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CHANGE
Dr. Len Elovitz
Do today’s schools need to be restructured?
The Need for Positive Change in Education: Peter Poutiatine at TEDxMarinAcademy
Restructuring InfluencesPolitical
American youth lag behind other countriesEconomic
American youth are unprepared for the technical demands of the workplace
Cognitive Research How the brain works Multiple Intelligence & Learning Styles
Constructivist Learning Theory & Research How students actively produce knowledge & understanding The science of teaching
Restructuring Influences
Philosophy & Sociology Knowledge is a social, political, cultural construct Knowledge is tentative - open to change
Research in Academic Disciplines NCTM & AAAS
Curriculum Theory & Research Identifies and attempts to remove cultural, gender
and class bias from the curriculumPluralism & Inclusion
Multiculturalism, Bilingual, Special Education
Restructuring Influences
Research on Assessment Performance and Authentic
Research on Professional Practice Teachers are pretty smart and should be
utilizedResearch on Second-Order Change
Systemic Change Cultural Change
If you were to design a school to have all students performing at grade level proficiency:
How would it be organized? How would students be instructed (taught)? How will you measure your results?
Which 2 would you Which 2 would you choose?choose?1.1. Knowledge in one disciplineKnowledge in one discipline
2. Application within discipline2. Application within discipline3. Application across 3. Application across
disciplinesdisciplines4. Application to real-world 4. Application to real-world
predictable situationspredictable situations5. Application to real-world 5. Application to real-world
unpredictable situationsunpredictable situations
International Center for Leadership in Education
Application
1. Knowledge in one discipline2. Application within 1 discipline3. Application Across disciplines4. Application to real world and predictable
Situations5. Application to real world unpredictable
situations
RIGOR
Are our Schools rigorous todayWere they Ever – Jay Springer
Relevance makes rigor possible for most students
– Willard Daggett
What does Daggett mean?
1.1. Awareness (Knowledge)Awareness (Knowledge)2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation
Knowledge Knowledge TaxonomyTaxonomy
1 2 3 4 5
ApplicationApplication
KnowledgeKnowledge
1
2
3
4
5
6
Rigor/Relevance FrameworkRigor/Relevance Framework
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
CurriculumCurriculum
RigorRigor RelevanceRelevance RelationshipsRelationships
• Reflective ThoughtReflective Thought
Rigor/Relevance - AllRigor/Relevance - All
WhyWhy
Do We Need Do We Need
to Changeto Change
Schools?Schools?
WhatWhat
Needs to Needs to
Be Done?Be Done?
HowHow
Do We DoDo We Do
It?It?
International Center for Leadership in Education, Inc.andSuccessful Practices Network
Phone (518) 399-2776E-mail [email protected]
WHAT SHOULD BE THE ROLE OF Leadership?
IMPROVE SCHOOLS SO THAT
STUDENTS HAVE BETTER
OPPORTUNITIES TO LEARN
IMPROVING SCHOOLS INVOLVES
CHANGE
ADMINISTRATION IS A MEANS TO
BRING ABOUT CHANGE
HOW CAN LEADERS BRING ABOUT CHANGE
MANDATESMOTIVATE, INSPIRE, PERSUADEREWARDS AND PENALTIESBUILD PROFESSIONALISMCHANGE THE CULTURE
CHANGE FORCES
BUREAUCRATICPERSONALMARKETPROFESSIONALCULTURALDEMOCRATIC
BUREAUCRATIC - PRACTICE
RULES MANDATES AND REQUIREMENTS
DIRECT SUPERVISION
STANDARDIZED OUTCOMES
BUREAUCRATIC - CONSEQUENCES
TEACHERS CHANGE ENOUGH TO AVOID SANCTIONS
CHANGE STOPS WHEN SANCTIONS ARE REMOVED
BUREAUCRATIC - OBSERVED CHANGE
STRUCTURE AND ARRANGEMENTS
MAY BE SHORT LIVED
PERSONAL - PRACTICE
PERSONALITY OF LEADERSHIPMOTIVATED CHANGE - Rewards
PERSONAL - CONSEQUENCES
TEACHERS CHANGE ENOUGH TO
RECEIVE REWARDS
CHANGE STOPS WHEN REWARDS
ARE REMOVED
PERSONAL - OBSERVED CHANGE
STRUCTURE AND ARRANGEMENTS
MAY BE SHORT LIVED
