Supporting Change-Transforming
Student Learning by Supporting
Educators
1
Major Actors in School Change:
Teachers
“Educational change
depends on what
teachers do and think
– it’s as simple and
complex as that."
Fullan, 2001
2
How is a change agent like . . .
3
Reflection
People don’t resist
change.
They resist being
changed.
What does this say about the role of a
coach?
4
Encouraging Change
“Teachers have to believe there is
some compelling reason for them to
change practice, with the best direct
evidence being that students learn
better. The key to enduring change in
teacher practice is demonstrable
results in terms of student
achievement.”
Elmore, 2003
5
Understanding Adult Learning
“Adult learning theory should be considered
when professional development activities
are designed for educators.”
Speck (1996)
6
Biggest Mistakes in Creating and
Managing Change
• Attempting to implement the change
too quickly
• Moving forward without buy-in
• Not aligning the change initiative with
existing programs and practices
7
Respecting Differences
“Communicating and
establishing trusting
relationships with
teachers who are trying
to change their practice
requires being sensitive
to their dilemmas, fears,
and celebrations.”
8
“The role of the individual in every
organizational change effort is critical for its
outcome. Everyone involved in a change has
a somewhat different set of perceptions,
expectations, feelings, motivations, and
frustration points that are subject to change
over time. These need to be addressed
through the change process.”
Kaser, Mundry, Stiles & Loucks-Horsley, 2002
9
The Concerns-Based Adoption Model
(CBAM)
STAGES OF CONCERN
Refocusing
Collaboration
Consequence
Management
Personal
Information
Awareness
10
CBAM Levels of Use
•
•
•
•
Renewal
Integration
Refinement
Routine
•
•
•
•
11
Mechanical
Preparation
Orientation
Non-use
Nature of Resistance
“Resistance is a predictable, natural,
emotional reaction against the process
of being helped and against the process
of having to face up to difficult
organizational problems.”
Block, 2000
12
Dealing With Resistance
“There is no way you can talk clients
out of their resistance, because
resistance is an emotional process.
Behind the resistance are certain
feelings. You cannot talk people out
of how they are feeling.”
Block, 2000
13
Tackling Resistance
• Increase the tension of not supporting the
change
– Provide data
– Clearly articulate expectations
– Elicit support from leaders
• Decrease the tension related to trying new way
– Determine concerns
– Help resisters make connections to their personal vision
– Set a reasonable timeline
Kaser, Mundry, Stiles & Loucks-Horsley, 2002
14
The Challenges of Initiating and
Sustaining Change
•
•
•
•
•
•
Not enough time
Inadequate help
Not relevant
Difficulty in walking the talk
Fear and anxiety
Lack of assessment and
measurement
Senge, 1999
15
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References
Bernhardt, V.L. (2004). Data analysis for continuous school
improvement. Larchmont, NY: Eye on Education, Inc.
Blanchard, K. (2007). Leading at a higher level: Blanchard on
leadership and creating high performing organizations.
Upper Saddle River, NJ: Prentice Hall.
Block, P. (2000). Flawless consulting: A guide for getting your
expertise used. San Francisco: Jossey-Bass/Pfeiffer.
Carroll, T. (2009). The next generation of learning teams. Phi
Delta Kappan, 91(2), 8-13.
DuFour, R., DuFour, R., Eaker, R., and Many, T. (2010). Learning
by doing: A handbook for professional learning
communities at work. Bloomington, IN: Solution Tree.
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References (continued)
DuFour, R., & Eaker, R.(1998). Professional learning communities
at work: Best Practices for Enhancing Student
Achievement. Bloomington, IN: Solution Tree.
Elmore, R. (2003).School reform from the inside out; Policy,
practice, and performance. Boston: Harvard Education
Press.
Fullan, M. (2001). Leading in a culture of change. San Francisco,
CA: Jossey Bass.
Hargrove, R. (1999). Masterful coaching: Extraordinary results by
impacting people and the way they think and work
together. San Francisco: Jossey-Bass/Pfeiffer.
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References (continued)
Harvard University. (2003). The CLG concept of the change
coach. Unpublished paper.
Kaser, J.,Mundry, S., Stiles, K., & Loucks-Horsley, S. (2002),
Leading every day. Thousand Oaks, CA: Corwin Press.
Knight, Kim. (2011). What good coaches do. Educational
Leadership, 69(2), 18-22.
Lencioni, P. (2005). Overcoming the five dysfunctions of a team:
A field guide for leaders, managers, and facilitators. San
Francisco: Josey-Bass.
Nidus, G., and Sadder, M. (2011). The principal as formative
coach. Educational Leadership, 69(2), 30-35.
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References (continued)
Schmoker, M., (1999). Results: The key to continuous school
improvement (2nd ed). Alexandria, Va: Association for
Supervision and Curriculum Development.
Senge, P. M., Kleiner, A., Roberts, C., Ross, R., Roth, G., & Smith,
B. (1999). The dance of change: The challenges to
sustaining momentum in learning organizations. New
York: Doubleday.
Speck, M. (1996, Spring). Best practice in professional
development for sustained educational change. ERS
Spectrum, 33-41.
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