+

+

+

Intentional

Instructive

Rapid

Controllable

Relational

+

CURRICULUM

CHANGE

THE CONCEPT

OF CHANGE TYPOLOGIES

OF CHANGE

WHY CHANGES FAIL

LEADING AND

MANAGING

CHANGE

+

+ Educational

transformations

are always the result

and the symptom of social transformations

in terms of which they are

to be explained.

Durkheim (1938)

+ In order for people to feel

at any particular moment

in time the need to change

its educational system,

it is necessary that new ideas and needs have emerged

in which the former system

is no longer adequate.

Durkheim (1938)

+ INTERACTING CHANGES

SOCIAL

CHANGE EDUCATIONAL CHANGE

CURRICULUM

CHANGE

+

+

Coercion Change: One group

determines the goals and intentionally

exclude others.

Interaction Change: A fairly equal power

distribution is enjoyed by stakeholders

but few procedures are developed.

Planned Change: Stakeholders have

equal power and function in a

prescribed fashion.

Warren Bennis (1966,1994)

+ COMPLEXITY OF CHANGE

Substitution: EGRA for Grade 1

instead of SREA and PHILIRI;

Compliance-oriented

Alteration: Revision of reading

anthologies to weed out selections

not following developmental

considerations, e.g. readability;

Compliance-oriented

+ Development-oriented types

Perturbations: Programming the shift

towards explicit instruction that facilitate

transfer from MTB-MLE to Filipino then

to English or other foreign languages

Restructuring: Science content and

competencies are integrated in other

areas in the early grades.

Value Orientation: Shifting from a LSRW

language-learning matrix to a domain-

focused literacy continuum

+

+ WHY CHANGES FAIL Lunenberg and Ornstein (2000)

•Plain ignorance

•Rapidity of change

•Conformity vs. innovation

•Traditions of teaching

•Discontinuity in professional

development

•Lack of forms of support

+ RESISTANCE TO CHANGE

Maurer (2004)

•Communication fails

to win hearts and minds.

• Individual agenda are ignored.

•Lack of a program manager

•The role of the program manager

is disregarded.

•People planning comes last.

•Engagement isn’t measured.

+ FOUR CRUCIAL GUIDELINES

TO ADDRESS RESISTANCE Fullan (1996)

Respect those you want to silence.

Move toward the danger in forming

new alliances.

Manage emotionally as well as

rationally.

Fight for lost causes.

+

+

The Mouse Trap Effect

+ A mouse looked through the crack

in the wall to see the farmer and

his wife open a package.

"What food might this contain?” The

mouse wondered… He was

devastated to discover it was

a mousetrap.

+ Retreating to the farmyard, the mouse

proclaimed this warning: "There is a

mousetrap in the house! There is a

mousetrap in the house!“

The chicken clucked

and scratched, raised her head

and said, "Mr. Mouse, I can tell this is a

grave concern to you, but it is of no

consequence to me. I cannot be

bothered by it."

+ The mouse turned to the pig and

told him, "There is a mousetrap in

the house! There is a mousetrap in

the house!” The pig sympathized,

but said, "I am so very sorry,

Mr. Mouse, but there is nothing

I can do about it but pray.

Be assured you are

in my prayers."

+ The mouse turned to the cow and

said, "There is a mousetrap in the

house! There is a mousetrap in the

house!“The cow said, "Wow, Mr. Mouse.

I'm sorry for you, but it's no skin off my

nose.” So, the mouse returned to the

house, head down and dejected, to face

the farmer's mousetrap alone.

+ That very night a sound was heard throughout

the house - the sound of a mousetrap catching

its prey. The farmer's wife rushed to see

what was caught. In the darkness,

she did not see it. It was a venomous

snake whose tail was caught in the trap.

The snake bit the farmer's wife. The farmer

rushed her to the hospital.

+ When she returned home

she still had a fever. Everyone knows

you treat a fever with fresh chicken

soup. So the farmer took his hatchet

to the farmyard for the soup's main

ingredient:

+ But his wife's sickness continued.

Friends and neighbors came

to sit with her around the clock.

To feed them, the farmer

butchered the pig

+ But, alas, the farmer's wife did not

get well. She died. So many people

came for her funeral that the farmer

had the cow slaughtered to provide

enough meat for all of them for the

funeral luncheon.

+ And the mouse

looked upon it

all from his crack

in the wall with

great sadness.

+

So, the next time you

hear someone is facing

a problem and you think

it doesn't concern you,

remember - When one

of us is threatened,

we are all at risk.

+ As leaders and managers

of the K to 12 agenda,

we are prone to the

mouse trap effect.

We must keep an eye out

for one another and make

an extra effort to

encourage one another.

+ AN EIGHT-FOLD PATH Kotter (1996)

1. Establish a sense of urgency

2. Create the guiding coalition

3. Develop a vision and strategy

4. Communicate the change

vision

+ AN EIGHT-FOLD PATH Kotter (1996)

5. Empower broad-based action

6. Generate short-term wins

7. Consolidate gains and produce

more change

8. Anchor new approaches in the

culture

+ Communicate positive messages.

Have breathing stops in order.

Appreciate differences and difficulties.

Motivate people to inquire and to inspire.

Provide opportunities to innovate.

Innovate on the basis of needs, not whims.

Offer continuing support.

Never say, "It's never gonna work – again!"

Shout and share, "Let's give it a try!"

+

+ MENTEES

MATTER

METHODS

MATERIALS

MEASUREMENT

MANAGEMENT

MENTOR

+ MENTEES

1. Relevance

2. Inclusiveness

3. Developmental

appropriateness

4. Involvement

+ MATTER

1. Too abstract –

then scaffold

2. No requisite skills – reasonable amount

of reteaching

+ METHODS

1. Too difficult –

gradually unfold

2. Too predictable –

twist, tweak, and

try acceptable

shortcuts

+ MATERIALS 1. Late, incomplete, or

incomprehensible – use

responsible freedom in

adjusting the matrices

2. Inadequacy or

unavailability –

innovate or improvise

+ MEASUREMENT

1. Too difficult –

adjust gradually

2. Too unrealistic –

recall the principle

of responsible

freedom

+ MANAGEMENT

1. Too diverse a group of

students – work with, not

against such beauty

2. Logistical constraints –

be mindful of the local

context of learning which

serves as a rich source

+ MENTOR 1. Too unsupportive

mentoring environment –

reach out, reason out,

then report

2. Too tiring – then take

logical stops to breathe

and involve other

stakeholders

+

When reasons

for and ways

of doing things

change, we also

change as persons.

+

When we change

for the better together,

our immediate ‘worlds’

also change.