2. Leading Change
Des Cullen and Anthony Kilcoyne

3. Activity
Identify a change challenge or priority that you are currently considering? Discuss

4. Change is positive or negative…
Change is positive or negative…. Change can be exciting or demoralising…. Change is vital or unnecessary

5. 2012
SSE T&L & JCF
2014
SSE Numeracy - JCF?
2016
SSE Leadership and Management - JCF?
2011
Literacy and Numeracy Strategy
2013
SSE Literacy - JCF?
2015
SSE third area- JCF?

6. Looking at our schools 2016

7. Looking at our school 2016 Teaching and Learning
Domain 1: Learner Outcomes
Domain 2: Learner Experiences
Domain 3: Teachers’ Individual Practice
Domain 4: Teachers’ Collective/Collaborative Practice
Leadership & Management
Domain 1: Leading Learning And Teaching Domain 2: Managing The Organisation Domain 3: Leading School Development Domain 4: Developing Leadership Capacity

8. Two sides of Change
Technical
Human

9. Understanding Change

10. Understanding change (SEDL)
Change is a process not an event
Change is accomplished by individuals
Change is a highly personal experience
Change involves developmental growth
Change is best understood in operational terms

11. Understanding change- Fullan
The goal is not to innovate the most
It is not enough to have the best ideas
Appreciate the implementation dip
Redefine resistance
Reculturing is the name of the game
Never a checklist, always complexity

12. Mobilising commitment

13. Theories of Change Kotter “Eight Step Model”
Creating a climate for change
1. Create urgency
2. Form a powerful coalition
3. Create a vision for change
Engaging and enabling the organisation
4. Communicate the vision
5. Empower action
6. Create quick wins
Implementing and sustaining for change
7. Build on change
8. Make it stick
Love your employees
Connect peers with purpose
Capacity building prevails
Learning is the work
Transparency rules
Systems learn
Fullan “Six Secrets of Change for School Leaders

14. Shaping a vision “This nation” “Before this decade is out”
“ I believe this nation should commit itself to achieving the goal, before this decade is out, of landing a man on the moon and returning him safely to earth”
JFK to Congress
“This nation”
Establishes a sense of community
“Before this decade is out”
Establishes timeline
“Landing a man on the moon”
What gets accomplished
Measurable change
“Return him safely to earth”
Quality standard

15. Determining your why….

16. Adapting to Change

17. Concerns-Based Adoption Model (CBAM)
Stages of Concern
Innovation Configurations
Levels of Use

18. Stages of Concern Stage of Concern Typical Statement Unrelated
0: Unconcerned
“I think I heard something about it, but I'm too busy right now with other priorities to be concerned about it.”
Self
1: Informational
“This seems interesting, and I would like to know more about it.”
2: Personal
“I'm concerned about the changes I'll need to make in my routines.”
Task
3: Management
“I'm concerned about how much time it takes to get ready to teach with this new approach.”
Impact
4: Consequence
“How will this new approach affect my students?”
5: Collaboration
“I'm looking forward to sharing some ideas about it with other teachers.”
6: Refocusing
“I have some ideas about something that would work even better.”

19. Innovation Configurations
The Innovation Configuration process
provides clear, specific, and shared descriptions of what a new program or practice should look like;
focuses on the key components of a program or practice;
describes variations for each component of a new program in terms of the actions and behaviours that are ideal, acceptable, and unacceptable;
differs from rubrics in that Innovation Configurations describe rather than rate a new practice;
produces flexible documents that can change as the use of a new program or practice matures; and
helps teachers who are new to a school understand program expectations

20. Levels of use Level Typical Statement Nonuse
“I’ve heard about it but, honestly, I have too many other things to do right now.”
Orientation
“I’m looking at materials pertaining to the innovation and considering using it sometime in the future.”
Preparation
“I’ve attended the workshop and I’ve set aside time every week for studying the materials.”
Mechanical Use
“Most of my time is spent organizing materials and keeping things going as smoothly as possible every day.”
Routine Use
“This year it has worked out beautifully. I’m sure there will be a few changes next year, but basically I will use it the same way I did this year.”
Refinement
“I recently developed a more detailed assessment instrument to gain more specific information from students to see where I need to change my use of the innovation.”
Integration
“Not everyone has all the skills needed to use the program so that it has the greatest impact on student learning. I‘ve been working with another teacher for 2 years, and recently a third teacher began working with us.”
Renewal
“I am still interested in the program and using it with modifications. Frankly, I’m reading, talking, and even doing a little research to see whether some other approach might be better for the students.”

21. Determine Readiness- Stakeholder Analysis
It is clear that the processes of formulating and implementing strategies in organisation have a strong political dimension. This is especially true in public sector organisations.
Kevan Scoles (2001)

22. Identify the stakeholders involved
EXTERNAL 2 3 4 1
INTERNAL B C D E A

23. Assess their initial feelings
Stakeholder + - ?

24. Plot them on a Power/Interest Matrix
Level of Interest
Low
High
Level of Power
High

25. Change Acceleration Process
Creating a shared need
Need for change outweighs the resistance
Communicate compelling reasons
Share data, demonstrate the demand exists
Shaping a vision
Articulate a clear vision
Vision is understandable
Describe the end state
Mobilising Commitment
Identify stakeholders,
Analyse resistance
Invest in change
Making Change Last
Assess what is helping and hindering progress
Share the effects of best practice with the whole school
Monitoring Progress
Establish success criteria
Create accountability

26. Plot them on a Power/Interest Matrix
Level of Interest
Minimal Effort
Keep informed
Level of Power
Keep Satisfied
Key Players

28. Question?
Are groups permanently placed in a specific sector or is there a potential to shift them to a more desirable location ?

29. Activity
Carry out a stakeholder mapping analysis on the change priority or challenge that you are working on?

30. Parting Thoughts

31. 10 Principles of Change Lead with culture Start at the top
Be inclusive of all parties
Marry the rational and emotive
Role Model leadership
Engage with people
Identify peer influencers
Think about structures, reward and CPD
Create a sense of ownership
Assess and adapt
Adapted from “10 Principles of Leading Change Management” HBR

32. Positive Contagion- Fullan
People take to change when
It is intrinsically interesting
It is pursued in a non-judgmental culture
They have some say in its evolution
They are developing ownership with others
They enjoy doing something worthwhile with peers inside and outside their schools.

33. Question?
How can you build a capacity to change as a strategic imperative?