Change+Leadership

Readings:
[|Tuckman's Process Model for Group Development]

Change Leadership was the focus of Bob's Session at Rotokawa on Friday June 13th
- The Digital Natives, Digital Immigrants reading that you may like to share/discuss with your staff can be [|found here].media type="youtube" key="jpEnFwiqdx8" height="344" width="425"





 * The Use of Current Pedagogy within our schools
 * Increased Access to ICTs
 * Improved Capability In ICT Use
 * Active Parental involvement in student learning
 * School Wide Inquiry process owned by staff and students
 * Increased participation of students, teachers and parents within our learning community.

Ambrose's 1987 model illustrates the ingredients and outcomes of managing complex change. http://europe.isixsigma.com/library/content/c061101b.asp

How does your school fit?

Learning is about complex change - Can this illustration be applied to other learning situations?


 * If you were a student in a class, what would you leave out?
 * What might your teacher have left out?
 * How does this link to inquiry?

Example:
 * How did you feel following our workshop session at Rotokawa on Friday?
 * Or following Eric's session?


 * Can you identify the outcome for you in this chart?


 * Can you identify the ingredients that created this feeling?

Clearly illustrated pdf can be found at: http://staffweb.esc12.net/~lmccray/techintegration/docs/change.pdf

In the summary on Change Leadership, [|SEDL] lists these points:
>  > //**If you are not able to effectively articulate the vision, there will be confusion. > What is your vision for 21st century learners? > Can you communicate it clearly to your staff? > Do they support, share and own the vision too? Are they open to change?  >  **// >  > ** > //If the users do not possess the necessary skills, there will be anxiety. > How will you identify the areas of need for your staff? > When and how will your staff obtain the skills necessary for a successful implementation of 21st century learning? > Has a Professional Development plan been integrated into the core learning plan at your school?// ** > ** > //If incentives are not present and valued by individuals, there will be gradual change. > What are the expected outcomes of the implementation? > Do your staff understand the value of the tools and resources? > Do the students and parents understand how ICT will enhance their educational experiences?  > Is there time made for staff to reflect, discuss and inquire into these areas? > <span style="text-align: center; display: block; font-family: 'Times New Roman', Times, serif; color: rgb(84,238,17); font-size: 121%;"> //** > <span style="color: rgb(239,119,21);">//**<span style="text-align: center; display: block; font-family: 'Times New Roman', Times, serif; color: rgb(84,238,17); font-size: 110%;"> > If usable and appropriate resources are not included, there will be frustration. > Have you identified the needed resources for success? > Are there supports you have not included? > Has the plan for accessibility been communicated to your staff? **// > <span style="text-align: center; display: block; font-family: 'Times New Roman', Times, serif; color: rgb(160,34,236); font-size: 110%;"> //**<span style="text-align: center; display: block; font-family: 'Times New Roman', Times, serif; color: rgb(149,31,239); font-size: 110%;"> > If a solid action plan does not exist, there will be false starts. > What are the goals for student use? > Have you established an action plan for the implementation and development of ICT **//<span style="color: rgb(84,7,237);"> <span style="text-align: center; display: block; font-family: 'Times New Roman', Times, serif; color: rgb(55,135,235);"> ===<span style="color: rgb(84,7,237);">**//<span style="text-align: center; display: block; font-family: 'Times New Roman', Times, serif; color: rgb(55,135,235);">"Effective change requires skilled leadership that can integrate the soft human elements with hard business actions" (Joiner, 1987 p. 1). //** ===
 * 1) **Being Visionary.** Leadership requires vision. It is a force that provides meaning and purpose to the work of an organization. Leaders of change are visionary leaders, and vision is the basis of their work. They begin with a personal vision to forge a "shared vision" owned by their co-workers. Their communication of the vision is such that it empowers people to act.
 * 1) **Schools are for learning.** What are our mental models. Is it in tune with what we say we do and what we actually practice? A "principals' values and beliefs influence their vision of the school as well as their behaviours. In an in-depth study of an elementary principal, Greenfield (1991) stated that the principal's mental model "is important to understand because it colors practically everything this principal does on a daily basis" (p. 6). Beliefs about students' ability to learn and teachers' ability to teach affect a principal's leadership behaviours.<span style="color: rgb(244,80,11);">
 * 1) **Value human resources.** Leaders for change recognize that the people in the organisation are its greatest resource. The characteristic of valuing human resources manifests in three dimensions: valuing the contributions and efforts of co-workers, relating effectively with others, and fostering collaboration.
 * 1) **Communicating and listening effectively.** The communicating and listening skills of principals, and teachers are important characteristics of leaders who facilitate school change. It is the basis for their ability to articulate a vision, develop a shared vision, express their belief that schools are for the students' learning, and demonstrate that they value the human resources of their peers and subordinates.
 * 1) **Proactive.** Principals and teachers that are effective leaders of school change are proactive. They initiate action, anticipate and recognize changes in their environment that will affect their schools and districts. They challenge the status quo, the established ways of operating which interfere with the realisation of their organisations' vision.<span style="color: rgb(244,80,11);">
 * 1) **Risk Taking.** Principals that lead and guide others in school change take risks but not carelessly or without forethought. Furthermore they encourage others to be innovative by providing an environment that makes this safer. Teachers appear to be reluctant risk takers. Current educational reform efforts may change this hesitancy in teachers.