Introducing Change
Organizations reacting to pressures for initiating and responding to change must develop strategies of change. Several recent studies and information from educators and researchers are shared in this chapter. Themes featured include implementing change in schools to create them as successful learning organizations and how change is brought about and sustained. A process for change using INSTRUCT as an acronym for the steps of change is featured as well.Key concepts include:
Change Is Continuous
Change Starts With A Decision To Move Toward A New Objective
There Are Identifiable Mechanisms For Making Change In Three Stages
Change May Require Use of Different Roles
Go the Extra Mile
Change is continuous
Change is continuous and must be looked at as constant and something with which we must deal in a proactive and productive manner. Discontent is the mother of progress. Change in education, especially over the last 30 years, has been as consistent. and predictable as the coming of each new month. From a historical perspective, with the emergence of Sputnik came the space race of the 60’s. The effect of the space race on education was support for increased funding for the development of curriculum and individualized instruction to make us be “first” and “competitive” in the fields of math and science. The 70’s brought the realization that the changes of the 60’s were not bringing the successful results we had hoped for. By the end of the 70’s the effective schools movement began to report that while there were effective schools and they did make a positive difference, a number of reports such as ‘A Nation at Risk’, ‘the Paideia Proposal’ as well as the works of John Goodlad and Ted Sizer all intensified the movement for harder content, stricter course requirements, and longer attendance at school. This push for educational excellence was labeled the first wave of reform.
Restructuring, the term of the late 80’s, has been called the second wave of school reform. Rather than focusing on easily quantifiable changes such as increased enrollments in advanced classes, the second wave has sought to change the organizational structure of decision making in public schools. The Restructuring movement and the Effective Schools approach both borrow concepts from a similar movement in business management which focuses on participative management and Japanese business practices. The second wave stresses teacher empowerment and “bottom up” communication and reform. For most theorists who support restructuring, this means reforms that increase the responsibilities of teachers giving them greater voice in decision making. The movement has been criticized by some as giving teachers more power than they were able to gain at the bargaining table or the picket line. Another focus of this approach has been on site-based decision making rather than centralized decisions that are made at the school district office.
In addition to these two waves another reform movement has broken on the educational scene; school-linked social services for students and their families. Some theorists have labeled this a third wave. This reform is an effort to provide to children and their families social services that they may need in an integrated and collaborative fashion. It requires the school to work cooperatively with a variety of public and private agencies to treat the child and family holistically. This third wave is the result of numerous factors including divorce, blended families, low incomes, inadequate housing, lack of basic needs, chemical abuse problems, unemployment, emotional instability, grandparents raising their grandchildren, spousal incarceration, lack of a support system, putting career first and children
second, trying to live through kids, and the list goes on. Students in our schools today represent a multitude of diversities and have multiple factors affecting their achievement. These all represent changes which we must all address and respond to.
Change starts with a decision to move toward a new objective
Change starts with a decision to move toward a new objective. Once that decision has been made, a better ability to go on may be created. Change and related improvement involves two key components and both must be addressed for a successful result to occur. First, skills must be acquired, and second, participants must come to believe improvement is possible. Both are required for change to be initiated and sustained. It doesn’t necessarily matter which occurs first, but usually if the belief is there, the skills are easier to acquire. If the skills are learned, but the belief is lacking, change will not happen. Improvement activities must be supported by community, district and state efforts to be sustained. A site principal cannot bring about ongoing change unless the change involves all who will be involved with the change. At present, more emphasis is currently being given to the need for collaboration and allowing sufficient time for the change to occur and be sustained.
Adequate time must be set aside to allow people to get in touch with their visions and values and see how they fit in and relate to the proposed change. Successful change needs to be viewed as an incremental process. Where this is not true we must make a paradigm shift to meet the challenges and needs of tomorrow. You ask how does that happen? First, we need to create a new mindset for change. We need to realize that change is constant and as administrators we do not have all the answers, nor will we. It is important to create a school with a learning environment that is thinking and action oriented, continually evolving, growing and changing! The school learning organization needs to seek out collaboration, accountability, planning and decision-making strategies. The phrase “the only constant is change” holds true especially for effective schools of today and the role of the principal. One of the positive aspects of being a site administrator is that everyday can be different with new adventures and challenges, each requiring decisions to be made. The variables affecting the running of a school and delivering quality education to students are many.
Some education theorists have suggested that for effective and meaningful education to take place in America, not only must schools change, but, so too, our perceptions of school. When most parents enter schools, they are looking at the past, not the future.
