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Educational Change

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Title: Educational Change


1
Educational Change
2
Why Change
Change change, who needs change? Things are bad
enough the way they are! Lord Salisbury.
3
Saul, 1992 Voltaires Bastards
  • Thus among the illusions which have invested our
    civilization is an absolute belief that the
    solution to our problems must be a more
    determined application of rationally organized
    expertise. The illusion is that we have created
    the most sophisticated society in the history of
    man. The reality is that the division of
    knowledge into feudal fiefdoms of expertise has
    made general understanding and coordinated action
    not simply impossible but despised and
    distrusted. P.8

4
Michael Fullan 2001
  • We need to replace Pollyana-ish rhetoric with
    informed action by accepting nothing less than
    positive results on a massive scale -- at both
    the individual and organizational levels.

5
The flight and education analogy
  • From the success of the Kitty Hawk in 1903 to the
    success of the DC3 in 1935, five critical
    technologies had to be integrated before the
    invention of flight became an innovation
  • Variable-pitch propeller
  • Retractable landing gear
  • Light-weight molded body construction
  • Radial air cooled engine
  • Wing flaps
  • In addition, it wasnt until the invention of the
    jet engine and radar that it shifted to a
    world-wide application.

6
The flight and education analogy
  • In the 1960s we began to inquire into what
    teachers did to create effective classrooms. In
    the 1970s we inquired into what school staffs
    did to create classrooms and schools and how
    they got that way. Now we have an understanding
    of the bigger picture of school systems we
    see the players of the ensemble.
  • the knowledge of how to create effective
    classrooms
  • the knowledge of how to create effective
    schools
  • the knowledge of the conditions under which
    teachers learn
  • the knowledge of change how to initiate,
    implement and sustain change
  • the knowledge of systems as learning
    organizations

7
Critical issue
  • The ability and willingness to collectively act
    -- with wisdom -- on the existing information
    related to improving classrooms, schools, and
    school districts
  • Remember, it is far easier to research and write
    about change -- than to be a player in the
    process of change -- to be the ones who do it.

8
The Phenomenon of Applied Intelligence
  • the task is not so much to understand what
    others have thought, but the extent to which one
    continues to integrate and act on what is
    understood.

9
The Phenomenon of Collectively Applied
Intelligence
  • the task is not for one person to integrate
    and act on what is understood, but the extent to
    which an organization can collectively integrate
    and act on what is understood

10
Charles Darwin
  • studied the differences in humanity and
    maintained that except for fools, men did not
    differ much in intelligence, only in zeal and
    hard work.

11
Educational Change plays out on a time line
  • Politics, in a democracy, plays out in a time
    frame

12
Educational Change
Implementation dip (drop, ditch, blip)
Initiate, Implement, Sustain Change Skill
Training Model Concerns Based Adoption Model
School Culture
13
Three Stages of Change
  • Initiation
  • Implementation
  • Sustaining if worthwhile

14
Factors affecting initiation
  • Access to information
  • New Policy, Funds, Bureaucratic Orientation
  • Community support or lack of support
  • Central Administration
  • Existence of quality instruction
  • External change agent
  • Teacher advocacy

15
Fifteen Districts 25 years central office
  • Are those in central office respected as
    educators and as quality human beings
  • Are those in central office wise about change and
    how classrooms and schools function
  • What is the district history re how they have
    gone about change in the past
  • Are they going to stay or are they looking for a
    new position in another district
  • Do those in central office work together
    collaboratively/collegially or are they
    balkanized into turf areas
  • Do they attend workshops with teachers and
    principals

16
Fifteen Districts 25 years principals
  • Are they respected as leaders and as caring
    thoughtful human beings
  • Are they wise about curriculum, assessment,
    instruction and how students and teachers learn
  • Can they go into classrooms and do demonstration
    lessons
  • Do they spend time in teachers classrooms
  • Why were they hired because they had a masters
    degree or because they are skilled at all of the
    above or a combination of the two
  • Do they attend workshops with teachers
  • Do they make sure the teachers attend in teams

17
Fifteen Districts 25 years teachers
  • How have they experienced change over time in
    their district - intersected with their career
    cycle
  • How deeply do they care about working with kids
  • How skilled are they at working with others in
    the school and district (social intelligence)
  • What is their mean score with kids (0 - 100)
  • What is their conceptual flexibility
  • Are they willing to work with each other in each
    others classroom
  • Do they understand change
  • Do they understand how curriculum, assessment,
    instruction and how kids learn must intersect

18
Factors affecting implementation
  • Local Characteristics district, community,
    principals, consultants, teachers, trustees,
    superintendents
  • Characteristics of Change Need, Clarity,
    Complexity, Quality, Practicality
  • External Factorsgovernment, universities,
    teacher federation/unions, community

19
Factors affecting sustaining
  • Widespread use
  • Career Cycle sensitive
  • Internal Capacity/Sustainability
  • On going research internally
  • On going research externally
  • Research focuses on student learning
  • Research focuses on teacher skill level prior to
    focusing on student learning

20
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21
CBAM (Concerns Based Adoption Model)
  • Levels of Use
  • Non-User
  • Orientation
  • Preparation
  • Mechanical
  • Routine
  • Refined
  • Integrative
  • Refocusing
  • Levels of Concern
  • No Concerns
  • Awareness
  • Information
  • Personal
  • Impact on Students
  • Collaborative

22
School/District Culture
  • Balkanized school/district culture
  • Hierarchical school/district culture
  • Individualized school/district culture
  • Collaborative/Collegial school/district culture

23
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24
Ten Districts Involved
Tasmania (Australia) - 220 schools - year 7
(14) Western Australia - 858 schools - year
six York Region - 190 schools - year six
Western Quebec - 40 schools - year four Merritt
(BC) - 20 schools - year four York Private
School - year three North Vancouver - 40
schools - year three Thames Valley - 190
schools - year three Peel Board - 210 schools -
year three PEI - 80 schools - year two
25
Basic Conditions
must attend workshops in teams school admin
must be part of team central office must also
attend - director/superintendent follow-up
sessions for sharing, problem solving etc.
demonstration lessons - taped, edited, shared
sharing between districts build internal
capacity research the impact internally
connect with local university build an advisory
committee write a book on systemic change
26
Basic Components
Integrate the knowledge of five key areas how
students learn what students are to learn
(curriculum) assessing the learning
instruction educational change systemic
change
27
The Principal Principle
  • The more the principal and assistant principal
    understand the innovations being implemented the
    greater the chances they will support those
    innovations being implemented the further they
    are away from it the less likely it is they
    will provide the needed resources. One more thing
    if those at central office do not understand
    and show their support, the less likely the
    principal will show support. Organizational
    efficacy begets teacher efficacy.

28
Beyond understanding change consider that
in terms of impact, failing to act on what we
known is the same as not knowing.
29
Systemic Change
  • Involve all stakeholders so that if you lose key
    people or funding you do not lose your momentum
    sustainability
  • Prince Edward Island - 70 schools
  • Tasmania - 220 schools
  • Western Australia - 858 schools
  • Durham Board of Education - 140 schools

30
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