change dr. len elovitz zdo today’s schools need to be restructured? zthe need for positive change...

CHANGE

Dr. Len Elovitz

Do today’s schools need to be restructured?

The Need for Positive Change in Education: Peter Poutiatine at TEDxMarinAcademy

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

Application

1. Knowledge in one discipline2. Application within 1 discipline3. Application Across disciplines4. Application to real world and predictable

Situations5. Application to real world unpredictable

situations

RIGOR

Are our Schools rigorous todayWere they Ever – Jay Springer

Relevance makes rigor possible for most students

– Willard Daggett

What does Daggett mean?

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

ApplicationApplication

CurriculumCurriculum

RigorRigor RelevanceRelevance RelationshipsRelationships

• Reflective ThoughtReflective Thought

Rigor/Relevance - AllRigor/Relevance - All

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 info@LeaderEd.comwww.LeaderEd.com

WHAT SHOULD BE THE ROLE OF Leadership?

IMPROVE SCHOOLS SO THAT

STUDENTS HAVE BETTER

OPPORTUNITIES TO LEARN

IMPROVING SCHOOLS INVOLVES

CHANGE

ADMINISTRATION 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 - Rewards

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 : CONNECTED 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 {Bandwagon} {LYNT-TYNT-NYNY} Imposition of policies and programs in a disconnected way Schools and districts lack capacity to evaluate what might work

{Action Research} 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 {Turnover

of Administrative personnel}

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.

Michael Fullan on What School Reform is.

https://www.youtube.com/watch?v=bxjLqHphsVY

Copyright (c) Allyn & Bacon 2007 53

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.

Copyright (c) Allyn & Bacon 2007 54

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.

Copyright (c) Allyn & Bacon 2007 55

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.

Copyright (c) Allyn & Bacon 2007 56

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.

Copyright (c) Allyn & Bacon 2007 57

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.

Copyright (c) Allyn & Bacon 2007 58

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.

Copyright (c) Allyn & Bacon 2007 59

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.

Copyright (c) Allyn & Bacon 2007 60

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.

Peter Senge – the learning organization

“…organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together.”

Copyright (c) Allyn & Bacon 2007 62

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 changeWhen one or the other is removed or

weakened, then equilibrium is upset and change occurs.

Copyright (c) Allyn & Bacon 2007 65

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

Copyright (c) Allyn & Bacon 2007 66

Force-Field Analysis (continued)

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.

Copyright (c) Allyn & Bacon 2007 67

Force-Field Analysis (continued)

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.”

Copyright (c) Allyn & Bacon 2007 68

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.

Rogers 1962

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 are individuals who 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 +

Incentives +Resources +Action Plan +

Data

Confusion

Vision +****** +

Incentives +Resources +Action Plan +

Data

Anxiety

Vision +Skills +

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

Data

Resistance

Vision +Skills +

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

Action Plan +Data

Frustration

Vision +Skills +

Incentives +Resources +

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

Treadmill

Vision +Skills +

Incentives +Resources +Action Plan +

****

Inertia

Vision +Skills +

Incentives +Resources +Action Plan +

Data

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