The phrase “The only constant is change” holds true especially for effective schools of today and the role of the principal. One of the positive aspects of being a site administrator is that everyday can be different with new adventures and challenges, each requiring decisions to be made. Because of the vast variety of factors to consider, change presents itself differently. There are those times where
decisions need to be made immediately and change is a priority. There are also times when change is a planned process that will take longer to implement. It is important that the administrator be a leader who can effectively react and respond to the pressures that accompany change. It is the responsibility of the principal to develop a variety of strategies that can be initiated to enable the learning organization to respond to situations and bring about necessary change.
To those on the outside, each school year may seem to be the same. Students come and students go, but teaching is the same! To those within the school setting there are numerous factors that make each year very different. At the beginning of the year, there are staff changes, changes in the student population, changes in curriculum, changes in grade levels, changes in programs. Loss of funds and loss of programs are added responsibilities with which school personnel must deal. There may also be changes at the district level that impact the school, or even changes within the parent organization requiring time to educate and orient. But the changes do not just occur at the beginning of the year. They continue throughout the year.
There are changes in the physical plant, such as the addition of portable classrooms because enrollment has increased. Projections in enrollment, and projections for staffing are just projections. Real numbers are not known until the students show up. Making up of classrooms, and new teacher position assignments are just a few of the “known” and “to be expected” changes with which a administrator must deal . One move of one faculty member can create a domino effect that brings change to numerous people and students. If the premise is true that children and their education is the first and top priority, all decisions made must be based on what is best for these students. That alone, creates difficulties in the change process as so many factors are dependent on each small decision made.
In instruction, teachers constantly try to present conceptual models to help students learn and achieve. Isn’t it also then appropriate that a model be suggested for your use to help bring about change in behaviors and ideas of your staff? The model of change we like is based on the assumption that individuals can change their behavior in a systematic fashion if there is strong motivation and support from what we call our “significant other.” A “significant other” in this case is any person that you turn to for advice and sympathy when you have a problem or an important decision to make either in the work setting or at home. It might be your spouse or the teacher down the hall.
There are identifiable mechanisms for making change in three stages
There are identifiable mechanisms for making change in three stages. The first stage is Unfreezing or creating the motivation for change. The second stage is Changing when one develops new responses based upon new information received and the third stage is Refreezing. This is when the change is internalized or stabilized and becomes integrated in ones thinking processes. Each stage results from the individuals response to certain activities which serve as the conduits to produce change.
When unfreezing occurs, a person moves to a new point of readiness for change. This can occur through a lack of confirmation of ones previously operating self image. For instance, if a teacher was uncomfortable teaching science, but a new science framework has just come out and new curriculum in science is on the horizon. This teacher might become ready to make a change through the feelings of inadequacy or failure seen in herself or himself. Unfreezing may also occur through the removal of self-imposed barriers which have prevented change. Unfreezing involves an emotional or attitudinal shift which is initiated in “readiness to change.”
Two types of attitudes, both cognitive and emotional, can be at play during this time of readiness to accept change. Cognitive attitudes are not deeply ingrained and are susceptible to being altered by new information. Emotional attitudes connect what we perceive to our values and therefore are not as easily changed. For example, if you have an “anti-technology” value, you probably would not read a book on computer applications. On the other hand, you may not be a technologist, but you may be willing to read the arguments for using microcomputers if you see the value of using computers as tools to access and acquire information. Therefore, the new information you obtain may change your behavior and your attitudes. Change occurs when you locate information from a source you deem credible and then you redefine the situation in new terms you find sensible and make the decision to alter your behavior.
To internalize the stage of Unfreezing use the following statements as a guide to determine your own readiness for change. Work together with your stakeholders during the process of change to help you seek new ways!
The ABC’s for Creating the Environment for Change
Directions: For each of the ABC’s listed below, record the steps you need to create the process of change you desire.
In order to create a readiness for change I will:
Analyze my behavior and see if I find some inadequacy in the area of concern.
Broaden my frame of reference
Change my criteria for making a judgment.
Do my best to remove a barrier that is preventing change.
Examine what other teachers I respect are doing in order to see new possibilities.
Follow through on using new definitions of terms.
Guide conversation with significant others to discussion of the need to change.
Help identify questionable assumptions and beliefs.
Identify alternatives that make sense for me.
Jot down an alternative made by the decision to change.
