Points to provoke discussion around educational change, identification and strategies to deal with resistance...

1. Managing Change Video Learning to Change/Changing to Learn

4. Core Values and Beliefs Principles Practices How – do you justify it ? What – do you actually do ? What do you believe? How do you know your practice has been effective and deep learning has taken place? As managers of change what could you do to modify thinking and practice in these areas ? Adapted from “From Values and Beliefs to Principles and Practice” – Dr Julia Atkin

5. Dr Barbara Leroy’s Model of …“Requirements for Change to Work” Change False Starts Frustration Gradual Change Anxiety Confusion Managing Complex Change (Leroy Model) Vision Skills Incentive Resources Action Plan Skills Incentive Resources Action Plan Vision Incentive Resources Action Plan Vision Skills Resources Action Plan Vision Skills Incentive Action Plan Vision Skills Incentive Resources

6. Tips on facing barriers and challenges in the change process from Washington State School Directors’ Association: Explain the rationale for change. Make sure people have the know-how. Expect resistance. Seek opportunities to involve people. Track behavior and measure results. Choose your opening moves carefully. Wear your commitment on your sleeve. Get resistance out in the open. Alter the reward system to support improvement. Stay focused on the vision Provide a clear vision. Over-communicate Beware of bureaucracy Promise "problems".. Outrun the resisters.

7. Video “ When I Become a Teacher ....” Managing Resistance

8. Controllers – Its about POWER Need support to understand the democratic Victims – Its about THEM Need support and challenge to reach relationships Blamers – Its about OTHERS Need support to actively solve problems

9. Types of Resistance to Change - Adapted from Teachers and Technology ( published by the National School Boards Association's Institute for the Transfer of Technology to Education) Positive Agrees with new ideas and programmes, but never moves to implement any changes. I’m Unique Believes each change is fine for other people and areas but not for his or her "unique" classroom situation Let-me-be-last Slow to implement. Hopes new ideas and programs will die before they must act on them. We-need-more-time-to study this Sounds earnest and plausible and indefinitely postpones action. (Others find it hard to object to this form of resistance). My rights Indignant. Wants no part of programs initiated elsewhere which may mean rejection of whatever comes from ‘above’ or ‘outside’ the school system. Cost-justifier: How much does this cost ?Wants things cost-justified before any change. Incremental change Wants the new programs, systems, or machines as long as it just adds on to everything the old ones had.

10. Scenario: A teacher articulates values and beliefs that the whole school agrees on, but … these are not reflected in their practice… Discussion As a leader of change, how would you deal with this ?

11. Community Dialogue Community Dialogue Evaluation Self/Peer Team Learning Reculturing Creativity and Spontaneity Connecting everything you know Solid Learning Community

12. Establish NORMs ... The Way we talk to each other... The Way we behave to each other... The Way we work together... The Way we engage with our work environment... The Way we support ‘risk-taking’... The Way we celebrate... etc

13. What the heck are you talking about ? Assist teachers to TALK their way to understanding eg. “ Help me understand ... “ “ Help me understand what you mean by... “ Help me understand what you mean by... What the heck are you doing ? Help me understand why...

15. DATA !!! Teacher indications of degree of ‘understanding and use’ in identified PD areas