Experienced Change in The Parma City School

DistrictThe Parma City School

District

Formal Setting

Composed of three distinct communities: The City of Parma, Parma Heights and Seven Hills

Total enrollment of 11,470 students

Range of educational services including formal education, special needs education, career and technical education,and adult education

Informal Setting = Instability Political scandal

Financial difficulties

Distrust between union and board (Politics!)

Changing Demographics

Change, Change, Change, Change, Change!!!!

2000-2001 2012-2013

≤ 5% free and reduced lunch

73% free and reduced lunch

Consolidation Restructuring

Close 3 building

s

Change

Redistricting

High School

8-12 Middle School

5-7Elementary School

K-4

Change is Messy!

Common Core Alignment

Realignment of Staff

Restructuring

Consolidation

Teacher Evaluation

RTI implementation

TBT

Teaming Realignment

Curriculum

Redistricting

Block Schedule

Setting/Culture

Change is Messy!

Common Core Alignment

Realignment of Staff

Restructuring

Consolidation

Teacher Evaluation

RTI implementation

TBT

Teaming Realignment

Curriculum

Redistricting

Block Schedule

construction

Block Schedule

Teleological change - Goal - increase instructional time; allow more time for individualized instruction; opportunities for intervention; increased test scores

Change Agent (Superintendent) instrumental

Internal organizational decisions motivated the change

Outcome = new structure to the middle school

Social Cognition

Cognitive Dissonance - values and actions clash

Ideal Outcome - 2nd Order Change; new paradigm

Leader - shapes change through interpretation and framing

Discussion Questions

What role did environment play in this change?

Federal Government

StateGovernment Community

Intended Outcomes

Increase instructional time

Reduce student load = Greater attention to intervention and individualized instruction (embedded RTI)

Expanded learning opportunities - more exploratory classes and eliminate study halls

Unintended Outcomes

conflict with the union (politics)

diminished student engagement with the arts

alienated and disenfranchised teachers

deprived students of special education services

teachers continuing to teach as they always had, but for a

longer time.

Discussion Question

How does the culture and described instability of the district affect the change process/outcome?

Discussion Questions

Is the change an example of reform? adaptation? innovation? diffusion?

Success?Too early to really evaluate, but so far it is not successful.

1st order change only

Not pervasive paradigm shift (There is not an increase in embedded interventions. Instead, we are seeing teachers continuing to teach as they always had,

but for a longer time.)

Not institutionalizedBased on our expertise due to our readings, what steps

have been missed or misguided? Can it get back on track?