To assist in integrating these new behaviors it is important to 1) work to see that the new behavior and attitudes are integrated in a thoughtful way with your general behavior and attitudes; 2) ask your friends to help you see if your new behavior and attitudes are on target and are taking you where you want to go; 3) consider the “unfrozen” feelings of new behaviors and attitudes so you can start over and do a better job integrating the new behaviors and attitudes with the old. You will find as you consider the new thoughts that “refreezing” has occurred as you begin to integrate these new responses and information into your personality and into significant personal relationships. You will find that with this process, after change has occurred, you become comfortable with your new approach to a situation.
Change May Require Use of Different Roles
When a change is being made, members of the school will usually fit into one of the following roles related to the change discussed in Chapter 1 on Leadership. How these roles are selected is often determined by either personal values and goals or values and goals of the school or organization.Where one person may play a key part in favoring the program, another may play a role which may ultimately destroy the intricate workings of change. Subtle persuasion and “winning over the opposers” is crucial to the success of the implementation of change. The following list indicates the types of roles to which staff, parents, and maybe even students may subscribe. We repeat them to save you the time of looking them up:
Initiator: The initiator is the one who suggests that change occur in the first place. While one might think the primary initiator is the principal, many times it is not. It frequently can be a parent at a school function or a teacher at a staff meeting. Often the initiator may even have a subtle influence in beginning the changing process.
Stimulator: The stimulator is the one who will get the move for change going. They will often take the ammunition given by the initiator, restate it or present it and then feel quite comfortable waiting for an implementor to do the rest.
Implementor: This is the person who actually gets something done. The implementor takes the information that has been gathered from previous resources and begins the process of change. This is the person who agrees with the change and is willing to do the work so that the change will occur.
Reactor: The reactor in any situation will be the one who reacts to the stimulator, but is neutral and non-threatening. In many cases he is simply wanting to voice an opinion. These people tend to agree that change needs to be made, however they really aren’t the ones who were willing to do the work in order that the change may occur.
Conduit: This is the person who will pass information along to others. They are important because they are needed to be a reliable source of communication. Conduits keep the lines of communication open and bring back feedback - many times from the “silent majority.” In reality, there are many conduits in a change process. Many times they are the people who are non-threatening, well respected and who want to help out, but really can’t afford to put much time into this process.
Orchestrator-mediator: This is the representative of the group. This person is highly respected and considered to be fair and objective. They are often in favor of implementing changes, while giving the appearance to the staff that they are cautious and fair when going about such implementation.
Persuader or Dissuader: These people are those who can make or break your implementation of change. In the case of the persuader, they will be used to sway the neutrals to go for the change. Sometimes a dissuader or persuader might not even be aware that they are one. Reactors can be handled much more easily than dissuaders because they do create their own following.
Advocate: This is a persuader with handouts. This is the organized person who is giving the staff the resources to make positive change
Ombudsman: The ombudsman is really the person who represents the silent majority. These are the ones who don’t really get involved in things, but will at critical points in decision-making speak out for those who aren’t voicing their opinions.
Nonactor: The nonactor is the person who will usually be in favor of change, but won’t do anything about it, either positive or negative. They just go along. As diverse as the roles are that are involved in the change process, the administrator must also be skillful in the use of strategies for effective the climate for change. It is important that the administrator play up the success of change as it occurs during the process.
Constant feedback to all parties involved must be provided as to the status of the implementation of change. Be organized, providing the “agenda” for change to all parties. Let them know that they play an active part in implementing effective and sustaining change. Again, time for implementing
the change must be allowed. Staff should be aware of the various roles which members are playing.
In the area of curriculum, as a new state framework is published, adequate time and staff development must be provided to teachers so they are able to learn the new material, apply new strategies to the new instructional materials and be able to teach them effectively. Curriculum and instructional changes must be allowed to be made at a slower process than some of the other changes that will occur. An effective site administrator is sensitive to the learning curve in planning timelines for implementation.
When changes need to be made, the various members of the learning organization, both school staff, parents and the principal will look differently at what needs to be done based on their own personal and organizational values and goals. The effective principal may perform a variety of roles related to the changes needed to be made.
We recently became aware of ways businesses use a “Go the Extra Mile” (GEM) approach. The strategies are equally important in business or education. In schools, the leader needs to remember that the business is education and the product - the students - need to be amply prepared to stand the test of time. Students need skills and knowledge to be able to have a long and productive life. From business much can be learned about being successful with our students. The following nine points are positive ways schools can cater to the clientele - our students and their parents :
1) Develop a GEM (Go the Extra Mile) mind-set. Let your students and parents know that you are in partnership with them. You need to let them know that you care by your attitudes and actions. This attitude of care and concern comes across in how available you are to them and in how you respond to their needs.
