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.
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.
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.
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 summarizes a master's thesis that evaluates a World Bank program called AGE in Mexico. The AGE program aimed to involve parents in school decision-making through grants to parent associations. The thesis used experimental data to examine if the program improved math scores or survey response rates as a measure of conscientiousness. It found the program had no significant impact on these outcomes. Indigenous students had higher response rates over time, but this was not due to the AGE program. In conclusion, increasing parental involvement through school grants did not improve cognitive or non-cognitive skills as measured.
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.
Inclusive Practices in Large Urban Inner-City Schools: School Principal Invol...William Kritsonis
This study examines the implementation of Positive Behavior Intervention and Support (PBIS) programs in large urban school districts. Specifically, it looks at one large urban school district in Texas that is implementing PBIS district-wide. The study explores the challenges of implementing PBIS in such districts and the importance of principal involvement. It finds that leadership buy-in from stakeholders is critical to supporting inclusive practices and improving student academic achievement. Principal support and commitment are essential for the behavioral shifts and staff participation required by PBIS programs.
This document discusses data collection and progress monitoring for behaviors. It begins with an overview of Positive Behavioral Interventions and Supports (PBIS) which focuses on proactive support strategies to reduce problem behaviors and allow students to be independent and successful in school. PBIS uses a multi-tiered continuum including universal, targeted, and intensive interventions supporting different percentages of students. The document then discusses how PBIS and the Problem Solving Model align in areas such as data collection, problem definition, intervention design and implementation, progress monitoring, and evaluation. It provides examples of informal and formal data collection tools and methods as well as how to organize, analyze, and use data to design evidence-based interventions and evaluate their impact on behaviors.
5621 ACT Engage Case Study UofM Roch_WebWill Valet
The University of Minnesota Rochester used ACT Engage assessments to better understand their students' academic behaviors and needs. The assessments measured motivation, social engagement, and self-regulation, which are important factors in student success along with academic abilities. Using ACT Engage results, UMR was able to develop data-driven interventions and curriculum adjustments to help students succeed, rather than relying on assumptions. Faculty found the assessments provided a holistic view of students that improved learning outcomes. UMR now collects ACT Engage data annually to continually enhance its learning-centered approach.
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.
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.
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 summarizes a master's thesis that evaluates a World Bank program called AGE in Mexico. The AGE program aimed to involve parents in school decision-making through grants to parent associations. The thesis used experimental data to examine if the program improved math scores or survey response rates as a measure of conscientiousness. It found the program had no significant impact on these outcomes. Indigenous students had higher response rates over time, but this was not due to the AGE program. In conclusion, increasing parental involvement through school grants did not improve cognitive or non-cognitive skills as measured.
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.
Inclusive Practices in Large Urban Inner-City Schools: School Principal Invol...William Kritsonis
This study examines the implementation of Positive Behavior Intervention and Support (PBIS) programs in large urban school districts. Specifically, it looks at one large urban school district in Texas that is implementing PBIS district-wide. The study explores the challenges of implementing PBIS in such districts and the importance of principal involvement. It finds that leadership buy-in from stakeholders is critical to supporting inclusive practices and improving student academic achievement. Principal support and commitment are essential for the behavioral shifts and staff participation required by PBIS programs.
This document discusses data collection and progress monitoring for behaviors. It begins with an overview of Positive Behavioral Interventions and Supports (PBIS) which focuses on proactive support strategies to reduce problem behaviors and allow students to be independent and successful in school. PBIS uses a multi-tiered continuum including universal, targeted, and intensive interventions supporting different percentages of students. The document then discusses how PBIS and the Problem Solving Model align in areas such as data collection, problem definition, intervention design and implementation, progress monitoring, and evaluation. It provides examples of informal and formal data collection tools and methods as well as how to organize, analyze, and use data to design evidence-based interventions and evaluate their impact on behaviors.
5621 ACT Engage Case Study UofM Roch_WebWill Valet
The University of Minnesota Rochester used ACT Engage assessments to better understand their students' academic behaviors and needs. The assessments measured motivation, social engagement, and self-regulation, which are important factors in student success along with academic abilities. Using ACT Engage results, UMR was able to develop data-driven interventions and curriculum adjustments to help students succeed, rather than relying on assumptions. Faculty found the assessments provided a holistic view of students that improved learning outcomes. UMR now collects ACT Engage data annually to continually enhance its learning-centered approach.
This chapter provides an overview of educational research methods. It discusses how accountability standards under No Child Left Behind require schools to use scientific, reliable research to guide programs and classroom practices. The chapter outlines different types of research methods used in education, including qualitative and quantitative approaches. It also discusses the role of the scientific method in educational research. Researchers must ask questions, collect and analyze data, interpret their findings, and potentially explore new questions. Their philosophical views shape which research methods they employ. The chapter introduces key concepts to help understand the educational research process.
This document discusses data collection and progress monitoring for behaviors. It begins with an overview of Positive Behavioral Interventions and Supports (PBIS) and how it aligns with the Problem Solving Model. It then discusses the importance of collecting data on behaviors of concern through both informal methods like basic conduct charts and time increment charts, and formal methods like event recording and interval recording. The document emphasizes analyzing the data collected for patterns, triggers, frequency, intensity and duration of behaviors. It stresses using data to design interventions and evaluating their impact through continued progress monitoring.
Juana Burchell has over 30 years of experience in education, psychology, and social work. She holds three advanced degrees and has worked in various roles providing technical assistance, program development and evaluation, grants management, and clinical services across Illinois. Her experience spans work in schools, community mental health, early childhood programs, and residential treatment. She has extensive experience coordinating services across state agencies and organizations.
This spreadsheet accompanies Professor Gamoran's February 1 lecture/webcast for the Berman Jewish Policy Archive @ NYU Wagner:
Education researchers have become increasingly aware of the challenges of measuring the impact of educational practices, programs, and policies. Too often what appears to be cause and effect may actually reflect pre-existing differences between program participants and non-participants. A variety of strategies are available to surmount this challenge, but the strategies are often costly and difficult to implement. Examples from general and Jewish education will highlight the challenges, identify strategies that respond to the challenges, and suggest how the difficulties posed by these strategies may be addressed.
