Professional Documents
Culture Documents
Change Management: The School Leader As Change Agent
Change Management: The School Leader As Change Agent
Others???
Model of Employee Decision to Actively
Resist an Organizational Change Effort
Tools to Facilitate Change
• Consensus Building
Management of Complex
Change: Critical Components
Vision
–Strategic Planning
Skills
Incentives
Resources
Action Plan
Management of COMPLEX CHANGE
ACTION
VISION + SKILLS + INCENTIVES + RESOURCES + PLAN =CHANGE
ACTION
+ SKILLS + INCENTIVES + RESOURCES + PLAN =CONFUSION
+ ACTION
VISION + + INCENTIVES + RESOURCES PLAN =ANXIETY
ACTION
VISION + SKILLS + + RESOURCES + PLAN =GRADUAL
CHANGE
ACTION
VISION + SKILLS + INCENTIVES + + PLAN =FRUSTRA-
TION
VISION SKILLS INCENTIVES RESOURCES =FALSE
+ + + STARTS
Management of Complex Change
Activity
With a person sitting next to you, go through
the complex change matrix with this
situation:
You are asking every staff member to
incorporate cooperative learning strategies
into their lessons.
Decide what must be done to make sure each
component of the matrix has been addressed.
Force Field Analysis:
Critical Components
Desired Change
Driving Forces –Favoring Change
Restraining Forces –Resisting Change
Equilibrium or Current Status
FORCE FIELD ANALYSIS
State Desired Change Here
Management of day
to day school issues
Management of long
term school issues
Maintenance of
relationships with the
governing body
Maintenance of
relationships with the
community
Conclusions from a Body of Recent
Research:
Effective school leaders are those
who are visionary and skillful learners,
as well as strong and competent
partners in facilitating and sustaining
reform
Conclusion: One can become a notably
successful school leader given any of a
considerable array of gifts and
tendencies.
It’s what you do with what you have
that really counts!
How Do These Puzzle Pieces Fit
Together to Make a Coherent Whole?
Effective School-wide Leadership
Requires Understanding of…
The System- context in which you
operate, including school/agency/district
norms, local, state, and federal policies,
and standards of accrediting bodies for
public & private programs
Yourself- leadership style, preferences
for change, facilitation skills, philosophy
of teaching and learning
Others- those who serve as “levers” and
those who must make changes
Relational Leadership Model
SYSTEM
OTHERS
SELF
You as a Leader
Your own orientation to change,
leadership and management styles, and
philosophy of teaching and learning
provide the pathways for determining
how you, as a unique individual, can be
successful
Relationship to Others
Nearly all studies show that without
buy-in from teachers, change is
“doomed”.