2) Reward GEM actions by your employees. Let your staff know when they have gone the extra mile. Give them a call, drop them a note, take their class. Give a smile, bring a treat. This team work is important and essential in making our work lives easier and more successful. Positive feedback is the force that helps motivate most of us . Another factor is that any job that needs to be done can often be done by several people. This means the principal sweeping up trash or taking a class for a teacher or a teacher leading an assembly for the principal . Shared leadership means that everyone rises to the occasion because the bottom line is that everyone cares.
3) Study what your customers expect, do it, then add something. Actions speak louder than words. When a parent calls to share a feeling , respond quickly and professionally. You need not always solve the problem or respond to the feeling, but for a parent just to have the opportunity to be listened to and heard is extremely important and positive. It is also important to anticipate what might be. Well thought out plans and communication help to eliminate unplanned surprises.
4) Do it fast and right the first time, every time. The best example of this is in returning phone calls, even when you would rather not. Get it done, before the “Wait Time” adds fuel to the fire. It is perfectly okay to say I need to get more information before I respond, but I truly am glad you called. Then do get back before you said you would. This makes the parent feel valued and know that you are interested in them and their child.
5) Never leave the impression that you are "too busy". Parents know you are busy and you need to let them know the demands you have, but telling them how busy you are or how much work you have to do serves no purpose. Parent communication and input is extremely important. The old saying “If you scratch my back, I’ll scratch yours “ is important. There are times, when we think we would rather have no parents calling us at school, but we really are grateful for their responsiveness to raise money for our school so programs don’t have to be cut. They need to see you there and know that you are working on their behalf.
6) Exceed whatever you promise. This goes back to Point #4, do it right the first time. Play the situation over in your mind so you can be sure what needs to be done and what steps need to be taken. Sometimes, it is better to lose the battle than to win the war. It is important to think through all of the possible ramifications that can come from your decision. This is the place where a principal’s advisory committee can effectively be used to share ideas, see their reactions, solicit their input. Have on this committee not only staff members who see things the way you do, but those who see from a totally different perspective, as they will bring up those aspects of your decision you may have overlooked.
7) Offer alternatives instead of saying “No”. Seek a Win-Win situation This doesn’t mean one always compromises, but come up with a new way. Acknowledge that you have an idea and someone else has one too, so let’s work together to come up with a new idea that can be meaningful to both of you, rather than a compromise where neither feels good or validated about the end result.
8) When trying to find an item a client wants, make 10 calls. Then make 10 more before giving up. Be open to change, to trying out new ways, professionally, instructionally and strategically. Change is important. Dick and Jane have grown-up. It is important to move on and try new things. It is up to you to create an environment that supports risk-taking and tolerance for failure as well for success. The paradigm of how a school looks and works has changed from the days you and your parent community were in school. You need to educate your learning organization on why school has changed, how it has changed and what it looks like and feels like for your students. With understanding, comes agreement and support. Frequently poll your
school community. Asking their opinion will give you insight about how well you are doing your job and how well you are communicating the process. Likewise, when a decision is made, you have input from those who will be affected and can state statistically the degree of support for the change.
9) When something goes awry, correct it immediately, then follow up with a phone call or a note. Admitting an error or a mistake shows you are human, and while it is hard, the admission is better in the long run and shows much more integrity. If there is a situation too tough or embarrassing for teachers to handle on their own, then as a principal, it is your job to be there beside them and deal with it with them. At staff meetings, have drawings. Sample office and teaching supplies come frequently from vendors and can be used at drawings to give to teachers. Often in the drawing put in a coupon for 30 minutes free time when you can take a teacher’s class. This means you bring in the lesson plans, too. These tokens are subtle, but let the staff know that you value their time, you have pride in your school and while you are willing to ask them, you are also willing to do it yourself too.
A Personal Response to Change
As I became a first-time, new principal I knew that while the change and feelings I had were shared by many around me, I also knew that there were those other stakeholders who were uncertain with my “new” face and my little experience compared to the principal who preceded me. However, even in my newness, my situation was different from other new principals in that I had the advantage of previously working at the school two years prior in a different position. I was fortunate, therefore, to already have a sense of the school culture and climate. Yet, I knew that old traditions would change and new traditions were be established. So before I came to the school I created a mental check list to make those transitions occur as smoothly as possibly for the staff, parents, students and myself. I knew I would be watched closely to see how I would handle routine decisions and situations in running the school. I found that during the first year, school staff and parents were most concerned with what directly applied to them. And I learned from that first year that it is important to anticipate the weight and the significance of each situation before presenting it to staff, students, parents or the district office.
