Leading Change at Project Chrsalis (M4A16)

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Leading Change at Project Chrsalis (M4A16)

  1. 1. Brian Little ACU::EDUC 652
  2. 2. Establishing the Urgency (Step 1)  Educational reform is failing due to a lack of urgency. Kotter (1996) said, “[T]he biggest mistake people make when trying to change…is to plunge ahead without establishing a high enough sense of urgency in fellow managers and employees” (p.4).
  3. 3. Everyone Must be On Board! (Step 2)  In order for Chrysalis to implement change, everyone was must be sold on the need for change and the urgency with which it must be implemented “Individuals alone, no matter how competent or charismatic, never have all the assets needed to overcome tradition…” (Kotter, 1996, p.6).
  4. 4. How to Implement Change  Kotter (1996) explains that change follows a vision and the vision must serve three purposes: 1. Clarify the direction for change 2. Motivates people to take action that’s in alignment with the vision and direction 3. Coordinates the action of people efficiently and effectively (p. 68-69)
  5. 5. The Vision (Step 3)  Project Chrysalis will utilize handheld digital devices, such as the iPod Touch, to increase relevant learning that supports collaboration, creative thinking, and student achievement.
  6. 6. Communicating the Change (Step 4)  Through a mentality of continuous improvement, Chrysalis will communicate and monitor the change using modeled behavior, data analysis, checkpoint dates, and weekly staff meetings
  7. 7. What’s the Need? Why Change?  Daggett’s (2005) article, “Preparing Students for Their Future” argues that, “An effective education system is one that is adaptable to change.” Daggett cites that in order for education to be effective, it must recognize the changing of times and be open to the restructuring of the system as a whole.
  8. 8. What’s the Need? Why Change?  In Daniel Pink’s (2006) book, A Whole New Mind, Pink argues that the L-brain way of thinking has dominated society for hundreds of years, thus making the right side seem inferior; however, as times are changing, Pink argues that it will be the R-brain way of thinking that is now necessary for success.
  9. 9. What’s the Need? Why Change?  Pink’s theory for the “right brain rising” is grounded in his thoughts that culture and society no longer only needs systems and functionality, but that there is also an aesthetic need for beauty and creativity—two elements that only recently became necessary due to Asia’s uprising work-force, the abundance of options provided to consumers, and the increases in technological increases (automation).
  10. 10. What’s the Need? Why Change?  Similarly to Pink’s argument that our society has progressed from farmers to meaning makers, Daggett states that education has yet to make the step forward; therefore, our educational system is dangerously outdated. As part of Daggett’s examples, he also uses America’s middle-class and outsourcing as reasons for change. While he doesn’t come out and say that students’ right-brain thinking should be a focus in school, he pens, “It is a situation, however, that few Americans have been able to come to grips with and adapt to.”
  11. 11. Why iPods? Heck, Why Technology?  The iPod Touch has disrupted the way in which people were able to access the internet and connect to one another, not to mention it’s still a great MP3 player. With the iPod Touch, people are not only able to enjoy multi- media (music and videos), but they are able to interact with the web in a way that is unlike anything before.
  12. 12. Why iPods? Heck, Why Technology?  The iPod Touch has disrupted the way in which people were able to access the internet and connect to one another, not to mention it’s still a great MP3 player. With the iPod Touch, people are not only able to enjoy multi- media (music and videos), but they are able to interact with the web in a way that is unlike anything before.  The iPod is “fusion learning;” schools can begin to embrace digital devices instead of restricting them.  School becomes relevant to the students
  13. 13. Why Chrysalis?  Project Chrysalis is a unique school. Being a charter, Chrysalis has the opportunity (given its small size) to pilot programs and closely monitor these programs to determine effectiveness.
  14. 14. There’s a Precedent Many districts are beginning to pilot programs in which teachers and students utilize the iPod Touch to facilitate student-centered and interactive learning. In the article, “iPod Touch School wide Implementation,” Susan Wells (2009) discussed how learning has changed due to these mobile devices. Wells explains that the students “have piloted this program, using the iPod Touches daily for note taking, keeping individual agendas, translation for world languages, and accessing research through the Internet.”
  15. 15. But Seriously, Why do I Need to Change? Empowering Action (Step 5)  Change is necessary if we ever expect to get different results.  Dr. Larry Lezotte explained in the video, Compulsory Learning and Not Compulsory Schooling, if schools continue to do as they have always done, they’ll continue to receive the same results they’ve always received. That’s not a bad statement if the schools are high performing and leading educational progress; however, the fact of the matter is schools are struggling to perform.
  16. 16. Learning in the Digital Age  Kelley (2009) explained, “While many schools still do not allow cell phones, an iPod Touch bridges that gap. Wifi access provides a tremendous opportunity for students and teachers to browse the web, type a response, record audio or calculate a problem.” In the K-12 Conference for learning, Kelley explained how the iPods promote a collaborative community of learning in which students can easily navigate through activities and share their findings with peers and teachers.
  17. 17. PCMS and Digital Learning: Short/Long term Wins (Steps 6-7)  The following slides provide some examples of the transformational change that can take place on this camping, in regards to learning, through the use of a device such as the iPod Touch.
  18. 18. Blogging  Mobile computing allows for students to publish their work, share their ideas, provide feedback to others, and facilitate peer-to-peer learning instantly.  With WiFi, students can use a blog or wiki to have virtual conversations with one another.
  19. 19. Individualized Learning  Through mobile devices and apps, students can customize their learning in an a la carte sort of way.  Students can drive their own learning via their passion and interests.  Set curriculum and poor differentiation is no longer an issue
  20. 20. Field Studies  Digital devices allow the students to take make their learning mobile.  Mobility allows for students to conduct field students.  Students can experiment, test hypotheses  Students can conduct polls and surveys  Students can capture multimedia files and post them in real time  Field studies can be shared instantaneously
  21. 21. Anchoring the New Approaches into our Culture (Step 8)  “[C]ultural change comes at the end of a transformation, not at the beginning” (Kotter, 1996, p.155).  Changing the norms of Chrysalis will take time. Everyone must be committed to improving the quality and environment of education with which we deliver learning to students.
  22. 22. Works Cited Daggett, W. (2005). Preparing students for their future. Presented at June 2005 Model Schools Conference. Kelley, Kern. (2009). The iPod Touch in the Classroom. Retrieved from http://k12onlineconference.org/?p=464. Kotter, John P. (1996). Leading Change. Boston: Harvard Business Press. Clairborne, S. & J. M. Lezotte, L. (n.d.). Compulsory Learning and Not Compulsory Schooling. Retrieved July 1, 2010, from http://acu.embanet.com/mod/resource/ view.php?id=80770 Pink, Daniel. (2006). A Whole new mind. New York: Riverhead Trade (Paperbacks).

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