MARKET - PRACTICE
COMPETITION AND INCENTIVES
INDIVIDUAL CHOICE
MARKET - CONSEQUENCES
TEACHERS CHANGE ENOUGH TO WIN IN THE MARKETPLACE
GETS OLD FAST
MARKET - OBSERVED CHANGE
MIXED
MAY BE SHORT LIVED
PROFESSIONAL - PRACTICE
STANDARDS OF EXPERTISE
COLLEGIALITY
FELT OBLIGATION
THE PROFESSIONAL COMMUNITY
PROFESSIONAL - CONSEQUENCES
TEACHERS INTERNALIZE NORMS OF COMPETENCE AND VIRTUE THAT COMPEL CHANGE
PROFESSIONAL - OBSERVED CHANGE
DEEP AND ENDURING
CULTURAL - PRACTICE
SHARED VALUES, GOALS AND IDEAL ABOUT PEDAGOGY, RELATIONSHIPS AND POLITICS
LEARNING COMMUNITY
CULTURAL - CONSEQUENCES
TEACHERS INTERNALIZE COMMUNITY NORMS THAT COMPEL CHANGE
CULTURAL - OBSERVED CHANGE
DEEP AND ENDURING
DEMOCRATIC - PRACTICE
SHARED COMMITMENT TO THE COMMON GOOD
DEMOCRATIC COMMUNITY
DEMOCRATIC - CONSEQUENCES
TEACHERS INTERNALIZE DEMOCRATIC NORMS THAT COMPEL CHANGE
DEMOCRATIC - OBSERVED CHANGE
DEEP AND ENDURING
IT’S ALL ABOUT CULTURE
CHANGE THE CULTURE TO PROFESSIONAL AND DEMOCRATIC AND THE SCHOOLS WILL CHANGE IF TEACHERS : CONNECTED TO SHARED NORMS UNDERSTAND THE SUBJECT THEY TEACH UNDERSTAND HOW CHILDREN LEARN HAVE THE NECESSARY TEACHING SKILLS
THE NEW MEANING OF EDUCATIONAL CHANGE
Michael Fullan - Dean of the Ontario Institute for Studies in Education of the University of Toronto
Why don’t school innovations work? Innovation overload
Abundance of ideas {Bandwagon} {LYNT-TYNT-NYNY} Imposition of policies and programs in a disconnected way Schools and districts lack capacity to evaluate what might work
{Action Research} Inability to say NO
Innovations are not well thought outThey are not connected to the stated goals of educationChange does not always mean progress. The short timeframe given for expected results {Turnover
of Administrative personnel}
Fullan’s 3 Dimensions of Innovation (Change)
Materials – the possible use of new or revised materials (curricular or technology)
Teaching approaches – the possible use of new teaching approaches, activities or strategies,
Beliefs – the possible alteration of beliefs (pedagogical assumptions and theories underlying particular new programs or policies)
The Change Process
Initiation - activities leading to and including a decision to adopt and proceed
Implementation - Initial use ( 2-3 yrs.) first experiences in putting an idea or reform into practice
Institutionalization- Change becomes a built in, ongoing part of the system
Initiation
Superintendent/Central Office Advocacy Capacity Control Funding Access and influence over the Board Can block bottom up innovation Can be a source of overload
Initiation
Teacher Advocacy Working conditions in most schools are not
conducive Unions can be powerful initiators (good and
bad) Teachers do not have adequate information,
time, access, or energy to innovate much beyond their own classrooms
Initiation
Community Advocacy Put pressure on administrators directly or through the
Board to do something about a problem Oppose certain adoptions about which they become
aware Do nothing Most predictable pressure for change results from a
shift in population
InitiationCommunity Role - research
Major demographic changes create turbulence in the environment, which may lead to change or conflict
Most communities do not actively participate in change decisions about educational programs
Highly educated communities pressure school to adopt high-quality, academic oriented changes. They also can react strongly and effectively against proposed changes they do not like
Less-well-educated communities are not likely to initiate change or put effective pressure on educators to initiate change. They are also less likely to oppose changes because of lack of knowledge, but once activated, they can become effective.
Initiation
New Policy and funding State and federal
Initiate changes in social areas that would not be formally adopted by schools - desegregation, special needs, etc.