Steve Vitto Response to Intvervention (RTI) in School-wide Behavior Support 2009Steve Vitto
This is an overview of the RTI process presented by Steve Vitto in East Grand Rapids in November 2008. Steve can be contacted at svitto@muskegonisd.org
This document discusses developing individual change plans for students who consistently resist behavior change. It presents a Gantt chart and matrix diagram showing potential problems related to classroom environment, family, and lack of individual intervention. Several strategies are examined, including functional assessment, self-monitoring, social skills training, and developing agreements or contracts with students. The goal is to understand the root causes of problem behaviors and teach new skills to promote positive behavior change through individualized interventions and reinforcement procedures.
Wellbeing in schools Dr Sue Whatman and colleagues AARE 2017Dr Sue Whatman
This paper was presented in the Sociology of Education SIG at AARE 2017 Canberra. The citation for the paper presentation is:
Whatman, S. Singh, P., Main, K., Low-Choy, S., Rose, J, Thompson, R., & Kearney, J. (2017). Mapping the mutually supportive relationships between teacher and student wellbeing in disadvantaged schools. Paper presented at AARE 2017 Hotel Realm, Canberra. Tuesday, 28th November, 2017.
1) The study examined how changes in empowerment-related constructs like social responsibility and school attachment predicted changes in global self-concept for elementary students involved in student-led school health teams.
2) Using a regression model, increases in physical activity social responsibility and school attachment strongest predicted increases in post-test global self-concept scores, accounting for over a third of the variance.
3) The findings suggest empowering opportunities that enhance social responsibility and school connection can maximize students' self-concept, and student leaders may want to provide opportunities to students with initially lower self-concepts.
This document describes a study that implemented a Praise Note system to improve student behavior in an elementary school lunchroom. The intervention taught appropriate lunchroom behaviors, provided practice opportunities, and rewarded students with praise notes for behaving well. Data showed significant decreases in inappropriate behaviors like littering (96% decrease), improper sitting (64% decrease), and running (75% decrease). The study demonstrates the effectiveness of using differential reinforcement through a praise note system to modify student behavior in common areas of schools. It also provides guidance to help implement similar behavior management programs grounded in evidence-based strategies.
This document summarizes a qualitative study that investigated stress intervention strategies implemented at five Australian universities over three years. The study aimed to understand the types of interventions used and the level (individual, organizational, or both) they were directed at. It also explored the priority initiatives at each university. Senior HR directors from the universities completed an online survey identifying stress reduction strategies in areas like awareness, job design, work-life balance, and communication. The interventions focused mainly on organizational-level primary strategies to reduce or eliminate stressors, like improving training, career development, pay, and fairness of policies. Enhancing work-life balance and leadership development programs were also common. The findings provide insight into university management's views of work stress causes
Systematic Reviews as a Source of Useful Evidence: The Experience of the EPPI...LIDC
The document discusses the experience of the EPPI-Centre in conducting systematic reviews to inform evidence-based policymaking. It describes how the EPPI-Centre has evolved from initially conducting reviews on clinical interventions to addressing broader social and environmental factors that influence health and development outcomes. The EPPI-Centre has helped establish systematic reviews as an important source of evidence, built global capacity for evidence synthesis, and innovated methods to synthesize different types of qualitative and quantitative data from diverse settings. It has also helped shift understanding from solely clinical models to recognizing social determinants of health and evaluating complex interventions.
This document provides an overview of functional behavioral assessments and behavior intervention plans. It discusses that FBAs must be conducted when changing a student's placement or developing a BIP for a student whose behavior impedes learning. The document also outlines approaches to FBAs, the FBA/BIP process, functions of behavior, developing behavior interventions, and evaluating and modifying plans. The goal is to identify the purpose of problem behaviors and develop valid interventions to achieve positive behavior outcomes.
The document describes a professional development program called Effective Interventions for Behaviour Challenges (EIBC) developed in New Zealand to improve services for children with challenging behaviors. The program used a blended learning model including block courses, case study discussions, and mentoring. Evaluations found improvements in case reports over time and high satisfaction ratings among participants, demonstrating the program was an effective approach for developing education consultants' skills. Critical factors for success included an evidence base, linking course content to real cases, and collaborative problem-solving through study groups.
How can School/Home Connections Be Improved To Ensure Student Success In Asse...s0127912
This document presents Rebecca Savage's investigation into how school/home connections can be improved to ensure student success in assessment. It explores the importance of school/home connections for student achievement and the community. Surveys found that most educators, students, and parents feel connections need improving, and communicating via text was the preferred method. Theoretical frameworks on parent-teacher relationships and Bronfenbrenner's ecological systems are discussed. A 2002 research project using technology to enhance home-school connections is also referenced.
«Актуальність Батишевських ідей, щодо комп’ютеризації навчання»Арина Стороженко
За для ефективного впровадження ІКТ підчас уроків виробничого навчання, я не однократно зверталась до теорії С.Я . Батишева
Видатний академік Батишев Сергій Якович наголошував, що в сучасних умовах економічної перебудови гарантом успіху молоді на ринку праці стає якість професійної підготовки, рівень професійної майстерності. А це ставить перед професійними навчальними закладами завдання щодо поліпшення постановки навчання учнів, підвищення ефективності методів його здійснення.
Одним із важливих напрямків розвитку інформатизації освіти є нові комп’ютерні технології.
This document is a collection of photos credited to different photographers and includes a prompt to create your own presentation on SlideShare. The photos are from Theen, Wolfgang Staudt, Juliana Coutinho, Neal, anieto2k, and spettacolopuro. It encourages the viewer to get started making their own Haiku Deck presentation.
The fast food restaurant offers a fast automated service using advanced technology like a rail system to carry food from the kitchen to tables and computer ordering to reduce staffing needs. Customers can get burgers, sandwiches, salads, coffee, and more for breakfast, lunch, dinner, and picnics at low prices with instantly provided service.
Pizzeria Panamá is a proposed commercial building to be constructed in Panama City, Panama. The two story building will be located on a corner lot near residential and banking areas. It will have major glazing on the first floor facing the corner streets to attract customers, with metal screens covering the second floor windows. Outdoor seating and a small pond are designed to encourage al fresco dining. The parking area and stormwater retention ponds are located behind the building.
