Video Learning to Change/Changing to Learn

The Vision for Change

A vision is a detailed "big picture" of the end result that will be realised if all change efforts occur satisfactorily.

A long-term vision, which describes; 1. what one is trying to change and 2. what will ultimately be occurring among all key players after changes have occurred, … is crucial to the success of any major change effort.

The vision says: “Picture in detail what we'll all do and what will happen if everything works out right! “

Leading successful change and improvement involves “developing and managing six critical components :

1. A clear, strong, and collectively held educational vision and institutional mission;

2. A strong, committed professional community within and between schools;

3. Learning environments that promote high standards for student achievement;

4. Sustained professional development to improve learning;

5. Successful partnerships with parents and other community organizations; and

6. A systematic planning and implementation process for instituting needed changes. “ Louis and Miles (1990).

Core Values and Beliefs

Principles

Practices

How – do you justify it ?

What – do you actually do ?

What do you believe?

How do you know your practice has been effective and deep learning has taken place?

As managers of change what could you do to modify thinking and practice in these areas ?

Adapted from “From Values and Beliefs to Principles and Practice” – Dr Julia Atkin

Dr Barbara Leroy’s Model of …“Requirements for Change to Work”

Vision

Skills Incentive

Resources

Action

PlanSkills Incentiv

eResourc

esActio

n Plan

Vision

Incentive

Resources

Action

PlanVisio

nSkills Resourc

esActio

n Plan

Vision

Skills Incentive Action

PlanVision Skills Incentiv

eResourc

es

Change

False Starts

Frustration

Gradual Change

Anxiety

Confusion

Managing Complex Change (Leroy Model)

Explain the

rationale for

change.

Make sure people

have the know-how.

Expect resistance

.

Seek opportuniti

es to involve people.

Track behavior

and measure results.

Choose your

opening moves

carefully.

Wear your commitment on your

sleeve.

Get resistance out in the

open.

Alter the reward

system to support

improvement.

Stay focused on the vision

Provide a clear

vision.

Over-communica

te

Beware of bureaucra

cy

Promise "problems"

..

Outrun the resisters.

Tips on facing barriers and challenges in the change process

from Washington State School Directors’ Association:

Video “When I Become a Teacher ....”

Controllers – Its about POWERNeed support to understand the democratic

Victims – Its about THEMNeed support and challenge to reach relationships

Blamers – Its about OTHERSNeed support to actively solve problems

Types of Resistance to Change

- Adapted from Teachers and Technology (published by the National School Boards Association's Institute for the Transfer of Technology to Education)

Positive Agrees with new ideas and programmes, but never moves to implement any changes.

I’m Unique Believes each change is fine for other people and areas but not for his or her "unique" classroom situation

Let-me-be-last

Slow to implement. Hopes new ideas and programs will die before they must act on them.

We-need-more-time-to study this

Sounds earnest and plausible and indefinitely postpones action. (Others find it hard to object to this form of resistance).

My rights Indignant. Wants no part of programs initiated elsewhere which may mean rejection of whatever comes from ‘above’ or ‘outside’ the school system.

Cost-justifier:

How much does this cost ?Wants things cost-justified before any change.

Incremental change

Wants the new programs, systems, or machines as long as it just adds on to everything the old ones had.

Scenario:

A teacher articulates values and beliefs that the whole school agrees on, but … these are not reflected in their practice…

Discussion

As a leader of change, how would you deal with this ?

Community Dialogue

Evaluation

Self/Peer

Team Learning

ReculturingCreativity and Spontaneity

Connecting everything you know

Community Dialogue

Solid Learning Community

Establish NORMs ... The Way we talk to each other...The Way we behave to each other...The Way we work together...The Way we engage with our work environment...The Way we support ‘risk-taking’...The Way we celebrate... etc

What the heck are

you talking about ?

Assist teachers to TALK their way to understanding eg.

“Help me understand ... ““Help me understand what you mean by... “

Help me understand what

you mean by...

What the heck are

you doing ?

Help me understand

why...

•Gather data

•Identify needs

•Planning …

See “Teaching as Inquiry”

DATA !!!

05

1015202530354045

Vis

ion

/Val

ues/

Prin

cip

als/

Pra

ctic

e

Key

C

om

pet

enci

es

Inq

uiry

Lea

rnin

g

Pro

cess

es &

P

ract

ices

Thin

king

Ski

lls

Rec

og

nitio

n &

A

sses

smen

t of

"Dee

per

Lea

rnin

g"

Understanding & Use in Classroom Practice

Limited/ Developing

Satisfactory

Very Competent

Teacher indications of degree of ‘understanding and use’ in identified PD areas