facilitative change agent.ppt

7/27/2019 Facilitative Change Agent.ppt

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Planning andImplementing

ChangeBecoming a Change Agent


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What is a Change

Agent?

An educational change agentis the individual who can bringabout positive, lasting change

for the clientele he/sheserves.


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Change Is Difficult!

Nevertheless, as an educationalleader you must know how to

bring about change.


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Think About Making

Change in Your OwnBehavior

Diet

Quit smoking Begin an internship

Are these easy? NO!!


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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. ScaredIll lose friends, respect, etc. OverwhelmedHow will I every get this

accomplished? It seems like it is two stepsforward and one step back!


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As Machiavelli said

years agoThere is nothing more

difficult to carry out, normore doubtful of success,nor more dangerous to

handle, than to initiate anew order of things.

from The Prince


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Change Takes Time and

is Difficult

Time and difficulty involved in making various changes

h


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Change Agents atWork Throughout Their

Careers Preprofessional Teacher

Stetson Interns (all tiers) Professional Teacher

Accomplished Teacher

advanced degrees andclassroom experience


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Preprofessional Teacher

Stetson Interns Tier 1All students are learning about

the process of change and therole of change agents.

Students begin to dialog about

factors that call for andinfluence change.


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Preprofessional Teacher

Stetson Intern Tier 2 Students begin to apply what they

have learned. For example:

KNOWLEDGE alternative assessmentlearned in EN 326 Time to complete - 1 semester

ATTITUDE/Skills applies alternativeassessment in EN 328 science projectand/or EN 395 Junior Field Time to complete 1 semester


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Preprofessional TeacherStetson Intern Tier 3

Example of further application during theinternship:

INDIVIDUAL BEHAVIOR/Disposition

includes alternative assessmentstrategies in teaching/assessing duringinternshipTime to complete 1 semester

GROUP BEHAVIOR - ?? Shared resultswith cooperating teacher (assumingalternative assessment was not used)Time to complete - ?? Remember, you are

facilitating change and may not havesufficient time to change group behavior.


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Two Major Types of

Change Processes Directive Change subordinates are areordered to implement a change. Oftenseen in educational settings.

For example mandates from the legislature Participative change

Informal leaders and formal leaders worktogether 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


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At The Preprofessional Stage YouAre Responsible For:

acquiring knowledge of the changeprocess,

understanding the differences inparticipative change, directivechange, and bandwagon

looking for opportunities to make

positive change and beginning theprocess.


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Professional TeacherHow a change agent might work at the

professional level: KNOWLEDGE attends a Language Arts

Conference DeNelian Handwritingsession Time to complete--1 hour Follow-up

reading 3+ hours

ATTITUDE (Disposition) continuesreading, observes in classrooms usingDeNelian, talks with teachers teaching

DeNelian handwriting. Time to complete about 6 months


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Professional Teacher cont.

INDIVIDUAL BEHAVIOR getspermission to try the DeNelian systemwith own class. Talks to 2nd gradecolleagues who agree to follow in a pilot

study for the school year.- Time to complete - 1 year

GROUP BEHAVIOR 3rd grade teachersconfirm the ease of transition from

manuscript to cursive. Discussion infaculty meetings. System finallyadopted school wide.- Time to begin implementation 2 years


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Accomplished Teacher

KNOWLEDGE new information fromstudies 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


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Accomplished Teacher,continued

INDIVIDUAL BEHAVIOR beginssharing with colleagues, looks at otheropinions, appointed to the District

Student Achievement Study Council Time to complete - up to 2 years

GROUP BEHAVIOR Study Council

recommends district establish two K-8pilot schools; study results of pilots Time to complete - 3 years minimum


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Connecting the AccomplishedPractices to Change Agent

Change can take place in every area; thereforein every AP area. The most likely areas forpre-service teachers to initiate change are:

Assessmentuses rubrics, alternative assessments

Communication begins a classroom newspaper or beginsa program to call homes each day to just leave a short positivemessage about the student

Diversity gives choices of assessment forms for waysstudents can show mastery

Learning Environment begins cooperative learninggroups. Institutes Environment Circle Time where students helpsolve environmental concerns in the classroom and on campus.

Planning establishes planning sessions with the specialists sothey can better support the classroom curriculum.

Technologybegin using electronic grade, PowerPoint topresent material, start a class e-mail correspondence with a cclass in another state.


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As a preprofessional, your knowledge ofthe change process may exceed your

opportunity to see change through theGroup Behavior Stage of changebeyond your grade level or school.

However, plant the seed, and water

as much as possible.

You can make a difference!!

Becoming a change agent

during internship


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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 truechoice


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Why is there resistance to

change? Because of:

HabitThis is the way weve always done things.

Comfort zoneI like doing it this way.

Fear of the unknownIt isnt (totally)broken, so why try to fix it?It could be worse!!


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Disposition and Skills ofEffective 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 theirideas for change

Ch t lik l ill


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Change most likely willbe at the:

classroom or grade level for thepreprofessional teacher

grade or school level for theprofessional teacher

district or state level for theaccomplished teacher leader


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What is involved in developing a changestrategy?

Identify discrepancies between actual(what is) and ideal (what ought to be).

Develop a written plan to reduce oreliminate discrepancies between actualand ideal.

Implement the plan.

Have realistic expectations on timeinvolved.


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Stetson Trained FacilitativeChange Agents:

look for ways to make positive,participative change

stay grounded in best practicesresearch

have a plan for change avoidjumping on the bandwagon

realize change takes time! evaluate and revisit as needed.

facilitative change agent.ppt

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