Video Learning to Change/Changing to Learn
The Vision for Change
A vision is a detailed "big picture" of the end result that will be realised if all change efforts occur satisfactorily.
A long-term vision, which describes; 1. what one is trying to change and 2. what will ultimately be occurring among all key players after changes have occurred, … is crucial to the success of any major change effort.
The vision says: “Picture in detail what we'll all do and what will happen if everything works out right! “
Leading successful change and improvement involves “developing and managing six critical components :
1. A clear, strong, and collectively held educational vision and institutional mission;
2. A strong, committed professional community within and between schools;
3. Learning environments that promote high standards for student achievement;
4. Sustained professional development to improve learning;
5. Successful partnerships with parents and other community organizations; and
6. A systematic planning and implementation process for instituting needed changes. “ Louis and Miles (1990).
Core Values and Beliefs
Principles
Practices
How – do you justify it ?
What – do you actually do ?
What do you believe?
How do you know your practice has been effective and deep learning has taken place?
As managers of change what could you do to modify thinking and practice in these areas ?
Adapted from “From Values and Beliefs to Principles and Practice” – Dr Julia Atkin
Dr Barbara Leroy’s Model of …“Requirements for Change to Work”
Vision
Skills Incentive
Resources
Action
PlanSkills Incentiv
eResourc
esActio
n Plan
Vision
Incentive
Resources
Action
PlanVisio
nSkills Resourc
esActio
n Plan
Vision
Skills Incentive Action
PlanVision Skills Incentiv
eResourc
es
Change
False Starts
Frustration
Gradual Change
Anxiety
Confusion
Managing Complex Change (Leroy Model)
Explain the
rationale for
change.
Make sure people
have the know-how.
Expect resistance
.
Seek opportuniti
es to involve people.
Track behavior
and measure results.
Choose your
opening moves
carefully.
Wear your commitment on your
sleeve.
Get resistance out in the
open.
Alter the reward
system to support
improvement.
Stay focused on the vision
Provide a clear
vision.
Over-communica
te
Beware of bureaucra
cy
Promise "problems"
..
Outrun the resisters.
Tips on facing barriers and challenges in the change process
from Washington State School Directors’ Association:
Video “When I Become a Teacher ....”
Controllers – Its about POWERNeed support to understand the democratic
Victims – Its about THEMNeed support and challenge to reach relationships
Blamers – Its about OTHERSNeed support to actively solve problems
Types of Resistance to Change
- Adapted from Teachers and Technology (published by the National School Boards Association's Institute for the Transfer of Technology to Education)
Positive Agrees with new ideas and programmes, but never moves to implement any changes.
I’m Unique Believes each change is fine for other people and areas but not for his or her "unique" classroom situation
Let-me-be-last
Slow to implement. Hopes new ideas and programs will die before they must act on them.
We-need-more-time-to study this
Sounds earnest and plausible and indefinitely postpones action. (Others find it hard to object to this form of resistance).
My rights Indignant. Wants no part of programs initiated elsewhere which may mean rejection of whatever comes from ‘above’ or ‘outside’ the school system.
Cost-justifier:
How much does this cost ?Wants things cost-justified before any change.
Incremental change
Wants the new programs, systems, or machines as long as it just adds on to everything the old ones had.
Scenario:
A teacher articulates values and beliefs that the whole school agrees on, but … these are not reflected in their practice…
Discussion
As a leader of change, how would you deal with this ?
Community Dialogue
Evaluation
Self/Peer
Team Learning
ReculturingCreativity and Spontaneity
Connecting everything you know
Community Dialogue
Solid Learning Community
Establish NORMs ... The Way we talk to each other...The Way we behave to each other...The Way we work together...The Way we engage with our work environment...The Way we support ‘risk-taking’...The Way we celebrate... etc
What the heck are
you talking about ?
Assist teachers to TALK their way to understanding eg.
“Help me understand ... ““Help me understand what you mean by... “
Help me understand what
you mean by...
What the heck are
you doing ?
Help me understand
why...
•Gather data
•Identify needs
•Planning …
See “Teaching as Inquiry”
DATA !!!
05
1015202530354045
Vis
ion
/Val
ues/
Prin
cip
als/
Pra
ctic
e
Key
C
om
pet
enci
es
Inq
uiry
Lea
rnin
g
Pro
cess
es &
P
ract
ices
Thin
king
Ski
lls
Rec
og
nitio
n &
A
sses
smen
t of
"Dee
per
Lea
rnin
g"
Understanding & Use in Classroom Practice
Limited/ Developing
Satisfactory
Very Competent
Teacher indications of degree of ‘understanding and use’ in identified PD areas