Peers and Mentors

Why Teachers Must Become

Change Agents Michael Fullan (1993)

Using the Four Capacities will Build a Capacity for Change and Establish Learning Communities in Schools
Fullan (1993)

Force Field Analysis is a Simple but Powerful Technique for Building an Understanding of the Forces that Will Drive and Resist a Proposed Change
Kurt Lewin (1951) Father of Action Research

The analysis can be used to: Investigate the balance of power involved in an issue Identify the key stakeholders on the issue Identify opponents and allies Identify how to influence the target groups

FOR CHANGE TO OCCUR: Driving Forces Must Overcome Restraining forces

Once a leader decides to proceed With Change. Three strategies that can be utilized are: Empirical-Rational Normative-Re-educative & Power-Coercive

The

leader does not need to be coercive

Once

data about desired change is presented, the best course of action will be selected Based upon Theory Y that people will select the best course of action

Groups are open to consensus about changes in norms, attitudes, values, skills, and relationships Does NOT require strong pressure from the leader rather cooperative work brings about the changes

Used

when the leader has a solid power base

Key

factor is the influence of the leader over those with less power

To bring about change, the leader can Choose one of these strategies or a combination of all three. What are the determining factors? Culture of the School Leaders Knowledge of Culture Leaders Respect for the Power of the Schools Culture in the Change Process

A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.