1. “Myself” as a Change Agent
As I was thinking about how to satisfy the requirements for this assignment, I was unsure how to explain “Myself” as a Change Agent. So, I thought I would go back to the articles my group read to revisit the lessons I learned about change. Now, each article mentioned here gave names to the change processes mentioned and detailed steps, phases, etc… It is not important to know all the names and steps, just that you understand how the process of change slowly evolves.
Jeffrey M. Oberg - Virginia Commonwealth University

2. Working the System: Building Capacity for School Change by Judith A
Working the System: Building Capacity for School Change by Judith A. Zimmerman
Leaders Facilitate Change
“Build Capacity” = “Buy In”
Change is School Wide/System Wide
This article suggests ways to help leaders like me facilitate change in schools.
The best way to do this is to Build Capacity = teacher/staff Buy In.
When I facilitate school change, I should think school wide/system wide.

3. Working the System: Building Capacity for School Change by Judith A
Working the System: Building Capacity for School Change by Judith A. Zimmerman
Professional Development = Teacher Self Efficacy
Self-Efficacy is…
Sometimes, there is still Resistance
I need to support this change through Pro. Dev. w/ the goal of developing teacher self-efficacy.
Teacher feels comfortable to initiate the change and that it will help student achievement.
However, it is not that easy. Even the best strategies, the best implementations meet resistance.

4. Understanding, Facing Resistance to Change by Howard Margolis
Resistance Can be Good
Why do Teachers Resist?
Understanding, Open to Listening
Often there are unrecognized benefits to resistance so, how do I curtail it?
Successful change requires that I understand why teachers oppose change. I must remember that when people are used to doing things a certain way, just because I have a “good idea” or even a “good reason” isn't always enough to make them want to change.
I need to show teachers that I am understanding of resistance and open to listening to the their points of view.

5. Understanding, Facing Resistance to Change by Howard Margolis
Resistance = Brainstorming
Principle NOT Personal
Meaningful & Helps Students
I can do this by using teachers concerns about the change as brainstorming sessions for how to get to the root of the reason for the change.
I’m coming from principal, teachers are coming from personal. I need to get teachers to see that the change is not personal & this is difficult because change is ultimately change a personal process.
Teachers are more likely to “buy in” to the change if it is meaningful & it helps students.

6. Investing For Sustainable Turnaround by Education Resource Strategies
Assess Resources
No Lasting Change
Leveraging Resources
Evaluation Process
I have to assess how resources r being used on the school (or district) level to sustain change.
Because many schools (districts) are not organizing turnaround resources in ways likely to create lasting change.
money, partnerships, etc… for the long term.
All systems must have an evaluation process so they can “learn” (both good & bad) not only to avoid relapse but to prevent other schools (in this instance) from lapsing.

7. The author and book my employer is using to help teachers reach unmotivated students. The premise is to have teachers use instructional strategies that facilitate learning for students and what this means is that students take an active role (hands-on, do it themselves) with their learning.

8. Working the System: Building Capacity for School Change by Judith A
Working the System: Building Capacity for School Change by Judith A. Zimmerman
Leaders Facilitate Change
“Build Capacity” = “Buy In”
Change is School Wide/System Wide
Teachers said students’ lack of motivation = low test scores, class failures
Build Capacity/Buy In – certain teachers want the strategies, other do not (resistance)
District wide (thus school) initiative to facilitate new/different learning strategies
Talk from what’s in red.

9. Working the System: Building Capacity for School Change by Judith A
Working the System: Building Capacity for School Change by Judith A. Zimmerman
Professional Development = Teacher Self Efficacy
Self-Efficacy is…
Sometimes, there is still Resistance
All schools/teachers provided professional development
Looking for these strategies in observations & teachers are encouraged to try strategies
Talk from what’s in red.

10. Understanding, Facing Resistance to Change by Howard Margolis
Resistance Can be Good
Why do Teachers Resist?
Understanding, Open to Listening
Use these sessions to brainstorm ways to implement the new strategies or take these reasons back to leadership team and brainstorm answers to resistance in meetings
Talk from what’s in red.

11. Understanding, Facing Resistance to Change by Howard Margolis
Resistance = Brainstorming
Principle NOT Personal
Meaningful & Helps Students
Goal is to get teachers to buy-in to how these strategies will help reach unmotivated students and improve student achievement which will in turn help teachers be successful in relation to test scores and/or failures.
Talk from what’s in red.

12. Investing For Sustainable Turnaround by Education Resource Strategies
Assess Resources
No Lasting Change
Leveraging Resources
Evaluation Process
Investing resources in professional development to implement instructional strategies and tools that can continue if the district/school decides to stop this initiative
The goal here is to have this initiative be self-sustaining if the district decides to allocate resources in a different direction
Talk from what’s in red.

13. “Myself” as a Change Agent
Hey, I get it!!!!

14. Jeffrey M. Oberg Assistant Principal King William High School VCU Doctoral Student