Professional Documents
Culture Documents
Change Management: The School Leader As Change Agent
Change Management: The School Leader As Change Agent
Why Change?
MOST SCHOOLS HAVE BEEN DESIGNED TO SOLVE YESTERDAYS PROBLEMS, RATHER THAN CAPITALIZING ON TODAYS OPPORTUNITIES TO EFFECTIVELY CONFRONT THE ISSUES OF TOMORROW
THAT WHICH GOT US WHERE WE ARE IS NOT VERY LIKELY TO GET US WHERE WE WANT TO GO!
Barriers to Change
Why do people resist change? The status quo provides a certain comfort zone Need for stability Need for predictability Fear of the unknown Others???
+ +
SKILLS
+ + +
INCENTIVES
+ + + +
RESOURCES
+ + +
ACTION PLAN ACTION PLAN ACTION PLAN ACTION PLAN ACTION PLAN
=CHANGE =CONFUSION
SKILLS
INCENTIVES
RESOURCES
VISION
+ + + +
SKILLS
INCENTIVES
RESOURCES
=ANXIETY
VISION
+ + +
INCENTIVES
RESOURCES
+ +
=GRADUAL
CHANGE
VISION SKILLS
+ +
RESOURCES
=FRUSTRA-
VISION
SKILLS
INCENTIVES
Change Driving Forces Favoring Change Restraining Forces Resisting Change Equilibrium or Current Status
DRIVING FORCES
RESTRAINING FORCES
Increase their own knowledge base Take risks, break new ground, and cultivate a climate of experimentation Share leadership with competent staff --put less competent staff on a short leash Help others to acquire reform-related knowledge and skills Be persistent Appreciate incremental change (baby steps)
Overlapping Arenas of Management Expertise Needed for Change to Take Root & Thrive
Management of day to day school issues Management of long term school issues Maintenance of relationships with the governing body Maintenance of relationships with the community
school leaders are those who are visionary and skillful learners, as well as strong and competent partners in facilitating and sustaining reform
Conclusion:
One can become a notably successful school leader given any of a considerable array of gifts and tendencies. Its what you do with what you have that really counts!
The System- context in which you operate, including school/agency/district norms, local, state, and federal policies, and standards of accrediting bodies for public & private programs Yourself- leadership style, preferences for change, facilitation skills, philosophy of teaching and learning Others- those who serve as levers and those who must make changes
You as a Leader
Your
own orientation to change, leadership and management styles, and philosophy of teaching and learning provide the pathways for determining how you, as a unique individual, can be successful
Relationship to Others
Nearly
all studies show that without buy-in from teachers, change is doomed. the very least, you need a critical mass of support.
At
Group decision-making process Everyone's opinion is encouraged and valued Differences are viewed as helpful rather than hindering All voices are heard and understood before an effort to finalize a decision is made After full discussion, those who continue to disagree indicate willingness to experiment for a prescribed period of time All members share in final decision-making
Can be informal or use formal procedures Members are more likely to support the decision Provides for a win-win solution Facilitates open communication Requires members to listen and understand all sides of the issue Sets the stage for action - who, what, where, when, how & why
Trust is needed among members of group to encourage sharing Group leaders must use facilitation rather than control Takes more time to reach consensus, especially in larger groups 7 magic number for reaching group consensus One or two people tend to dominate larger groups
Summary
To be effective as a change agent, consider and understand: The system or context in which you work Yourself as a leader What it takes to motivate and involve others