The document discusses the process of implementing educational innovations. It describes three broad phases: initiation, which involves deciding to adopt a change; implementation, involving the first experiences putting the change into practice; and continuation, whether the change becomes incorporated into the system long-term. Many factors influence implementation, including the characteristics of the innovation itself (need, clarity, complexity), local factors (district, community, principal, teachers), and external factors (state/federal policies). Successful implementation depends on relevance, readiness of the organization in terms of capacity and skills, and sufficient resources being available throughout the process.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
This document discusses strategies for creating sustainable change in schools. It outlines five key steps: 1) Conducting an assessment of the school's current state using both leading and lagging indicators to identify root causes preventing goal achievement. 2) Creating a strategic plan focused on the identified needs. 3) Building knowledge and skills through professional development. 4) Implementing the changes outlined in the plan. 5) Monitoring progress and making adjustments as needed based on ongoing data collection. Effective school leadership and ongoing feedback are critical to guiding sustainable improvement efforts.
Version 6 Intro, Value & Methodology & ConclusionEDP125
Action research is a reflective process used by educators to systematically study their own practices and address problems in schools. It involves teachers collaboratively examining their practices, developing and implementing solutions, and assessing the results. The key aspects of action research include commitment, collaboration, identifying concerns, considering different perspectives, and enacting changes. It bridges the gap between theory and practice by directly observing real problems and acknowledging teachers' daily needs. Action research enhances teacher empowerment, professional growth, and positive classroom relationships by identifying and solving problems through a cyclical process of planning, acting, observing, and reflecting.
Equity-Efficiency-Effectiveness through Assessment Levers - 1-23-15Peter Hofman
This document discusses how assessment practices can play an essential role in achieving deeper learning and equity for all students. It argues that four key levers related to assessment are needed: 1) ensuring accessibility of instructional materials for all students, 2) improving educators' assessment literacy, 3) using formative assessment practices, and 4) implementing curriculum-embedded performance assessments. The document claims that making fundamental changes to incorporate these four levers of assessment is essential for improving educational outcomes efficiently and effectively, especially for lower-performing students and reducing achievement gaps.
The document discusses an illuminative/responsive approach to evaluating an English as a foreign language (EFL) learning support program (LSP) in Greece. It describes a 4-step evaluation process: 1) Preparing stakeholders, 2) Identifying the program setting, 3) Sharing, observing, and seeking feedback, and 4) Reviewing, reflecting, and remedying issues. The evaluation aims to foster autonomous learning and involvement of all stakeholders at each step. It is argued that this participatory, formative approach can help programs improve, build ownership among stakeholders, and make evaluation less opposed in the Greek educational system.
Identifying and Serving Students with Behavior Problemsfiegent
The document discusses identifying and serving students with behavior problems. It describes the process of assessing student needs, determining appropriate intervention levels using response to intervention (RTI) and school-wide positive behavior support (SWPBS) frameworks. These include universal, targeted, and intensive supports matched to student response. The document also examines evidence-based practices, legislation affecting student behavior, definitions of emotional/behavioral disorders, and the process of identifying and placing students in appropriate educational environments.
Formative assessment and contingency in the regulation of learning processes ...Iris Medrano
This document discusses the origins and definitions of formative assessment. It begins by exploring different perspectives on the relationship between instruction and learning. It then reviews the origins of formative assessment, tracing it back to Michael Scriven in 1967 and Benjamin Bloom in 1969. The document examines debates around defining formative assessment, looking at perspectives from Black and Wiliam, Sadler, the Assessment Reform Group, and others. It proposes a definition of formative assessment as any assessment that is used to make decisions about next steps in instruction that are likely to improve learning outcomes compared to decisions made without the assessment evidence.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
This document discusses strategies for creating sustainable change in schools. It outlines five key steps: 1) Conducting an assessment of the school's current state using both leading and lagging indicators to identify root causes preventing goal achievement. 2) Creating a strategic plan focused on the identified needs. 3) Building knowledge and skills through professional development. 4) Implementing the changes outlined in the plan. 5) Monitoring progress and making adjustments as needed based on ongoing data collection. Effective school leadership and ongoing feedback are critical to guiding sustainable improvement efforts.
Version 6 Intro, Value & Methodology & ConclusionEDP125
Action research is a reflective process used by educators to systematically study their own practices and address problems in schools. It involves teachers collaboratively examining their practices, developing and implementing solutions, and assessing the results. The key aspects of action research include commitment, collaboration, identifying concerns, considering different perspectives, and enacting changes. It bridges the gap between theory and practice by directly observing real problems and acknowledging teachers' daily needs. Action research enhances teacher empowerment, professional growth, and positive classroom relationships by identifying and solving problems through a cyclical process of planning, acting, observing, and reflecting.
Equity-Efficiency-Effectiveness through Assessment Levers - 1-23-15Peter Hofman
This document discusses how assessment practices can play an essential role in achieving deeper learning and equity for all students. It argues that four key levers related to assessment are needed: 1) ensuring accessibility of instructional materials for all students, 2) improving educators' assessment literacy, 3) using formative assessment practices, and 4) implementing curriculum-embedded performance assessments. The document claims that making fundamental changes to incorporate these four levers of assessment is essential for improving educational outcomes efficiently and effectively, especially for lower-performing students and reducing achievement gaps.
The document discusses an illuminative/responsive approach to evaluating an English as a foreign language (EFL) learning support program (LSP) in Greece. It describes a 4-step evaluation process: 1) Preparing stakeholders, 2) Identifying the program setting, 3) Sharing, observing, and seeking feedback, and 4) Reviewing, reflecting, and remedying issues. The evaluation aims to foster autonomous learning and involvement of all stakeholders at each step. It is argued that this participatory, formative approach can help programs improve, build ownership among stakeholders, and make evaluation less opposed in the Greek educational system.
Identifying and Serving Students with Behavior Problemsfiegent
The document discusses identifying and serving students with behavior problems. It describes the process of assessing student needs, determining appropriate intervention levels using response to intervention (RTI) and school-wide positive behavior support (SWPBS) frameworks. These include universal, targeted, and intensive supports matched to student response. The document also examines evidence-based practices, legislation affecting student behavior, definitions of emotional/behavioral disorders, and the process of identifying and placing students in appropriate educational environments.
Formative assessment and contingency in the regulation of learning processes ...Iris Medrano
This document discusses the origins and definitions of formative assessment. It begins by exploring different perspectives on the relationship between instruction and learning. It then reviews the origins of formative assessment, tracing it back to Michael Scriven in 1967 and Benjamin Bloom in 1969. The document examines debates around defining formative assessment, looking at perspectives from Black and Wiliam, Sadler, the Assessment Reform Group, and others. It proposes a definition of formative assessment as any assessment that is used to make decisions about next steps in instruction that are likely to improve learning outcomes compared to decisions made without the assessment evidence.
