The Erwin Montessori School implemented a discipline change using the Redirecting Children's Behavior (RCB) approach to develop students' life skills and responsibility. The leadership team led the change process by providing RCB workshops for faculty and parents. They monitored the implementation and evaluated the results. Initially, some faculty resisted the change due to concerns it was not sustainable or would reduce their status. The leadership team addressed resistance through additional training, examples, and accountability. They determined the change process was successful because it maintained a clear vision and plan, improved communication, and engaged faculty. Moving forward, the school aims to fully integrate the new disciplinary approach into its culture.

1. Discipline Change in a Learning Organization Erwin Montessori School Deveise Gregory Organizations, Innovation, and Change Dr. Leslie Bedford August 15, 2010

2. Erwin Montessori School Mission Statement: Every student will become an independent life long learner, will grow in social graces, and will attain inner discipline and joy– the birthright of every human being.

3. Formal Structure Principal Guidance Counselor and Curriculum Facilitator Teachers Assistant Teachers Support Staff

4. Achievement Self-actualizing Humanistic-encouraging Affiliative Erwin Culture Four Characteristics of a Constructive Culture

5. Structural Human Resource Political Symbolic Erwin Leadership Four Frames of Leadership

6. Aldys Capers Assistant Teacher Leadership Team Member Reason for Discipline change

7. Implementation of a Discipline change Redirecting Children’s Behavior (RCB) “Introduced theories for the faculty to understand the behaviors of the children and seek solutions to develop life skills and responsibility based in Montessori philosophy” (Kvols & Riedler, 1997).

8. Principal Rules for Effective Communication Concreteness Understanding Credibility Small steps when necessary Reasonableness Repetition Reinforcement During the Change

9. Causes of Resistance Response to Resistance Belief that the change is not sustainable Loss of status and/or power Fundamental skepticism of change Parent RCB workshops were implemented Workshops were mandatory for faculty Examples, staff meetings, and additional workshops Resistance to discipline change

10. Sustaining The Discipline Change Leadership Team Supervision of the plan and vision Monitoring the change process Written Evaluations Recommended Crisis, Prevention, and Intervention (CPI) workshop for August 2010

12. Communication was concrete, clear, and concise

13. Faculty members were held accountable

16. “At Erwin, the process of learning between faculty and students is through an exchange of information that is respected and encouraged.” reflection and Conclusion -- AldysCapers, assistant teacher

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