Experienced Change inThe Parma City School DistrictThe Parma City School District
Formal SettingComposed of three distinct communities:The City of Parma, Parma Heights and Seven HillsTotal enrollment of 11,470 studentsRange of educational services including formaleducation, special needs education, career andtechnical education,and adult education
Informal Setting = InstabilityPolitical scandalFinancial difficultiesDistrust between union and board (Politics!)Changing DemographicsChange, Change, Change, Change, Change!!!! 2000-2001 2012-2013 ≤ 5% free and 73% free and reduced reduced
Change Consolidation Restructuring HighClose 3 School Redistric 8-12building Middle ting s School 5-7 Elementar y School K-4
ent RTI implementation Al ignm nCore mm o RealigCo n ment Curriculum of S t af f TBT Change is Messy! Consolidation Restructuring Tea Block Schedule cher E valu a tion ic ting Re distr Teaming Realignment
ent RTI implementation Al ignm nCore Realig mm o n mentCo of S t af f Block Schedule TBT Change is Messy! Consolidation Restructuring Tea Curriculum cher E valu a tion ic ting Re distr Teaming Realignment construction
Block ScheduleTeleological change - Goal - increase instructional time; allow more time for individualized instruction; opportunities for intervention; increased test scores Change Agent (Superintendent) instrumental Internal organizational decisions motivated the change Outcome = new structure to the middle school
Social CognitionCognitive Dissonance - values and actions clashIdeal Outcome - 2nd Order Change; new paradigmLeader - shapes change through interpretation andframing
Discussion Questions What role did environment play in this change? Federal State CommunityGovernment Government
Intended OutcomesIncrease instructional timeReduce student load = Greater attention tointervention and individualized instruction (embeddedRTI)Expanded learning opportunities - more exploratoryclasses and eliminate study halls
Unintended Outcomesconflict with the union (politics)diminished student engagement with the artsalienated and disenfranchised teachersdeprived students of special education servicesteachers continuing to teach as they always had, but for alonger time.
Discussion QuestionHow does the culture and described instability of thedistrict affect the change process/outcome?
Discussion QuestionsIs the change an example of reform? adaptation?innovation? diffusion?
Success? Too early to really evaluate, but so far it is not successful. 1st order change only Not pervasive paradigm shift (There is not an increase in embedded interventions. Instead, we are seeing teachers continuing to teach as they always had, but for a longer time.) Not institutionalized Based on our expertise due to our readings, what stepshave been missed or misguided? Can it get back on track?