Making Change Work
Rachel Tilden Walker
Aims of this workshop
• To reflect on change management theory and its
application to education
• To create a developmental route through change
management that supports the effective
implementation of e-learning
• To have an opportunity to reflect on your current
implementation of MathsAlive and/or Kaleidos
• To create a process that can be generalised and
used with other whole-school changes
Change management theory
Vision
Skills
Incentives Resources
Action
Plan
=
Skills
Incentives Resources
Action
Plan
= Confusion
Incentives Resources
Action
Plan
=
Resources
Action
Plan
= Resistance
Action
Plan
= Frustration
Vision
Vision
Skills
Vision
Skills
Incentives
Vision
Skills
Incentives Resources
=
Change
Anxiety
Treadmill
Adapted from Knoster, T. (1991) Presentation at TASH Conference, Washington DC
(Adapted by Knoster from Enterprise Group Ltd.)
Vision + Skills + Incentives + Resources + Action Plan = Change
A case study for managing change
A four year plan
• Year 9 plans completed
• Effective use of external support
• Department focus on pedagogy
• Classroom observations across dept
• Pilot school – clear vision
• 1 room with interactive board
• 1 teacher with 1 Year 7 class
• Continuous use with target group
Year 4 Year 1
Vision + Skills + Incentives + Resources +
Action Plan = Change
Year 3 Year 2
• All Maths rooms equipped
• Personal development objectives
• Year 8 focus for shared planning
• INSET days to plan SoW
• 1 room shared between staff
• Key teacher became champion
• Planned rotation of Yr7 groups
• Dept time to reflect
Critical Success Factors
• Continued focus
• Shared ownership
• Pedagogy as well as skills
• ICT support
• Time for key teacher
• Support from Dept and SLT
• Headteacher’s Vision
Year 4 Year 1
Vision + Skills + Incentives + Resources +
Action Plan = Change
Year 3 Year 2
• Access to whiteboards
• Time for planning
• Department meetings
• Support from ICT & SLT
• Effective use of champion
• On-demand ICT support
• Detailed action plan
• Staff enthusiasm
Implementing change at Cleeve
Phase
Year 1
Year 2
Year 3
Year 4
Vision
Skills
Incentives Resources
Action
Plan
A recipe for success
Vision + Skills + Incentives + Resources + Action Plan = Change
A motivated
team
Gradual, planned
implementation
A dedicated
key teacher
Time
Effective
ICT support
Interest and
support from SMT
Committed
leadership
Results from the project
Developing change management
• Investigate Becta’s Matrix questionnaires
– Includes the Self-Review Framework and
questionnaires for leadership in ICT, plus more:
http://matrix.becta.org.uk
– Uses developmental stages
• What do you want to achieve?
• Evaluate your readiness for change
• Plan your strategy to manage change:
– Staff training
– Time and support
– Additional resources
Matrix + Change Management
CHANGE
Focusing
Developing
Establishing
Enhancing
Vision
Skills
Incentives
Resources
Action
Plan
Embedding ICT - Vision
Vision
Focusing
Developing
Individual staff are given the freedom to experiment, and to make
decisions about how to use ICT resources in lesssons.
No strategy is in place for training or implementation.
Senior managers are aware of the potential impact of e-learning
materials on teaching and learning when used effectively.
They identify any skills gaps and create initial implementation plans.
Senior managers modify implementation plans to maximise the
potential benefits of embedding ICT across a department/the whole
Establishing school.
Gaps in provision and future potential uses are identified.
Enhancing
Staffing needs and responsibilities in terms of e-learning opportunities
are embedded in a long-term and wider ICT strategy.
Senior managers are constantly reviewing the use of e-learning
materials and the potential for more general use across the school eg
Easiteach, Kaleidos.
Embedding ICT - Skills
Skills
Focusing
Interactive whiteboards are mainly used as projection screens, with
little pupil interaction.
There is occasional ad-hoc use of e-learning resources in lessons. No
planning is done in Kaleidos.
Developing
Whiteboard activities and occasional games are used in some lessons.
Some whiteboard activities are pre-prepared by teachers.
There is little sharing of resources and plans through Kaleidos.
A wide range of the tools in available are used by some teachers.
Planning in Kaleidos is always done by some teachers.
Establishing
School-created activities are saved in Kaleidos for use by all teachers.
There is some sharing of skills between teachers.
Enhancing
All available software is used confidently and appropriately by all
teachers.
There are regular planned opportunities to share skills and good
practice.
Embedding ICT - Incentives
Incentives
Focusing
Developing
Interactive whiteboards are installed and ICT-based resources are
expected to be used without consultation.
Learning is self-guided.
Little technical support is available to teachers.
Senior managers plan implementation of Kaleidos and e-learning
resources with staff, maybe starting with a year group or specific topic.
Time is given for initial training.
Technical support is available to staff.
Training is available to all staff, and everyone feels ownership of
Establishing embedding ICT in their teaching.
Feedback from students is shared between teachers/departments.
Enhancing
Regular department meetings are used to share good practice and
show new activities created by teachers. Lead teachers take an active
role supporting colleagues’ professional development.
There are opportunities for team teaching, shared planning and
evaluation of resources.
Embedding ICT - Resources
Resources
Focusing
Developing
Initial interactive hardware is installed and commissioned.
The range of software and materials being used is limited.
Opportunities are identified for facilitating more effective use of ICT in
lessons with current resources, e.g. timetabling rooms with interactive
whiteboards.
Increasing software and Internet resources are used.
The interactive whiteboards, together with a growing range of software
are used by some teachers.
Establishing
There is a co-ordinated plan for upgrading hardware and developing
additional software resources.
Enhancing
E-learning resources are used regularly and confidently by all
teachers.
Additional ICT resources and practical equipment are used as an
integral part of teaching and learning.
New methodologies are developed for integrated delivery.
Embedding ICT - Action Plan
Action Plan
Focusing
Developing
Individual teachers use e-learning resources on an ad-hoc basis, with
little formal training.
No goals and objectives are set out for the use of e-learning materials.
A hardware implementation plan is created, and training needs are
identified to support the plan.
Some e-learning resources are used, but there is no planned use.
A training plan is in place to meet the needs of all teachers. ICT skills
objectives are included in personal development plans for teachers.
Establishing Use of e-learning resources and Kaleidos are planned. Activities and
schemes of work are shared between teachers and held centrally on
Kaleidos.
Enhancing
Ongoing professional development plans are in place for teachers to
share skills and good practice.
Personal development plans are focused on improving learning
processes and developing effective pedagogy with e-learning
materials.
Workshop
• Group Work Part 1
– Consider where you are now within each area of change
management for your Kaleidos or MathsAlive implementation
– Record this on your workshop sheet
– What evidence do you have
– Which areas are strongest – why
– You have 5 minutes
• Group Work Part 2
–
–
–
–
Where do you want to go next with your project
Focus on areas you wish to develop over the coming year
Create an action plan based on these aims
You may find SMART objectives useful:
•
•
•
•
•
S = Specific
M = Measurable
A = Achievable
R = Realistic
T = Time bound
– You have 5 minutes
Extending the model
• Can this model be used with other strategies?
– Embedding ICT across the curriculum
• Whole school use of Kaleidos and Easiteach
• Use of electronic resources in other subjects – DiscoverAlive
• Pupil access to 24/7 learning
– Assessment for learning
– Personalising learning
– 14-19
After you've done a thing the same way for two years, look it over
carefully. After five years, look at it with suspicion. And after ten
years, throw it away and start all over.
Alfred Edward Perlman, New York Times, 3 July 1958
Thank you