Chapter 5: The Change Agent

1. Chapter 5: The Change Agent Surviving Change: A Survey of Educational Change Models James B. Ellsworth

2. Fullan & Stiegelbauer’s Meaning of Educational Change • The Meaning of Educational Change published in 1982 by Fullen • Stiegelbauer helped Fullen to write the second edition in 1991 • The New Meaning of Educational Change • This 2nd edition discussed the stakeholders-as-change-agents model

3. 6 Types of Stakeholders at the Local Level • Teacher • Principal • Student • District Administrator • Consultant • Community (including parents)

4. Stakeholder: Teacher • Educational change will not succeed without teacher support • 6 Major issues teachers should consider before implementing or rejecting a change • Address an important need? • Administration support? • Fellow teachers likely to support? • Collaborative efforts you might lead? • Innovation in perspective—what techniques will you use? • Assistance from teacher unions or professional associations?

5. Stakeholder: Principal • Holds an important role; is difficult for them as they are caught in the middle of teachers and other stakeholders outside of the school • 10 major guidelines; some are: • Brainstorm possibilities; avoid wishful thinking • Think big—start small • Focus on tangible things like curriculum and instruction • Enhance fundamentals (such as professional culture) • Empower faculty and staff • Establish and communicate a clear vision

6. Stakeholder: Student • “Students may have the most at stake in the educational system, and how (or if) it changes or maintains equilibrium” (pg. 88) • Guidelines for teachers/administrators to consider to help involve students in change: • Plan strategies for increasing student motivation • Considers students as partners in learning • Identify ways the change will affect relationships • Identify how to introduce the innovation • Plan strategies to help students understand the changed roles

7. Stakeholder: District Administrator • Help decide what changes should be implemented • Difficult position because adopting change may end his/her career since they could be voted out of the position • 7 guidelines for district administrators; some are: • Choose a district where school board/constituents are united • Develop subordinates to work with teachers to lead change • Provide the vision, resources, and training • Continue a focus for improving instruction

8. Stakeholders: Consultants • Can be either internal or external consultants • Teachers often know little about the consultant’s role • Many guidelines for both internal and external facilitator; some are: • Get to know students needs in the schools within the district • Participate in selection of innovation • Understand the innovation • Help find information to help with implementation of change

9. Stakeholders: Community • “[…]almost two-thirds of typical curriculum decisions involve no community participation. Yet whenever the community does become engaged, it almost always prevails.” (pg. 96) • Like the student, they have a great deal at stake. • Community/parents that take an active role usually have positive affect on student achievement. • Some suggestions for parents laid out in the chapter. • Find a school system that welcomes parental involvement. • Become involved. • Find out if what you can do to help your child at home.

10. Stakeholders: Government • “This role is fraught with paradoxes and dilemmas, as governments have simultaneously great authority in establishing policy and dictating change and very little direct influence on what gets implemented.” (pg. 99) • Change efforts have been positive if the government has provided support and rewards. • Governments are imperative for change but much of the implementation depends on the school and its resources. • Some guidelines from the authors. • Give clear descriptions on what must be done. • Make sure goals are flexible. • Realize that change takes time.

11. Other Studies • The Role of Human Agents Internal to School Districts in Knowledge Utilization (1980) • Another look at the change agents mentioned in this chapter. • Fullan and Newton (1988) • Three case studies involving the principal implementing change. • Powell and Hyle (1997) • Study of three secondary schools starting inclusion programs.