2 Katheryn Gonzales Dec 20, 2022Dec 20, 2022 at 1:18pm Manage Discussion Entry             In my professional experience as a kindergarten teacher in a Title 1 elementary school, I have been through several programs that the district or my school has adopted. One specific program that has been especially difficult for the administration at my school to implement is the use of a Positive Behavior Intervention System (PBIS). PBIS is an evidence-based practice designed to support student needs and to create a positive, predictable, and safe environment for students. The staff at my school has been resistant to this change because of a lack of training, a misguided understanding of what PBIS requires, and a lack of implementation support from the administration. As a kindergarten teacher, the needs of our youngest learners in my school are not the same as those of fifth-grade students. Preschool and kindergarten teachers are frustrated with the lack of support specific to their student's needs.             According to Adams & Miskell (2016), trust from an educator's point of view can be characterized as "…a teacher's willingness to risk vulnerability based on the confidence that district administrators act benevolently, competently, openly, honestly, and reliably" (para. 9). The trust that teachers have for administration and district leaders is relational and formed by the observation and judgment of the actions they witness. To create trust and teacher buy-in, evidence-based research suggests the importance of communicating a clear vision, mission, values, and goals (Gurley et al., 2015). Another important evidence-based strategy that promotes trust and buy-in is transparency (Covey, 2009). According to Adams & Miskell (2016), high levels of trust come from openness, cooperation, and relationship. At the same time, low levels of trust come from limited information and a lack of shared knowledge.             Teacher pushback can deter the change process because unless a teacher sees or understands they need change, they will push back against the change. The first strategy I would employ to combat teacher pushback is to examine the need for change (Fullan, 2016). I would use the following strategy to fight teacher pushback, especially in the case of PBIS implementation at my current school. I suggest the school give more time for implementation to provide adequate resources and materials to each grade level. The adoption of a new program is not more important than the implementation of the program. According to Fullan (2016), the school needs to take a whole-system perspective by going back to the "four drivers," which are capacity building, collaborations, pedagogy, and systemness. References Adams, C. M., & Miskell, R. C. (2016).  Teacher trust in district administration: A promising link of inquiry. Links to an external Links to an external site.            site. Journal of Leadership for Effective and Equitable .

1. 2
Katheryn Gonzales
Dec 20, 2022Dec 20, 2022 at 1:18pm
Manage Discussion Entry
In my professional experience as a kindergarten teacher
in a Title 1 elementary school, I have been through several
programs that the district or my school has adopted. One
specific program that has been especially difficult for the
administration at my school to implement is the use of a
Positive Behavior Intervention System (PBIS). PBIS is an
evidence-based practice designed to support student needs and
to create a positive, predictable, and safe environment for
students. The staff at my school has been resistant to this
change because of a lack of training, a misguided understanding
of what PBIS requires, and a lack of implementation support
from the administration. As a kindergarten teacher, the needs of
our youngest learners in my school are not the same as those of
fifth-grade students. Preschool and kindergarten teachers are
frustrated with the lack of support specific to their student's
needs.
According to Adams & Miskell (2016), trust from an
educator's point of view can be characterized as "…a teacher's
willingness to risk vulnerability based on the confidence that
district administrators act benevolently, competently, openly,
honestly, and reliably" (para. 9). The trust that teachers have for
administration and district leaders is relational and formed by
the observation and judgment of the actions they witness. To
create trust and teacher buy-in, evidence-based research
suggests the importance of communicating a clear vision,
mission, values, and goals (Gurley et al., 2015). Another
important evidence-based strategy that promotes trust and buy-
in is transparency (Covey, 2009). According to Adams &
Miskell (2016), high levels of trust come from openness,

2. cooperation, and relationship. At the same time, low levels of
trust come from limited information and a lack of shared
knowledge.
Teacher pushback can deter the change process because
unless a teacher sees or understands they need change, they will
push back against the change. The first strategy I would employ
to combat teacher pushback is to examine the need for change
(Fullan, 2016). I would use the following strategy to fight
teacher pushback, especially in the case of PBIS implementation
at my current school. I suggest the school give more time for
implementation to provide adequate resources and materials to
each grade level. The adoption of a new program is not more
important than the implementation of the program. According to
Fullan (2016), the school needs to take a whole-system
perspective by going back to the "four drivers," which are
capacity building, collaborations, pedagogy, and systemness.
References
Adams, C. M., & Miskell, R. C. (2016).
Teacher trust in district administration: A promising
link of inquiry. Links to an external
Links to an external site.
site. Journal of Leadership for Effective and Equitable
Organizations, 52(4), 1-32. doi: 10.1177/0013161X16652202
Covey, S. (2009).
How the best leaders build trust Links to an external
site.
Links to an external site.. LeadershipNow. Retrieved
from
http://www.leadershipnow.com/CoveyOnTrust.html
Fullan, M. (2016). The new meaning of educational change (5th
ed.). New York, NY: Teachers College Press.
Gurley, D. K., Peters, G. B., Collins, L., & Fifolt, M. (2015).
Mission, Vision, Values, and Goals: An Exploration of Key
Organizational Statements and Daily Practice in
Schools. Journal of Educational Change, 16(2), 217–242.

