2
Outcomes
By the end of this training, participants will be
able to:
• Identify and analyze the phases of change
individuals experience during an innovation
period.
• Apply learning from the research that informs
managing change to support the individual and
group needs in our schools
• Explain the relationship between the change
process and their role in the Seaford School District
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Welcome, Agenda & Objectives
Activator: 4 Corners
Setting the Context:
Introduction to Change
Research
Playing the Game– Year One
Lunch
Playing the Game - Year 2
ACTIVATOR: 4 CORNERS
Read each quote and reflect on the relationship of each to our
work.
Choose one quote that resonates with you the most and reflect
on why you agree with it.
-------------------------------------------------------------------------------------------Move to that “numbered” corner to reflect with others:
 Discuss why you chose this quote.
 Discuss a successful change initiative with which you have
been involved and what made it successful.
 Chart challenges SDTs faced this year as they attempted
to implement change.
 Place a check beside any of those challenges you have
faced from the district perspective.
Our roles:
Catalyst for Change:
Guiding school staff in assessing
effectiveness of instructional
practices and moves staff to
implement necessary systemic
changes
Coach
Setting the Context:
A little bit of research:
Components of
Successful Change
Stages of Use
 Effective Leadership
 Information
 Attention to People
 Interest
 Using Systems
Thinking
 Preparation
 Using and Understanding Process
 Early Use
 Routine Use
The 3 I’s of
Organizational
Change
Michael Fullan
•
An innovator and leader in
teacher education
•
Researcher, consultant,
trainer and policy advisor in
the area of educational
change
•
Has published widely on the
subject of school change
Our Roles Supporting
the 3 Phases:
Coach
Initiation
Implementation
Institutionalization
Making Change for School
Improvement - A Simulation that:
 is based on research about organizational
change in real schools
 should help us better manage change
efforts in schools
 allows us to “try out” real life strategies for changing
policies and practices in schools - complete with
administrators, staff, and community members
Playing the Game
Your table group represents a
“change committee” that …
… conducts a variety of activities
to influence people in the school
system to implement a change
effort
The Game Board
 24 people in the Verifine
School District:
 District Administration
 K-8 School Staff
 High School Staff
 Stages they go through:
 Information
 Interest
 Preparation
 Early Use
 Routine Use
Other Materials
You Will Need:
admin
K-8
 Players pieces
 40 “bits”
 Players “Instructions, Social information,
and diagnostic information for
each person

“People” cards – 1 set
 “Activities Sheet” – 1
 Strategy Record Sheet - 1
 Stubens capture sheet
H.S.
Check “bits”
Read material provided
Have a short discussion at your
tables about how the
information you have so far
might inform you
Set-up the Game
Place characters
The “Monitor”
 You will request “moves” in the form of activities from the monitor.
 The monitor will determine if you can make that move.
 You will receive cards from the monitor that will tell you if people
in the district are “moving” and if there is any benefit to students
based on those moves.
 You pay for each “move” or “activity” with your “bits”
 After the first year of the game, your bits are replenished to begin
the second year.
Student Benefits
“STUBENS”
The assumption is that the
more effectively your team
manages the change
process, the more benefits
there are to the students in
the Verifine School District.
Organize yourselves to play!




Keeping track on the “Strategy Record Sheet”
“Runner”
Moving the player pieces
Any other role you think is important
Take a 15 minute break!
YEAR 1
Let’s Play
!
Mid-point Debriefing
Where were you blocked? Why?
When were you successful? Why?
What does your experience so far suggest
about the change process?
- for the school?
- for the individuals involved?
20
YEAR 2
Let’s Continue!
22
End of Game - Debrief
 How did you do?
 Which activities were particularly successful?
- when?
- for whom?
 What was frustrating? Why?
 What did you learn about individual change?
 What did you learn about school change?
 How can you apply this information to a situation in
your school?
23
Time for LUNCH!!!
Let’s look at some more
research:
How did these factors affect your results AND
how do they relate to the role of the SDT?
1.
time & persistence
2.
individuals - different needs at different stages
3.
choose strategies to meet people’s needs
4.
needs admin support/approval
5.
critical mass of support as important as admin support
6.
someone needs to take responsibility
7.
objective is to benefit students - not just convert staff
8.
successful change planned and managed
Learnings Built Into the
Making Change Game
CHANGE:
 is a PROCESS, not an event
 is made by INDIVIDUALS first, then
institutions
 is a highly PERSONAL experience
 entails DEVELOMENTAL growth in
feelings and skills
Learnings Built Into the
Making Change Game
INTERVENTIONS MUST BE RELATED TO:
•The PEOPLE first
•The INNOVATION second
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Adopter Types
Character
Names
Innovator: eager to try new ideas, open to
change, and willing to take risks; usually perceived
as naïve or a little crazy and, therefore, not well
integrated into the social structure
?
Leader: open to change, but more thoughtful
about getting involved; trusted by other staff and
sought for advice and opinions
?
Early Majority: cautious and deliberate about
deciding to adopt an innovation; tends to be a
follower, not a leader
?
Late Majority: skeptical of adopting new ideas
and “set in their ways;” can be won over by a
combination of peer pressure and administrative
expectations
?
Resister: suspicious and generally opposed to
new ideas; usually low in influence and often
isolated from the mainstream
?
Look back at your
game board …
Any ah-has?
Would it have helped you to know ahead of
time who fit into each of these categories?
If so, what would you have done differently?
Handout
 People will feel awkward, ill-at-ease, and selfconscious.
 People will think about what they have to give up.
 People will feel alone; even if everyone else is
going through the changes.
 People can handle only so much change.
 People are at different levels of readiness for
change.
 People will be concerned that they don’t have
enough resources (time, money, skills, etc.).
 If you take the pressure off, people will revert to
old behavior.
Stages of Concern
6. Refocusing
5. Collaboration
4. Consequence
3. Management
2. Personal
1. Informational
0. Awareness
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Stages of
Concern
Expressions of Concern
Impact
Refocusing
Routine
Refinement
Integration
Renewal
I have some ideas about
something that would work even
better.
Collaboration
I am concerned about relating
what I am doing with what other
instructors are doing.
Consequence
How is my use affecting kids?
How can I refine it to have more
impact?
Management
I seem to be spending all my time
in getting materials.
Personal
How will using it affect me
Informational
I would like to know more about it.
Awareness
I am not concerned about it (the
innovation)
Task
Mechanical
Self
No Use
Orientation
Preparation
Stages of Concern
Levels of
Use
The 3 I’s of Organizational Change
Comparison
Handouts
The Stages of Concern/Levels of Use
34
Take a 15 minute break!
Change Analysis Worksheet:
Beginning to Plan for a
Change Effort
36
Reflection:
What is the relationship between school change
and professional development?
What is the relationship between school change
and the various roles you play as a professional
developer?