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Brook Noble, Heike Paulsen, Rosa Berenice Walker

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Brook Noble, Heike Paulsen, Rosa Berenice Walker

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We believe that going from the current state to an ideal state of having Common Core implemented in all classrooms will be a 2nd order change for all stakeholders.

We believe that the principal needs to to the following in the order outlined:1. Establish Relationships with all stakeholder -

positive impact on staff

Hattie states that in order for change to occur, the leadership needs to create a delivery unit, which may or may not be comprised of teachers or school leaders. This group will be responsible for helping ensure positive delivery of a change to all stakeholders (178).2. Plan for success equates to having a preliminary vision -

The principal should be prepared to state his/her idea for  vision for the school
3. Sense of urgency for change  (Big Ideas) - staff will experience SHOCK.

Kotter states, "Most successful change efforts begin when some individuals or some groups start to look hard at a company’s competitive situation, market position technological trends, and financial performance." (Kotter p. 60)Fullan states that you should challenge the way things have been done (p.9)4. Collaboration and communication with all teams (guiding coalition) to establish a common vision -

staff will experience ANGER and emotional support is very important through conversations, encouragement,

Fullan states that motivation is essential for success (p.8)
Hattie believes that a guiding coalition cna help remove barriers to change and positively influence and support the change, especially at crucial moments (179).
5. Establish goals (short term wins), provide support/resources  and assess them -

the staff is probably in the DEPRESSION stage of the change curve and needs a cheerleeder with lots of optimism and praise as well as opportunities for observing classrooms that successfully implemented the change.

Kotter states, "Real transformation takes time, and a renewal effort risks losing momentum if there are no short term goals to meet and celebrate." (Kotter p. 65)In order to close the gap in student learning, Fuller recommends to build, capacity within the group by tapping into knowledge and competencies, by allocating resources and through motivation. (p9)6. Reflection, feedback and continuous improvement - enjoy the challenge - At

this stage in the change curve, ACCEPTANCE of the changes is prevalent and the principal can expect teachers to implement the changes in the classroom effectively.

Kotter states, "After a few years of hard work, managers may tempted to declare victory with the first clear performance improvement. While celebrating a win is fine, declaring the war won can be catastrophic. (Kotter p. 66) Hattie states that there need to be systems in place to identify their location on the trajectory to the vision and "to pause to reflect, change, esteem, and problem-solve." These systems will help ensure continuous growth for student learning.Fullan acknowledges that reflective action is imperative for the change to occur in concert . (p10)7. All stakeholders embrace the vision over time - At this stage in the change curve, the principal can rely on reciprocal accountability - INTEGRATION of the change is happening everywhere and teachers are looking for ways to continuously improve on their practices.According to Hatite teachers need to engage in a dialogue centered around student learning and their impact on student success.
Kotter states, "Until new behaviors are rooted in social norms and shared values, they are subject to degradation as soon as the pressure for change is removed. (Kotter p. 67)Fullan states that a school and its leader need to remain persistent yet flexible in staying the course (p.11)

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Mind frame 1: Educators believe that their fundamental task is to evaluate the effect of their teaching on students’ learning
Mind frame 2: Educators believe that success and failure in student learning is about what they as educators did or did not do
Mind frame 3: Educators should talk more about the learning than the teaching

Mind frame 4: Educators see assessment as feedback about their impact

Mind frame 5: Educators engage in dialogue not just monologue

Mind frame 6: Educators enjoy the challenge
Mind frame 7: Educators believe it is their role to develop positive relationships in classrooms and staffrooms

Mind frame 8: Educators inform families about the language of learning

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Summary of Kotter's Eight Steps for Transforming Your Organization

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Summary of Kotter's Eight Steps for Transforming Your Organization

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1. Establishing a sense of Urgency

2. Forming a Powerful Guiding Coalition

3. Creating a Vision

4. Communicating a Vision

5. Empowering Others to Act on the Vision

6. Planning for and Creating Short Term Wins

7. Consolidating Improvements and Producing still more change

8. Institutionalizing New Approaches

The main of the article are the downfalls that prevent each of these 8 steps to occur.

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Focus on Motivation

Build capacity with a focus on results

Learning in context

Changing context

a bias for reflective action

tri-level engagement

persistence and flexibility in staying the course

Challenge the status quo
Build trust through clear communication and expectations
Create a commonly owned plan for success
Focus on team over self
Have a sense of urgency for sustainable results
Commit to continuous improvement for self
Build external networks and partnerships