3. ReplyReply to Comment
Amanda Puryear
Dec 23, 2022Dec 23, 2022 at 7:04pm
Manage Discussion Entry
My current district has experienced many changes over the
past four years, from the new administration and conservators to
new grants and curriculums. My program is one of these new
programs. The gifted and talented program (GATE) is in its
second year of relaunching. During its initial year, I had no
support from the elementary campus, particularly from the
campus principal. The gifted and talented program was not on
the front burner of a district that is under the eye of state
agencies. Other state initiatives like "reading academy" and
grant programs that the district is a part of have taken a
majority of professional development time from teachers. When
I began the process of improving the program, gifted and
talented was just "one more thing" on the teacher's plates, and
there was resistance to getting trained in gifted and talented and
in providing accommodation/implementing strategies for gifted
and talented students. In order to gain some support, I focused
on the data. After revamping the testing procedures of GATE,
we increased the number of GATE students. This spurred the
principal to take GATE seriously and begin the process of
working GATE class into the master schedule.
Reflecting on this experience, two strategies that I could
have used to gain more support is to be transparent and to have
a mission for change. These two strategies work together to
create an understanding of why the program and its changes
were important and create a type of ownership in the change
process (Gurley et al., 2015). Fullan (2016) discusses ten dos
and don't when it comes to looking at change. One of these
statements is not to assume that your version of what the change
should be is the right one or the only one, something successful
implantation of a plan for change evolves as more people begin
to collaborate. The element of collaboration can help create

4. buy-in from those individuals who are pushing back during
implantation; sometimes, people simply want to be heard and
involved. This will also create a sense of investment and
ownership. Another factor that Fullan (2016) describes is
pressure. This pressure can be applied by making the change
implementation job-embedded, therefore making the change
important to job success.
References
Fullan, M. (2016).
The new meaning of educational change (5th ed.). New
York, NY: Teachers College Press.
Gurley, D.K., Peters, G.B., & Collins, L. (2015).
Mission, vision, values, and goals: An
Links to an external site.exploration of key
organizational statements and daily practice in schools
Links to an external site.. J
ournal of Educational Change, 16(2), 217-242.
doi:10.1007/s10833-014-9229-x
ReplyReply to Comment
Week 5 ANOVA Exercises SPSS Output
Descriptives
Overall satisfaction, material well-being
N Mean Std. Deviation Std. Error

5. 95% Confidence Interval for
Mean
Minimum MaximumLower Bound Upper Bound
No Housing Problem 367 12.71 2.353 .123 12.47 12.95 4 16
One Housing Problem 264 11.97 2.588 .159 11.66 12.28 4 16
Two or More Housing
Problems
304 10.57 2.594 .149 10.28 10.86 4 16
Total 935 11.80 2.658 .087 11.63 11.97 4 16
Test of Homogeneity of Variances
Overall satisfaction, material well-being
Levene Statistic df1 df2 Sig.
2.109 2 932 .122
ANOVA
Overall satisfaction, material well-being
Sum of Squares df Mean Square F Sig.
Between Groups 771.072 2 385.536 61.674 .000
Within Groups 5826.111 932 6.251

6. Total 6597.183 934
Multiple Comparisons
Overall satisfaction, material well-being
Tukey HSD
(I) Housing Problems (J) Housing Problems Mean
Difference (I-J) Std. Error Sig.
95% Confidence Interval
Lower Bound Upper Bound
No Housing Problem One Housing Problem .739* .202 .001 .27
1.21
Two or More Housing
Problems
2.139* .194 .000 1.68 2.59
One Housing Problem No Housing Problem -.739* .202 .001 -
1.21 -.27
Two or More Housing
Problems
1.401* .210 .000 .91 1.89

