1. Changing Paradigm in Education
David R. Grice
Kim Mearman
25 Industrial Park Road, Middletown, CT · (860)
Connecticut State Department of Education · Division of Educational Programs and Services

2. With Whom Would You Travel?
Lewis and Clark-The Core of Discovery
Daniel Boone-Fort in Kentucky
Brigham Young-Settlement in Utah

3. Who Are You? Scout- “Lewis and Clark” Pioneer- “Daniel Boone”
Settler- “Brigham Young”

4. The Changing Masses Settlers Pioneers Scouts Critical Mass
At Least Five Years
Hibbard, 1997

5. Think About It…
“Life used to be simpler. You learned what you needed to know at home, in school, or on the job. And once you learned it, it served you well for the rest of your life.” Kaser, et al (2002)
How does this apply to our schools and our students today?

6. What is Our Responsibility for Change?
“Insofar as teaching is a profession, it is one that was founded not on a body of methods or disciplines, but upon service…” Arrowsmith (1985)
Do you agree with this quote? Why or why not?

7. What is Our Responsibility for Change?
“We should pay attention to our students because we have a responsibility to act in loco parentis, and we have a moral obligation to function as stewards on behalf of their parents and on behalf of the schools we serve.” Sergiovanni (2000)

8. What is Our Responsibility for Change?
Pedagogy
Loving care for the child
Hope for the child
Responsibility for the child
Sergiovanni (2000)

9. What is Our Responsibility for Change?
“Teachers are agents of educational change and societal improvement.” Fullan (1993)
“Each and every educator must strive to be an effective change agent.” Fullan (1993)

10. What are the characteristics of a change agent?
Change Agents
Change agent = “being self-conscious about the nature of change and the change process.” Fullan (1993)
What are the characteristics of a change agent?

11. What is Change? Incremental Change Deep 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)

12. What is Your Experience?
List five changes you have experienced within the last ten years. (personal or professional)
Sort those changes by incremental and deep change.
What distinguishes a deep change from an incremental change?

13. Are You a Leader of Change?
"Only by changing how we think can we change deeply embedded policies and practices. Only by changing how we interact can shared visions, shared understandings and new capacities for coordinated action be established.“ Peter Senge

14. Are You a Leader of Change?
“Our key to successful leadership is continuous personal change…By having the courage to change themselves, [leaders] model the behavior they are asking of others…It builds trust and credibility…” Quinn (1996)

15. Leading Change Moral Purpose Understanding Change
Improving Relationships
Knowledge Creation and Sharing
Coherence Making
Fullan (2001)

16. Moral Purpose Ends & Means Responsibility to others & environment
How we evolve over time
Relationships
Integrity
Fullan (2001)

17. Moral Purpose
“Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher.” Parker (1998)
“School leaders with moral purpose seek to make a difference in the lives of students.” Fullan (2001)

18. Understanding Change Not to change for change sake
Good ideas are not enough
Implementation dip
Understanding resistance
Transforming culture
Fullan (2001)

19. Improving Relationships
“In the quantum world, relationships are not just interesting; to many physicists, they are all there is to reality.”
Wheatley, 1994

20. Knowledge Creation and Sharing
“Information…becomes knowledge through a social process.”
Responsibility
Opportunity
Knowledge
Receiving
Giving
Fullan (2001)

21. Coherence Making Change is complex and on-going Value Diverse thinking
Focusing energy to achieve alignment
Tension in hard-to-solve problems
Fullan (2001)

22. Leading Complex Change
VISION
CAPABILITIES
RESOURCES
ACTION
PLAN
RESTRANT;
RESISTANCE
INCENTIVES
ANXIETY
FALSE
STARTS
FRUSTRATION
CONFUSION
SUCCESS
“Successful change requires five major components for success: 1) a clear vision, goal, or direction that has been communicated and owned by the change implementers, 2) the implementers’ ability to perform using newly learned or existing skills, 3) a desire to change the organization’s information, human resources, and communication systems as well as resources such as budget, personnel, equipment, and space, and 5) sufficiently detailed plans to guide action as well as measures developed for key milestones. When one of the component is missing, the lack can be detected in the organization and derail the process. The impact is depicted in the graph.”
M. Lippitt (2003) Leading Complex Change. Enterprise Management, LTD.

23. The Benefits of Complex Change
VISION
INCENTIVES
RESOURCES
ACTION
PLAN
SUCCESS
CAPABILITIES
Confidence
UNDERSTANDING
Engagement
Commitment
Advocacy
“A sharp and adequately communicated vision provides understanding where the organization is going and why. It provides implementers with the background to make good decisions during the execution. Implementers who have mastered the needed skills demonstrate confidence in forwarding the initiative, while those who have a clear incentive become engaged. Commitment flows from a demonstration by the organization that it is supporting the change with resources, while knowing what steps to take produces advocates for change.”
M. Lippitt (2003) Leading Complex Change. Enterprise Management, LTD.

24. Eight Lessons of Change
You can’t mandate what matters
Change is a journey not a blueprint
Problems are our friends
Vision and strategic planning come last
Individualization and collectivism are both needed
Neither centralization nor de-centralization works
Connection with a wider environment is critical for success
Every person is a change agent
Fullan (1993)

25. Stages of Change
What are the factors that contribute to change at each stage?

26. Phase I- Initiation I 1. 2. 3. 4.
Fullan (1993)

27. I Phase I- Initiation High Profile Need Clear Model Strong Advocate
Active Initiation
Fullan (1993)

28. Phase II- Implementation1. 2. 3. 4. 5.
Fullan (1993)

29. Phase II- Implementation
Orchestration
Shared Control
Pressure & Support
Technical Assistance
Rewards
Fullan (1993)

30. Implementation Dip Fluid integrated use of new skills
Pre-implementation
skill level
Fluid integrated
use of new skills
Fullan (1993)

31. Phase III- Institutionalization1. 2. 3. 4. 5.
Fullan (1993)

32. Phase III- Institutionalization
Embedding
Links to Instruction
Widespread Use
Removal of Competing Priorities
Continuing Assistance
Fullan (1993)

33. Linking Our Changes to Student Outcomes
What are the student outcomes that will be impacted?
What are the researched-based practices that will influence these outcomes?
What are the organizational structures needed to support these practices?
What are the specific skills needed by educators in order to have these practices?
What will be the action plan to implement these practices?
Guskey (2000)

34. How Will We Know? How will we know we have achieved our outcomes?
What do we measure?
How will we measure it?
How will examine the integrity of the implementation?

35. Something to Reflect on: Integrity
Did we do what we said we would do?
Examine what was done
Quality
Frequency
Compare to plan, mission, goals
Examine reasons for non-completion or non-compliance

36. Resources
Fullan, M. (1993) Change forces: Probing the depths of educational reform. New York:The Falmer Press.
Fullan, M. (2001) Leading in a culture of change. San Francisco:Jossey-Bass.
Guskey, T. (2000) Evaluating professional development. Thousand Oaks, CA:Corwin Press, Inc.
Wheatley, M. J. (1994) Leadership and the new science: Learning about organization from an orderly universe. San Francisco:Berrett-Koehler Publishers, Inc.