Measurement and evaluation are essential in education to determine if students are learning and progressing. Without assessing students' knowledge and abilities through tests, assignments, and evaluations, teachers do not know what students understand, where they struggle, and what their needs are. Evaluation identifies students' strengths and weaknesses so teachers can enhance their skills or provide remediation where needed. It also motivates students by showing them their progress and encourages them to work harder. Overall, measurement and evaluation are critical tools for teachers, schools, parents, and administrators to effectively guide teaching and learning.
The document discusses research on the impact and effectiveness of teachers. It summarizes several key studies:
1) Studies show that high-quality teachers can have long-term positive impacts on students' outcomes beyond test scores, such as earnings and college attendance. However, precisely evaluating a teacher's impact is difficult.
2) A Tennessee study found that students assigned to more experienced teachers had higher earnings, and those in smaller classes were more likely to attend college.
3) A larger study linking teacher value-added scores to student outcomes as adults found students assigned higher-VA teachers were more likely to attend college, earn more, live in better neighborhoods, and less likely to become pregnant as teens.
4
This document discusses trends and issues in education for mathematical sciences. It begins by noting the consensus that educating children is key to economic development, but that rural-urban disparities in education performance remain a problem in developing countries despite government efforts. The document then examines differences in academic achievement between rural and urban students in Malaysia. It identifies family factors like parental education levels and encouragement, as well as teacher quality as influencing rural student performance. Effective teachers are described as loving teaching, demonstrating care for students, and having strong content knowledge.
- The University of North Carolina at Chapel Hill Eshelman School of Pharmacy transitioned its student services office into a comprehensive student affairs office to better serve both graduate and professional students (Phase 1).
- They obtained administrative approval and support, negotiated resources, and developed a new organizational model through collaboration with stakeholders (Phase 2).
- Phase 3 launched the new Office of Student Affairs, including hiring staff, developing workflows, and incorporating strategic planning and assessment into the new comprehensive model. This allowed for improved programming, services, and a greater sense of community for both graduate and professional students.
The document provides an overview of key findings from student engagement surveys conducted as part of the Learning Frontiers initiative in Australia. Some key findings include:
- Around 15% of students report often feeling bored at school and not liking school.
- 38% say they don't often think about lessons once they are over or care about school anymore.
- Engagement appears to decrease with age, as older students are less likely to be engaged.
- A factor analysis showed students generally fall into two groups - those with positive or negative experiences and feelings toward school.
The document discusses formative assessment and its potential to raise student achievement standards. It summarizes research showing that:
1) Improving formative assessment through activities that provide feedback to teachers and students leads to significant learning gains, as evidenced by numerous studies with controlled experiments over many subjects and age groups.
2) There is room for improvement in formative assessment practices, as current policies often treat classrooms as "black boxes" without addressing what happens inside.
3) Research provides evidence on how to improve formative assessment through professional development that builds on good practices already in use by teachers.
The document discusses the CIPP model for curriculum evaluation developed by Daniel Stufflebeam. The CIPP model guides evaluators and stakeholders in systematically assessing a curriculum at four stages: context, input, process, and product. Context evaluation involves analyzing needs and goals. Input evaluation considers resources and design. Process evaluation monitors implementation. Product evaluation judges outcomes against anticipated results to determine if the curriculum should continue, be modified, or discontinued. The model helps answer four questions: what should we do, how should we do it, are we doing it as planned, and did the program work.
This document discusses effective approaches to student discipline. It summarizes that zero tolerance policies that rely on suspension and expulsion have been shown to be ineffective and counterproductive. Instead, it advocates for positive discipline strategies focused on increasing desirable behaviors through reinforcement, supportive relationships, and addressing the underlying causes of misbehavior. These approaches benefit all students by improving school climate and safety while still addressing disciplinary issues. The document also discusses the use of alternative educational settings and interventions for students with more serious behavioral problems as required by the Individuals with Disabilities Education Act.
This document discusses the need to rebalance assessment in education by placing more emphasis on formative and performance assessments rather than high-stakes standardized tests. It argues that the current over-reliance on standardized tests to drive accountability narrowly focuses teaching and learning on basic skills and factual recall, diminishing student engagement and motivation. The document calls for a new approach centered around curriculum-embedded performance assessments that provide opportunities for learning, formative feedback, and summative evaluation. These assessments could better facilitate deeper learning skills and be used to measure student outcomes in a state accountability system.
The document discusses improving the impact and effectiveness of continuing medical education (CME). It notes that passive learning approaches are generally not effective and interactive CME with feedback is more likely to change physician performance. The document advocates moving from passive to performance-based CME and providing opportunities for practice and feedback. It provides strategies for CME providers to focus on clinical problems, learning stages, and start with desired outcomes in mind.
The Effectiveness of an Intervention Designed to Increase the PosRikki Wheatley
This document summarizes a study that evaluated the effectiveness of two interventions for training after-school instructors to increase their positive to negative interaction ratio (PN ratio) with students. Four instructors were randomly assigned to either a workshop training group or a workshop plus coaching group. The workshop training consisted of a didactic presentation, while the coaching group additionally received modeling, role-playing, and feedback. Instructor and student behaviors were observed and coded during homework time. The study found that instructors in the coaching group increased their positive interactions and PN ratios, while those in the workshop-only group did not improve. Student engagement increased and off-task behavior decreased in classrooms where instructor PN ratios improved with coaching. The results
Action research is a practical approach to addressing problems in professional settings like education through a cyclical process of identifying issues, planning and taking action, observing the results, and reflecting to improve practices. It aims to gather evidence to help solve specific problems through research conducted in the setting where the issues exist. The key steps involve identifying problems, analyzing causes, formulating hypotheses for solutions to test, designing tests of hypotheses, and drawing conclusions to modify practices and solve problems. While action research can improve situations, limitations include the time required and that results may not be generalizable to other contexts.
This document discusses human resource management (HRM). It defines HRM as the process of recruiting, selecting, training, and developing employees. The core elements of HRM are organization, people, and management. Some key functions of HRM include personnel management, employee welfare, and industrial relations. HRM aims to achieve organizational goals as well as individual and societal goals. It involves both managerial functions like planning and organizing as well as operational functions like recruitment, training, compensation, and employee separation. The roles of an HRM manager include being a humanitarian, counselor, mediator, spokesperson, problem solver, and change agent. The document also discusses how HRM principles apply specifically in a school setting.
1. The document discusses action research, which aims to help teachers and administrators improve their work by researching problems in their local setting.
2. Action research focuses on immediate, practical problems and solutions rather than developing broad theories. It involves practitioners researching their own practices.
