Accelerating Change in Schools

Leading Rapid, Successful, and Complex Change Initiatives

Linda Dudar, Shelleyann Scott, Donald E. Scott

• Publisher: Emerald Publishing Limited
• Year: 2017
• Print ISBN: 9781786355027
• eBook ISBN: 9781787143081
• Topic: Education
• Subtopic: Education Administration

Research indicates change is complex and difficult, and requires considerable time to achieve, sometimes years or even decades. This book presents major findings from a research study exploring the leadership needed to enact rapid change – defined as three years or less – in various school contexts, overtly including the perspectives of leaders, teachers, students, parents, community members, and district leaders. We challenge many of the assumptions in current scholarly literature about how fast, complex change can or should be wrought within educational environments; indeed, our premise is that rapid, complex change is not only possible but may be highly desirable and successful given the right leadership approach. 

We present a pragmatic 'rapid change' model emerging from in-depth explorations of successful leadership approaches that accelerated the change agenda in these schools. We outline the theoretical underpinnings to the model and overtly articulate the pragmatic approaches leaders found to be effective in implementing fast-paced change. We also present case studies of successful change in schools with descriptions and advice elicited from leaders and stakeholders.

SECTION II – RAPID CHANGE: SUCCESS STORIES FROM EDUCATIONAL LEADERS

Section II consists of Chapters 7–12 and in contrast to the previous section’s more theoretical focus, Section II has a more pragmatic orientation. Chapter 7 presents leaders’ insights about the drivers for change as well as their intrapersonal processes that enable them to take an inventory of their knowledge, skills, beliefs, and values that served as assets or deficits in their change implementations as well as outlines their pre-planning and visioning processes. The most difficult form of change is that of culture or “people” which is presented in Chapter 8. In contrast programmatic change tends to be less complex if the culture is positive and the pragmatics associated with program change is discussed in Chapter 9. Stakeholders have a key role to play in any change as they can support or disrupt change initiatives. Chapter 10 examines the perspectives of teachers, students, and parents and the community about change. Chapter 11 examines how context can influence change implementation and must be considered by change agents as part of the change management process. The final chapter provides advice and recommendations from successful change leaders based upon their successful experiences with rapid change.

CHAPTER 7

THE HEAD AND HEART OF CHANGE: LEADERS’ ADVICE ABOUT CHANGE

Behaving ethically is an imperative for school leaders. Being an ethical educational leader is something different. It is not only about behaving according to standards, but also rather involves an ethical way of being that engages the leader holistically in their attempt to do the right thing for students. … Ethical leaders in education have been shown to influence educational contexts from a moral imperative that is grounded in a critical and humanistic concern that deeply affirms “others” as a common good. Becoming and being an ethical leader is indeed an experiential journey that integrates the leader’s personal and professional way of being. … The moral character of education requires school leaders to promote learning as a moral activity, to see themselves as moral agents, and to act ethically with the aim of making a difference in the lives of learners.

— Cuellar and Giles (2012, pp. 420–421)

7.1. INTRODUCTION

This chapter provides practical advice and pointers for new principals or those who are about to embark on a change in a different school. We include the personal thoughts, reflections, and insights of school leaders who were tasked with the challenge of implementing a time-sensitive change. This chapter presents leaders’ explanations of why they chose to pursue significant changes in the first place, and what drove their decision to institute change(s) from the moment of inspiration to the final considerations, that is the pre-planning stages and final considerations for sustainability. These leaders identified key strategies that they found successful and expressed their moral imperative for doing the right thing for students, and if this meant change, then that is what they committed to.

7.2. STUDENTS AS THE DRIVING MOTIVATION FOR CHANGE

In Dudar’s study, successful leaders of change were not reticent to pursue significant and challenging change implementations. They recognized that the hard work associated with change was “a given” and were confident that the change would result in the best outcomes for student success. A principal of a large high school acknowledged that instituting school change was his “duty and responsibility” in pursuit of excellence. When poor student grades and low school attendance became evident in his high school, it was clear to him that significant change was required. He indicated that finding fault with the students, parents, or leader predecessors as excuses for poor performance or low student motivation to attend school was unproductive and “was simply not an option” but he also noted that some of his colleagues used these to avoid change. The change agenda included effective and sustainable strategies, and his underlying rationale was described as “doing the right thing” for student success because “that is what we do!” He stated:

I struggle with why people find change so difficult. I don’t think that I am doing anything so unique compared to the other leaders [in the district]. The only thing that I am doing here is trying to make it better for kids. For me it is about keeping kids in school. This involves the staff believing the same thing and at times it requires a change of attitude so that we all align. I am constantly reflecting on what is going on in this school and constantly trying to make things work better. This is what makes my day. (Senior High School Principal)

Successful change agent principals indicated that when it came to make the decision for a difficult change, it was natural and easy because it was “right from the heart,” in other words, the motivational drive to embark on a change agenda and to see it through to a successful conclusion was founded upon the principal’s passion to establish positive change for the betterment of students.