This chapter provides an overview of educational research methods. It discusses how accountability standards under No Child Left Behind require schools to use scientific, reliable research to guide programs and classroom practices. The chapter outlines different types of research methods used in education, including qualitative and quantitative approaches. It also discusses the role of the scientific method in educational research. Researchers must ask questions, collect and analyze data, interpret their findings, and potentially explore new questions. Their philosophical views shape which research methods they employ. The chapter introduces key concepts to help understand the educational research process.
This document discusses data collection and progress monitoring for behaviors. It begins with an overview of Positive Behavioral Interventions and Supports (PBIS) and how it aligns with the Problem Solving Model. It then discusses the importance of collecting data on behaviors of concern through both informal methods like basic conduct charts and time increment charts, and formal methods like event recording and interval recording. The document emphasizes analyzing the data collected for patterns, triggers, frequency, intensity and duration of behaviors. It stresses using data to design interventions and evaluating their impact through continued progress monitoring.
Juana Burchell has over 30 years of experience in education, psychology, and social work. She holds three advanced degrees and has worked in various roles providing technical assistance, program development and evaluation, grants management, and clinical services across Illinois. Her experience spans work in schools, community mental health, early childhood programs, and residential treatment. She has extensive experience coordinating services across state agencies and organizations.
This spreadsheet accompanies Professor Gamoran's February 1 lecture/webcast for the Berman Jewish Policy Archive @ NYU Wagner:
Education researchers have become increasingly aware of the challenges of measuring the impact of educational practices, programs, and policies. Too often what appears to be cause and effect may actually reflect pre-existing differences between program participants and non-participants. A variety of strategies are available to surmount this challenge, but the strategies are often costly and difficult to implement. Examples from general and Jewish education will highlight the challenges, identify strategies that respond to the challenges, and suggest how the difficulties posed by these strategies may be addressed.
Steve Vitto Response to Intvervention (RTI) in School-wide Behavior Support 2009Steve Vitto
This is an overview of the RTI process presented by Steve Vitto in East Grand Rapids in November 2008. Steve can be contacted at svitto@muskegonisd.org
This document discusses developing individual change plans for students who consistently resist behavior change. It presents a Gantt chart and matrix diagram showing potential problems related to classroom environment, family, and lack of individual intervention. Several strategies are examined, including functional assessment, self-monitoring, social skills training, and developing agreements or contracts with students. The goal is to understand the root causes of problem behaviors and teach new skills to promote positive behavior change through individualized interventions and reinforcement procedures.
Wellbeing in schools Dr Sue Whatman and colleagues AARE 2017Dr Sue Whatman
This paper was presented in the Sociology of Education SIG at AARE 2017 Canberra. The citation for the paper presentation is:
Whatman, S. Singh, P., Main, K., Low-Choy, S., Rose, J, Thompson, R., & Kearney, J. (2017). Mapping the mutually supportive relationships between teacher and student wellbeing in disadvantaged schools. Paper presented at AARE 2017 Hotel Realm, Canberra. Tuesday, 28th November, 2017.
1) The study examined how changes in empowerment-related constructs like social responsibility and school attachment predicted changes in global self-concept for elementary students involved in student-led school health teams.
2) Using a regression model, increases in physical activity social responsibility and school attachment strongest predicted increases in post-test global self-concept scores, accounting for over a third of the variance.
3) The findings suggest empowering opportunities that enhance social responsibility and school connection can maximize students' self-concept, and student leaders may want to provide opportunities to students with initially lower self-concepts.
This document describes a study that implemented a Praise Note system to improve student behavior in an elementary school lunchroom. The intervention taught appropriate lunchroom behaviors, provided practice opportunities, and rewarded students with praise notes for behaving well. Data showed significant decreases in inappropriate behaviors like littering (96% decrease), improper sitting (64% decrease), and running (75% decrease). The study demonstrates the effectiveness of using differential reinforcement through a praise note system to modify student behavior in common areas of schools. It also provides guidance to help implement similar behavior management programs grounded in evidence-based strategies.
This document summarizes a qualitative study that investigated stress intervention strategies implemented at five Australian universities over three years. The study aimed to understand the types of interventions used and the level (individual, organizational, or both) they were directed at. It also explored the priority initiatives at each university. Senior HR directors from the universities completed an online survey identifying stress reduction strategies in areas like awareness, job design, work-life balance, and communication. The interventions focused mainly on organizational-level primary strategies to reduce or eliminate stressors, like improving training, career development, pay, and fairness of policies. Enhancing work-life balance and leadership development programs were also common. The findings provide insight into university management's views of work stress causes
Systematic Reviews as a Source of Useful Evidence: The Experience of the EPPI...LIDC
The document discusses the experience of the EPPI-Centre in conducting systematic reviews to inform evidence-based policymaking. It describes how the EPPI-Centre has evolved from initially conducting reviews on clinical interventions to addressing broader social and environmental factors that influence health and development outcomes. The EPPI-Centre has helped establish systematic reviews as an important source of evidence, built global capacity for evidence synthesis, and innovated methods to synthesize different types of qualitative and quantitative data from diverse settings. It has also helped shift understanding from solely clinical models to recognizing social determinants of health and evaluating complex interventions.
This document provides an overview of functional behavioral assessments and behavior intervention plans. It discusses that FBAs must be conducted when changing a student's placement or developing a BIP for a student whose behavior impedes learning. The document also outlines approaches to FBAs, the FBA/BIP process, functions of behavior, developing behavior interventions, and evaluating and modifying plans. The goal is to identify the purpose of problem behaviors and develop valid interventions to achieve positive behavior outcomes.
The document describes a professional development program called Effective Interventions for Behaviour Challenges (EIBC) developed in New Zealand to improve services for children with challenging behaviors. The program used a blended learning model including block courses, case study discussions, and mentoring. Evaluations found improvements in case reports over time and high satisfaction ratings among participants, demonstrating the program was an effective approach for developing education consultants' skills. Critical factors for success included an evidence base, linking course content to real cases, and collaborative problem-solving through study groups.
