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  • Change Forces

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    Jelly Babe Alivio
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    This document outlines various forces that can drive change in schools, including bureaucratic, personal, market, professional, and cultural forces. It also describes characteristics of a good school as an agent of social change from the perspectives of pupils, teachers, parents, management, staff, and board members/trustees. Key aspects include good communication, a friendly and welcoming atmosphere, helping all pupils achieve their potential, ensuring pupil and staff safety, and having strong leadership and resources.

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    Change forces

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    This document outlines various forces that can drive change in schools, including bureaucratic, personal, market, professional, and cultural forces. It also describes characteristics of a good school as an agent of social change from the perspectives of pupils, teachers, parents, management, staff, and board members/trustees. Key aspects include good communication, a friendly and welcoming atmosphere, helping all pupils achieve their potential, ensuring pupil and staff safety, and having strong leadership and resources.

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    Download as PPTX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    50 views12 pages

    Change Forces

    Uploaded by

    Jelly Babe Alivio
    This document outlines various forces that can drive change in schools, including bureaucratic, personal, market, professional, and cultural forces. It also describes characteristics of a good school as an agent of social change from the perspectives of pupils, teachers, parents, management, staff, and board members/trustees. Key aspects include good communication, a friendly and welcoming atmosphere, helping all pupils achieve their potential, ensuring pupil and staff safety, and having strong leadership and resources.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
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    of 12

    CHANGE FORCES

    BUREAUCRATIC FORCES
    • Rules, mandates, and other requirements intended to
    provide direct supervision, standardized work process
    , or standardized outcomes that are used to prescribed
    change.
    PERSONAL FORCES
    • Personalities, leadership, styles and interpersonal
    skills of change agents that could push for changes to
    happen in school.
    MARKET FORCES

    • Competition, incentives and individual choice


    PROFESSIONAL FORCES
    • Standards of expertise , codes of conduct, collegiality,
    felt obligations and other professional norms intended
    to build professional community to compel change.
    CULTURAL FORCES
    • Shared values, goals and ideas about pedagogy,
    relationships and politics intended to build covenantal
    community
    DEMOCRATIC FORCES
    • Democratic social contacts and shared commitments
    to the common good intended to build a community
    CHARACTERISTICS OF A GOOD
    SCHOOL AS AN AGENT OF
    SOCIAL CHANGE
    PUPIL TEACHER
    • Nice to each other • Communication is good among others
    • Treated fairly • Staff development is good
    • Friendly atmosphere • Environment is good to work in
    • Teachers control the classes but not too • Pupils are happy and well motivated
    strict • All pupils achieve what they are capable of
    • Teachers help you with things that you
    are not good at
    PARENT MANAGEMENT
    • Welcoming friendly atmosphere • Pupils are safe
    • Staff are caring and communicate well • All members in school community work
    with pupils toward clear objectives
    • Discipline is good • A high quality of information is given to
    • Extra time is spent with children parents and visitors
    • Relationships are good between teachers • Rules are applied evenly and fairly
    and parents
    BOARD MEMBER,
    SUPPORTS STAFF
    TRUSTEE
    • Resources are good and up to date • Excellent reputation with the local
    • Classrooms are clean, warm and community
    comfortable • Strong leadership from senior management
    • Support staffs are given credit • Happy and welcoming environment
    • Environment is friendly and • Pupils being helped to achieve their
    welcoming individual potential
    • Staff development involves staff • A safe place for pupils

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