Even though many principals instituted change in their desire to enhance student outcomes or to support their holistic success, on occasion principals were required by their superintendent or school board authority to implement a “mandated” change. Similarly, there were examples where the district leaders perceived the need for change in a particular school and so they took the decision to “parachute” a principal into a school with the mandate to assess the current situation and implement necessary changes to ensure success. However, whether a change was self-initiated or mandated, it was the strong values that leaders held which drove the motivation for initiating a change. This desire to do the right thing for students was foundational to successful principals’ passion to be a change agent and it was a crucial dimension of the success story. One leader noted that the “heart” of the matter is that leaders do what is “right for students,” while the “head” of the matter would be to identify the “right decisions about a change” in terms of the type of change and how to conduct the change. Often it is a balance between the heart and the head that leads to fast-paced change. One principal advised:

Build on your strengths and focus on what is best for the students. Because each school is so different, you will decide where you need to take the school and work collaboratively with everyone. Together, you can talk about the strengths of the group and how to work together. The administration [change processes] is the head and the students are the heart. The heart needs to tell the head where to go.

7.2.1. How Do Leaders Think through the Decision for Change?

When does the decision to make change happen? Some principals reported making the decision for change as early as during their first visit or “walk about” in their new school. They were not distracted with current circumstances or challenges at the time. Rather, the commitment was almost instantaneous and they had total confidence in their capacity to make the change:

I have set goals across my entire life. I don’t know if that is the case with others but I have always done this. People would say “what are you going to be” and those answers would always be in the back of my mind. I knew my goals and seem to know how to achieve them and when I went into the school, I had a vision for what I needed to do and where it needed to be. Even before I went into the school, I knew this. The only thing I did not know was the exact timeframe for how long it would take me to achieve the goal. I was shooting for four or five months. Looking back, we were able to do this and since that time, I have been able to sustain the success for at least a year and a half.

An elementary principal described how passionate she became about making changes as she walked through her future school for the very first time:

It totally had to do with my believing from the bottom of my toes that this was an important change that was going to make a difference to the students. My bottom line with anything I do is “is this a positive change for kids?”

Principals recognized that challenges have to be anticipated when it comes to change implementations. Indeed, it would be rare and actually odd if this were not the case. Challenges may include determining strategies to engage all participants (parents, teachers, and students), limited funding, dealing with staff who do not engage with the change process, supporting staff who are in transition as the change evolves, and providing individual additional attention and support where required. For example, one leader stated:

If the change is good for students and you can show it, then others will come along with you. Talking, walking, and showing the change in every decision that a principal makes is the way you want to go! This includes talking it up as part of hallway discussions, one-to-one, meetings, assemblies … whatever it took! (Elementary principal)

In addition to juggling challenges, principals were also aware that there had to be careful preparation and monitoring throughout the entire process for the purpose of providing timely and effective data that could serve as useful feedback for participants and other stakeholders.

Successful principals remained focused on the end goal but were also open to possibilities presented by others that would aid the change process as well as challenge their own thinking about how to achieve the desired goals. Other leaders, however, viewed the same goals as unimaginable, unrealistic, and only saw barriers or limitations. Table 7.1 of leaders’ statements helps to identify the different types of leader thinking when considering a change implementation.

Table 7.1. Statements of Successful and Confident or Hesitant Change Leaders.

Confident Change Leaders	Hesitant Change Leaders
The entire school could achieve this change goal I will get everyone to understand the criteria of expectations I will explore every possibility to engage students and staff	Perhaps I could try and get half of the participants to buy-in to the change I will try and give this my best shot and then wait to see what happens I will try and find the support that I need

In reviewing confident and hesitant leaders’ statements in Table 7.1 note the differences in attitude underpinning these statements. The statements made from confident and successful principals identified possibilities for improvement and demonstrated confidence compared to hesitant leaders who suggested limitations or implied there were barriers. Change must come from the right attitude and belief that success is possible. It is the belief of leaders that they can enact the change and successfully reach the envisioned goal that is transferred to those who become part of the process. This links with Bandura’s SCT which identifies that an individual’s self-efficacy indicates his/her capacity to reach a goal and is a strong predictor of behavior. Thus highly efficacious principals are more likely to be successful in their change agency (for more detail refer to Chapter 5). Additionally, efficacious principals are more likely to embrace a change and continue to seek greater challenges. For example, this confident principal stated:

My belief is that change is a prerequisite for improvement. When change is needed it is because something is worn out, with no spark and little interest and no student engagement. I believe it is both my passion and desire to set high expectations. The norm is not good enough. We need to think about what we can do to make a better situation. I am never totally satisfied but continually set high expectations.

