CHANGE Dr. Len Elovitz Chapter 7 in Owens & Valesky.

CHANGE

Dr. Len Elovitz

Chapter 7 in Owens & Valesky

Restructuring

Should American Education be restructured?

Restructuring InfluencesPolitical

American youth lag behind other countriesEconomic

American youth are unprepared for the technical demands of the workplace

Cognitive Research How the brain works Multiple Intelligence & Learning Styles

Constructivist Learning Theory & Research How students actively produce knowledge & understanding The science of teaching

Restructuring Influences

Philosophy & Sociology Knowledge is a social, political, cultural construct Knowledge is tentative - open to change

Research in Academic Disciplines NCTM & AAAS

Curriculum Theory & Research Identifies and attempts to remove cultural, gender

and class bias from the curriculumPluralism & Inclusion

Multiculturalism, Bilingual, Special Education

Restructuring Influences

Research on Assessment Performance and Authentic

Research on Professional Practice Teachers are pretty smart and should be

utilizedResearch on Second-Order Change

Systemic Change Cultural Change

If you were to design a school to have all students performing at grade level proficiency:

How would it be organized? How would students be instructed (taught)? How will you measure your results?

Which 2 would you Which 2 would you choose?choose?1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within discipline2. Application within discipline3. Application across 3. Application across

disciplinesdisciplines4. Application to real-world 4. Application to real-world

predictable situationspredictable situations5. Application to real-world 5. Application to real-world

unpredictable situationsunpredictable situations

International Center for Leadership in Education

1.1. Awareness (Knowledge)Awareness (Knowledge)2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation

Knowledge Knowledge TaxonomyTaxonomy

1 2 3 4 5

ApplicationApplication

KnowledgeKnowledge

1

2

3

4

5

6

Rigor/Relevance FrameworkRigor/Relevance Framework

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s


CurriculumCurriculum

RigorRigor RelevanceRelevance RelationshipsRelationships

• Reflective ThoughtReflective Thought

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s


Rigor/Relevance - Rigor/Relevance - AllAll

WhyWhy

Do We Need Do We Need

to Changeto Change

Schools?Schools?

WhatWhat

Needs to Needs to

Be Done?Be Done?

HowHow

Do We DoDo We Do

It?It?

International Center for Leadership in Education, Inc.andSuccessful Practices Network

Phone (518) 399-2776E-mail [email protected]

www.LeaderEd.com

WHAT SHOULD BE THE ROLE OF Leadership?