3. The key aspects of action research covered include its objectives, characteristics, steps, advantages, and limitations. The overall importance of action research is that it can help improve the teaching and learning process.
This document outlines an orientation leader training that covers several topics related to student development theory. It discusses the purpose of higher education and developing students holistically across biological, cognitive, and psychosocial domains. Formal theories covered include Baxter Magolda's theory of self-authorship and its four phases. Informal theories are also discussed. The training emphasizes using student development theory to better understand students and serve them through orientation.
Action research is a practical approach to improving professional practices through a cyclical process of identifying problems, planning and implementing solutions, observing the results, and reflecting on lessons learned. It aims to gather evidence to address specific problems in the settings where research is conducted. The document outlines the objectives, steps, and limitations of action research, noting that it involves careful monitoring of planned changes, collaboration, and use of both quantitative and qualitative methods to draw conclusions and modify practices.
The Impact of Smaller Learning Communities on Closing the Achievement Gaps am...William Kritsonis
This document provides an overview of a dissertation proposal that examines the impact of smaller learning communities (SLCs) on closing achievement gaps among student populations in Texas high schools. The purpose is to determine if SLCs increase academic achievement, attendance, and graduation rates compared to traditional high schools. The proposal outlines the conceptual framework, research questions, methodology, and literature review that will be used to conduct the study.
Dr. William Allan Kritsonis - (Excellent) - DISCIPLINE FROM AN ADMINISTRATOR'...William Kritsonis
1. The document discusses discipline from an administrator's perspective, noting that administrators spend most of their time dealing with disciplinary issues.
2. It provides guidance for teachers on handling disciplinary issues in the classroom before escalating them to administrators. Teachers are encouraged to establish clear rules and respond respectfully to misbehavior.
3. The document also gives recommendations for administrators on supporting teachers' disciplinary efforts, following proper procedures, and ensuring students' due process rights are protected. The goal is to have a disciplinary process that reduces conflict between teachers and administrators.
Dr. Kritsonis is a professor who has had an extensive career in education, publishing over 600 articles and books. He founded several academic journals and has mentored many doctoral students.
This article discusses an assessment of the effectiveness of strategic e-mentoring in improving self-efficacy and retention of alternatively certified novice teachers in an inner city school district. The study is important because research shows teachers with higher self-efficacy are more effective in the classroom. They are more innovative, open to student ideas, and able to motivate students to learn. The purpose is to understand how developing self-efficacy affects high attrition rates among these teachers. Social learning theory and adult learning theory provide frameworks. Data was collected using Bandura's Teacher Efficacy Scale to measure self-efficacy before and after e-mentoring interventions. The results can help educators better prepare and support alternatively certified novice teachers.
Measurement and evaluation are essential in education to determine if students are learning and progressing. Without assessing students' knowledge and abilities through tests, assignments, and evaluations, teachers do not know what students understand, where they struggle, and what their needs are. Evaluation identifies students' strengths and weaknesses so teachers can enhance their skills or provide remediation where needed. It also motivates students by showing them their progress and encourages them to work harder. Overall, measurement and evaluation are critical tools for teachers, schools, parents, and administrators to effectively guide teaching and learning.
The document discusses research on the impact and effectiveness of teachers. It summarizes several key studies:
1) Studies show that high-quality teachers can have long-term positive impacts on students' outcomes beyond test scores, such as earnings and college attendance. However, precisely evaluating a teacher's impact is difficult.
2) A Tennessee study found that students assigned to more experienced teachers had higher earnings, and those in smaller classes were more likely to attend college.
3) A larger study linking teacher value-added scores to student outcomes as adults found students assigned higher-VA teachers were more likely to attend college, earn more, live in better neighborhoods, and less likely to become pregnant as teens.
4
This document discusses trends and issues in education for mathematical sciences. It begins by noting the consensus that educating children is key to economic development, but that rural-urban disparities in education performance remain a problem in developing countries despite government efforts. The document then examines differences in academic achievement between rural and urban students in Malaysia. It identifies family factors like parental education levels and encouragement, as well as teacher quality as influencing rural student performance. Effective teachers are described as loving teaching, demonstrating care for students, and having strong content knowledge.
- The University of North Carolina at Chapel Hill Eshelman School of Pharmacy transitioned its student services office into a comprehensive student affairs office to better serve both graduate and professional students (Phase 1).
- They obtained administrative approval and support, negotiated resources, and developed a new organizational model through collaboration with stakeholders (Phase 2).
- Phase 3 launched the new Office of Student Affairs, including hiring staff, developing workflows, and incorporating strategic planning and assessment into the new comprehensive model. This allowed for improved programming, services, and a greater sense of community for both graduate and professional students.
The document provides an overview of key findings from student engagement surveys conducted as part of the Learning Frontiers initiative in Australia. Some key findings include:
- Around 15% of students report often feeling bored at school and not liking school.
- 38% say they don't often think about lessons once they are over or care about school anymore.
- Engagement appears to decrease with age, as older students are less likely to be engaged.
- A factor analysis showed students generally fall into two groups - those with positive or negative experiences and feelings toward school.
The document discusses formative assessment and its potential to raise student achievement standards. It summarizes research showing that:
1) Improving formative assessment through activities that provide feedback to teachers and students leads to significant learning gains, as evidenced by numerous studies with controlled experiments over many subjects and age groups.
2) There is room for improvement in formative assessment practices, as current policies often treat classrooms as "black boxes" without addressing what happens inside.
3) Research provides evidence on how to improve formative assessment through professional development that builds on good practices already in use by teachers.
The document discusses the CIPP model for curriculum evaluation developed by Daniel Stufflebeam. The CIPP model guides evaluators and stakeholders in systematically assessing a curriculum at four stages: context, input, process, and product. Context evaluation involves analyzing needs and goals. Input evaluation considers resources and design. Process evaluation monitors implementation. Product evaluation judges outcomes against anticipated results to determine if the curriculum should continue, be modified, or discontinued. The model helps answer four questions: what should we do, how should we do it, are we doing it as planned, and did the program work.
This document discusses effective approaches to student discipline. It summarizes that zero tolerance policies that rely on suspension and expulsion have been shown to be ineffective and counterproductive. Instead, it advocates for positive discipline strategies focused on increasing desirable behaviors through reinforcement, supportive relationships, and addressing the underlying causes of misbehavior. These approaches benefit all students by improving school climate and safety while still addressing disciplinary issues. The document also discusses the use of alternative educational settings and interventions for students with more serious behavioral problems as required by the Individuals with Disabilities Education Act.