Many are ambiguous and adopted at the local but very little changes
Bureaucratic responsePublic schools are less likely to adopt cost saving innovations
unless the money can be used elsewhereThey are less likely to adopt changes that alter the resource
mix or authority rolesMore likely to adopt new processes that do not significantly
change structure
Top down change can work
If you have a good idea
If subordinates are empowered as the implementation unfolds
Implementation
Need Fit between program and needs is essential
Clarity Staff must understand what the change actually
means in practiceComplexity
The difficulty and extent of change requiredQuality and Practicality
Time frame for implementation must be long enough so as not to jeopardize quality
Implementation - RolesSchool District
Support of central office administration is criticalSchool Board and community
Role is variable from apathy to active involvement May be either conflictual or cooperative
Principal Strongly influences the likelihood of successful change Most do play instructional or change leadership roles
Teachers The psychological state of the individual teacher may be
more or less predisposed to considering change
Institutionalization
Only a minority of implemented changes are continued Poorly implemented Lack of interest Lack of funding
Lasting change is best accomplished by:
Reculturing schools into Professional leaning communities.
Educational leaders should concentrate on capacity building to turn schools and districts into organizations that will have the ability to accept, implement and sustain beneficial educational change.
Michael Fullan on What School Reform is.
https://www.youtube.com/watch?v=bxjLqHphsVY
Copyright (c) Allyn & Bacon 2007 53
Organizational Change
Educational organizations are expected to be vehicles for social change, as well as preserving and transmitting values.
Thus schools must integrate stability and change.
In 1990, Seymour B. Sarason wrote The Predictable Failure of Educational Reform: Can We Change Before It’s Too late? To change schools, we must change the power
relationships in schools.
Copyright (c) Allyn & Bacon 2007 54
Aims of Educational Reform
Sarason listed five aims that would constitute major change in the inner core of assumptions that are difficult to bring about: To reduce the achievement gap among social classes and racial
groups. To get students to enjoy school. To enable students to acquire knowledge and skills in ways that
relate learning and give purpose to each student. To engender interest in human accomplishments, past and
present, and to enlarge their own identities: personal, social, and as citizens.
To acquaint students with the domain of career options and how schooling relates to the fast-changing world of work.
Copyright (c) Allyn & Bacon 2007 55
The Tradition of Change in American Education
Paul Mort indicated, in late1950s, that change in education proceeded very slowly. He noted that schools were generally 25 years behind the best
practices of the time. Example: Kindergartens.
Mort’s work led to viewing higher per pupil expenditures as reliable indicators of change and superior school output.
Other researchers noted, however, that there is most likely a curvilinear relationship where after an optimum funding point increases in school output slow.
Copyright (c) Allyn & Bacon 2007 56
Rand Study found that successful schools:
Rejected rigidly packaged innovations that did not permit local adaptations.
Developed their own local materials. Engaged in continuous planning and replanning,
rather than one-shot planning. Had ongoing training and technical assistance,
not one-shot training. Had strong support from key administrators in
the school and district.
Copyright (c) Allyn & Bacon 2007 57
Organizational Self-Renewal
Organizational Self-Renewal postulates that effective change cannot be imposed on a school. It seeks to develop internal capacity to: Sense and identify emerging problems. Establish goals, objectives, and priorities. Generate valid alternative solutions. Implement the selected alternatives.
The optimal unit for change is the single school with its pupils, teachers, and principal as primary participants.
Copyright (c) Allyn & Bacon 2007 58
The Learning Organization
A Learning Organization adapts to unfolding changes in the environment. This process is often called organizational development (OD).
OD is an approach to increasing the self-renewal capability of school districts and schools.
Copyright (c) Allyn & Bacon 2007 59
OD Involves at Least 10 Concepts
The goal of OD. System renewal. A systems approach. A focus on people. An educational strategy. Learning through experience. Dealing with real problems. A planned strategy. Change agent. Involvement of top-level administration.
Copyright (c) Allyn & Bacon 2007 60
The Sociotechnical View
What OD strives to do is to seek a new and more functional basis for: Task analysis. Structural arrangements. Selection and use of technology. Selection and professional development of
people and groups.
Peter Senge – the learning organization
“…organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together.”
Copyright (c) Allyn & Bacon 2007 62
Force-Field Analysis
This is a technique to analyze the sociotechnical aspects of the organization.
