1. Leading Change Lawrie Drysdale

9. FRAMEWORK FOR UNDERSTANDING CHANGE

10. People School - Context Change Proposal Framework for Change Purpose Scope Skills Resources Support Level of Concern Teacher growth states Responses to change Context Structure Culture Curriculum Processes Plan Purpose & vision Skills Career stages Generational differences

11. Context School - Context Processes Structure Culture Curriculum Processes Purpose & Vision Environment Organisational context

16. Change Proposal Change Proposal Purpose Scope Skills Resources Support Plan Change Proposal

22. Change is about the individual People Level of Concern Teacher growth states Responses to change Skills & attributes Career stages Generational differences Individuals

25. Stages of Adoption of Innovation Individuals

33. Concerns based model Concerns about the SELF Length of change program High Concern Low concern Individuals

34. Concerns based model Concerns about the TASK of teaching Length of change program High Concern Low concern Individuals

35. Concerns based model Concerns about the IMPACT on student learning Length of change program High Concern Low concern Individuals

36. Concerns based model Length of change program Self Task Impact Individuals

38. Anticipating the forces for and against change

39. VISION VISION VISION VISION VISION SKILLS SKILLS SKILLS SKILLS SKILLS INCENTIVES INCENTIVES INCENTIVES INCENTIVES INCENTIVES RESOURCES RESOURCES RESOURCES RESOURCES RESOURCES ACTION PLAN ACTION PLAN ACTION PLAN ACTION PLAN ACTION PLAN CHANGE CONFUSION ANXIETY RESISTANCE FRUSTRATION TREADMILL MANAGING COMPLEX CHANGE = = = = = =

47. Too Fast-Increased resistance, change is short-term, limited or not at all

48. Too Slow-No resistance, but no change

49. About Right-Excitement and some resistance