This document discusses the need to rebalance assessment in education by placing more emphasis on formative and performance assessments rather than high-stakes standardized tests. It argues that the current over-reliance on standardized tests to drive accountability narrowly focuses teaching and learning on basic skills and factual recall, diminishing student engagement and motivation. The document calls for a new approach centered around curriculum-embedded performance assessments that provide opportunities for learning, formative feedback, and summative evaluation. These assessments could better facilitate deeper learning skills and be used to measure student outcomes in a state accountability system.
The document discusses improving the impact and effectiveness of continuing medical education (CME). It notes that passive learning approaches are generally not effective and interactive CME with feedback is more likely to change physician performance. The document advocates moving from passive to performance-based CME and providing opportunities for practice and feedback. It provides strategies for CME providers to focus on clinical problems, learning stages, and start with desired outcomes in mind.
The Effectiveness of an Intervention Designed to Increase the PosRikki Wheatley
This document summarizes a study that evaluated the effectiveness of two interventions for training after-school instructors to increase their positive to negative interaction ratio (PN ratio) with students. Four instructors were randomly assigned to either a workshop training group or a workshop plus coaching group. The workshop training consisted of a didactic presentation, while the coaching group additionally received modeling, role-playing, and feedback. Instructor and student behaviors were observed and coded during homework time. The study found that instructors in the coaching group increased their positive interactions and PN ratios, while those in the workshop-only group did not improve. Student engagement increased and off-task behavior decreased in classrooms where instructor PN ratios improved with coaching. The results
Action research is a practical approach to addressing problems in professional settings like education through a cyclical process of identifying issues, planning and taking action, observing the results, and reflecting to improve practices. It aims to gather evidence to help solve specific problems through research conducted in the setting where the issues exist. The key steps involve identifying problems, analyzing causes, formulating hypotheses for solutions to test, designing tests of hypotheses, and drawing conclusions to modify practices and solve problems. While action research can improve situations, limitations include the time required and that results may not be generalizable to other contexts.
This document discusses human resource management (HRM). It defines HRM as the process of recruiting, selecting, training, and developing employees. The core elements of HRM are organization, people, and management. Some key functions of HRM include personnel management, employee welfare, and industrial relations. HRM aims to achieve organizational goals as well as individual and societal goals. It involves both managerial functions like planning and organizing as well as operational functions like recruitment, training, compensation, and employee separation. The roles of an HRM manager include being a humanitarian, counselor, mediator, spokesperson, problem solver, and change agent. The document also discusses how HRM principles apply specifically in a school setting.
1. The document discusses action research, which aims to help teachers and administrators improve their work by researching problems in their local setting.
2. Action research focuses on immediate, practical problems and solutions rather than developing broad theories. It involves practitioners researching their own practices.
3. The key aspects of action research covered include its objectives, characteristics, steps, advantages, and limitations. The overall importance of action research is that it can help improve the teaching and learning process.
This document outlines an orientation leader training that covers several topics related to student development theory. It discusses the purpose of higher education and developing students holistically across biological, cognitive, and psychosocial domains. Formal theories covered include Baxter Magolda's theory of self-authorship and its four phases. Informal theories are also discussed. The training emphasizes using student development theory to better understand students and serve them through orientation.
Action research is a practical approach to improving professional practices through a cyclical process of identifying problems, planning and implementing solutions, observing the results, and reflecting on lessons learned. It aims to gather evidence to address specific problems in the settings where research is conducted. The document outlines the objectives, steps, and limitations of action research, noting that it involves careful monitoring of planned changes, collaboration, and use of both quantitative and qualitative methods to draw conclusions and modify practices.
The Impact of Smaller Learning Communities on Closing the Achievement Gaps am...William Kritsonis
This document provides an overview of a dissertation proposal that examines the impact of smaller learning communities (SLCs) on closing achievement gaps among student populations in Texas high schools. The purpose is to determine if SLCs increase academic achievement, attendance, and graduation rates compared to traditional high schools. The proposal outlines the conceptual framework, research questions, methodology, and literature review that will be used to conduct the study.
Dr. William Allan Kritsonis - (Excellent) - DISCIPLINE FROM AN ADMINISTRATOR'...William Kritsonis
1. The document discusses discipline from an administrator's perspective, noting that administrators spend most of their time dealing with disciplinary issues.
2. It provides guidance for teachers on handling disciplinary issues in the classroom before escalating them to administrators. Teachers are encouraged to establish clear rules and respond respectfully to misbehavior.
3. The document also gives recommendations for administrators on supporting teachers' disciplinary efforts, following proper procedures, and ensuring students' due process rights are protected. The goal is to have a disciplinary process that reduces conflict between teachers and administrators.
Dr. Kritsonis is a professor who has had an extensive career in education, publishing over 600 articles and books. He founded several academic journals and has mentored many doctoral students.
This article discusses an assessment of the effectiveness of strategic e-mentoring in improving self-efficacy and retention of alternatively certified novice teachers in an inner city school district. The study is important because research shows teachers with higher self-efficacy are more effective in the classroom. They are more innovative, open to student ideas, and able to motivate students to learn. The purpose is to understand how developing self-efficacy affects high attrition rates among these teachers. Social learning theory and adult learning theory provide frameworks. Data was collected using Bandura's Teacher Efficacy Scale to measure self-efficacy before and after e-mentoring interventions. The results can help educators better prepare and support alternatively certified novice teachers.
Dr. William Allan Kritsonis & Dr. Clarence Johnson - NATIONAL FORUM JOURNALSWilliam Kritsonis
This study analyzed the cognitive and metacognitive mathematical problem solving skills of 67 African American third and fourth grade students using the Evaluation and Prediction Assessment (EPA 2000). The results showed the students had somewhat low metacognitive prediction and evaluation skills. The students also performed lower on multi-sentence word problems involving contextual information, mental visualization, and selecting relevant information compared to simple computational problems. Therefore, these students would benefit from targeted math instruction on multi-sentence word problems and developing their ability to predict strategies and reflect on solutions.
Dr. William Allan Kritsonis - Discrimination in Employment PPT.William Kritsonis
The document discusses discrimination in employment and the laws that prohibit it. It defines direct and indirect discrimination and outlines several important acts and laws that make employment discrimination illegal, including Title VII of the Civil Rights Act of 1964, the Age Discrimination in Employment Act of 1967, the Civil Rights Act of 1972, the Pregnancy Discrimination Act of 1978, and the Americans with Disabilities Act. It also summarizes several important Supreme Court cases related to employment discrimination. Finally, it discusses the importance of continued enforcement of anti-discrimination laws.
Dr. William Allan Kritsonis, Dissertation Chair for Monica G. Williams, Disse...William Kritsonis
This document summarizes Monica Georgette Williams' doctoral dissertation defense on the engagement levels of Historically Black College and University leaders in entrepreneurialism through fundraising. The dissertation examined the entrepreneurial orientation of public HBCU leaders and how that relates to the revenue-generating activities and financial stability of their institutions. The methodology involved an online questionnaire distributed to HBCU presidents and chief development officers. Major findings included common entrepreneurial traits among highly successful fundraisers and a connection between education levels and fundraising success. Conclusions determined that private fundraising is critical to HBCU survival given declines in public funding.
