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    Changech 9

    Uploaded by

    Florencia Ceballos

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    of 12
    oa Using Classroom-Based Skills to Lead Change How do lead a change initiative wishin my own school ve gone from being anew teacher to} being enor member of ou fctyin js 0 years. and oes look meforiessandarowers {doa uggon for how odo things diferent. How do pt my Wes out ereina way ‘thatinvites conversation and promotes acon? Whats dol nee eprotherstotakerts) do eins ferent Where do begin? | Z —Jeannine, eighth-grade lead teacher who just completed her Nasional oar eifeation ‘Take a few minutes to list people who have inspired you—reach back to your childhood, and continue up through today. Consider the following candidates: ‘A public person, whose courage led to changes in the world * A charismatic relative or fiend who knows you very well, someone whose humor, patience, and encouragement enabled you to strive and achieve + Asticring speaker or writer whose words led you to reflection and action + A tough couch or mentor who pushed you to achieve new personal bests * A teacher, frend, or family member who inspired you to take risks Each of these individuals can help us become leaders. Inspirational individuals whom wwe only know about (trough reading their writings or witnessing their accomplish- ‘ments) enable us to envision new possibilities and can give us the nerve to embark on the journey toward our goals. People we know personally help us by sharing their vision of the person they believe we can become and encouraging us to move forward. What are these role models seeing in us that makes them believe we can lead others to accomplish change initiatives? Essentially they focus onthe same skills we use to be effective teachers, 105 Lending Change ‘We make use of our understanding of content and of our students to motivate them to do their best, Motivating our students i short step away from stimlating our fellow teach- cers to do things differently. ‘Teachers base their leadership of change (in schools, professional organizations, and. communities) on their own passions to address specific issue or question and translate their Inquiry into action. Here are two examples from the teachers who participated in our survey: took my incerest in my own garden to the teachers in our sixth grade, who seemed tobe srug- ing co engage ther students. | eontacted the local cooperative eaension so that sath graders oul rake advantage ofa hydroponic uit in ther dassrom, to compare and contrast growing plans with or without sol Asa rest, we developed a schoolwide garden project. Community ‘members, family members, students, and teachers were involved, I was a great motivator and fearing experience forall of us Aula, third grade teacher Parents rarely came co paent-eacher conferences o ale about thir children's progress and | wanted them to know wha was happening So developed an easy-to-use communication form and began using ic with my clases. The dstrice had i translated into four languages, and now other veachers wei alo, = Norman, ninth rade biology teacher Both these ideas emerged from insights about “What is missing?” and “What resources do Ihave?" and led to actions that inspired changes in practice. Do you have an insight, idea, or question that could lead to change? Consider how you can translate your {dea into action and lead others to change their behavior. To promote the kinds of changes we have described throughout this book, and especially in Chapter 8, you might believe that you need to completely transform yourself, such that you would be surprised at what you see in your professional three-way mirror. You may presume thatthe skillset required is unfamiliar and beyond your reach. ‘Nothing could be further from the truth, Learning to inspire others to change is irectly related to how you incorporate change into your teaching routine. In this chapter, ‘we will identify how you can build on what you alzeady do to lead change initiatives. INSPIRING OTHERS TO ACCOMPLISH CHANG! MIND-SET AND SKILLS Part ofthe challenge of leading is getting mentally prepared. Going into situation pre pared to be successful requires envisioning success down tothe last detail ‘Some sittations are easier to envision than others, Imagine yourself geting ready for 1a new assignment, the class of your dreams. You are a veteran teacher in this building, your students are ready to lear, and you have a high comfort level with the content. ‘What would you do to begin your work with your students, their family members, and others in your building? How different is your outlook from the one you would have if you were taking on a les desirable assigniment? een 106 oe Using Classroom-Based Skills to Lead Change Developing a positive mind-set is an important frst step. This chapter will enable you to become confident in your ability to take the next steps, clarifying how you can make tse ofthe skills you use in your teaching to lead others. We believe that with this confi. dence, your optimistic outlook will become austomatic and contagious, Several of the skils described by David Berliner (1983, 1950) asthe “executive functions of teaching” have been used as a springboard