Leading Change

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Leading Change

• Understanding the blueprint for how school
  leaders effectively lead change in their schools

Mark T. Rolewski Director of Dissemination of
Leadership Research The Center for Data-Driven
Reform in Education Johns Hopkins University
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• The purpose of educational change presumably is
  to help schools accomplish their goals more
  effectively by replacing some structures,
  programs, and/or practices with better ones.
• -Michael Fullan

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Typical Educational Change Process
forming-storming-forming-storming...
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Two Factors Related to the Failure of
Educational Change

• The content was not appropriate
• The process was not led well

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Aligned with verified needs
Implementation
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Understanding theContent of Change
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So, how do you know if the content of your change
is appropriate?
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TYNT
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Stop the pendulum, I want to get off

• Fields that innovate based on taste
• -Fashion
• -Art
• -Education
• Innovation in Education
• -Word of mouth
• -Tradition
• -Politics/Funding
• -Marketing/Vendors
• This must change!

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The correct change depends on the correct
diagnostics.
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Questions to ask before considering change

• What are your goals?
• What are your problems?
• Have you verified your problems?
• What are the root causes of your problems?
• What interventions are most appropriate?

Only then should you consider adopting an
intervention!
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Identify Critical Success Factors
Evaluate Interventions
Continuous Improvement Process
Define Current Performance Levels
Identify Problems
Implementation
Determine and Verify Root Causes
Identify Interventions
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Literacy Model
L5 (7)
L4 (25)
L3 (37)
potential L3 regression
Literacy across-the-curriculum
Language Arts
Academic Vocabulary
Reading Edge and Corrective Reading
L2 (19)
Select Special Needs Students (lt.01)............
..................................
L1 (12)
......ESSS Assistance
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30 decrease in the number of non-proficient
students in three years.
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Identify a recent intervention that you have
adopted. What process did you use to determine
that it was appropriate for your school.More
importantly, outline the steps that you will you
use in the future.
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The Content of Change

• First-Order Change
• Second-Order Change

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First-Order Change (transactional)

• Changes that improve the efficiency and
  effectiveness of what is currently done.
• Does not disturb the schools basic
  organizational features or substantially alters
  the way students and adults perform their roles.

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Second-Order Change (transformational)

• Changes that alter the fundamental ways in which
  organizations are put together, including new
  cultures, goals, structures, and roles.

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What are the barriers that school leaders
facewhen selecting second-order change?
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Understanding theProcess of Change
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C-BAM Components
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Concerns-Based Adoption Model
Hall Hord, 1987
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Levels of Use (LoU)

• Eight levels change inherent in the change
  process
• Predictable pattern
• Levels cannot be skipped

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Desired Educational Change Process
performing
norming
storming
forming
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C-BAM - Levels of Use (LoU)
Level VI Renewal Level V Integration Leve
l IVB Refinement Level IVA Routine Level
III Mechanical Use Level II Preparation Leve
l I Orientation Level 0 Non-use
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Level 0 Non-use I have never heard of the
innovation.
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• Level 1 Orientation
• Im interested in learning more about the
  innovation.

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• Level II Preparation
• I will begin using the innovation beginning
  next week.

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Level III Mechanical Use That wasnt so
good. inconsistent, unorganized, doubt,
confusion
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High Performing Schools
You Cant Skip the Dip!
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Typical Educational Change Process
forming-storming-forming-storming...
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Level IVA Routine I have the hang of
this. emphasis on process, not results
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What strategies can you use to effectively move
an individual from the mechanical use level to
the routine level?
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• Level IVB Refinement
• I can see the impact of this idea on student
  achievement!
• focused on process as
• it relates to results

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What strategies can you use to effectively move
an individual from the routine level to the
refinement level?
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• Level V Integration
• I am interested in
• working with other refinement users to improve
  the implementation of the innovation and
  influence achievement for all students.

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• Level VI Renewal
• Continuous improvement

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• Level VI Renewal
• Level V Integration
• Level IVB Refinement
• Level IVA Routine
• Level III Mechanical Use
• Level II Preparation
• Level I Orientation
• Level 0 Non-use

You must reach the refinement level to impact
achievement!
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Stages of Concern (SoC)
Hall Hord, 1987
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'You Can't Mandate What Matters' - change is too
complex to impose. It requires insight, guidance
and voluntary participation 'Change is a
Journey, not a Blueprint' - change is uncertain
and non-linear'Problems are Our Friends' -
every stakeholder involved in change will have
their own perspective on how change can best be
achieved - therefore conflict is inevitable. Like
McNaught and Johnson, Fullan underlines the
importance of these sorts of tensions in finding
potential solutions for change To some extent
this will depend on the prevailing culture within
your organization. 'Vision and Strategic
Planning Come Later' - since change is complex
and unpredictable, it is impossible to
strategically plan for change. There is evidence
that many institutions act first, then draw up
strategic plans at a later date - a tactic Fullan
terms 'ready, fire, aim'. This seemingly
topsy-turvy approach can help encourage
creativity'Individualism and Collectivism Must
Have Equal Power' - no single solution will
effectively bring about change. Therefore, Fullan
encourages brainstorming and group thinking,
involving a wide range of stakeholders'Neither
Centralization Nor Decentralization Works' - like
McNaught and Johnson, Fullan supports a top-down
and bottom-up approach to strategic
planning.'Connection with the Wider Environment
is Critical for Success' - organizations can
learn to be seeking solutions from outside their
usual domain, as well as internally'Every
Person is a Change Agent' - Fullan believes that
change is too important to leave only to one set
of stakeholders (e.g. senior managers). Effective
change requires 'buy in' from across the
organization (i.e. senior managers, tutors,
students and support staff, including librarians,
audio visual, learning technologists, educational
developers and IT staff).
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You Can't Mandate What Matters' 'Change is a
Journey, not a Blueprint' 'Problems are Our
Friends' 'Vision and Strategic Planning Come
Later' 'Individualism and Collectivism Must Have
Equal Power' 'Neither Centralization Nor
Decentralization Works' 'Connection with the
Wider Environment is Critical for Success'
'Every Person is a Change Agent

• Principles of Change

Fullan (1993)