Two “givens” I immediately learned to plan for and follow are to first, always expect and hope for the best, but have a plan for the worst. I have learned that an effective leader needs to know what to anticipate and should be in a position where there are no surprises. Following this first rule allowed me to be amply prepared and ready to respond in a proactive manner rather than in a reactive mode.
Second, I learned that there are NO emergencies. This may sound very simplistic and unreal, but most of the
so-called emergencies we come across are the direct result of lack of planning. This rule implies that it is essential to allow yourself time to time to plan and time to respond so that reactions are carried out thoughtfully and not in haste. When people are angry and need to see you immediately , it is important to deal with them by hearing their tale of woe first and effectively listening , but then to allow yourself time to respond. I find that over time I am getting better able to make more responsive decisions, but frequently I will say that I will need time to gather more information and then get back to you. The key here is getting back in a timely fashion so the person knows that they truly have been heard and you are sincere in helping find a solution to the problem. Most of these brief conferences do have a solution that is very workable and easy to determine. It is extremely important to remember not to let yourself get pushed into a corner or to take on someone else’s problem that has occurred because of a lack of planning. Effectively listen, repeat what you have heard, summarize what has been said and then give yourself time to respond. Logical consequences need to occur, rather than you being the one to routinely save the day .
As I began my tenure, I wanted to ensure the school staff and community that we had a common and shared vision and mission so we could work together in a positive direction moving forward to reach established goals. When I began my principalship, not only was I just new, but one-third of the staff was new as well. In the summer, before school began, a group of parents and teachers met with me to define what we wanted for our students upon leaving our school at the end of their elementary years. The question posed to the group was, “What skills, knowledge, attributes and characteristics do we want for all students upon their promotion to middle school?” We answered this question by brainstorming ideas thoughts, opinions, feelings and values. From the ideas generated, we prioritized the lists realizing we wanted our students to be responsible, respectful, independent, problem-solvers, ready for the 21st century. Listed also were that all students should learn to read and write and do math. While the basic skills were important, the consensus was that students also need the ability to synthesize and apply the skills and knowledge to become productive adults. These are the thoughts that framed our school mission statement and school motto as we redefined who we were and our vision for our school community.
Francis Hopkinson Elementary School Mission Statement
“The Francis Hopkinson School Mission is to provide students with the foundation necessary to become independent, life-long learners by:emphasizing concern and tolerance for others through responsibility, respect and reflection; to promote self-confidence by enhancing and sustaining physical, social and emotional well-being in a supportive environment which allows risk taking; to enable students to communicate effectively through listening, speaking, reading and writing; to educate students with a strong academic curriculum to critically and creatively apply knowledge in a democratic society and changing world.”
As a next step, the following summer, we developed a “Code of Character” statement for all students so that in addition to attaining knowledge, we would all REACH to one another by being:
Responsible and respectful,
Encouraging and empathetic,
Accepting and accountable,
Caring and compassionate, and
Helpful and Honest.
This Code of Character statement is used in conjunction with all of our behavior guidelines and rules. Students are taught to be problem-solvers where faced with conflict and to resolve differences in a peaceful, caring manner.
During the year, students were grouped in multi-age “families” to complete activities based on five long range goals we established. All of the goals tie in with the California History/Social Science Framework and the School District and Board goals.
1) Expand programs and the use of strategies to increase student sensitivity, understanding and appreciation of human diversity.
2) Involve students in contributing to the social well-being of the school community.
3) Help students develop skills which enable them to be active participants not only in their classrooms but in their community and eventually their country.
4) Provide opportunities for students to work cooperatively with one another in groups to enable them to experience the power and effectiveness of group decisions and sharing. And
5) Help students experience the real impact they can make on their community through responsible involvement.
It is the role of the principal to develop a school climate which is supportive of success for all students and supports risk taking and change. This requires hard work with teachers, staff and parents and I believe that by focusing on active listening and shared leadership, and empowering all stakeholders, a positive school climate can be ensured. When listening, I try to ask questions about what I am hearing to clarify that I understood what is being said. Then as I share information with those around me, I seek to be accurately understood by frequently asking for clarification and checking for understanding.
A successful school administrator must be skillful in the uses of all of the variety of strategies for effecting a climate of change
including effective action strategies, effective efforts for establishing a climate of change and appropriate evaluation devices to measure the effectiveness of the change.
Change to some can be unsettling, to others, the real leaders in schools, it is an adventure and to me personally, comforting to know that I don’t need to know all the answers and I will not, but in the spirit of collaboration and working together elbow to elbow with sleeves rolled up, I can make a difference. We all can!
