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Becoming a Change Agent

Mark Ellner
EDCI 888
February 5, 2012
Two Change Models
Elys Condition of Change
Eight Conditions of Change

1) Dissatisfaction with the
Status Quo
2) Sufficient Knowledge and
3) Availability of Recources
4)Availability of Time
5) Reward or Incentives
6) Participation
7) Commitment
8) Leadership is Evident

Change Agents Guide
Creater Model

C Care
R Relate
E Examine
A Aquire
T Try
E Extend
R Renew

Elys Condition
of Change
Eight Conditions of Change

1) Dissatisfaction with the Status

"If it ain't broke, should we fix it?

2) Sufficient Knowledge and Skill

"With the right knowledge and
training, anything is possible"
3) Availability of Recourses

"Success requires having the right
tool(s) for the job"
4)Availability of Time

"Change doesn't happen overnight"

Based on Environment
Meant as an Assessment
Goal is To Attain All
Conditions During May Not
Be Possible to Achieve All
Increase in Knowledge of
Each Condition Can Make
More Effective

Elys Condition
of Change

5) Reward or Incentives

"What's in it for me?
6) Participation

"My thoughts and opinions are
valued and appreciated
7) Commitment

"Demonstrate support through
actions, not words alone
8) Leadership is Evident

"Knowing who to turn to for help
and encouragement is just as
important as knowing what to do"

Elys Model In Use
In 2001 as a new teacher to the district, I began teaching at Ware Elementary School.
Ware was in drastic need of change. Led by a determined new principal and a staff
wanting to improve, Ware went through a positive change that can only be
described as amazing. Without going into details, Ware went from a school on a
state plan to a school that consistently garnered achievement awards at all levels.

When researching Elys Model of Conditions it became obvious that Ware
Elementary attained all 8 of Elys conditions.
How Ware Met Each Condition
Dissatisfaction: Everyone was unhappy with current state of school academically and
Knowledge and Skill: In-services were led by trained staff using research based plans.
Resources: Administration and staff were given all needed recourses to succeed at highest
Time: Administration understood change would take time and did not force immediate
results. Appropriate time was taken for all areas of change.
Rewards: Not only did teachers see budget increases, they also received personal
satisfaction of gaining tools to succeed where they had not in the past.
Participation: Teachers were put into focus groups in order to gain maximum participation
for all staff. Teachers were part of the process and assisted in decision making.
Commitment: Administration and staff all part of the process and understood that the plan
was in place for the long haul.
Leadership: Administration produced an environment that not only placed heavy
expectations upon teachers, but also supported staff through a positive learning