This document discusses educational change and its meaning. It defines change as involving systematic transformation of systems, structural changes to policies and programs, and cultural shifts. Successful change requires stakeholders to find shared meaning in what should change and how. The document also outlines three dimensions of change - new materials, behaviors, and deeper shifts in values and beliefs. It analyzes different strategies for introducing change, including power-coercive, rational-empirical, and normative-re-educative approaches. Creating conditions for successful long-term change involves developing shared vision, ownership, collaboration, and ongoing support.

1. The Meaning of Educational Change

2. What is change?
“If reforms are to be successful, individuals and groups must
find meaning concerning what should change as well as how
to go about it” (Fullan, 2001 p.xi)

3. What is change?
Change involves:
Systematic transformation of the education system; e.g. Vision
of Teacher Education Strategy and Standards for New Teachers
Structural change e.g. in organisation, policy, programmes,
courses;
Changes to the culture of the system and mentality of the
stakeholders;
Consideration of interconnections between diverse components
of the system - in this context need to consider the
interconnection between academic and teacher preparation
programmes and practice in school

4. TeacherEducation Strategy
A vision forteachers – a vision forchange
1.Commitment to their students and to educating all of their
students.
2.Possess general knowledge, subject knowledge, use a variety
of teaching methods that respect students and make them active
learners, to improve and develop life-skills including problem-
solving and critical thinking.
3.Responsible for monitoring and guiding their students’
learning.
4.Think systematically about their practices, learn from their
experiences and continue to develop professionally.
5.Work with their colleagues as members of a community of
learners.

5. Dimensions of change
Fullan (2007) suggests 3 key dimensions of change:
 New materials and resources
 New behaviours and practices
 New values, beliefs, attitudes and understandings

6. Dimensions of change
Change in practice normally precedes the deeper
change that may occur to values, beliefs and attitudes.
This means that those involved in change need to make
a commitment to taking on new behaviours and
practices, without necessarily knowing whether they will
be successful or not. The attempt to make new practices
work can be threatening, frustrating and deskilling.
Fullan (2007) calls this the “implementation dip.”

7. Dimensions of change
Personal Domain
External Domain
Domain of Practice
Domain of Consequence
External source
of information,
stimulus or
support
Professional
experimentation
Salient
outcomes
Knowledge
beliefs and
attitudes
Enactment
Reflection
The Change
Environment
The Interconnected Model of Teacher Professional Growth (Clarke & Hollingsworth, 2002:951)

8. Strategies forintroducing change and innovation
(Kennedy 1987)
3 main strategy types
Kennedy (1987), citing Chin and Benne (1970)
identifies the following three main types of strategy for
effecting changes in human systems:
1. Power-coercive strategies
2. Rational-empirical strategies
3. Normative-re-educative strategies

9. • Changes based on sanctions of some sort, which force
people to change or act in a certain way
• Top-down: imposed from above
• Non-consultative
Power-coercive strategies

10.  Introduction of new school textbook, or curriculum,
by Ministry of Education, with little or no
consultation with the ultimate users, the teachers
and the students
 Peer observation scheme in University
Department introduced by Head of Department or
Dean as a means of staff development
Power-coercive strategies: examples

11.  People are rational beings who will adopt change
once they are shown evidence that it will benefit
those whom it affects
 Information, once viewed in a positive light, will be
sufficient to bring about change.
 Use of seminars, workshops, newsletters to diffuse
information
Rational-empirical strategies

12.  People act according to the values and attitudes
prevalent in a given society or culture;
 Accepting change may require changes to deep-
seated beliefs and behaviour: change is inherently
destabilising;
 This necessitates a collaborative, problem-solving
approach, with all those affected by change involved
in some way.
Normative-re-educative strategies

13.  Dynamic potential: concerned not just with the adoption
of a specific innovation, but with “the process of
development that individuals experience as a result of
involvement, and which can lead to a continuing interest
in further change and development” (p. 164)
“Chang ing the culture o f institutio ns is the re alag e nda, no t
im ple m e nting sing le inno vatio ns . . . . whe n im ple m e nting
particular inno vatio ns, we sho uld pay atte ntio n to
whe the r e ach institutio n, and the re latio nships am o ng
institutio ns and individuals is de ve lo ping o r no t”. (Fullan
20 0 7 , 1 24)
Normative-re-educative strategies (cont.)

14. 1. Importance of collaboration and interaction with those
implementing the change: “do not assume that your
version of what the change should be is the one that
should or could be implemented.” (Fullan 2007: 122)
2. Individuals need space to work out their own meanings
of the change - often through reflective practice, e.g. of
“trying it out”.
3. Be prepared for conflict and disagreement: these are
both “inevitable” and fundamental to successful
change” (Fullan 2007: 123).
4. Effective change takes time.
Planning forchange using a normative-re-educative
strategy

15. Creating conditions forsuccessful change
What are key conditions for successful change?
 Shared vision - Shared vision is more an outcome of a quality
process than it is a precondition. Shared vision involves
shared goals, shared knowledge, shared commitment and
mutual respect
 Personal vision based on own values and beliefs
 Ownership
 Voice
 Inquiry oriented
 Initiative
 Collegiality
 Collaboration
 Support from others