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Impact of educational changes in management of

  1. 1. “ Impact of Educational Changes in Management of School” Reporter: Jessica U. Lee
  2. 2. Overview <ul><li>Change Management’s explicit focus is on supporting staff in changing from current procedures to new procedures. A multitude of considerations need to be given to the management of change at any school. These include the degree of the change, how change is accepted by staff, the impact of the change to the core business and how regularly change occurs at the site. Communicating fully the need for the change and providing information on the benefits of the change, as well as being honest about any difficulties that may be encountered eases the transition to the new procedures. </li></ul>
  3. 3. <ul><li>Change in schools is often managed in an informal, implicit manner. While this might be appropriate in a school setting, the nature and magnitude of the change associated with the One School deployment necessitates a more formal treatment of the change. </li></ul><ul><li>A strategy and procedures have been developed to provide assistance to schools in identifying relevant areas of focus for their own Change Management Plan, </li></ul><ul><li>To ensure this change is managed and the transformation is smooth, an analysis of current practices in your school will need to be undertaken. </li></ul>
  4. 4. <ul><li>A gap analysis will identify the differences between the current and the future procedures and each school will need to assess and identify those gaps which need to be managed prior to implementation. </li></ul><ul><li>The Change Management Plan will describe how and when the gaps will be managed and who will be responsible for ensuring staff understanding of procedural changes. </li></ul>
  5. 5. Implementing Change <ul><li>The reality is that education is undergoing a profound transformation. The aim must be to improve the performance of educational systems through changes that will make them more relevant to the needs of their clienteles, more efficient in their use of available resources. </li></ul><ul><li>For school change to occur, support is needed from the central officer administration and the superintendent. Constant focus on school improvement indicates readiness for school. Change also discerned that agreement by faculty and staff members regarding the needs of the school affected the success of change implementation. </li></ul>
  6. 6. <ul><li>. Change is dynamic in nature. As implementation advances strategies involved in that implementation must change to continue to be effective. In situations where teachers and administrators joined forces in the task of the school improvement through monitoring each other, the implementation of change occurred readily and had lasting effects. Faculty and staff through collaborative efforts is another essential component of successful reform. </li></ul>
  7. 7. <ul><li>Strategies for handling problems identified through the monitoring process must include resources for additional assistance and collaborative problem solving. </li></ul><ul><li>Those persons involved in the monitoring of change must view accountability as constructive and indispensable to the goals of the reform. </li></ul>
  8. 8. Maintenance of Change <ul><li>For change to make a positive impact on an educational organization there must be a continuous maintenance of the change process. Sustained interest, financial support and structural support are needed to continue a positive level of change. </li></ul><ul><li>If funding for the educational organizations change is coming from an outside source, the chance that the change process will continue after the funding has ceased is less likely. </li></ul><ul><li>They also discovered that the principal of a school campus is paramount to the continuation of interest in change, and that staffing instability adversely affects the ability to carry out change. </li></ul>
  9. 9. Transformational Leadership <ul><li>Transformational Leadership can be thought of as a set of behaviors of individuals who accomplish change. As stated by Lashway, Mazzarella, and Grundy (1995), “Anything that leads to change is transformational ”. Transformational leaders make decisions based on a broad perspective, organizational vision and mission, group goals, and network development. Some of the “behaviors” of transformational leaders-applicable in both educational and business settings. </li></ul>
  10. 10. <ul><li>Fullan studied the characteristics of successful business and school leaders and found four qualities or “action-and-mind sets” that distinguish transformational leaders: </li></ul><ul><li>A strong sense of moral purpose. </li></ul><ul><li>An understanding of the dynamics of change. </li></ul><ul><li>An emotional intelligence as they build relationships. </li></ul><ul><li>A commitment to developing and sharing new knowledge </li></ul>
  11. 11. <ul><li>A combination of these behaviors and characteristics may yield the most effective transformational school leaders. The following sections address several of these characteristics and behaviors. </li></ul>
  12. 12. Complexity and Chaos <ul><li>School leaders are expected to be both participants an and agents of change in their school organizations as they respond to the increasingly complex and chaotic changes in the external environment, including new standards for student learning and performance, school accountability and school choice, decreased funding for education (despite escalating costs) and the rapid pace of social and technological change. Leaders must understand the impact of complexity, chaos, and disequilibrium as factors for growth and change; they must be mentally and emotionally able to work within increasingly complex situations. </li></ul>
  13. 13. <ul><li>According to Jacques and Clement, “Complexity is a function of the number of variables operating in a situation, the ambiguity of these variables, the rate at which they are changing, and the extent to which they are interwoven so that they have to be unraveled in order to be seen”. Increased complexity may lead to chaos. Often, chaos occurs when systems are changing and control is absent. Chaos is caused by a state of disequilibrium in open systems that are “kept off balance so that the system can change and grow”. </li></ul>
  14. 14. <ul><li>The environment for leadership is increasingly complex and chaotic, yet the school board and the public strive for the order and control. Wheatley (1999) implores leaders to stop searching for control and start searching for other within dynamic systems, trusting in the possibility of self-organizing systems that are replicated in nature. To help ensure order within dynamic systems, executive leaders must carry certain responsibilities and play dynamic roles. The following are performance of role requirements related to the conceptual complexity theory of leadership, based on Zaccaro’s findings. </li></ul>
  15. 15. <ul><li>Executive leaders engage in planning and policy creation within longer time horizons than lower-level leaders. </li></ul><ul><li>Executive leaders interact more frequently with external organization constituencies than lower-level leaders. </li></ul><ul><li>Executive leaders engage in more network development and consensus-building basic activities than lower-level leaders. </li></ul><ul><li>Executive leaders develop a broader and more comprehensive cognitive map or frame of reference of an organization and its environment than lower-level leaders. </li></ul>
  16. 16. <ul><li>The view of leaders and leadership incorporates the idea of leadership as the action and effects of a single individual and as a representation of group collaboration in the collective process of leadership. Leadership is an adaptive process to ensure the survival of the organization. Superintendents and principals, as executive leaders, must serve as agents of change, even in times of chaos and disequilibrium. </li></ul>
  17. 17. Bibliography: <ul><li>Fullan, M.G.(1991). The new meaning of educational change. New York: Teachers College Press. </li></ul><ul><li>Fullan, M.G.(1993).Innovation, reform, and restructuring strategies. In Challenges and achievements of American education: The 1993 ASCD yearbook , VA: Association for supervision and Curriculum Development. </li></ul><ul><li>Fullan, M.G.(1996).Turning systemic thinking on its head. Phi Delta Kappan, 77 (6), 420-423. </li></ul><ul><li>Glickman, C.D.(1993). Renewing America’s schools : A guide for school-based action. </li></ul><ul><li>San Francisco: </li></ul><ul><li>Jossey-Bass Publishers. </li></ul>
  18. 18. <ul><li>Thank you </li></ul>