Achieving High Quality Outcomes
for Students through Continuous
School Improvement
Defining the Change Theory
Delivering Professional Development
to change
in order to get
or Incremental
Change
to change
in order to get
or Deep Change
DRAFT 11/04
Literature Supporting the
Change Theory
What Level of Change is
Required?
Do we need incremental or deep
change?
Delivering Professional Development
to change
in order to get
or Incremental
Change
to change
in order to get
or Deep Change
DRAFT 11/04
What is Change?
1. To make different in
some particular way,
alter
•
Alter
– to make different
without changing into
something else
2. To make radically
different, transform
•
Transform
– to change in
composition or
structure,
– to change outward
form or appearance,
– to change in
character or
condition
(Merriam-Webster Online Dictionary, 2004)
What is Change?
• Incremental Change
– Limited in scope
– Often reversible
– Extension of the past
and does not disrupt
past patterns
– Still in control
• Deep Change
– Requires new ways
of thinking and
behaving
– Irreversible
– Discontinuous of past
and distorts existing
patterns
– Surrendering control
(Quinn, 1996)
What is Change?
• Incremental Change
– Aim to improve the
efficiency and
effectiveness of an
existing structure
– Basic structure is
sound, but in need of
improvement
• Deep (Fundamental)
Change
– Aim to transform and
permanently alter the
structure
– Basic structure is
“flawed” in need of a
complete “overhaul”
(Cuban, 1996)
What is Change?
• Incremental Change
= A change in
behavior that results
in compliance
• Deep (Fundamental)
Change = A change
in attitudes, beliefs,
and core values that
results in
commitment
When is it Incremental Change or
Deep Change?
•
Innovations come in different sizes
–
•
Some changes do not need or result in dramatic
differences in practice or the operations of a system
The context of the school influences the
process of change
–
The level of change is determined by the
effectiveness of:
•
•
Physical features (structures)
People factors (attitudes, beliefs, values)
(Hall & Hord, 2001)
Incremental Change
Family & Student Centered
Student Outcomes
DRAFT
11/04
Deep Change
Preservation of System
Personal Concerns
(Cuban, 1996; Hall & Hord, 2001;
Quinn, 1996)
DRAFT
11/04
How Can Incremental Change
Occur?
• Build capacity around content (the what)
and process (the how) (Chenoweth & Everhart, 2002)
• Link practices and structures to student
outcomes (Guskey, 2000)
• Use mandates (policies) to change
behavior (Hall & Hord, 2001)
• Build on the aspects that are sound (Cuban,
1996)
How Can Deep Change Occur?
•
An organization does not change until
the individuals within it change
•
Administrator leadership is essential to
long-term change success
•
Change is a process not an event
•
Facilitating change is a team effort
(Hall & Hord, 2001)
How Can Deep Change Occur?
•
You can’t mandate what matters
–
•
•
What really matters is committed action
Individualization and collectivism are both
needed
–
Isolation poses a ceiling effect, while groups are
more vulnerable to fads
–
Need a balance of both to create the synergy of
deep change
Every person is a change agent
(Fullan, 1993)
How Can Deep Change Occur?
•
Deep change assumes one person can
change the larger system and this can occur
when someone cares enough to raise the
issues that are not currently recognized.
•
“Culture change starts with personnel change.”