IMPROVE SCHOOLS SO THAT

STUDENTS HAVE BETTER

OPPORTUNITIES TO LEARN

IMPROVING SCHOOLS INVOLVES

CHANGE

SUPERVISION IS A MEANS TO BRING

ABOUT CHANGE

HOW CAN LEADERS BRING ABOUT CHANGE

MANDATESMOTIVATE, INSPIRE, PERSUADEREWARDS AND PENALTIESBUILD PROFESSIONALISMCHANGE THE CULTURE

CHANGE FORCES

BUREAUCRATICPERSONALMARKETPROFESSIONALCULTURALDEMOCRATIC

BUREAUCRATIC - PRACTICE

RULES MANDATES AND REQUIREMENTS

DIRECT SUPERVISION

STANDARDIZED OUTCOMES

BUREAUCRATIC - CONSEQUENCES

TEACHERS CHANGE ENOUGH TO AVOID SANCTIONS

CHANGE STOPS WHEN SANCTIONS ARE REMOVED

BUREAUCRATIC - OBSERVED CHANGE

STRUCTURE AND ARRANGEMENTS

MAY BE SHORT LIVED

PERSONAL - PRACTICE

PERSONALITY OF LEADERSHIPMOTIVATED CHANGE

PERSONAL - CONSEQUENCES

TEACHERS CHANGE ENOUGH TO

RECEIVE REWARDS

CHANGE STOPS WHEN REWARDS

ARE REMOVED

PERSONAL - OBSERVED CHANGE

STRUCTURE AND ARRANGEMENTS

MAY BE SHORT LIVED

MARKET - PRACTICE

COMPETITION AND INCENTIVES

INDIVIDUAL CHOICE

MARKET - CONSEQUENCES

TEACHERS CHANGE ENOUGH TO WIN IN THE MARKETPLACE

GETS OLD FAST

MARKET - OBSERVED CHANGE

MIXED

MAY BE SHORT LIVED

PROFESSIONAL - PRACTICE

STANDARDS OF EXPERTISE

COLLEGIALITY

FELT OBLIGATION

THE PROFESSIONAL COMMUNITY

PROFESSIONAL - CONSEQUENCES

TEACHERS INTERNALIZE NORMS OF COMPETENCE AND VIRTUE THAT COMPEL CHANGE

PROFESSIONAL - OBSERVED CHANGE

DEEP AND ENDURING

CULTURAL - PRACTICE

SHARED VALUES, GOALS AND IDEAL ABOUT PEDAGOGY, RELATIONSHIPS AND POLITICS

LEARNING COMMUNITY

CULTURAL - CONSEQUENCES

TEACHERS INTERNALIZE COMMUNITY NORMS THAT COMPEL CHANGE

CULTURAL - OBSERVED CHANGE

DEEP AND ENDURING

DEMOCRATIC - PRACTICE

SHARED COMMITMENT TO THE COMMON GOOD

DEMOCRATIC COMMUNITY

DEMOCRATIC - CONSEQUENCES

TEACHERS INTERNALIZE DEMOCRATIC NORMS THAT COMPEL CHANGE

DEMOCRATIC - OBSERVED CHANGE

DEEP AND ENDURING

IT’S ALL ABOUT CULTURE

CHANGE THE CULTURE TO PROFESSIONAL AND DEMOCRATIC AND THE SCHOOLS WILL CHANGE IF TEACHERS : CONNECT TO SHARED NORMS UNDERSTAND THE SUBJECT THEY TEACH UNDERSTAND HOW CHILDREN LEARN HAVE THE NECESSARY TEACHING SKILLS

THE NEW MEANING OF EDUCATIONAL CHANGE

Michael Fullan - Dean of the Ontario Institute for Studies in Education of the University of Toronto

Why don’t school innovations work?

Innovation overload Abundance of ideas Imposition of policies and programs in a disconnected way Schools and districts lack capacity to evaluate what might work Inability to say NO

Innovations are not well thought outThey are not connected to the stated goals of educationChange does not always mean progress. The short timeframe given for expected results

Fullan’s 3 Dimensions of Innovation (Change)

Materials – the possible use of new or revised materials (curricular or technology)

Teaching approaches – the possible use of new teaching approaches, activities or strategies,

Beliefs – the possible alteration of beliefs (pedagogical assumptions and theories underlying particular new programs or policies)

The Change Process

Initiation - activities leading to and including a decision to adopt and proceed

Implementation - Initial use ( 2-3 yrs.) first experiences in putting an idea or reform into practice

Institutionalization- Change becomes a built in, ongoing part of the system

Initiation

Superintendent/Central Office Advocacy Capacity Control Funding Access and influence over the Board Can block bottom up innovation Can be a source of overload

Initiation

Teacher Advocacy Working conditions in most schools are not

conducive Unions can be powerful initiators (good and

bad) Teachers do not have adequate information,

time, access, or energy to innovate much beyond their own classrooms

Initiation

Community Advocacy Put pressure on administrators directly or through the

Board to do something about a problem Oppose certain adoptions about which they become

aware Do nothing Most predictable pressure for change results from a

shift in population

InitiationCommunity Role - research

Major demographic changes create turbulence in the environment, which may lead to change or conflict

Most communities do not actively participate in change decisions about educational programs

Highly educated communities pressure school to adopt high-quality, academic oriented changes. They also can react strongly and effectively against proposed changes they do not like

Less-well-educated communities are not likely to initiate change or put effective pressure on educators to initiate change. They are also less likely to oppose changes because of lack of knowledge, but once activated, they can become effective.

