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Planning and Implementing Change

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Presentation on theme: "Planning and Implementing Change"— Presentation transcript:

1 Planning and Implementing Change
Becoming a Change Agent

2 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.

3 Change Is Difficult! Nevertheless, as an educational leader you must know how to bring about change.

4 Think About Making Change in Your Own Behavior
Diet Quit smoking Begin an internship Are these easy? – NO!!

5 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!

6 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

7 Change Takes Time and is Difficult
Time and difficulty involved in making various changes

8 Change Agents at Work Throughout Their Careers
Preprofessional Teacher Stetson Interns (all tiers) Professional Teacher Accomplished Teacher – advanced degrees and classroom experience

9 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.

10 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

11 Preprofessional Teacher Stetson Intern Tier 3
Example of further application during the internship: INDIVIDUAL BEHAVIOR/Disposition – includes alternative assessment strategies in teaching/assessing during internship Time 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.

12 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

13 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.

14 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

15 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

16 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 months

17 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

18 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 correspondence with a c class in another state.

19 Becoming a change agent during internship
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!!

20 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

21 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!!

22 Disposition and Skills of 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

23 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

24 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.

25 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.

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