Ch. 2 History of American Schooling - Dr. William Allan KritsonisWilliam Kritsonis
The document provides an overview of the history of American schooling. It discusses the European foundations of education in ancient Greece and Rome, as well as the different systems that emerged in the colonial American regions of New England, the Middle Colonies, and the Southern Colonies. Key developments discussed include the rise of common schools in the 1800s, led by Horace Mann, and the evolution of the high school model in the early 20th century.
This document analyzes zero-tolerance policies in schools and their impact on youth. It discusses how zero-tolerance originated as a law enforcement measure to crack down on drugs and minor crimes. It was later adopted by schools to promote safety but has led to unreasonable punishments for minor infractions. Studies show these policies disproportionately impact minority students and have increased arrests of female students. While some support the policies for preventing violence, others see a need for reform given the detrimental effects.
1. Students have the right to pray, meet for Bible study, and engage in religious speech on campus as long as it doesn't interfere with school activities. The Equal Access Act protects the rights of students to form religious clubs with equal access and treatment.
2. Schools must maintain religious neutrality and cannot promote any specific religion. However, students are allowed to discuss religious topics, distribute religious literature, wear religious clothing, and be excused from activities that violate their religious beliefs.
3. Both students and teachers retain their constitutional rights of free speech and assembly while on school grounds according to the Tinker v. Des Moines ruling.
ADMN 5023 Public School Law - Dr. William Allan KritsonisWilliam Kritsonis
This document outlines the course details and requirements for ADMN 5023 Public School Law. The key points are:
- The course is taught by Dr. William Kritsonis and meets on Tuesdays from 5:30-8:20 PM at the Northwest Campus.
- Students will learn about legal principles that apply to public education. Assessment includes exams, group papers, individual assignments on virtues and reading, and a portfolio.
- The goals are for students to acquire legal knowledge to carry out administrative responsibilities and prepare for the TExES exam for certification.
- Students pursuing certification must contact the teacher certification office and study 5 hours per week using provided materials.
Lunenburg, fred c[1]. substitutes for leadership theory focus v4 n1 2010William Kritsonis
The document discusses the theory of substitutes for leadership. It proposes that leadership matters most when certain substitutes are not present, including individual skills/abilities, job design factors, and organizational structure features. When substitutes are present, such as self-directed work teams, autonomous work groups, self-leadership, and some reward systems, they can reduce the importance of instrumental and supportive leadership. However, substitutes will not completely replace leaders. The document uses university faculty as an example of a work group where substitutes for leadership are common.
This document summarizes an article from the Doctoral Forum journal that discusses Ayn Rand's philosophy of Objectivism as presented in her novel Atlas Shrugged and other works. The article argues that selfishness is not inherently negative, and that there are times when being selfish is necessary and expected, such as when working to one's full potential or being self-reliant. It analyzes several concepts from Objectivism like rationality, responsibility, and individualism versus collectivism to support the position that selfishness can be virtuous when the purpose is personal achievement and productivity.
Dr. William Allan Kritsonis - Religion Rights of Teachers in the School Envir...William Kritsonis
The document discusses the religious rights of teachers and students in public school environments. It summarizes that schools cannot promote or inhibit any particular religion under the First Amendment. Schools must protect students' religious freedoms while remaining neutral on religious matters. The document provides guidance on how teachers can discuss religion in an academic rather than devotional manner, and gives examples of how religious topics could be discussed in elementary and secondary classrooms when serving legitimate educational purposes.
Dr. Wm. A. Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
Dr. Wm. A. Kritsonis, National FORUM Journals, www.nationalforum.com
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Lunenburg, fred c compliance theory and organizational effectivenes ijsaid v1...William Kritsonis
Compliance theory classifies organizations based on the type of power they use to direct members (coercive, utilitarian, or normative) and the resulting involvement of members (alienative, calculative, or moral). Most organizations emphasize one type of power-involvement combination: coercive-alienative, utilitarian-calculative, or normative-moral. Schools tend to be normative organizations, so oppressive use of coercive or utilitarian power with teachers and students can reduce effectiveness. While organizations may use multiple types of power, emphasizing two at once can neutralize their effects.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS - www.n...William Kritsonis
This document summarizes research on the synthetic drug K2, also known as synthetic marijuana. It describes how K2 was created by chemist John Huffman to mimic the effects of THC, the active ingredient in marijuana. While K2 produces similar highs to marijuana, it is more potent and dangerous due to unknown toxins. The document reports on a study that surveyed 246 college students about their knowledge and use of K2. It found most students were unaware of K2 or its dangers, though a small number had tried it. Signs experienced by friends included slowed movement, dizziness and hallucinations. The summary concludes by proposing areas for further study.
The document discusses the process of implementing innovations in education. It describes three broad phases: initiation, implementation, and continuation. The initiation phase involves deciding to adopt a change. Implementation involves putting the change into practice. Continuation refers to whether the change becomes embedded long-term. Key factors that influence implementation are the characteristics of the change (need, clarity, complexity), local factors (district, community, principal, teachers), and external factors (state, federal agencies). Successful implementation depends on relevance, readiness, and resources at the local level.
The document discusses the process of implementing innovations in education. It describes three broad phases: initiation, implementation, and continuation. The initiation phase involves deciding to adopt a change. Implementation involves putting the change into practice. Continuation refers to whether the change becomes embedded long-term. Key factors that influence implementation are the characteristics of the change (need, clarity, complexity), local factors (district, community, principal, teachers), and external factors (state, federal agencies). Successful implementation depends on relevance, readiness, and resources at the local level.
This document discusses factors that affect educational change and the process of implementing change in schools. It outlines three phases of the change process - initiation, implementation, and continuation. Key factors that influence change include relevance of the change, readiness within the school, and available resources. The implementation process requires vision building, evolutionary planning, empowering teachers, and ongoing staff development and problem solving. External agents and the characteristics of the proposed change also impact whether change initiatives are successfully adopted.
The document discusses the process of implementing educational change and the key factors involved. It outlines Michael Fullan's three phases of change: initiation, implementation, and continuation. Some of the greatest challenges are bridging the gap between theory and practice of change and understanding that what works in one situation may not work in another. Effective change requires relevance to needs, readiness among stakeholders, and adequate resources. Vision building, evolutionary planning, staff empowerment, development and problem solving are also important aspects of successful change implementation.
