Phase 3: Lead the Shift
Phase 3: Initiate Change: Change
Management Strategies
Fundamental change,
or incremental
improvement; the
question is not so
much which is right,
but rather why has
there been so little
discussion about the
question?
Where would you like to see
your school?
1
2
Incrementally improving
3
4
Fundamentally changing
Incremental improvement. Continual small changes to
the way school might function to provide measurable
improvement.
Fundamental change/transformation looks very
different. It is not “tweaking” at the edges; this is not
doubling the length of classes or developing crosscurricular programs. Rather than build on the successes
of the past, fundamental change requires a complete
rethinking of the nature of school and learning from the
“ground up”.
Professional
Learning
Policy
Development
for Effective
Use
Exploring
Sustainable
Funding
Strategies
Phase3: Leading
Change
Building Leader and Educator Capacity for Transformation
Teacher effectiveness is the
largest factor influencing
student outcomes after the
home environment,
outweighing all other
policy and program
approaches
•
More time in collaborative PD = higher
performing schools
•
More focus on practice in PD = higher
performing schools
The reality is that today’s schools were simply
never designed to change proactively and
deeply
—they were built for discipline and efficiency,
enforced through hierarchy and routinization
Gary Hammel
Change is built on behaviour.
School leaders need to be thinking in terms
of behaviour change strategies.
Ben Jensen
Change is built on behaviour.
Schools need to develop
behaviour change strategies.
Education Transformation with Technology
• Innovators,
leaders, first
adopters
• Student work,
media assets,
lessons, and
assessments
• Events for
• demos,
brainstorming,
feedback, earning
Champions
Create
Celebrate
Communica
te
• Campus,
synchronous
and
asynchronous
sharing (PLCs)
•
Cavanaugh, C, Maor, D., & McCarthy, A. (in press). Mobile learning. In R. Ferdig & K. Kennedy (Eds), Handbook of Research on K-12 Online and Blended
Learning.
9
Capacity Planning Discussion
What are the attributes of educators and leaders in transformation to
schools we envision?
Guiding Questions
•
How engaging and motivating is the working environment?
•
How would you describe the Professional Learning (PL) opportunities?
•
Does the PL provide embedded experiences for leaders and staff?
•
Is a culture of innovation enabled, supported and celebrated?
•
What training and professional learning will be delivered?
•
Does it support personalization of teaching?
•
Does the PL support administrative, technical, faculty, and leadership?
•
By whom, for whom (students, teachers, parents, administrators), where,
when and how often will these opportunities for professional learning be
available?
•
Will the opportunities be face to face, online and/or blended?
•
What incentives, certificates, links to university course credits, financial
return will be available?
•
How will change management occur and who will manage the transition?
Aligning Strategy
to Visions and Goals
http://www.flickr.com/photos/zanotti/324894615/sizes/o/in/photostream/
Aligning Strategy
to Visions and Goals
How widely is your vision
understood and “owned”?
http://www.flickr.com/photos/zanotti/324894615/sizes/o/in/photostream/
Aligning Strategy
to Visions and Goals
What are the strategic priorities that
arise from your goals?
http://www.flickr.com/photos/zanotti/324894615/sizes/o/in/photostream/
Which strategies
are most effective in
leading change?
Schools need support with CHANGE
Best Practice in Change : Lean Six Sigma (DMAIC) & Prosci’s ADKAR
Establishing a ‘guiding coalition’
What are the prerequisites to be able to
initiate change within your school?
Who should lead that?
What should be the priorities in leading
the change?
Technology comfort level
Technology comfort level
Technology comfort level
Technology comfort level
Technology comfort level
The research evidence supports the benefits
of a shift in practice …
Students engagement in critical thinking, problem-solving,
and higher-order thinking (Rockman, 1998)
Increase in 21st century learning skills – including
multimedia engagement, greater quality/quantity of
writing, multiple/deeper investigation of information
(Warschauer, 2005)
Student attendance increases and students
are more motivated and more engaged
(Russell, 2004, New Brunswick, 2004-06)
Students write more, more often and
better. (Silvernail, 2004, Warschauer, 2005)
Overall improvement in test scores (New Brunswick, 2004-06 +)
www.aalf.org
Track Progress from tech deployments:
Partners in Learning school research
1. School signs up
2. Distribute surveys
3. Use the report
Innovative Teaching Practices Index
[School Name]
School Research
Innovative Teaching Practices Index*
The chart on the right shows how
educators at [School Name] report their
use of the different elements of
innovative teaching practices, and how
school leaders estimate the use of
these practices among educators in the
school. These practices are described in
more detail on the following pages.
Student Centered Pedagogy
Extending Learning
Other related research demonstrates
that innovative teaching practices are
strongly associated with students’
development of 21st Century skills (see
www.itlresearch.com).
ICT Use
ICT Use
*All items are measured based on educators’ reported frequency of a practice on a 5 point scale. Higher scores indicate a higher reported
frequency of a practice. All items show averages across all responses from the school for each group (educators and school leaders). Data
has been adjusted to account for the number of times a class meets per week.
**Student and Teacher ICT Use has been calculated taking the average of basic and high level technology use (see pages 10-11).
Workshop opportunity
Learning to Lead Change:
Building System Capacity
Michael Fullan
http://www.flickr.com/photos/mike52ad/4675715489/sizes/o/in/photostream/
Seven modules including:
• The Change Process
• Leadership for Change
• Learning Communities at the Local
Level
• Role of the District
• Case Studies
• Sustaining Reform
• Moral Imperative/Closing
Change knowledge drivers
4. Developing
cultures
for learning
Foundation
drivers
1. Engaging
1. Engagingpeople’s
people’s
purpose
moral moral
purpose
8. Cultivating
tri-level
development
Enabling
drivers
5. Developing
cultures
of evaluation
2. Capacity building
7. Fostering
coherence-making
3. Understanding the
change process
6. Focusing on
leadership for
change
Fullan, 2004
Follow-up reading
10 Do and Don’t
Assumptions
about Change
Fullan, 2001b, pp. 108-110
http://www.flickr.com/photos/ginnerobot/3102623100/sizes/o/in/photostream/