7.3. RECOGNIZING THE TYPES OF CHANGE

When we analyzed the changes in Dudar’s study, the ISPP, and the ASAS there were numerous types of changes. When we analyzed these various changes we roughly categorized these changes in two overarching clusters: program and people change. Examples of program changes that were typically curriculum-related such as, literacy and numeracy, language learning, special education and inclusion-focused, curricular change, technology, fine arts, and religious programs. In many cases, these programs were designed and produced external to the school and were introduced with associated manuals, guidelines, resource binders, and/or electronic resources. At times, the change required a restructuring of physical spaces, infrastructure, and/or renovation projects that resulted in changes to classrooms or common areas, or the relocation of classrooms, offices, and support locations.

People changes related to issues of attitude and perceptions, motivation, and behaviors of various stakeholders in the school such as students, parents, and/or teachers in the school. These people changes required shifts in peoples’ beliefs, actions, and working or study cultures within the school community. Change initiatives which involved people changes included significant staffing changes, school community tensions, staff tension, apathy, and/or discord, the need for team development, and dysfunctional PLCs.

In some instances, the change encompassed a blend of both people and program changes in order to overcome the problem or issue that the leader was facing in the school. In these cases, where both people and programmatic change were necessary, it was important to address the attitudes and philosophical views of various individuals (people changes) first before there was a readiness or capacity to implement the programmatic changes. One principal described the importance in addressing “people” change in preparation for programmatic change by describing the impact:

I experienced a culture of chaos, it appeared that the positive results of implementing a safe and caring culture was that people felt good about coming to work and began helping each other [with program changes]. Student engagement increased and the staff no longer felt alone and isolated in their classrooms. I had no idea that it would take this amount of energy because of the number of hurts that needed to heal. But once we got past that we were able to implement the program.

Leaders were often thrown into complex change situations. The phone call, meeting, or request for a “fireside chat,” that is, a conversation with a superintendent or other superordinate, usually came without notice and the “recommended” start time for the change was frequently “sooner rather than later.” These requests were usually delivered by the superordinate with an undertone of urgency and importance accompanied by a “time-sensitive” deadline. Although leaders were often challenged with deadlines, change deadlines were almost always closer than leaders preferred and the sense of urgency was ever present. This endorsed the demands for change that were outlined in Chapter 1 where society, government, or regional/district education leaders were demanding change in pursuit of improved schooling outcomes. One principal described her response to the change mandate saying:

I found out about the change during the interview [for the job of principal]. They said that this change was necessary and had to happen fast and I agreed. It [the change] had to do with keeping high school kids in school.

How is it that some principals are capable of implementing change so quickly? Principals who led successful fast-paced school change identified that shorter time frames or close “deadlines” served as a “momentum device” throughout the change process, not only for themselves but also for the participants in the change. Time-sensitive deadlines helped participants maintain focus on the steps involved in the change and enabled them to provide support to each other throughout the process. One leader described the time factor as a necessary element: “the speed of the change meant that it could not be ‘same old, same old’ because it had to happen fast,” in other words they could not afford to resort to routine practices because the deadline required them to demonstrate a change. Likewise, another leader stated: “The speed of change was good because it is so easy to slip back to old routines.” Often, stakeholders looked forward to a new approach as they shared the desire to move forward and leave old habits and attitudes behind. One elementary principal in an urban school setting told her story where during a school visit by senior administrators she was asked to implement a significant change that was sure to raise tensions and cause resistance among students, faculty, and parents. This change was to increase the level of inclusion for a group of special needs students. The superintendent indicated this had been attempted in the past but had failed because of resistance from staff and parents. At first glance such a challenge may have been viewed as an honor that the superintendent had confidence that she could implement this difficult change and the challenge appeared exciting. Furthermore, such a request had the potential of being packaged with a promotion or recognition for the principal. This principal’s reaction described an example where the nuances of the required change were not delineated “in the fine print”:

I was not only new to the school but a new principal. Our assistant principal was also new to the school and a new assistant principal [that is, both were newly appointed in their leadership roles]. I didn’t anticipate that there would be teachers joining the process later on and that would require additional guidance and mentorship. During the first month or two of being there … surprise, surprise, it wasn’t warm and fuzzy! I had to set a tone and vision … I needed to arrive extremely organized, prepared, and with a plan.

This principal encountered the difficulties of staff who did not want the change and did not give the new administration team a warm reception. But preparation was an important element to the change process and is highlighted later in the chapter.

7.4. LEADERS’ PERSONAL REFLECTION

So, where did the leaders in our studies begin their change process? The first step may very well be the most crucial. This involved the creation of time for the leaders to conduct a s...

Table of contents

• Cover
• Title Page
• Section I – Leadership and Rapid Change
• Section II – Rapid Change: Success Stories from Educational Leaders
• About the Authors
• References
• Index