How can School/Home Connections Be Improved To Ensure Student Success In Asse...s0127912
This document presents Rebecca Savage's investigation into how school/home connections can be improved to ensure student success in assessment. It explores the importance of school/home connections for student achievement and the community. Surveys found that most educators, students, and parents feel connections need improving, and communicating via text was the preferred method. Theoretical frameworks on parent-teacher relationships and Bronfenbrenner's ecological systems are discussed. A 2002 research project using technology to enhance home-school connections is also referenced.
«Актуальність Батишевських ідей, щодо комп’ютеризації навчання»Арина Стороженко
За для ефективного впровадження ІКТ підчас уроків виробничого навчання, я не однократно зверталась до теорії С.Я . Батишева
Видатний академік Батишев Сергій Якович наголошував, що в сучасних умовах економічної перебудови гарантом успіху молоді на ринку праці стає якість професійної підготовки, рівень професійної майстерності. А це ставить перед професійними навчальними закладами завдання щодо поліпшення постановки навчання учнів, підвищення ефективності методів його здійснення.
Одним із важливих напрямків розвитку інформатизації освіти є нові комп’ютерні технології.
This document is a collection of photos credited to different photographers and includes a prompt to create your own presentation on SlideShare. The photos are from Theen, Wolfgang Staudt, Juliana Coutinho, Neal, anieto2k, and spettacolopuro. It encourages the viewer to get started making their own Haiku Deck presentation.
The fast food restaurant offers a fast automated service using advanced technology like a rail system to carry food from the kitchen to tables and computer ordering to reduce staffing needs. Customers can get burgers, sandwiches, salads, coffee, and more for breakfast, lunch, dinner, and picnics at low prices with instantly provided service.
Pizzeria Panamá is a proposed commercial building to be constructed in Panama City, Panama. The two story building will be located on a corner lot near residential and banking areas. It will have major glazing on the first floor facing the corner streets to attract customers, with metal screens covering the second floor windows. Outdoor seating and a small pond are designed to encourage al fresco dining. The parking area and stormwater retention ponds are located behind the building.
Don't neglect to hold this meeting soon after your contract has signed. Discusses the topics that must be reviewed and agreed by the Buyer and Seller for successful contract outcomes. Benefits of holding this meeting versus the risks of not.
Danielle Noble is seeking a veterinary position. She has a Bachelor of Science in Animal Science from California Polytechnic State University and is pursuing a Bachelor of Veterinary Medicine and Surgery from the University of Glasgow. She has extensive experience in veterinary clinics, farms, and animal sanctuaries in the UK, Turkey, Scotland, and the US, working with a variety of species. Her skills include veterinary procedures, animal handling and care, and equine training and riding.
ALC 2015_MARKETING YEAR END REPORT_AIESEC IN KOLKATAShreyansh Rohatgi
The document provides an overview of the marketing portfolio for AIESEC in Kolkata, India from 2011-2014. It discusses the state of the portfolio when marketing efforts began in 2011 and improvements made in subsequent years, including establishing AIESEC's brand and focusing on their youth exchange programs. Key projects undertaken are described like recruitment seminars, internship boxes in cafes, and raising drives. The marketing portfolio grew AIESEC's presence in Kolkata and is now recognized as a leadership factory within the organization.
Retos actuales de la sostenibilidad del sistema sanitarioIgnacio Riesgo
Presentación en los cursos de El Escorial, 14 julio, 2015, en la serie "El alivio del dolor crónico es un derecho humano, ¿cómo romper el muro?, organizado por la Fundación Grünenthal y la Fundación Española del Corazón
Earth Child Institute and Planet2025 Network have developed this discussion paper to introduce a seminal research-based body of work which substantiates the rights and practical value of children and their local actions in economic terms. Building on collaborative efforts to date, our goal for this paper is to influence emerging policy decisions toward acknowledgement and investment by leaders of the private and public sectors in support of child-centered, participatory approaches.
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.
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.
Restorative Practices to Transform Educational SettingsVickie Sax
Article Review based on “SaferSanerSchools: Transforming School Cultures with Restorative Practices”, Mirsky, L., Reclaiming Children and Youth, vol. 16, number 2, summer 2007, pg 5-12.
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.
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.
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.
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.
How leadership-influences-student-learningElniziana
Effective leadership plays a highly significant role in improving student learning according to this review of research. Leadership has been shown to have second only to classroom instruction in its impact on student learning. Leadership effects are often greatest in schools facing the most challenges. Successful leadership encompasses three core practices - setting directions by establishing a shared vision and goals, developing people by offering support and professional development, and redesigning the organization to better support teaching and learning. While these basics are important, additional context-specific factors are also needed for leadership to be truly successful in improving outcomes for students.
2Katheryn GonzalesDec 20, 2022Dec 20, 2022 at 118pmManage.docxrobert345678
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 .
Detris Crane and Reginald Leon Green - Published by NATIONAL FORUM JOURNALS, ...William Kritsonis
This document summarizes research on principal leadership behaviors and how they influence teacher job satisfaction. It explores 13 core competencies of effective school leaders identified in prior research, including visionary leadership, unity of purpose, and instructional leadership. The literature review finds teacher job satisfaction is enhanced when principals exhibit behaviors from these competencies, such as supporting teacher development, fostering collaboration, and involving teachers in decision-making. Specifically, principal behaviors that create supportive working conditions, opportunities for input, and collegial relationships can increase teacher motivation and job satisfaction.
This document discusses professional learning communities (PLCs) and their potential to foster collaborative success in schools. It provides historical context for educational reform efforts beginning with A Nation at Risk in 1983 and the No Child Left Behind Act in 2001. The document defines PLCs as groups of educators working collaboratively to improve student outcomes. It reviews research showing that effective PLCs develop high levels of trust among stakeholders and incorporate teacher collaboration, data-driven instruction, administrative support, and community involvement. The document argues that PLCs that demonstrate these characteristics are more likely to achieve measurable gains in student performance.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Dr. John Hamilton, Texas A&M University at TexarkanaWilliam Kritsonis
This document discusses the principal's role in implementing Response to Intervention (RTI) to improve student reading achievement. RTI uses data-driven instruction and interventions based on student needs. The principal plays a critical role in establishing a systemic culture with high expectations and supporting the development of an effective reading program through RTI. While studies have found both direct and indirect relationships between leadership and student achievement, RTI meets the requirements for identifying learning disabilities and can improve outcomes when implemented well under a principal's guidance.
