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Welcome toManaging Change at
All Levels of School Leadership
Introduce yourselvesAt your table, please introduce yourselves.Include
NameSchool DistrictSchoolShare a recent, non-work change you have
experienced
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CHANGE
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LEADING CHANGE
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Understanding Change
People respond differently to changeChange can cause divisivenessConflict is a natural part of changeChange is a process
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Successful change requires two forces: pressure and
support.
The New Meaning of Educational ChangeMichael Fullan
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pressure:purposefulness, intentionality, and clarity
support: assistance or help
Table Talk ActivitySuccessful change requires two
forces, pressure and support.
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Pressure SupportDefinition: assistance or help
Definition: purposefulness, intentionality, and clarity
Example: Identifying specific
results
Example: Providing adequate
resources
Effective Change Management
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Vision
Knowledge&
Skills
Incentives
Resources
Transition Plan
Meaningful Change
What happens when a vision is missing?
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Vision
Knowledge&
Skills
Incentives
Resources
Transition Plan
Confusion
What happens when knowledge and skills are missing?
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Vision
Knowledge&
Skills
Incentives
Resources
Transition Plan
Anxiety
What happens when incentives are missing?
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Vision
Knowledge&
Skills
Incentives
Resources
Transition Plan
Resistance
What happens when resources are missing?
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Vision
Knowledge&
Skills
Incentives
Resources
Transition Plan
Frustration
What happens when a transition plan is missing?
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Vision
Knowledge&
Skills
Incentives
Resources
Transition Plan
False Start
How can I use this model to lead change in my school?
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VisionKnowledge
&Skills
Incentives Resources Transition Plan
Meaningful Change
Change Strategies Gallery WalkDivide into three groups:
Implementing the CCR StandardsPreparing for the PARRC AssessmentsSupport Teacher/ Principal Evaluation through
SLOsEach group will brainstorm specific strategies
to address Vision, Knowledge & Skills, Incentives, Resources, and Transition Plan.
Then stroll the gallery of ideas. Be prepared to share an idea that you learned from another groups’ charts.
The Tipping Point
InnovatorsVenturesome types that enjoy being on the
cutting edgeExcited by possible benefitsEnjoy imagining the possibilitiesEager to give a new initiative a try
Early adoptersUse the data from the innovators’ efforts at
implementationMake their own decisions to adopt a new
changeTrusted by the staff for making well informed
decisions Are the opinion leaders at the school
Early and late majorityWill follow of the early adopters. Will implement the CCRS standards at
varying rates. Are needed for CCRS, TPE or PARRC
permanent Create the sense the “this is how we do
business at our school”.
ResistersCan be very traditionalIsolated Suspicious of changeInteract with others who are traditional
Pressure and support
Components of change
Rate of Change
•Given your role in your school, what have you learned and what do you plan to use from this session?•