7. Two or More Housing
Problems
No Housing Problem -2.139* .194 .000 -2.59 -1.68
One Housing Problem -1.401* .210 .000 -1.89 -.91
*. The mean difference is significant at the 0.05 level.
MODULE 3: LEARNING RESOURCES
Required Readings
Fullan, M. (2016). The new meaning of educational change (5th
ed.). New York, NY: Teachers College Press.
Chapter 4, “Initiation, Implementation, and Continuation” (pp.
54–81)
Chapter 6, “The Teacher” (pp. 97–122)
Chapter 10, “The District Administrator” (pp. 177–208)
Gurley, D.K., Peters, G.B., & Collins, L. (2015).
Mission, vision, values, and goals: An exploration of
key organizational statements and daily practice in schools
Links to an external site.. J
ournal of Educational Change, 16(2), 217-242.
doi:10.1007/s10833-014-9229-x
Day, C., Gu, Q, & Sammons, P. (2016).
The impact of leadership on student outcomes: How
successful school leaders use transformational and instructional
strategies to make a difference
Links to an external site..
Educational Administration Quarterly, 52(2), 221-258.
doi:10.1177/0013161X15616863

8. Adams, C. M., & Miskell, R. C. (2016).
Teacher trust in district administration: A promising
link of inquiry.
Links to an external site.Journal of Leadership for
Effective and Equitable Organizations, 52(4), 1-32. doi:
10.1177/0013161X16652202
Covey, S. (2009).
How the best leaders build trust
Links to an external site.. LeadershipNow. Retrieved
from http://www.leadershipnow.com/CoveyOnTrust.html
Giancola, S. (2014).
Evaluation matters: Getting the information you need
from your evaluation.
Links to an external site. U.S. Department of
Education. Retrieved from
https://www2.ed.gov/about/offices/list/oese/sst/evaluationmatter
s.pdf
Note: This resource is an essential guide for the completion of
the Course Project. Be sure to read it for your work in this
module, and refer to it often as you complete your Course
Project.
Peurach, D.J., Glazer, J.L, Winchell Lenhoff, S. (2016).
The developmental evaluation of school improvement
networks.
Links to an external site.Educational Policy, 30(4),
606-648. doi:10.1177/0895904814557592
Required Media
Grand City Community
Go to the
Grand City Community
Links to an external site.and click into City Hall to

9. review the following for this module:
Walden University, LLC. (Producer). (2016b). Grand City
education and demographic data files [PDF]. Baltimore, MD:
Author.
Module 3 Discussion 2
STRATEGIES FOR STAKEHOLDER TRUST IN CHANGE
Reversing the trend of dissatisfaction and disengagement must
be at the heart of any serious reform effort. "
- Fullan, 2016, p. 97
Imagine you have just taken on the role as leader of an
educational program in your specialization and have been told
to implement a change process that is part of a district
initiative. As a new leader, you have yet to establish trust with
your colleagues, so that when you start to implement the
initiative, you are surprised to get immediate push back from
your colleagues. How might you work to shift your colleagues’
dissatisfaction and disengagement and support them in their
roles as change agents? What leadership strategies would win
the trust of your colleagues and help them see the merits of the
initiative?
For this Discussion, you will analyze evidence-based strategies
to establish stakeholder trust and buy-in for change and
counteract resistance to change.
To prepare:
· Review the assigned chapters in the Fullan (2016) text.
Consider the difference between adopting an innovative
program, the complexity of actually implementing it, and why
stakeholders resist change.
· Read the Gurley, Peters, & Collins (2015); Day, Gu, &
Sammons (2016); Covey (2009); and Adams & Miskell (2016)
articles. Think about the process of initiating and implementing
change, the influence of leadership on change, and how to gain

10. buy-in and trust from stakeholders throughout the change
process.
· Reflect on experiences you have had in your professional
practice where staff were resistant to a change in your
specialization. What attempts were made by leadership to
establish trust and buy-in for the change? What strategies were
(or were not) used when staff members refused or pushed back
during implementation? As a leader, what strategies would you
have employed?
· Research evidence-based strategies for establishing trust and
buy-in from staff prior to implementing change and for
supporting staff when they resist changes during
implementation.
Assignment Task Part 1
Write a 1 ½ page explanation of the following:
· Background information on an experience from your
professional practice (I work in a Head Start Agency) where
staff were resisting a change in a program or practice in your
specialization (My specialization is Early childhood education)
· At least two strategies you would have used to establish trust
and buy-in from the staff prior to implementing the change.
Provide a research-supported rationale for your selected
strategies.
· At least two strategies you would have employed when staff
members refused or pushed back during implementation of the
change process. Provide a research-supported rationale for your
selected strategies.
For this Discussion, and all scholarly writing in this course and
throughout your program, you will be required to use APA style
and provide reference citations.
Assignment Task Part 2
Read a selection of your colleagues’ posts.
Respond to at least

11. two colleagues in
150 words posts each :
· by offering an additional strategy for trust and buy-in and for
when staff refuse
· or push back during implementation of the change process.
Explain how the strategies would have supported leadership in
your colleagues’ experience.
· Be sure to support your response with reference to the
Learning Resources, research, and/or your personal experiences.