(Quinn, 1996, p.103)
•
“Organization and personal growth seldom
follows a linear plan.” (Quinn, 1996, p.83)
(Quinn, 1996)
Articulating the Change
Provision of Content and Process
Delivering Professional Development
to change
in order to get
or Incremental
Change
to change
in order to get
or Deep Change
DRAFT 11/04
Content
• The “what” of change (Chenoweth & Everhart, 2002)
• The innovation (Hall & Hord, 2001)
• The knowledge and skills (Reeves, & Ainsworth, 2005)
• The provision of instructional strategies
and skills and technical repertoire (Fullan &
Rolheiser-Bennett, 1990)
Process
• The “how” of change (Chenoweth & Everhart, 2002)
• Shared purpose, collaboration, reflective practices,
teacher as researcher (Fullan & Rolheiser-Bennett, 1990)
• Creating vehicles for sharing information and knowledge
(Fullan, 2001)
• The provision of vision, capabilities, incentives,
resources, an action plan (Lippitt, 2003)
• The phases of change (Chenoweth & Everhart, 2002; Fullan & Champlin, 1993)
• Understanding change (Fullan, 2001)
Changing Behavior
Delivering Professional Development
to change
in order to get
or Incremental
Change
to change
in order to get
or Deep Change
DRAFT 11/04
Incremental Change
Family & Student Centered
Student Outcomes
DRAFT
11/04
Isolate the Change
• Determine a need and dissatisfaction of current
condition (Chenoweth & Everhart, 2002; Fullan & Champlin, 1993)
• Link to student outcomes (Guskey, 2002)
• Use data to make decisions (Reeves, 2005; Salisbury, Strieker,
Roach, & McGregor, 2001)
• Identify the practices and structures that need to
change (Guskey, 2002)
• Facilitate a shared understanding of the purpose
for the change (Chenoweth & Everhart, 2002; Hall & Hord, 2001; Lippitt,
2003)
Identify a Leadership Team
• Can define the moral purpose
• Understand change
• Have the ability to improve relationships
(Fullan, 2001)
• Can advocate the change (Fullan & Champlin, 1993)
• Can represent
– Connector-knows lots of different kinds of people
– Maven-accumulates a lot of knowledge, has lots of information
– Salesmen-persuasive, sells with subtle messages
(Gladwell, 2000)
Identify a Leadership Team
• Administrative leadership
– Allocates resources
– Provides structural and policy changes
• Internal change facilitator
– Maintains focus
– Provides mentoring/coaching
• External change facilitator
– Serves as a liaison with wider environment
– Provided “expert” knowledge
(Hall & Hord, 2001)
Begin Immediate Initiation
• Provide a clear model, descriptions of the
innovation, and action plan
• “Jump start”
• Provide technical assistance, resources,
pressure, and incentives
• Focus on the school as the unit of change
• Highlight “success stories”
(Chenoweth & Everhart, 2002; Fullan & Champlin, 1993; Hall & Hord, 2001;
Lippitt, 2003; Salisbury, Strieker, Roach, & McGregor, 2001)
Promote Wide-Spread Use
• Define how use is expanded by the
context of the school
• Identify the levels of concerns and level of
use for individuals
• Use effective interventions that support
and nurture change
• Identify mushrooms
– Personal concerns
– Impact concerns
(Hall & Hord, 2001)
Promote Wide-Spread Use
• Embed into existing practices and structures
• Create lateral accountability
• Link to instruction
• Remove competing priorities (sorting) and
develop coherence
• Create vehicles for sharing information that
create knowledge
(Fullan & Champlin, 1993; Fullan, 2001)
Assess the Change
• Create a plan to asses the change (Chenoweth &
Everhart, 2002)
• Evaluate the professional development on five
levels (Guskey, 2000)
–
–
–
–
–
Satisfaction of professional development
Level of acquired knowledge and skills
Level of changes with practices
Level of changes with organizational structures
Impact on student outcomes
Changing Behaviors
• For Incremental
Change
– Has the fundamental
core values
– Requires only changes
in practices,
structures, and/or
policies
• For Deep Change
– Focuses the initial
change on behavior to
acquire compliance
and establish positive
experiences
– Uses the positive
experiences to being
changes in attitudes,
beliefs, and core
values
Changing Attitudes, Beliefs,
Core Values
Delivering Professional Development
to change
in order to get
or Incremental
Change
to change
in order to get
or Deep Change
DRAFT 11/04
Deep Change
Preservation of System
Personal Concerns
(Cuban, 1996; Hall & Hord, 2001;
Quinn, 1996)
DRAFT
11/04
Core Values
• Enduring beliefs with defined reason for
being or core purpose
• Making positive differences in the lives of
others
• From the heart
(Collins & Porras, 1996; Fullan, 2001; Mapes, 1996)
General Principles
• An organization does not change until
every individual changes (Fullan, 1993; Hall & Hord,
2001; Quinn, 1996)
– “Culture change starts with personnel
change.” (Quinn, 1996, p.103)
– Individualization and collectivism work
simultaneously (Fullan, 1993; Hall & Hord, 2001)
– Every person is a change agent (Fullan, 1993)
General Principles
• Deep change requires new thinking in
addition to new ways of behaving (Quinn, 1996)
– The change directly involves changes in the
core values, attitudes, and beliefs and thus
changing every individual (Cuban, 1996)
– People who share common values will form
the vision, which is the synergy of an
organization (Wheatley, 1999)
General Principles
• There is a process of continuous evaluation and
reflection centered around a common, sustained
core values (Chenoweth & Everhart, 2002 ; Quinn, 1996)
– Core values/vision are the enduring character and
spiritual being of an organization (Collins & Porras, 1996;
Wheatley, 1999)
– The link between personal change and organizational
change is a learning process (Quinn, 1996)
– Learning organizations are dedicated to continuous
improvement (Chenoweth & Everhart, 2002)
Deep Change and Reform
Reform
1 a : to put or change into an improved form or
condition b : to amend or improve by change of
form or removal of faults or abuses
2 : to put an end to by enforcing or introducing a
better method or course of action
(Merriam-Webster Online Retrieved 11/04 from http://www.m-w.com/)
Deep Change and Reform
“Change may or may not be progress.” (Cuban, 1996, p.
