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Transcript of Planning for Change Implications for partnerships Implications for partnerships Catherine Hennessy...
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…
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
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
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