Initiation

New Policy and funding State and federal

Initiate changes in social areas that would not be formally adopted by schools - desegregation, special needs, etc.

Many are ambiguous and adopted at the local but very little changes

Bureaucratic responsePublic schools are less likely to adopt cost saving innovations

unless the money can be used elsewhereThey are less likely to adopt changes that alter the resource

mix or authority rolesMore likely to adopt new processes that do not significantly

change structure

Top down change can work

If you have a good idea

If subordinates are empowered as the implementation unfolds

Implementation

Need Fit between program and needs is essential

Clarity Staff must understand what the change actually

means in practiceComplexity

The difficulty and extent of change requiredQuality and Practicality

Time frame for implementation must be long enough so as not to jeopardize quality

Implementation - RolesSchool District

Support of central office administration is criticalSchool Board and community

Role is variable from apathy to active involvement May be either conflictual or cooperative

Principal Strongly influences the likelihood of successful change Most do play instructional or change leadership roles

Teachers The psychological state of the individual teacher may be

more or less predisposed to considering change

Institutionalization

Only a minority of implemented changes are continued Poorly implemented Lack of interest Lack of funding

Lasting change is best accomplished by:

Reculturing schools into Professional leaning communities.

Educational leaders should concentrate on capacity building to turn schools and districts into organizations that will have the ability to accept, implement and sustain beneficial educational change.

Copyright (c) Allyn & Bacon 2007 51

Organizational Change

Educational organizations are expected to be vehicles for social change, as well as preserving and transmitting values.

Thus schools must integrate stability and change.

In 1990, Seymour B. Sarason wrote The Predictable Failure of Educational Reform: Can We Change Before It’s Too late? To change schools, we must change the power

relationships in schools.


Aims of Educational Reform

Sarason listed five aims that would constitute major change in the inner core of assumptions that are difficult to bring about: To reduce the achievement gap among social classes and racial

groups. To get students to enjoy school. To enable students to acquire knowledge and skills in ways that

relate learning and give purpose to each student. To engender interest in human accomplishments, past and

present, and to enlarge their own identities: personal, social, and as citizens.

To acquaint students with the domain of career options and how schooling relates to the fast-changing world of work.


The Tradition of Change in American Education

Paul Mort indicated, in late1950s, that change in education proceeded very slowly. He noted that schools were generally 25 years behind the best

practices of the time. Example: Kindergartens.

Mort’s work led to viewing higher per pupil expenditures as reliable indicators of change and superior school output.

Other researchers noted, however, that there is most likely a curvilinear relationship where after an optimum funding point increases in school output slow.


Three Strategies of Planned Change

Robert Chin’s taxonomy of change strategies is used in this book. I. Empirical-rational strategies. II. Power-coercive strategies. III. Normative-reeducative strategies.


I. Empirical-Rational Strategies for Change

This approach to change is based on planned, managed dissemination intended to spread new ideas and practices swiftly.

This is often supported through state and federal grants or through companies that are willing to fund the production of knowledge for profit potential.

This is known broadly as KPU (Knowledge, Production, and Utilization).


Research, Development, and Diffusion (R, D, and D)

Development Phase: Research and development, or R & D, includes translating research into products that are practical.

Diffusion Phase: RD& D includes marketing the new products and making them attractive at a reasonable cost.

Adoption Phase: RDDA, which usually includes Dick Clark and Egon Guba’s three-stage process: a trial, installation of the program, the institutionalization of the program as part of the system.


The Agricultural Model

Using the US Department of Agriculture as a model to more quickly disseminate KPU educational innovations, the following occurred from late 1950s to 1980. National Defense Education Act (1958) supported innovative

curriculum packages. Title IV of ESEA (1965) created 20 regional educational

laboratories and 10 Educational Research and Development Centers.

