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 Provided over time 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 Provided over time 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)

Family & Student Centered Student Outcomes DRAFT 11/04 Incremental Change Need to Change Behavior

Preservation of System DRAFT 11/04 Deep Change Need to Change Attitudes, Beliefs, and Values (Cuban, 1996; Hall & Hord, 2001; Quinn, 1996) Personal Concerns

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 Provided over time 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 Provided over time DRAFT 11/04

Family & Student Centered Student Outcomes DRAFT 11/04 Incremental Change Focus of Change

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 Provided over time DRAFT 11/04

Preservation of System DRAFT 11/04 Deep Change Focus of Change Personal Concerns (Cuban, 1996; Hall & Hord, 2001; Quinn, 1996)

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

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, Cuban, L. (1996). Myths about changing schools and the case of special education.. Remedial and Special Education, 17(2), 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), 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), 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 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