Dr. W.A. Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
This document describes the Intentional Teaching Model (INTENT), which provides school leaders with a step-by-step method for conducting effective professional development to promote instructional changes. The model has three phases: 1) assessing teachers' beliefs, 2) establishing shared goals and strategies, and 3) iterative action, evaluation, and reformulation of goals. A key factor for success is the school change agent who guides teachers through reflection, goal-setting, and adapting practices while maintaining morale. The change agent adopts coaching and mentoring roles to challenge reluctant teachers in a supportive manner.
Change, Change Models and The Curriculum ed_093313.pptxIbnRasheedOkunmomi
The document discusses curriculum change, models of curriculum change, and the innovation process. It provides an overview of key topics and then discusses them in more detail. Some of the main points covered include:
1. Curriculum change can occur due to factors like changes in social values, knowledge, or education systems. Different types of change include hardware, software, substitution, alteration, addition, and restructuring.
2. Models for curriculum change include the social interaction approach, which emphasizes language development through social exchange, and the linkage approach, which aims to link research to user needs.
3. The innovation process involves identifying needs, developing and testing solutions, and implementing successful solutions more widely. Planning curriculum change requires identifying
Strategies For Change and curriculum implementation.pptxAneeqa Tahir
The document discusses strategies for curriculum change and implementation. It identifies models of change including external models like research, development and diffusion, and internal models like problem-solving and action research. Factors affecting implementation include characteristics of change, local factors, and external influences. Successful implementation requires time, leadership, incentives, collaboration, and addressing teachers' concerns. Strategies include active participation, balancing pressure and support, changing behaviors and beliefs, and ensuring a sense of ownership.
Thank you for the opportunity, but as an AI assistant I do not have the capability to conduct a live teaching demo. My role is to have helpful discussions and provide information to the best of my abilities based on my training. Perhaps we could discuss education, curriculum design or other related topics.
The Intentional Teaching Model (INTENT) is a step-by-step method for school leaders to conduct professional development aimed at promoting instructional changes in teachers. It involves 4 phases: 1) assessing teacher beliefs, 2) setting goals for instructional changes, 3) implementing changes and evaluating success, and 4) sustaining changes. Critical factors for the change agent leading this include addressing teacher beliefs, supporting implementation through small goals and feedback, and facilitating collaboration through group discussions and observations. When implemented effectively with attention to these factors, INTENT can help schools develop intentional teachers and improve student achievement.
Curriculum change is driven by various factors including technological advances, community needs, political conditions, and global transformations. There are different types of curriculum change such as substitution, alteration, perturbation, and restructuring. The process of curriculum change ideally involves five steps - analyzing the current curriculum, expressing program aims, prioritizing resources, implementing changes, and establishing monitoring tools. Some issues that impact curriculum change are political, societal, economic, technological, social diversity, environmental, and other implementation issues related to infrastructure, faculty development, and program coordination.
Curriculum change/ Curriculum Change Process / Issues in Curriculum Change HennaAnsari
Curriculum Change
Concept of Change
Curriculum change or Revision
Forces Driving Changes
Drivers for curriculum change
Factors influencing the Change in Curriculum
Need to Change the Curriculum
Major Types of Curriculum Change
Process of Curriculum change
Stage of curriculum change Process
Various issues in Curriculum change
Curriculum change is driven by various factors including technological advancement, community needs, political and economic conditions, and global transformations. There are different types of curriculum change such as substitution, alteration, perturbation, and restructuring. The process of curriculum change ideally involves five steps - analyzing the current curriculum, expressing program aims, prioritizing resources, implementing changes, and establishing monitoring tools. Some issues that impact curriculum change are political, societal, economic, technological, social diversity, environmental, and other implementation issues related to infrastructure, faculty development, and program organization.
This document discusses Michael Fullan's model of the change process, which includes three overlapping phases: initiation, implementation, and institutionalization.
The initiation phase involves deciding to embark on an innovation and developing commitment. The implementation phase focuses on putting supports in place to make the change happen through time, feedback, and revision. Finally, the institutionalization phase occurs when the innovation becomes part of the regular way of doing things in the organization.
The document provides details on key activities and factors for success for each phase, emphasizing that institutionalization requires the prior phases to be successfully completed and that leaders must develop constancy of purpose to fully implement change over the long term.
Impact of educational changes in management ofguevarra_2000
Educational institutions are constantly undergoing changes. Managing change in schools requires identifying gaps between current and future procedures, developing a change management plan, and ensuring staff understand and accept the changes. Successful implementation of changes requires support from administration, agreement among faculty and staff on needed changes, and collaborative monitoring and problem solving. For changes to have a lasting impact, there must be continuous maintenance including sustained interest, financial support, and leadership to carry the changes forward over time.
This document discusses curriculum implementation and various models of implementation. It defines curriculum as a planned sequence of learning experiences and implementations as how teachers deliver instruction using specified resources. It describes several models of implementation including the Overcoming Resistance to Change Model (ORC) which focuses on gaining teacher advocates and flexibility, the Leadership Obstacle Course Model which treats resistance as problematic, and the Rand Change Agent Model which sees organizational dynamics as barriers. It emphasizes the importance of support, communication and pacing when implementing new curriculums.
This document discusses the process of curriculum change. It notes that change is a constant process that requires time, energy, and resources, and should lead to incremental improvements. Curriculum change is not a single event but an ongoing process that involves developing new skills and feelings around new programs. For curriculum change to be successful, it must be supported by individuals within institutions first before the institutions can change. The document also outlines some of the common feelings people experience during periods of change, as well as factors that can drive the need for curriculum change such as expanding knowledge and societal/economic shifts. It describes different types and stages of curriculum change processes.
UNIT 1 CURRICULUM CHANGE AND ITS CONCEPTS.docxElieser Sheya
The document discusses curriculum change, including its definition, concepts, and drivers. It notes that curriculum change can be defined as efforts to change aims and objectives of teaching according to values, culture, and resources. Key drivers of change include community, technology, politics, economics, and global transformations. There are various types of curriculum change such as empirical, normative-reeducative, and power strategies. The process of curriculum change generally involves five steps: analysis, mission statement, prioritization, implementation, and monitoring. Some issues that can impact curriculum change are political, societal, economic, technological, related to social diversity, environmental, and institutional.
This document discusses the concept of curriculum change and the factors that drive it. It provides information on:
- The constant nature of change and how it leads to improvement through technological advancement and increasing knowledge.
- Key drivers of curriculum change including community needs, technology, political influences, and complexity from various stakeholder demands.
- Features of successful change including it being an ongoing process that requires support from individuals.
- Types of curriculum changes and strategies for implementing changes.
- The need to develop curriculum change through cooperative goal-setting and problem-solving approaches while maintaining open communication.
