A overview of three contemporary models for implementing educational change

1. EDUC6353 Leading and ManagingEDUC6353 Leading and Managing
Educational ChangeEducational Change
Models of
Educational
Change
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2. 2
School reform agenda
(Leadership)
Mandated
reforms
Teachers’ goals
and purposes
Changes in
classroom practice
Integrated Theory contains the following elements
Strategy Model

3. Schooling by Design
(Wiggins and McTighe, 2007)
0 Backward design:
0 Strategy – how to organize staff and resources
0 Tactics – a game plan
Actions (p. 201)
0 Strategic principles for accomplishing mission:
0 Plan backward from “mission accomplished”
0 Work to close the gap between vision and reality
0 Plan to get and use feedback to make “timely and
effective adjustments, early and often” (pp. 202-3)
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4. Schooling by Design
(Wiggins and McTighe, 2007, pp. 205-206)
0 Stage 1 – Identify desired results
0 a long term goal
0 a shared vision
0 Stage 2 – Determine acceptable evidence
0 present (where we are now)
0 future (evidence of results)
0 Stage 3 – Plan actions to achieve goals
0 short term goals
0 cycles of action research
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5. 5
Reframe
goals
Schooling by Design
(Wiggins and McTighe, 2007)
Modified from Figure 11.1 Sequence for Organizing the Work of Reform (p. 251)
3 stages of SbD

6. Schooling by Design
(Wiggins and McTighe, 2007)
0 The template on page 206 is also a useful
summary of the Schooling by Design model.
0 Leadership
0 The leader’s reason for being is to guide the educational
institution to achieve specific goals related to its mission
(p. 172).
0 Academic leaders must assume a critical role of helping
craft a clear, inspiring, and actionable mission to guide
the educational institution. They must also engage
board members, staff, and community in helping shape,
and come to “own,” the mission (p. 173).
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7. IDEAS Model
(Andrews, 2008)
0 Innovative Designs for Enhancing Achievements in
Schools (IDEAS)
0 Purpose: To inspire IDEAS schools to engage in a
journey of self-discovery which will ensure that they
achieve sustainable excellence in teaching and
learning (Andrews & Crowther, 2011, p. 4)
0 5 phases: initiating, discovering, envisioning,
actioning and sustaining
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8. IDEAS Model (cont’d)
(Andrews, 2008)
0 Initiating – planning the process
0 Discovering – surveying school stakeholders
0 Envisioning – creating a vision for the school
0 Actioning – developing an action plan
0 Sustaining – monitoring progress
Includes the development of a Schoolwide Pedagogy
that is unique to the particular school
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9. IDEAS Model (cont’d)
(Andrews, 2008)
0 Concept of Parallel Leadership:
0 Teacher leaders and administrator leaders work
together.
0 Individual capabilities, aspirations and responsibilities
are fulfilled.
0 Facilitates development of:
0 a professional learning community
0 school culture
0 school wide approaches to teaching and learning
(Andrews, 2008, p. 49)
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10. IDEAS Model (cont’d)
(Andrews, 2008)
0 Parallel Leadership is based on:
0 Mutual trust and respect
0 Shared sense of purpose
0 Allowance for individual expression (Andrews, 2008, p.
49).
0 Example: I had to step back and let others take the
lead. (Principal – Middle School)
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11. 11
Strategy in Education Model (Eacott, 2008)

12. Strategy in Education Model (cont’d)
(Eacott, 2008, p. 360-362)
0 Envisioning – thinking about the future
0 Critical reflection and reflective dialogue
0 Engaging parents and staff in strategic conversations
0 Establishes purpose for actions
0 Provides data
0 Articulating
0 Oral – conversations to bring the vision to life
0 Written objectives to enable structural alignment
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13. Strategy in Education Model (cont’d)
(Eacott, 2008, p. 360-362)
Implementing
Translating strategy into action
Staff understanding and commitment
Improvement in current operations
Timely
Monitoring
Where are we now?
Where to next?
How will we get there?
How will we know when we get there?
Requires a transparent system of data collection
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14. Strategy in Education Model (cont’d)
0 Leadership role:
0 why not see the role of the school principal as one of
educational strategist, where leadership behaviours and
management processes are targeted towards the
enhancements of the school’s educational programs and
most importantly student development (Eacott, 2008, p.
363).
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15. Comparing the Models
Feature Schooling by Design IDEAS Strategy in Education
Focus on improving teaching
and learning
Reform agenda appropriate to
the school
Teachers direct the change
process in a community of trust
Data are used to guide changes
in pedagogy
A long term perspective is taken
School leaders guide the
innovation
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16. Reflection
0 What are the strengths and weaknesses of
each model?
0 What are the similarities between these 3
models?
0 What are the differences?
0 Do they all have the features of sustainable
change listed earlier?
0 Do they have features that are not on the list?
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17. References
 Andrews, D. (2008). Working together to enhance school outcomes: An Australian case study of
parallel leadership. Leading and Managing, 14(2), 45-60.
 Andrews, D., & Crowther, F. (2011). Innovative designs for enhancing achievement in schools (IDEAS)
Retrieved 6 August, 2012, from
http://ideas.usq.edu.au/Home/IDEASbackground/tabid/138/Default.aspx
 Clement, J. (2013). Managing mandated educational change. School Leadership & Management.
 Eacott, S. (2008). Strategy in educational leadership: In search of unity. Journal of Educational
Administration, 46(3), 353-375.
 Fullan, M. (2011). Choosing the wrong drivers for whole system reform. East Melbourne: Centre for
Strategic Education.
 Hargreaves, A. (2004). Inclusive and exclusive educational change: Emotional responses of teachers
and implications for leadership. School Leadership & Management, 24(3), 287-309.
 Hargreaves, A. (2010). Presentism, individualism, and conservatism: The legacy of Dan Lortie's
Schoolteacher: A sociological study. Curriculum Inquiry, 40(1), 143-154.
 Goodson, I. (2001). Social histories of educational change. Journal of Educational Change, 2(1), 45-63.
 Leithwood, K., Steinbach, R., & Jantzi, D. (2002). School leadership and teachers' motivation to
implement accountability policies. Educational Administration Quarterly, 38(1), 94-119.
 Louis, K. S. (2007). Trust and improvement in schools. Journal of Educational Change, 8(1), 1-24.
 Meiers, M., & Ingvarson, L. (2005). Investigating the links between teacher professional development
and student learning outcomes. Barton, ACT: Australian Government, Quality Teacher Program.
 Smith, L. (2008). Schools that change: Evidence-based improvement and effective change leadership:
Corwin Press.
 Wiggins, G., & McTighe, J. (2007). Schooling by design: Mission, action, and achievement. Alexandria,
VA: Association for Supervision and Curriculum Development.
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