This document summarizes research conducted on schools that participated in the first cohort (Cohort A) of Western Michigan University's Learning-Centered Leadership Development Program from 2010-2013. The research examined the implementation and sustainability of data-informed decision making (DIDM) renewal activities in the schools.
The study found that most schools were able to sustain DIDM activities like data discussions, professional learning communities, and data notebooks. For some schools, the activities evolved over time as contexts changed. For example, some schools modified data walls or changed data teams to instructional leadership teams. Most schools incorporated the renewal activities into their school improvement processes to help sustain them. Factors that facilitated sustainability included staff participation and leadership support
Deanna BuchananSouthern New Hampshire UniversityCommunicatLinaCovington707
Deanna Buchanan
Southern New Hampshire University
Communication Strategy to Influence Change
Communication Strategy to Influence Change
A communication strategy sets the direction that guides an intervention to achieve the desired change. It allows partners and stakeholders to provide input and agree on the best way forward alongside having a map that can be referred to at the various stages of the intervention implementation. The participation of all stakeholders involved in the change process is essential to ensure a common understanding of the change's contents, obtain feedback, and obtain a commitment to the change process. Without an effective communication plan, the change initiative may not go beyond the inception stage. This paper will identify and recommend effective communication strategies and illustrate how they support change across institutions.
Communication Strategies Used to Influence and Manage Change
An effective communication strategy keeps all stakeholders motivated and on-board during the change process (Smith, 2017). The following are fundamental communication principles that would positively impact change at St, Catherine College. First of all, ensure everyone understands your message of change by being honest, specific, and relatable in your language. Only communicate the relevant information concisely and with no ambiguity. Secondly, validate your instincts regarding the desired change with data. For instance, if you feel that your team isn't engaged in the change process, you can walk around and talk to your colleagues to establish why they are hesitant regarding the change. That way, you will be able to go back to the drawing board and make amends as per the data collected.
Thirdly, having a feedback mechanism helps while rolling out the change initiative. This entails incorporating the input of team members in decision-making. Ideally, change targets, internal and external stakeholders, and they should be given a chance to contribute to the desired change. It is crucial to make sure the concerned department necessitating change within an institution owns the stakeholders' feedback. The fourth strategy to use to influence change is by taking a proactive approach. Prepare to handle anything that comes up in the future, whether positive and negative. Have a consultative discussion with team members and discuss what everyone perceives may negatively impact the change process. Afterward, move to a positive action bearing in mind that the negative impact may be persistent. Finally, technology can be leveraged to create a behavioral adjustment that aligns with the desired change.
Using Communication Strategies to Build Collaborations
Effective partnering cannot take place without the support of a good communication strategy. This means that collaborating teams will have to set out roles and responsibilities to ensure clarity of each one's contribution to the process. In the College of St. Catherine's case, the hea ...
This document discusses transformational leadership style in the educational sector. It begins by introducing the need for transformational leadership within education due to increasing accountability pressures. It then reviews literature on transformational leadership and its key components of individualized consideration, intellectual stimulation, inspirational motivation, and idealized influence. The document argues that transformational leadership is necessary for educational leaders to meet 21st century challenges and drive organizational change within schools.
Similar to NYAPE-5 Steps to Create Sustainable Change (20)
1. Issue Number Five
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The New York Academy
of Public Education
Issue Number Five
May 2016
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Change efforts are common in education. School
leaders constantly face important decisions when
implementing change. The rapid intensification of
expectations from outside forces in the community,
state, and federal governments coupled with system-
ic changes occurring with the Common Core State
Standards have placed a premium on making lasting
change happen within a school. School leaders must
understand change in order to lead others through
the process (Calabrese, 2002). The change process
can stall the moment there is even one sign that a
new initiative tagged with being part of the over-
all change falls below expectations. Consequently,
strategically planning for change in a school is vital
for meeting the needs of all stakeholders through
evidence demonstrating that the change will have a
positive impact and is a vehicle for sustained im-
provement of practice.
Change is learning (Hall & Hord, 2011). Learning
that results in performance improvement cannot
occur unless people receive feedback while do-
ing something more, less, or differently (Daniels
& Bailey, 2014). Every leader is in a position to
have tremendous influence on factors impacting
change. In education, it is fair to say that the ef-
fective operation of a school typically rests on the
shoulders of its leader. Marzano, Waters, and Mc-
Nulty (2005) conducted a meta-analysis on school
leadership studies involving 2,802 schools. Results
of the meta-analysis revealed “principals can have
a profound effect on the achievement of students in
their schools” (Marzano et al., 2005, p. 38). Accord-
ing to Leithwood, Louis, Anderson, and Wahlstrom
(2004) and Waters, Marzano, and McNulty (2003),
there is direct evidence that effective school leader-
ship accounts for up to 25% of positive change to
students’ learning. Having the right type of leader is
critical in moving a school toward sustained suc-
cess (Bossidy, 2001; Brenneman, 1998; Buchanan,
2003; Hamel, 2000; Hirschhorn, 2002; Joyce, 2004).
Leadership is essential to creating change and im-
proving performance. A student’s chance of aca-
demic success hinges upon the effective operation
of a school (Marzano et al., 2005). Marzano (2003)
wrote, “Research in the last 35 years demonstrates
that effective schools have a profound impact on
student achievement” (p. 8). This impact on student
achievement was documented by Rosenthal and Ru-
bin (1982), who found a 31.6% difference in passing
rates on assessments between students in effectively
managed versus ineffectively managed schools.