Class implementation guide Sistema de evaluacion del desempeño docenteLupitagv
The document provides an overview of the CLASS (Classroom Assessment Scoring System) observation tool and framework. It discusses the importance of teacher-child interactions in promoting learning and development. Research has shown interactions are the most important classroom influence on children. CLASS was developed based on large studies to reliably measure interactions. It assesses interactions in domains like emotional support and instructional support. Proper use of CLASS can improve interactions and lead to better child outcomes.
This document discusses curriculum change and innovation. It defines change as embracing concepts like improvement and renewal, while being an incremental process. Innovation is defined as intentional improvements. Curriculum change can be in response to societal or technological factors, and occurs through different strategies like substitution or restructuring. Models of change include the research-diffusion model and social interaction approach. Factors driving changes in English language teaching in Malaysia include exam results and globalization. Effective planning involves identifying problems, solutions, and stakeholders, while teachers act as agents of change through professional development.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
Innovations in education
1. Innovations in Education
William Allan Kritsonis, PhD
Sample Question : What is the process of implementing an innovation?
Consider all individuals involved.
The number and dynamics of factors that interact and affect the
process of change are to overwhelming to compute in anything resembling a
fully determined way. We do know more about the processes of change as a
result of the research of the 1970s and 1980s, only to discover that there are
no hard-and-fast rules, rather a set of suggestions or implications given the
contingencies specific to local situations. The uniqueness of the individual
setting is a critical factor. What works in one situation may or may not work
in another. This is not to say that there are not guidelines. Research
findings on the change process should be used less as instruments of
application and more as means of helping practitioners and planners make
sense of planning, implementation strategies, and monitoring.
Most researchers now see three broad phases to the change process.
Phase I – variously labeled initiation, mobilization, or adoption consists of
the process that leads up to and includes a decision to adopt or proceed with
a change. Phase II – implementation or initial use (usually the first two or
Initiation Implementation Continuation Outcome
2. three years) involves the first experiences of attempting to put an idea or
reform into practice. Phase III – called continuation, incorporation, or
institutionalization refers to whether the change gets built in as an ongoing
part of the system or disappears by way of a decision to discard or through
attrition. The concept of outcome provides a more complete overview of the
change process.
In simple terms, someone or some group, for whatever reasons,
initiates or promotes a certain program or direction of change. The direction
of change, which may be more or less defined at the early stages, moves to a
phase of attempted use (implementation), which can be more or less
effective in that use may or may not be accomplished. Continuation is an
extension of the implementation phases in that the new program is sustained
beyond the first year or two (or whatever timeframe is chosen). Outcome,
depending on the objectives, can refer to several different types of results
and can be thought of generally as the degree of school improvement in
relation to a given criteria. Results could include, for example, improved
student learning and attitudes; new skills, attitudes, or satisfaction on the
part of teachers and other school personnel; or improved problem-solving
capacity of the school as an organization.
3. Ideally the best beginnings for the initiation process combines
relevance, readiness, and resources. Relevance includes the interaction of
need, clarity of the innovation (and practitioner’s understanding of it), and
utility, or what it really has to offer teachers and students. Surprisingly,
simple changes are the ones school systems are least likely to adopt and
implement successfully, largely because they are not perceived to be worth
the effort. By contrast, the greatest success is likely to occur when the size
of the change is large enough to require noticeable, sustained effort, but not
so massive that typical users find it necessary to adopt a coping strategy that
seriously distorts the change. Relevance and importance do matter.
Readiness involves the school’s practical and conceptual capacity to
initiate, develop, or adopt a given innovation – the school’s capacity to use
reform. Readiness may be approached in terms of individual and
organization factors. For individuals: Does it address a perceived need? Is
it a reasonable change? Do they posses the requisite knowledge and skills?
Do they have the time? For organizations: Is the change compatible with the
culture of the school? Are facilities, equipment, material, and supplies
available? Are there other crises or other change efforts in progress? The
4. greater the number of no’s, the more reason to take another look at
readiness.
Resources concern the accumulation of and provision of support as a
part of the change process. Just because it is a good and pressing idea,
doesn’t mean that the resources are available to carry it out. People often
underestimate the resources needed to go forward with a change. While
resources are obviously critical during implementation, it is at the initiation
phase that the issue must first be considered and provided for.
The key factors in the implementation process are organized into three
main categories relating to the characteristics of the innovation or change
project, local characteristics, and external factors. The characteristics of
change are need, clarity, complexity, and quality/practicality. Need refers to
whether or not change is required. Many innovations are attempted without
a careful examination of whether or not they address what are perceived to
be priority needs. Teachers, for example, frequently do not see the need for
an advocated change. Several large-scale studies in the United States
confirm the importance of relating need to decisions about innovations or
change directions. Other studies have discovered that implementation if
more effective when it is relatively focused or specific needs are identified.
Complex or multifaceted reforms can also be focused, but they require a
5. great deal of effort to clarify the nature of the needs being addressed. It is
incumbent that a needs assessment be performed to determine with a change
process is warranted.
Clarity (about goals and means) is a perennial problem in the change
process. Even when there is agreement that some kind of change is needed,
as when teachers want to improve some area of the curriculum or improve
the school as a whole, the adopted change may not be at all clear about what
teachers should do differently. The majority of teachers are unable to
identify the essential features of the innovation they are using. Problems
related to clarity have been found in virtually every study of significant
change. Studies have shown that the more complex the reform, the greater
the problem of clarity. Lack of clarity – diffuse goals and unspecified means
of implementation – represents a major problem at the implementation stage;
teachers and others find that change is simply not very clear as to what it
means in practice.
Complexity refers to the difficulty and extent of change required of
the individuals responsible for implementation. The actual amount depends
on the starting point of any given individual or group, but the main idea is
that any change can be examined with regard to difficulty, skill required, and
extent of alterations in beliefs, teaching strategies, and use of materials.
6. Many changes such as open education, systematic direct instruction, inquiry-
oriented social studies, special education, effective schools, parent
involvement, and restructuring experiments requires a sophisticated array of
activities, structures, diagnosis, teaching strategies, and philosophical
understanding if effective implementation is to be achieved.
The last factor associated directly with the nature of change concerns
the quality and practicality of the innovation – whether it is a new
curriculum, a new policy, a restructured school or whatever. The history of
the quality of attempted changes relative to the other three variables (need,
clarity, complexity) is revealing. To say that the importance of the quality
of the change is self-evident is to underestimate how initiation decisions are
made. Inadequate quality and even the simple unavailability of materials
and other resources can result when adoption decisions are made on grounds
of political necessity, or even on the grounds of perceived need without time
for development. When adoption is more important the implementation,
decisions are frequently made without the follow-up or preparation time
necessary to generate adequate materials. Ambitious projects are nearly
always politically driven. Practical changes are those that address salient
needs that fit well with the teachers’ situation, that are focused, and that
include concrete how-to-do-it possibilities. Practical does not necessarily
7. mean easy, but it does mean the presence of next steps. Changes that are
practical, even though of good quality, may be trivial or offensive, while
changes that are complex may not be practically worked out.
