Planning and Implementing Change

Becoming 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 Im not sure I can do this. Alone No one else sees this as needed. Scared Ill 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 ATTITUDE/Skills applies alternative assessment in EN 328 science project and/or EN 395 Junior Field
Time to complete 1 semester Time to complete - 1 semester

Example of further application during the internship: INDIVIDUAL BEHAVIOR/Disposition includes alternative assessment strategies in teaching/assessing during internship GROUP BEHAVIOR - ?? Shared results with cooperating teacher (assuming alternative assessment was not used)
Time to complete 1 semester

Preprofessional Teacher Stetson Intern Tier 3

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. Participative change
For example mandates from the legislature Informal leaders and formal leaders work together to bring about change. Bandwagon change - isnt 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 ATTITUDE (Disposition) continues reading, observes in classrooms using DeNelian, talks with teachers teaching DeNelian handwriting.
Time to complete about 6 months

Time to complete--1 hour reading 3+ hours

Follow-up

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. 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

- Time to complete - 1 year

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

a program to call homes each day to just leave a short positive message about the student

Learning Environment begins cooperative learning

Planning establishes planning sessions with the specialists so Technology begin using electronic grade, PowerPoint to
they can better support the classroom curriculum. present material, start a class e-mail correspondence with a c class in another state.

groups. Institutes Environment Circle Time where students help solve environmental concerns in the classroom and on campus.

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!!

Remember:
Bandwagon change does not last.
Participative change- has staying power.
Knowledge base established. True attitude change.
Reasons for change are shared with the group 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 weve always done things.

Comfort zone

I like doing it this way.

Fear of the unknown

It isnt (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.