Planning for Change Planning for Change

Implications for partnershipsImplications for partnerships

Catherine HennessyCatherine Hennessy

SMEISMEI

Drumcondra Education CentreDrumcondra Education Centre

22ndnd December 2006 December 2006

International context• Globalisation• Knowledge economy

• Technology• Science/Maths graduates

• Accountability• Societal changes

• Family structures• Role of religion, politics• Culture of choice • Substance abuse

Irish educational context

Revised curriculum Legal requirements Partnership Accountability National initiatives

Disadvantage - DEIS

Other…

Understanding the change process

is exceedingly elusive Fullan, 2001

Change needs to be viewed as a permanent characteristic of organisational life, an essential component of effective educational management.

Dalton et al., 2001

Change process

• Initiation• Consultation, discussion, agreement to proceed

• Implementation• Putting change into practice

• Continuation• Success or failure to embed the change into the

structure of the schoolFullan, 2001

Collaborative

culture

Effective planning

structures

Teaching and

Learning

Leadership

Managing change

Managing change

Leadership• Principal

• Leader and facilitator of change• Vision to attract commitment and enthusiasm • Gatekeeper of change

• Dealing with multiple innovations• Needs to assess proposals for benefit to teaching and

learning

• Distributed leadership • In-school management• Class teachers• Support staff• Parents• Pupils

Collaborative culture

• Respect for all members of staff• Team approach• Positive climate for innovation• Delegation of tasks • Democratic processes for decision-making• Accountability• Effective use of time, resources, services

Effective planning structures• Clear goals• Defined roles and responsibilities• Supportive behaviour

• Trust one another• Offer constructive criticism• Share the workload• Cooperate with each other

• Communications system• Circulation of information• Regular meetings• In-school management• Inclusion of all staff

• Procedures to implement, monitor and evaluate changes• Access relevant external support agencies

Teaching and learning• Educational organisations that give high priority to

learning, and which maintain a culture to support it at all levels, are the ones most able to react imaginatively to and meet the challenges of an uncertain world.

Coleman and Earley, 2005

• Moral purpose of the highest order is having a system where all students learn, the gap between high and low performance becomes greatly reduced, and what people learn enables them to be successful citizens and workers in a morally based knowledge society.

Fullan, 2003

Time

• Legislation

• Curriculum – inservice, implementation

• Literacy and Numeracy concerns

• Administrative policies

• Special needs

• International pupils

• Induction of newly qualified teachers

• Partnership

• Accountability

• Collaboration v teaching/learning time

Time is also related to class size, with its increasing demands for assessment, differentiation, record keeping and reporting, all of which multiply teacher time per individual pupil.

MacBeath, 1999

Resources

• Personnel – pivotal resource

• Equipment

• Materials• Selection• Management• Funding

Case Study

What are the conditions that support the implementation of change in one primary

school?

Case study

• Urban school in disadvantaged area

• Junior infants to 6th class

• 24 on teaching staff• Changes in personnel

Findings

• Majority feel change is managed well• Key leadership role of principal• Roles clearly defined

• Chairperson Board of Management• HSCL teacher• Parents• Teachers• Support staff

• Effective planning structures• Good system of communications • Efficient utilisation of time, resources, supports

Internal structures– building capacity

Positive climate - cultural conditions

Vision Supports - ResourcesTime

Principal

LeadershipLeadership

Leadership

• Agreement that principal provides the vision to lead and sustain change within the school

• Has clear goals - improve learning outcomes for pupils

• Offers support, encourages initiative and delegates responsibility

• Applies pressure as well as support when required• Added burden due to staff turnover – dependency of

younger members of staff• Challenge of working in a disadvantaged community

School climate and culture

• Healthy relationships based on respect for all

• Positive role of principal identified by teachers, chairperson BoM, parents, support staff

The ways in which leaders relate to members of the school community help establish the norms of behaviour desired for others.

Dimmock, 2000

School climate and culture

• Cooperation – good working relations• Collegiality – being members of a team• Supported by principal and each other• Induction programme for new teachers –

mentor, social activities• Resources provided• Teachers involved in evaluation process• Opportunities for staff development

Board of ManagementPrincipal’s perspective:

• BoM have a positive role – involved in a meaningful way• Consultation/opportunities to contribute • Good working relationship with chairperson and Board• Challenge to get parents to become Board members

Chairperson’s perspective:• Acknowledges key leadership role of principal• Support for school community• Challenge to improve communications and interactions

between Board and teachers

• Teachers’ perspective:• Undecided or insignificant supports provided by BoM

Parents

• Role of principal• Home School Community Liaison teacher• Welcoming atmosphere• Parents’ committee• Activities/Courses – personal development, ...• In-school work – Maths for Fun• Teachers’ viewpoint: little contact in senior

classes, issues around homework, assignments

Planning structures

• Communications system – circulation of information/journals/courses, staff notice board - daily and weekly updates, newsletter

• Monthly staff meetings – active participation, democratic decision-making

• Consultation with in-school management team

• Class teachers meet regularly to plan

Planning structures

• In-school planning days well organised• Tasks clearly outlined• Groups

• work ethic

• motivation

• commitment

• Successful outcomes – encourages greater collaboration

Time

• Principal regards the amount of time needed to deal with administration, legislation and curriculum reform, social issues, families in crisis as being a major concern

• Majority of teachers feel that time is allocated and used effectively to implement change

Implications of study

Support for the school community• Selection, training and ongoing support for

principals• Aware of trends and influences that impact on

education

• Implement policy

• Administer the work of the school

• Engage in human resource management

• Leader of teaching and learning

• Board of Management – role, skills training, ongoing support

• Support for teachers – CPD, induction, in-career

Support for the school community

Schools in areas of disadvantage • Teacher retention • Literacy and Numeracy• Attendance• Home-school links: encourage involvement

through additional supports for most disadvantaged families

• Multi-agency approach: co-ordinated delivery of supports to address social and family issues

A snapshot of the change process in one school

“To illuminate the general by looking at the particular”

Denscombe, 2003