to organize this chapter. Each skill set should look very familiar. From your teacher preparation program and onwards, you have taken, «each of them in stride. Consider how to incorporate these welrused skis in leading change, MAKING USE OF TEACHING SKILLS TO LEAD CHANGE Communicate Clearly and Regularly Communication is like breathing—we take in ad give ou information automatically. Think about the moments throughout the day when you forget other responsibilities hile listening to student or colleague—you are a successful teacher in part because you have learned to listen. You have also learned that giving clear directions to your students, and providing concise feedback, enables you to manage your classroom effectively and help your students to achieve ‘Although communication i. skil that most teachers use routinely with ther students, school colleagues, and family members of their students, some different mances ane needed to lead and communicate within the context of change It is important to tailor your communication, motivation, and management strategies to each ofthe constituencies involved in your change effort. One of the teachers who participated in our research [project mentioned that such tailored communication triggers innovation: “Somnetines ‘inspiration is brought on by discussions with (or enthusiasm from) colleagues” ‘When doing something new in my classroom, was reluctant to talk about ic | was aid people ‘would think was bragging Asa res, usualy my family and fiends outside of choo! were more likly eo know about what was gong on in my classroom than the teacher next door When talking with my ser, goradflerent perspective Shesald that rather than tinkingonyof mys, should consider how elking about experiences might benef others, ging ul sounding boards ‘Asa result of reflecting on our discussion, lidentifed anew Wednesday morning rutin that Included coffe with tree teachers—we talk about our ssoom innovations We found that regular brainstorming gives us alla boost After Thanksgiving we plan to coordinate an approach among ourclasrooms and I volunteered to take the lad IF hadit gotten us started, none of this would have taken place Dahil, high school scence teacher who cnsierng applying for National Board ceifcaton Communication about change initiatives is spontaneous for few people: Most of us ‘must prepare. Without communication, there is litle or no spread of ideas and no system wide adoption of new approaches. Consider this description ofthe role of communica. tion within change initiatives ee 107 axe Leading Change Change s seen frst and foremost sa proces of communication Initial, anew idea is Introduced toa few members ofa socal ystem. Through various mens of commu nication, word ofthe new idea i passed to other members, Over ime, most members become aware ofthe innovation andl may adopt i... Knowing whois talking with ‘whom and what i being sid about the novation ae important. dentiying the pats along which information is commusicated and charting the interpersonal nk ages ae olher important tools (al & Ford 2005, p. 65, emphasis added) ‘When you are working on a change initiative in which you want to involve others, begin with the questions that others might ask. Consider sitting down with two or three {usted colleagues at the outset of your initiative. Your conversation need not be complex ‘Ramsey (1999, p, 172) recommends these five questions for leaders in al situations: 1. What do you want to communicate? 2. Why do you want to communicate this message? 3. Who needs to get the message? 4. How should the message be communicated? 5, When is the bes ime to communicate it? ‘These questions can enable you to frame both what and how you want to use com- ‘munication while leading, asin the examples below. ‘What: Start by deciding what about your initiative is valuable for others to know. ‘Ragland, Asera, and Johnson (1998) identified characteristics of innovative school districts in Texas. They found that the districts had three themes that characterized their efforts these three characteristics can help you explain what you want to say: “urgency, respons bility, and efacy” (p. 2). ‘When you are getting ready to lead a change initiative, give yourself time to think through each ofthese components before you share your ideas with others. Be prepared toexplain what you plan to do. Incorporate into this an explanation ofthe need (urgency), the role you will take (responsibilty), and your confidence that you will see the project through to the end (efficacy) Why: Teachers who are motivated to lead a change initiative often identify issues related tothe students in their classes asthe reason for doing things differently. As one of the teachers in our research study explained ‘The impetus for change in my professional career has always been linked to a dlsire to understand where children are coming from, academically, and where they are going next If teachers are motivated to expand their horizons for the welfare of children, change can be viewed as not only productive, but necessary. Coming to seal schoo based changes, inching those that wil involve reorganization or expansion of school offerings as rooted in the need ofthe students will enable you to Tend change in away that your faculy