To be an effective leader, it is not enough to simply
do something different. A leader must step in and con-
nect the dots for people to see how and why the change
effort will lead to achieving a goal; moreover, the
leader must help stakeholders understand the particular
ways in which the change efforts will be meaningful to
them. This must be accomplished without ignoring the
present and the past. Sustainable change cannot take
place without regeneration. Regeneration in a school
is a series of changes that lead to a systemic disruptive
transformation (Christensen, Horn, & Staker, 2013) that
challenges the status quo in a school. Small changes in
a school may impact or improve current systems. How-
ever, if those systems are not producing desired results
under today’s more rigorous standards for teaching and
learning, then the change is merely making the status
quo function more efficiently. Regeneration provides a
new definition of what is effective by producing results
in teaching and learning that have not been experienced
before. Disruption of the status quo occurs when the
new changes in practice produce unprecedented results
that cannot be ignored. These results lead to others
taking notice and inquiring about how the results were
achieved. Thus, change in practice and learning be-
gins to spread throughout the vicarious experiences of
people within a school (Bandura, 1997).
While planning for and initiating change is critical for
gaining momentum, many leaders’ attempts to imple-
ment change either fall short of the intended goal or
only demonstrate flashes of short-lived success because
they fail to focus on strategically nurturing the change
process (Jacobs, 2013). Cultivating change requires
effective analysis, planning, and, most importantly,
progressively building the knowledge, skills, and confi-
dence of those involved in the change efforts. Here are
five steps to ensure change happens and leads to sus-
tainable practice.
Assess
A variety of factors can keep a school from reach-
ing its goals. Lack of staff buy-in, limited resources,
and limited time are issues preventing school leaders
from implementing the changes necessary for success.
Unfortunately, many school leaders take a surface-level
approach toward implementing change. This occurs as
a result of avoidance or lack of awareness regarding
the underlying issues preventing lasting change from
occurring. As a result, members of a school staff refrain
from looking in the mirror and facing the possible real-
ity that one of them may be the obstacle to goal attain-
ment; similarly, they might refuse to believe that factors
existing outside the school, such as poverty, crime, and
a student’s neighborhood, can actually be overcome as
Five Steps to Create Sustainable Change
Scott Neil, Ph.D., and Paul Gavoni, Ed.D.
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an obstacle to student achievement with the right
people, resources, plan, and support in place.
To be effective and efficient, school leaders should
conduct an objective assessment of their current
state to ensure the change they want to implement is
focused on factors that will accelerate organizational
growth. Many school leaders begin to implement
change initiatives based on hunches or what they
think should be changed, without ever speaking to
anyone who is going to be impacted by the change.
It is imperative that school leaders involve those
who will be impacted by the change when conduct-
ing a needs assessment. Engaging these stakeholders
fosters buy-in, while allowing for the most compre-
hensive and objective analysis.
There are two sources of data that should be used
when assessing: leading indicators and lagging
indicators. Leading indicators are like formative
assessments where the data match up more closely
to the day-to-day activities, behaviors, and percep-
tions. This type of data allows for more strategic
and less reactive decision making (Supovitz, Foley,
& Mishook, 2012). Measures such as student and
staff attendance, discipline data, and climate surveys
can serve as leading indicators. Lagging indicators
are akin to summative assessments as data are col-
lected after the fact and tend to be more historical
by nature. School leaders typically utilize lagging
indicators as the main source of data for making de-
cisions. State test scores, referral data from the past
school year, and annual school climate surveys are
examples of lagging indicators. These are all good
sources of data. However, they are limited in their
effectiveness when making real-time adjustments
because of the timing of results. Data have a short
shelf life in the 21st century. Leaders are most ef-
fective when feedback and information are provided
in real time. Making a decision based on data from
three, six, or even nine months prior can be inac-
curate as a result of changes in student and teacher
populations. Relevance to the work of teachers and
students is also lacking as they forge ahead to keep
pace with the demands required by state standards.
Leading indicators are data generated in real time.
Let’s look at an example of student achievement
data. Providing a student with feedback from an as-
sessment that was administered on what the student
learned that week or day is more effective than
feedback from an assessment that was administered
six months prior. Leading indicators should also
be linked to staff performance. The more feedback
provided to staff is delayed, the less likely leaders
will observe improvement in performance. Perfor-
mance must be progressively shaped through ongo-
ing feedback. To assist staff with improving tomor-
row, a leader must know how staff are doing today.
A leader waiting on results (lagging indicators) is
like a physician attempting to improve a patient’s health
using an autopsy. It’s too late to take action. Leading
indicators are more effective as they give the leader
the ability to provide real-time feedback while making
midcourse adjustments as needed.
Lagging and leading indicators provide a leader with
measures of the past and present to effectively create a
needs assessment to guide the focus of an action plan
that will positively impact the future. It is important to
analyze lagging indicators along with leading indicators
when conducting a needs assessment. While cultural
change in terms of shared staff behavior is the ultimate
goal for sustainability, climate—or shared staff percep-
tions—can serve as a leading indicator for progress to-
ward this goal. Both leading and lagging indicators play
an important role when conducting a root cause analysis
to determine the areas to focus on for the change effort.
A root cause analysis is a method of problem solving
to help school leadership teams determine structures,
processes, or school climate matters that may be imped-
ing progress toward goal attainment (Wilson, Dell, &
Anderson, 1993). Getting to the root causes can help
leadership teams uncover any past successes or fail-
ures the team experienced when attempting to reach a
goal. Root cause analysis should also be used to assess
exemplary performance (Daniels & Daniels, 2007). For
example, why is one teacher or grade group performing
better than another? How and why do their behaviors
differ from the norm? Are there environmental influenc-
es that can be identified and replicated? Such informa-
tion provides important data that assist a leader in build-
ing off the strengths existing within the organization
while navigating around mistakes of the past. Lagging
indicators provide the historical data and trends that
may have created obstacles to success. These, coupled
with leading indicators, can provide a deeper look into
past and present performance that is impacting the abil-
ity of staff and students to reach goals. Beware . . . the
root cause holding you back from success could point
to the leader as the obstacle to obtaining a goal. Leaders
should be self-reflective during this process and model
the behavior of self-inquiry for other staff. They should
avoid being defensive and should be open to accepting
change in their practice as well. This is an opportunity
for growth, so leaders should stay open to the feedback
and make a concerted effort to change their ways based
on the data. Leaders who model change will get others
to change much sooner.
Create
Creating a plan for how the change will be implemented
and sharing it with the stakeholders who will be im-
pacted by the change is critical to ensuring success. Do
not shoot for the stars with your opening goal. Think
about smaller, incremental goals that are measured in
weeks, not months or years. Data are your friend here.
