Planning and Planning and Implementing Implementing

ChangeChange

Planning and Planning and Implementing Implementing

ChangeChangeBecoming a Change AgentBecoming a Change Agent

What is a Change Agent?

•An educational change agent is the individual who can bring about positive, lasting change for the clientele he/she serves.

Change Is Difficult!

Nevertheless, as an educational leader you

must know how to bring about change.

Think About Making Change in Your Own

Behavior• Diet • Quit smoking • Begin an internship

Are these easy? – NO!!

Why do People Resist Making a Change?

It makes individuals feel:

• Inadequate – I’m not sure I can do this.

• Alone – No one else sees this as needed.

• Scared – I’ll lose friends, respect, etc.

• Overwhelmed – How will I every get this accomplished? It seems like it is two steps forward and one step back!

As Machiavelli said years ago…

“There is nothing more difficult to carry out, nor

more doubtful of success, nor more dangerous to

handle, than to initiate a new order of things.”

from The Prince

Change Takes Time and is Difficult

Time and difficulty involved in making various changes

Change Agents at Work Throughout

Their Careers• Preprofessional Teacher

Stetson Interns (all tiers)• Professional Teacher • Accomplished Teacher –

advanced degrees and classroom experience

Preprofessional Teacher Stetson Interns – Tier 1

All students are learning about the process of change and the role of change agents.

Students begin to dialog about factors that call for and influence change.

Preprofessional Teacher Stetson Intern

– Tier 2• Students begin to apply what they

have learned. For example:• KNOWLEDGE – alternative

assessment learned in EN 326– Time to complete - 1 semester

• ATTITUDE/Skills – applies alternative assessment in EN 328 science project and/or EN 395 Junior Field– Time to complete – 1 semester

Preprofessional TeacherStetson Intern Tier 3

Example of further application during the internship:

INDIVIDUAL BEHAVIOR/Disposition – includes alternative assessment strategies in teaching/assessing during internshipTime to complete – 1 semester

GROUP BEHAVIOR - ?? Shared results with cooperating teacher (assuming alternative assessment was not used)Time to complete - ?? Remember, you are

facilitating change and may not have sufficient time to change group behavior.

Two Major Types of Change Processes

• Directive Change– subordinates are are “ordered” to implement a change. Often seen in educational settings.– For example – mandates from the legislature

• Participative change– Informal leaders and formal leaders work

together to bring about change.Bandwagon change - isn’t really a change process.

It is done because “everyone else is doing it.”For example: “Fun Friday” in schools

At The Preprofessional Stage You Are Responsible For:

• acquiring knowledge of the change process,

• understanding the differences in participative change, directive change, and “bandwagon”

• looking for opportunities to make positive change and beginning the process.

Professional Teacher How a change agent might work at the

professional level:• KNOWLEDGE – attends a Language Arts

Conference – DeNelian Handwriting session– Time to complete--1 hour Follow-up reading 3+

hours

• ATTITUDE (Disposition) – continues reading, observes in classrooms using DeNelian, talks with teachers teaching DeNelian handwriting.– Time to complete – about 6 months

Professional Teacher cont.

• INDIVIDUAL BEHAVIOR –gets permission to try the DeNelian system with own class. Talks to 2nd grade colleagues who agree to follow in a pilot study for the school year. - Time to complete - 1 year

• GROUP BEHAVIOR – 3rd grade teachers confirm the ease of transition from manuscript to cursive. Discussion in faculty meetings. System finally adopted school wide. - Time to begin implementation – 2 years

Accomplished Teacher

• KNOWLEDGE – new information from studies concerning K-8 school delivered at Better Schools Conference – Time to complete - 2 hour at a conference,

follow-up reading - minimum of 6 hours

• ATTITUDES – continued research, visit K-8 schools, compare FCAT test scores– Time to complete - 6 - 12 months

Accomplished Teacher, continued

• INDIVIDUAL BEHAVIOR – begins sharing with colleagues, looks at other opinions, appointed to the District Student Achievement Study Council– Time to complete - up to 2 years

• GROUP BEHAVIOR – Study Council recommends district establish two K-8 pilot schools; study results of pilots– Time to complete - 3 years minimum

Connecting the Accomplished Practices to

Change Agent• Change can take place in every area; therefore in

every AP area. The most likely areas for pre-service teachers to initiate change are:

– Assessment – uses rubrics, alternative assessments

– Communication –begins a classroom newspaper or begins a program to call homes each day to just leave a short positive message about the student

Diversity – gives choices of assessment forms for ways students can show mastery

– Learning Environment – begins cooperative learning groups. Institutes Environment Circle Time where students help solve environmental concerns in the classroom and on campus.

– Planning – establishes planning sessions with the specialists so

they can better support the classroom curriculum.

– Technology –begin using electronic grade, PowerPoint to present material, start a class e-mail correspondence with a c class in another state.

As a preprofessional, your knowledge of the change process may exceed your

opportunity to see change through the Group Behavior Stage of change beyond your grade level or school.

However, “plant the seed,” and “water” as much as possible.

You can make a difference!!

Becoming a change agent during internship

Remember:• “Bandwagon change” does not last.

• Participative change- has staying power.– Knowledge base established.

• Reasons for change are shared with the group

– True attitude change.• Participants are given time and reason to change their attitude

– Individual behavior changed by choice.• Change is an internal rather than external decision. A true

choice

Why is there resistance to change?

• Because of:– Habit – “This is the way we’ve always done

things.”

– Comfort zone – “I like doing it this way.”

– Fear of the unknown – It isn’t (totally) broken, so why try to fix it?—It could be worse!!

Disposition and Skills of Effective Change Agents

• Effective change agents:• start the change process with

themselves rather than with others• do not force change; they facilitate it• create their own enthusiasm• develop a plan for change• seek out and accept criticism of their

ideas• are able to get others to “buy into”

their ideas for change

Change most likely will be at the:

• classroom or grade level for the preprofessional teacher

• grade or school level for the professional teacher

• district or state level for the accomplished teacher leader

What is involved in developing a change strategy?

• Identify discrepancies between actual (what is) and ideal (what ought to be).

• Develop a written plan to reduce or eliminate discrepancies between actual and ideal.

• Implement the plan.• Have realistic expectations on

time involved.

Stetson Trained Facilitative Change Agents:

• look for ways to make positive, participative change

• stay grounded in best practices research

• have a plan for change – avoid “jumping on the bandwagon”

• realize change takes time!• evaluate and revisit as

needed.