ERIC was created to help disseminate information. National Institute of Education was created (1972). The Department of Education was made a cabinet-level

department (1979).


Assumptions and Implications of KPU Approaches to Change

New products will be perceived by potential adopters as desirable.

Adopters will do what is desirable because it is in their own interest.

KPU and RDDA focus on innovations, yet the term has been debased through misuse in which innovations have been tried then abandoned.

The strategy for change in schools using KPU and RDDA assumes that good ideas are developed outside the school and later installed in the school.


II. Power-CoerciveStrategies for Change

One Power-Coercive strategy uses the behavioral psychology concept of the carrot and stick approach: Both rewards (financial) and sanctions (political, financial,

moral) are used to obtain compliance from adopters. Most recent example is NCLB.

Robert Chin and Kenneth Benne described the restructuring of power elites to bring about change. Example: minority group efforts to gain representation in

decision making. Example: coalitions of disabled who lobbied for series of laws

and judicial decisions in their favor.


III. Normative-Reeducative or Organizational Self-Renewal Strategies

Empirical-rational and Power-coercive strategies share two assumptions: (a) good ideas are developed outside the organization; (b) the organization is the target of external forces for change. Normative-reeducative differs.

In 1975, the NIE indicated that billions of dollars have been spent on education with little difference in improved school outputs.

In response, the Rand Corporation studied 293 federally sponsored programs: Found that the successes of empirical-rational and power-coercive

strategies for change are related to school and school district effectiveness and their capacities for change.


Rand Study found that successful schools:

Rejected rigidly packaged innovations that did not permit local adaptations.

Developed their own local materials. Engaged in continuous planning and replanning,

rather than one-shot planning. Had ongoing training and technical assistance,

not one-shot training. Had strong support from key administrators in

the school and district.


Normative-Reeducative Strategies (continued)

Defined as a strategy that believes the norms of the organization's interaction-influence system (attitudes, beliefs, and values--in other words, culture) can be deliberately shifted to more productive norms by collaborative action of the people.

As Chris Argyris noted, a healthy organization performs three core activities over time: Achieves its goals. Maintains itself internally. Adapts to its environment.


Organizational Health

Indicators of organizational health from Matthew Miles: Goal focus. Communication adequacy. Optimal power equalization. Human resources utilization. Cohesiveness. Morale. Innovativeness. Autonomy. Adaptation. Problem-solving adequacy.


Organizational Self-Renewal

Organizational Self-Renewal postulates that effective change cannot be imposed on a school. It seeks to develop internal capacity to: Sense and identify emerging problems. Establish goals, objectives, and priorities. Generate valid alternative solutions. Implement the selected alternatives.

The optimal unit for change is the single school with its pupils, teachers, and principal as primary participants.


The Learning Organization

A Learning Organization adapts to unfolding changes in the environment. This process is often called organizational development (OD).

OD is an approach to increasing the self-renewal capability of school districts and schools.


OD Involves at Least 10 Concepts

The goal of OD. System renewal. A systems approach. A focus on people. An educational strategy. Learning through experience. Dealing with real problems. A planned strategy. Change agent. Involvement of top-level administration.


The Sociotechnical View

What OD strives to do is to seek a new and more functional basis for: Task analysis. Structural arrangements. Selection and use of technology. Selection and professional development of

people and groups.


Force-Field Analysis

This is a technique to analyze the sociotechnical aspects of the organization.

Kurt Lewin indicated that an organization can analyze its ability to change by the following: The Key to change is to analyze the forces for

and the forces against change. If they are in balance, then we have equilibrium

—no change (Figure 7.2).When one or the other is removed or

weakened, then equilibrium is upset and change occurs (figure 7.3).


Force-Field Analysis (continued)

Force-field analysis led Kurt Lewin to develop a popular three-step change process. In order to effect change something must happen to first unfreeze the organization, then the organization can move toward change, and finally re-freezing the system brings it back to equilibrium.