Use the data generated from the root cause analysis
to inform your strategic plan. The root cause data are
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considered your current state and can be used as a
baseline as this is where performance at the school
currently stands. Move the conversation toward what
you want the desired state to be. It is important for
stakeholders to be directly involved in this process as
this will likely directly impact their buy-in and future
motivation. What will success look like? Utilize this
vision to establish goals. We recommend utilizing
the SMART Goal acronym: Specific, Measurable,
Attainable, Results-oriented, and Time-bound. Us-
ing SMART Goals helps to keep the team focused
on data-driven results and provides a timeline for
action. Be purposeful in setting your plan in motion,
from how you will move from the current state to
your desired goal, by setting clear measures of suc-
cess that will indicate that progress toward the goal
is being made. Use those measures to break down
percentages into clear targets. Numbers tend to seem
more achievable than percentages. What would seem
more achievable to a teacher: “Improve your class
performance by 30% in nine weeks” or “Move an
additional seven students to a designated proficiency
target by the next four-week milestone with addi-
tional support personnel”?
Identifying leading and lagging indicators will
provide clear measures of progress toward estab-
lished goals. Find ways to collect and provide data
to demonstrate progress early on to build momentum
and achieve a series of quick wins. Quick wins serve
as new and visible evidence of positive changes sup-
ported by the team (Van Buren & Safferstone, 2009).
Quick wins strengthen the belief in the collective ef-
forts of those involved and build confidence that the
action steps of the plan are producing positive results
as stakeholders observe signs of success early on.
Seeing is believing. A quick win can be as simple as
a change to supervision in a hallway during student
dismissal that leads to reduced student misbehavior
and a more orderly process when students exit the
building. Data and communication are critical to a
quick win’s value. Let’s use the example of increas-
ing supervision in the hallway during dismissal.
The problem could have been numerous fights and
student injuries during this time. Data indicating
the change in supervision decreased or eliminated
incidents immediately demonstrate to people that a
change in practice led to a desired result. People will
also directly observe changes during dismissal and
wonder what has changed. Communicating how that
change was linked to the collective efforts of those
involved in the plan will provide immediate evidence
that the plan and those acting upon it are creating
positive results. This will lead people to want to
contribute more to the greater good of the school.
Demonstrating measurable growth fosters collective
belief in leadership, in the process, and the collective
ability of the team to achieve a task or goal, where prior
success was fleeting. Success begets success. Observ-
ing positive change linked to their efforts will increase
the likelihood that stakeholders will pursue future goals,
even during adversity.
When creating the plan, be strategic by identifying ob-
stacles before they happen, to keep people from losing
their faith at the first sign of trouble. A leader must re-
mind stakeholders that, even with the most thoughtfully
developed plans, setbacks will happen. Taking a proac-
tive approach to setbacks can help to lessen the effects
on momentum. Start by being transparent about how
setbacks and missteps are inevitable. Create a plan at
the start to send a message that when a setback happens,
specific problem-solving actions will occur as balance
and continuity are maintained to avoid sidetracking
progress. This plan should enable people on the team
to mobilize and address issues head-on without wait-
ing for a leader to give permission to do so. This will
empower people to solve problems on their own. Make
sure everyone is clear as to what their role is within
the plan and clearly identify what problem solving and
success look like for each stakeholder group. This will
help the team maintain its course, even during challeng-
ing times. Proper preparation for potential setbacks will
prevent people from abandoning the plan, while provid-
ing clear focus on steps for mitigating obstacles as they
occur.
As a leader, it is important that a few key actions be
pinpointed to help get the plan off the ground (Ay-
ers, 1995). More actions can be targeted as the plan
begins to move, but requiring too much on the part of
those involved in the plan’s implementation will likely
stall the process. If everything is important, nothing is
important. Leaders should resist the temptation to throw
too much at staff at one time. Focusing on a few stra-
tegic actions at a time will actually accelerate growth
(Daniels & Bailey, 2014) and keep staff from feeling
overwhelmed.
In addition, leaders must identify a few key actions re-
quired by leadership team members to help them effec-
tively lead and manage others in a way that will enable
them to launch the plan. This is critical to the success
of the plan. It should not be assumed that all members
of the leadership team will know what they should be
doing. For example, if improving school climate is a
target of your plan, a couple of behavioral expectations
the leader might set for the leadership team could be
smiling at staff, greeting them in the morning, provid-
ing positive feedback for any growth, and asking staff if
they need help. As the climate improves, other leader-
ship actions can be targeted.
Implement
Although developing a plan is necessary, it is insuf-
ficient for growth and sustainability. Once you have a
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plan, it must be implemented for the desired change
to occur. Hall and Hord (2011) suggested that plans
will fail “when the only time the change process
is supported is at the initial announcement of the
mandate” (p. 15). Moreover, it is common for vi-
sions and plans that initially moved stakeholders’
behavior to quickly stall as leaders omit strategies
for managing human performance, which is the
most critical element for change to occur (Daniels
& Daniels, 2007). Laipple (2012) argued that focus-
ing on instructing followers on what to do without
examining the ways in which the daily behaviors are
actually changing is not enough. To be successful,
leaders must follow their great speeches and plans
with positive reinforcement of desired behaviors.
Utilizing positive reinforcement as a means of
creating discretionary performance, characterized
by followers possessing “want to do” attitudes as
opposed to “have to do” attitudes that result from
coercive leadership (Braksick, 2007), helps to keep
change efforts in motion without supervision. While
some leaders use a “you’d better to do it or else”
strategy to move teacher behavior, many experts
agree this command-and-control approach has an
erosive effect on climate and culture and a diminish-
ing return on investment (Braksick, 2007; Daniels &
Daniels, 2007; Jacobs, 2013; Laipple, 2012; Owens
& Valesky, 2010). Schools characterized by positive
climates positively impact culture and achievement
(Thapa, Cohen, Higgins-D’Alessandro, & Guffey,
2012). In schools in which stakeholders “have to”
perform, leaders are typically using coercion, or
what Northouse (2007) described as an authority-
compliance model of leadership. This type of leader-
ship has a heavy emphasis on job requirements and
less of an emphasis on people. Under these condi-
tions, followers tend to meet the minimum require-
ments for maintaining their jobs in order to avoid
some aversive consequence. Leaders must remem-
ber this: People first, process second. Implementing
the plan takes the concerted efforts of a leader and
his/her team to provide reinforcing and constructive
(not coercive) feedback about performance while
constantly communicating the status of the plan
to stakeholders. Since stakeholders were directly
involved in the development of the goals, feedback
related to progress toward the goals can serve as
natural reinforcement (Goltz & Hietapelto, 2003).