colleagues and administrators can undeand Establishing buyin an important aspect of involving other in change natives "Whe What makes the dference Between thoweInividals wh sey with on effort and those who drop in and out ina way tat sinconstent with the ned ofthe prec? Engging individuals through the ups and downe i best done by the orgesastion 200 108 axe Using Classroom-Based Skills to Lead Change (school, district, or community) as a whole. “Organizational learning” (Collinson, Cook, & Conley, 2006) or “learning organization” (Mohr & Dichter, 2001) both describe the ‘changed climate that instills higher commitment in its members. Wagner (2001) described. the outlook that teachers and students have when there isa shared commitment: A shared sense of community nurtures active engagement in learning and colla- borative problem-solving. Both students and teachers learn more and do more ‘when they feel a part of something important that is larger than themselves and that they have helped to create... at} places in which everyone does much more than the minimum. (p. 383) ‘To crate or tap into the learning community, begin whenever possible by involving your administrators. They will know of district policies and procedures that may have a ‘bearing on your plans; they can connect you with other educators who share your values and ideals; and they may be able to tap resources you cannot access on your own. At best, they will endorse your ideas and champion them, helping you bring them to fruition. If that does not happen, and they are unable to support your idea, do not be discouraged. ‘Take their feedback to rethink your idea. If feasible, pilot your project ona smal scale that is within your area of responsibility and look for opportunities to demonstrate its value to your school and community. Make sure to keep your administrators informed. Like ‘you, the majority of administrators want to do what they can to improve student learn- lng; when they see benefits for students, they are likely to come on board ‘As you develop your vision for leading change, identify other individuals in your school who are likely to participate in your effrt, to create your own broader base. In the planning stage, partner with people interested in your initiative who have different points of view, s0 that teachers with a variety of experiences can have input into your effort. Brainstorm with them regarding the best way to be heard by a cross section of people within your school (Once you are confident that you have modified your message successfully, and that it Js understood by people who were willing to give you the benefit of the doubt fom the ‘outset, itis time to engage others who might be less comfortable working with you on a [project like this one, such asthe following: + Skeptics Silent people ‘Those who "go along to get along” Comics Mavericks Those who are already overcommitted to other responsibilities (at home, at school, in the community) Alter you have established some momentum with your change initiative, you will Ihave ime to bring these individuals into your efor. Dont ty to start with them. Wher an How: As we talk with each other about our innovations we nee to thinkinten- tionally about when and how we comumonicate. Halland Ford (2006) say it this way: “Do ‘ot solect a classroom that i fa of the highway’ that prospective adopters use frequent {Select classroom that) ison the det route tothe tal parking lot or on the way to the stat lounge” (p. 70). Consider Halland Ho's metaphor asa springboard for sharing informa: tion about one of your upcoming change initiatives using the following Change Challenge. eo 109 ass tage you school building in erms offerte ground for change. Those ae your green spaces: ‘each ian oasis, Consider which areas are the deserts in terms of ikehood for change, ander entate those rom onesin which cher is pocenial Either actually a in your mind, see how many ew geen spaces you can crete! Picture your space si snow: Draw or imagine a map of your shook to visual deny where in your schoo! you wl find others o get involved in your change initiative ture your space as it might be Eicher actually or in your mind color the roms acording ro your evaluation of each room 3 being open to your change efor. ‘Then, creatively “draw your highways" between the oases, indkatng not only the pono: pine connections but also how you can communicate about what you are doing Read chrough ‘the option Below, and then pick your favorite we choices + ilboars: Pec information ouside your room that highlights success stories about your change natives * Speed Traps: Get people to iow down enough to respond toa “Question ofthe week that pertains co what you and your students are doing in your classroom. Work with your students a stractvely cummarin the ancwer from the cron rachors and athorein your building who have answered your question, ‘+ Renta-Vehicle: Give passersby opportunities to tryout the change iiiatve you have begun. ‘Construction Zane: Pos information elsewhere in your school, or on your cssroom oF school Web ste explaining what you ate trying todo, when your change inate wil ‘conclude, nd the progres you ate making, This “under construction information

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