Local factors that play a major role in the implementation phase of the
change process consist of district, community, principal, and teacher. The
importance of the district’s history of innovation attempts can be stated in
the form of a proposition: The more the teachers and others have had
negative experiences with previous implementation attempts in the district
or elsewhere, the more cynical or apathetic they will be about the next
change presented regardless of the merit of the new idea or program.
Districts can develop an incapacity for change as well as a capacity for it.
Individual teachers and single schools can bring about change without the
support of central administrators, but district-wide change will not happen.
Although it has always been said that the superintendent and the principal
are critical to educational change, it is only recently that we are beginning to
understand more specifically what that means in practice. Research shows
that the support of central administrators is critical for change in district
practice.
It is very difficult to generalize about the role of communities and
school boards regarding implementation. Research shows that community
8. support of the school was correlated positively with innovativeness. There
is also evidence that rural school districts not only have less access to
innovations but also are often too distant geographically from needed
sources of assistance during implementation.
All major research on innovation and school effectiveness shows that
the principal strongly influences the likelihood of change, but it also
indicates that most principals do not play instructional or change leadership
roles. Principals’ actions serve to legitimate whether a change is to be taken
seriously (and not all changes are) and to support teachers both
psychologically and with resources.
Both individual teacher characteristics and collective play roles in
determining implementation. The psychological state of a teacher can be
more or less predisposed toward considering and acting on improvements.
Some teachers, depending on their personality and influenced by their
previous experiences and stage of career, are more self-actualized and have a
greater sense of efficacy, which leads them to take action and persist in the
effort required to bring about successful implementation in the change
process.
External factors that influence the implementation phase in the change
process are state departments of education and federal agencies. State and
9. national priorities for education are set according to the political forces, and
lobbying of interest groups, government bureaucracies, and elected
representatives. Legislation, new policies, and new program initiatives arise
from public concerns that the education system is not doing an adequate job
of teaching basics, developing career relevant skills for the economic
system, producing effective citizens, meeting the needs of at-risk children –
recent immigrants or handicapped children or cultural minorities – and so
on. These sources of reform put pressure on local districts (sometimes to the
point of force) and also provide various incentives for changing in the
desired direction. Whether or not implementation occurs will depend on the
congruence between the reforms and local needs, and how the changes are
introduced and followed through. The multiplicity of post-adoption
decisions after education legislation or new policies involves several layers
of agencies. That success is achieved in many instances is a reflection that
some people “out there” know what they are doing. Sharing and developing
this know-how should be a major goal of those interested in educational
change.
The problem of continuation is endemic to all innovations irrespective
of whether they arise from external initiative or are internally developed.
Continuation of innovations depends on whether or not the change gets
10. embedded or built into the structure (through policy, budget, timetable, etc.),
has (by the time of the continuation phase) generated a critical mass of
administrators and teachers who are skilled in and committed to the change,
and has established procedures for continuing assistance, especially relative
to supporting new teachers and administrators.
Reform is badly needed, yet people’s experience with change is
overwhelmingly negative – imposition is the norm, costs outweigh the
benefits, the few successes are short-lived. The only way out of this
dilemma is for individuals to take responsibility for empowering themselves
and others through becoming experts in the change process. New values are
needed for leadership in tomorrow’s schools as compared to the present:
Value 1: Openness to Participation
Today’s Value: Our organization values employees listening to the
organization’s leaders and doing what the leaders tell them to do.
Tomorrow’s Value: Our organization values employees actively
participating in any discussion or decision affecting them
Value 2: Openness to Diversity
Today’s Value: Our organization values employees falling in line with the
overall organizational direction.
Tomorrow’s Value: Our organization values diversity in perspectives
leading to a deeper understanding of organizational reality and an enriched
knowledge base for decision making.
Value 3: Openness to Conflict
Today’s Value: Our organization values employees communicating a
climate of group harmony and happiness.
Tomorrow’s Value: Our organization values employees resolving conflict in
a healthy way that leads to stronger solutions for complex issues.
11. Value 4: Openness to Reflection
Today’s Value: Our organization values employees conveying a climate of
decisiveness. Firm decisions are made and implemented without looking
back.
Tomorrow’s Value: Our organization values employees reflecting on their
own and others’ thinking in order to achieve better organizational decisions.
Value 5: Openness to Mistakes
Today’s Value: Our organization values employees concentrating on making
no mistakes and working as efficiently as possible.
Tomorrow’s Value: Our organization values employees acknowledging
mistakes and learning from them.
12. Internet Links
The Learning Revolution http://www.context.org/ICLIB/IC27/TOC27.htm
The Education & Research Network http://www.aera.net/
The Center for Education Reform http://www.edreform.com/
School Choices http://www.schoolchoices.org/
Effective Education http://klimag.tripod.ca/ed.html
Public Education Network http://www.publiceducation.org/
Education Reform http://www.teach-nology.com/
General Education Reform
http://www.enc.org/professional/research/journal/generalreform/
The Teacher’s Guide – Educational Reform
http://www.theteachersguide.com/Educationreform.htm
The Progress of Education Reform
http://www.ecs.org/html/educationIssues/ProgressofReform.asp
13. Key Terms and Definitions
1. Implementation: or initial use (usually the first two or three years)
involves the first experiences of attempting to put an idea or reform into
practice.
2. Initiation: mobilization, or adoption consists of the process that leads up
to and includes a decision to adopt or proceed with a change.
3. Continuation: incorporation, or institutionalization refers to whether the
change gets built in as an ongoing part of the system or disappears by
way of a decision to discard or through attrition.
4. Relevance: includes the interaction of need, clarity of the innovation (and
practitioner’s understanding of it), and utility, or what it really has to
offer teachers and students.
5. Readiness: involves the school’s practical and conceptual capacity to
initiate, develop, or adopt a given innovation – the school’s capacity to
use reform.
6. Resources: concern the accumulation of and provision of support as a
part of the change process.
7. Need: refers to whether or not change is required.
8. Clarity: (about goals and means) is a perennial problem in the change
process. Understanding every detail of the goals and means.
9. Complexity: refers to the difficulty and extent of change required of the
individuals responsible for implementation.
14. 10.Local factors: district, community, principal, and teacher.
11.External factors: state departments of education and federal agencies.
12.Continuation: whether or not the change gets embedded or built into the
structure (through policy, budget, timetable, etc.), has (by the time of the
continuation phase) generated a critical mass of administrators and
teachers who are skilled in and committed to the change, and has
established procedures for continuing assistance, especially relative to
supporting new teachers and administrators.