For example, if stakeholders targeted decreased
misbehavior as a goal, simply providing measures
demonstrating improvement can serve as a meaning-
ful consequence that will fuel future action. Provid-
ing feedback to reinforce growth is fundamental to
building a positive culture characterized by sustain-
able achievement.
Finally, leaders must not forget to help their leader-
ship team perform well. If they are following the plan
as intended, their collective performance will accelerate
growth across the campus. The leader cannot be every-
where. But the leader can focus on helping members
of leadership perform well through reinforcement and
constructive feedback targeted to the specific leadership
behavioral expectations established during the Create
phase.
Measure
To some leaders, measurement can be a daunting task;
however, simply put, measurement is comprised of
either counting or evaluating something. Measurement
is needed for any change to be successful. However,
one must be careful to not get bogged down by an
abundance of data as this can result in overanalysis,
which has the tendency to stall change (Daniels &
Daniels, 2007). Measurement such as leading indica-
tors established during the Create phase will provide
in-the-moment opportunities to reinforce staff or make
midcourse adjustments based on the implementation of
the plan. These measures can be used to make the link
between action and results. Lagging indicators such as
established benchmarks would provide opportunities to
celebrate success and opportunities for deep reflection
of practice. Utilizing short-term goals established with
stakeholders during the Create phase, such as quick
wins, will provide the leader with opportunities to cel-
ebrate success more often. These celebrations can have
a profound and positive impact on climate while main-
taining or even increasing momentum toward long-term
goals.
Leaders frequently offer quantitative examples when
asked how they will measure the incremental success
of a change effort. Assessment data, discipline referral
data, etc., are examples of commonly used quantitative
data points. Reviewing quantitative data is important.
It’s necessary to know if you are moving the needle
toward your goal. However, qualitative data are just as
important. Leaders must provide ongoing measures of
the stakeholder climate through surveys, focus groups,
etc. Leading indicators can be used by the leader to
check the temperature of the climate during the change
effort and provide targeted support where it is needed
most. In fact, climate surveys might also serve as up-
ward feedback and a measure of a leader’s approach.
Staff and student perceptions, though sometimes not
rooted in facts, can lead to a false sense of success
or failure. It is important to combine the qualitative
data with the quantitative data to inform the decision-
making process that impacts future change efforts. For
this reason, a leader must know what stakeholders are
collectively thinking. It provides a deeper look into
how stakeholders perceive the change process and how
it is impacting them on an individual level. Acting on
these measures in a supportive fashion will help to meet
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stakeholder needs through the process of obtaining
a goal while sending a message that their needs are
being met through the process; moreover, it helps to
build and maintain momentum throughout the change
effort.
Reflect
Reflecting is often neglected in schools due to time
constraints. It is tough to make a change sustain-
able without taking time for deep reflection of
practice (Calabrese & Zepeda, 1997). The best time
for deep reflection of practice is following a major
milestone. Milestones offer natural pauses through-
out the school year for intense review of lagging
indicators. An easy way to build in a milestone at
a school would be to target a time following an
interim assessment or the end of a quarter. Time
should be built in to allow teachers to have a full
day to review student trend data. Such data serve as
a catalyst for deeper conversations regarding which
instructional practices are working to serve students’
learning needs and where pockets of student miscon-
ceptions are in need of further instructional adjust-
ments. Time should be set aside for celebrations for
students’ and teachers’ accomplishments as well as
time for conversation focused on adjustments that
must be made based on the lessons learned from the
immediate past. This reflection time should include
all key stakeholders involved with implementing
the plan. Each stakeholder should have an opportu-
nity to voice their perceptions of needed adjustments
and how those adjustments might impact their time and
workload as the team moves toward the next milestone.
Support for staff members should be differentiated as
the needs of the students change according to the data.
Leadership is often best served by providing transpar-
ency of data while taking an inquiry-based approach to
leading the reflection time with guiding questions that
ask, What are the data telling us? What can we learn
from the data? How will we adjust our practice based
on what the data are telling us? This will provide clar-
ity as to what parts of the plan are having the largest
impact on improving the school and what lessons can
be learned. Periods of deep reflection generate space for
ongoing, job-embedded professional learning (DuFour,
DuFour, Eaker, & Many, 2006).
Change requires focused management in order to be
sustainable. The more the change effort is supported,
the higher the probability of improved results and sus-
tainability of change efforts. Collectively, educators are
forced to continuously learn to meet the challenges of
an ever-changing environment. As such, leaders must
invest in their personal growth with the same vigor they
invest in developing the human capital. Leaders who
do not grow attempt to solve today’s problems with
yesterday’s tool set. Personal growth includes a reflec-
tion on one’s personal values and behaviors as a means
of increasing self-awareness, and can be most effective
when practiced individually and with a group of peers
(Conger, 1992).
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Dr. Scott Neil is a passionate and driven education leader with more than 14 years of solid experi-
ence in educational leadership roles in urban schools. His track record of having successfully led
five separate schools, improved their student achievement scores, and transformed their school cul-
tures into high functioning systems in three years or less. Scott is currently working to transform
under preforming schools across the country one leader at a time.
Scott can be reached at sneil@schoolleadershipsolutions.com
With more than 20 years in human services and public education, Dr. Paul Gavoni has effectively
transferred research to practice through the application of evidenced-based strategies aimed at
bringing out the best in children and adults. Recognized by many as an authentic leader, Paul
has provided district leadership, school leadership, teachers, and staff with coaching focused on
analyzing and developing behavior and performance management systems that positively impact
student behavior and achievement in high poverty schools.
Paul can be reached at gavonip@hotmail.com
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