Kurt Lewin indicated that an organization can analyze its ability to change by the following: The Key to change is to analyze the forces for
and the forces against change. If they are in balance, then we have equilibrium
—no changeWhen one or the other is removed or
weakened, then equilibrium is upset and change occurs.
Copyright (c) Allyn & Bacon 2007 65
Force-Field Analysis (continued)
Force-field analysis led Kurt Lewin to develop a popular three-step change process. In order to effect change something must happen to first unfreeze the organization, then the organization can move toward change, and finally re-freezing the system brings it back to equilibrium.
Unfreeze
Moving toward change Re-freeze
Copyright (c) Allyn & Bacon 2007 66
Force-Field Analysis (continued)
It is not productive for an administrator to use coercion in trying to make the driving forces dominant. This only produces a strong reaction against change.
In school situations it is likely to be more effective to help bring the restraining forces into the open as legitimate in the process of change.
Leaders should create a culture in which feelings can be expressed instead of secretly harbored. By promoting opening communication and valuing the right to question and challenge, the level of resistance to change will decrease.
Copyright (c) Allyn & Bacon 2007 67
Force-Field Analysis (continued)
The best change occurs when people not only learn about the innovation, but also when they learn by doing.
In this way, people are truly reeducated. There are no quick and easy solutions to change. And remember Hersey and Blanchard’s admonition,
“Changes in knowledge are the easiest to make, followed by changes in attitudes.”
Copyright (c) Allyn & Bacon 2007 68
Research on the Effective of OD
Philip Runkel and Richard Schmuck findings on OD include: Success is more likely when the school faculty senses a
readiness to change and welcomes the OD project. Entering OD is the most critical phase and requires a skilled and
experienced OD consultant. Open, active support from administrators is critical. OD is more likely to be successful when the staff is in
agreement on goals. An OD project has four main phases: entry, diagnosis of
problems, institutionalization, and maintenance.
Rogers 1962
Innovators are the first individuals to adopt an innovation. Innovators are willing to take risks, youngest in age, have the highest social class, have great financial lucidity, very social and have closest contact to scientific sources and interaction with other innovators. Risk tolerance has them adopting technologies which may ultimately fail. Financial resources help absorb these failures
Early Adopters is the second fastest category of individuals who adopt an innovation. These individuals have the highest degree of opinion leadership among the other adopter categories. Early adopters are typically younger in age, have a higher social status, have more financial lucidity, advanced education, and are more socially forward than late adopters. More discrete in adoption choices than innovators. Realize judicious choice of adoption will help them maintain central communication position.
Early Majority Individuals in this category adopt an innovation after a varying degree of time. This time of adoption is significantly longer than the innovators and early adopters. Early Majority tend to be slower in the adoption process, have above average social status, contact with early adopters, and seldom hold positions of opinion leadership in a system
Late Majority Individuals in this category will adopt an innovation after the average member of the society. These individuals approach an innovation with a high degree of skepticism and after the majority of society has adopted the innovation. Late Majority are typically skeptical about an innovation, have below average social status, very little financial lucidity, in contact with others in late majority and early majority, very little opinion leadership.
Laggards are individuals who are the last to adopt an innovation. Unlike some of the previous categories, individuals in this category show little to no opinion leadership. These individuals typically have an aversion to change-agents and tend to be advanced in age. Laggards typically tend to be focused on “traditions”, likely to have lowest social status, lowest financial fluidity, be oldest of all other adopters, in contact with only family and close friends, very little to no opinion leadership.
Vision +Skills +
Incentives +Resources +Action Plan +
Data
Complex Change http://www.thecommittedsardine.net/ezinecurrent/complexchange.html
****** +Skills +
Incentives +Resources +Action Plan +
Data
Confusion
Vision +****** +
Incentives +Resources +Action Plan +
Data
Anxiety
Vision +Skills +
********** +Resources +Action Plan +
Data
Resistance
Vision +Skills +
Incentives +********* +
Action Plan +Data
Frustration
Vision +Skills +
Incentives +Resources +
********** +Data
Treadmill
Vision +Skills +
Incentives +Resources +Action Plan +
****
Inertia
Vision +Skills +
Incentives +Resources +Action Plan +
Data
Complex Change http://www.thecommittedsardine.net/ezinecurrent/complexchange.html