77)
• Schools have change.
• Changes have been virtually all in governance,
school organization, curriculum, and instruction.
• Most of the changes were incremental.
• Many changes are new ways of preserving the
overall stability of schooling.
(Cuban, 1996)
Why “Reforms” Might Not Work
• Over time they were marginalized into
incremental changes
• They were placed as periphery to the system
• Did the “reform” dramatically change the
structure?
• Did the “reform” address the core values,
attitudes, and beliefs, thus changing every
individual within the system?
(Cuban, 1996)
Resources
• Chenoweth, T. G., & Everhart, R. B. (2002). Navigating
Comprehensive School Change: A Guide for the
Perplexed Larchmont, NY Eye on Education.
• Collins, J. P., & Porras, J. (1996). Building your
company’s vision. Harvard Business Review, 65-77.
• Cuban, L. (1996). Myths about changing schools and the
case of special education. . Remedial and Special
Education, 17(2), 75-82.
• Lippitt, M. (2003). Leading Complex Change: Enterprise
Management, LTD.
Resources
• Fullan, M. (2004). Leading in a culture of change:
Personal action guide and workbook. San Francisco:
Jossey-Bass.
• Fullan, M. (2001). Leading in a Culture of Change. San
Francisco: Jossey-Bass.
• Fullan, M. (1993). Change Forces: Probing the Depths of
Educational Reform. New York: The Falmer Press.
• Fullan, M., Bennett, B., & Rolheiser-Bennett, C. (1990).
Linking classroom and school improvement. Educational
Leadership, 47(8), 13-19.
• Gladwell, M. (2000). The Tipping Point: How Little
Things Can make a Big Difference. Boston: Little Brown
and Co.
Resources
• Guskey, T. R. (2000). Evaluating Professional
Development. Thousand Oaks, CA: Corwin Press, Inc.
• Guskey, T. R. (2002). Does it make a difference?
Evaluating professional development. Educational
Leadership, 50(6), 45-51.
• Hall, G. E., & Hord, S. M. (2001). Implementing Change:
Patterns, Principles and Potholes. Needham Heights:
Allyn and Bacon.
• Mapes, J. (1996). Quantum Leap Thinking. Los Angeles,
CA: Dove Audio, Inc.
Resources
• Merriam-Webster Online Dictionary. (2004). Retrieved November
20, 2004, from http://www.m-w.com/.
• Reeves, D., & Ainsworth, L. (2005). Making Standards Work
Presented at the Making Standards Work Series, CT.
• Reeves, D. (2005). Data Driven Decision-Making. Presented at the
Data Driven Decision-Making Series, CT.
• Quinn, R. E. (1996). Deep Change: Discovering the Leader Within.
San Francisco: Jossey-Bass.
• Salisbury, C., Strieker, T., Roach, V., & McGregor, G. (2001).
Pathways to Inclusive Practices Systems Oriented, Policy-Linked,
and Research-Based Strategies that Work. Retrieved October 19,
2004, from
http://www.urbanschools.org/publications/consortium_inclusive.html.