Unfreeze

Moving toward change Re-freeze



It is not productive for an administrator to use coercion in trying to make the driving forces dominant. This only produces a strong reaction against change.

In school situations it is likely to be more effective to help bring the restraining forces into the open as legitimate in the process of change.

Leaders should create a culture in which feelings can be expressed instead of secretly harbored. By promoting opening communication and valuing the right to question and challenge, the level of resistance to change will decrease.



The best change occurs when people not only learn about the innovation, but also when they learn by doing.

In this way, people are truly reeducated. There are no quick and easy solutions to change. And remember Hersey and Blanchard’s admonition,

“Changes in knowledge are the easiest to make, followed by changes in attitudes.”


Research on the Effective of OD

Philip Runkel and Richard Schmuck findings on OD include: Success is more likely when the school faculty senses a

readiness to change and welcomes the OD project. Entering OD is the most critical phase and requires a skilled and

experienced OD consultant. Open, active support from administrators is critical. OD is more likely to be successful when the staff is in

agreement on goals. An OD project has four main phases: entry, diagnosis of

problems, institutionalization, and maintenance.


Research on the Effective of OD

John Goodlad suggested that the school culture should be the focus of changing teacher behavior to effect improvement in student outcomes.

Goodlad’s DDAE schools used his OD model: dialogue, decision making, action, and evaluation.

Goodlad’s DDAE schools are characteristic of self-renewing schools. They are growing and developing organizations. They are continuously engaged in systematic problem solving, and they are able to select appropriate technology from all that is available.

Innovators are the first individuals to adopt an innovation. Innovators are willing to take risks, youngest in age, have the highest social class, have great financial lucidity, very social and have closest contact to scientific sources and interaction with other innovators. Risk tolerance has them adopting technologies which may ultimately fail. Financial resources help absorb these failures

Early Adopters is the second fastest category of individuals who adopt an innovation. These individuals have the highest degree of opinion leadership among the other adopter categories. Early adopters are typically younger in age, have a higher social status, have more financial lucidity, advanced education, and are more socially forward than late adopters. More discrete in adoption choices than innovators. Realize judicious choice of adoption will help them maintain central communication position.

Early Majority - Individuals in this category adopt an innovation after a varying degree of time. This time of adoption is significantly longer than the innovators and early adopters. Early Majority tend to be slower in the adoption process, have above average social status, contact with early adopters, and seldom hold positions of opinion leadership in a system

Late Majority - Individuals in this category will adopt an innovation after the average member of the society. These individuals approach an innovation with a high degree of skepticism and after the majority of society has adopted the innovation. Late Majority are typically skeptical about an innovation, have below average social status, very little financial lucidity, in contact with others in late majority and early majority, very little opinion leadership.

Laggards - Individuals in this category are the last to adopt an innovation. Unlike some of the previous categories, individuals in this category show little to no opinion leadership. These individuals typically have an aversion to change-agents and tend to be advanced in age. Laggards typically tend to be focused on “traditions”, likely to have lowest social status, lowest financial fluidity, be oldest of all other adopters, in contact with only family and close friends, very little to no opinion leadership.

Vision +Skills +

Incentives +Resources +Action Plan +

Data

Complex Change http://www.thecommittedsardine.net/ezinecurrent/complexchange.html

****** +Skills +


Data

Confusion

Vision +****** +


Data

Anxiety

Vision +Skills +

********** +Resources +Action Plan +

Data

Resistance

Vision +Skills +

Incentives +********* +

Action Plan +Data

Frustration

Vision +Skills +

Incentives +Resources +

********** +Data

Treadmill

Vision +Skills +


****

Inertia

Vision +Skills +


Data

Complex Change http://www.thecommittedsardine.net/ezinecurrent/complexchange.html

CHANGE Dr. Len Elovitz Chapter 7 in Owens & Valesky.

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Transcript of CHANGE Dr. Len Elovitz Chapter 7 in Owens & Valesky.