Spheres of Influence February 24, 2008
Posted by Ed 831 Ken in Uncategorized.trackback
As I reflected about Sharon’s presentation, I keep coming back to change implementation as my major sphere of influence.
When I was a teacher, for the most part I was in charge of the change that occurred in the classroom. I didn’t feel like it was a process. It was just a given in my classroom. It is what I did.
As my career has evolved to an administrator, I realized that I have very little control over change in the classroom. My job has become one where I try to establish the structures such that change can occur in a sustainable manner in the classroom. It is a process. Not everyone is at the same point on the change continuum. Some people think that if everyone in not at the same place, it is a failure. This is a myth. Sharon mentioned that not all teachers are ready to welcome social networking with open arms. She did not insult these teachers. She mentioned that they are not as far along in the process as others. That is not a bad thing. This is to be expected.
As a technology teacher, this frustrated me. But as I learn more and more about the theory of change, I appreciate that this is normal. My job is to set up an environment in order to encourage the teachers to keep moving in the right direction.
Change readiness is an important concept in the management literature that we need to consider.
As with any engagement, you need to understand why you would want to participate. Any change requires effort on the part of the participant (it is after all about learning), and so we need to help them realize the benefit of participation.
One of the best ways I’ve observed is through active particpation in the tools. Rather than expecting our teachers to jump in and use the tools with their students, let’s first expose them through professional development opportunities.
Cindy
I agree that change can be rather difficult in a school. I find that change will occur if you can show a teacher how to use technology in an existing lesson/practice and not use as an “add on.” If one can take existing projects and incorporate technology, teachers will attempt to implement the practice in their planning much sooner.
I would be interested to hear more about how you would facilitate that environment of change Ken, especially for the more “established” educators.
Interesting comments.
Dave mentions the “add on” issue. I agree that tech has to be used not just as an “add on”. Having said that, the “add on” phase is what most teachers experience when first starting with technology. After they experience this “add on” stage, they gain more confidence and their technology integration evolves to activities that would not be possible without technology.
Jumping directly to this phase, without experiencing the “add on” phase is a critical error (in my opinion). Sometimes we, as educators, learn something new and expect that all others in our profession should drop everything and jump on board. The result is slower, less meaningful change.
The “add on” stage appears to be a slower approach; however, the end result is more powerful (and quicker). Sometimes slow is fast (in the realm of change).
Shaun’s more “established” teacher issue is a delicate one in some schools. How we approach these teachers makes all the difference in the world. Why would I think I know more than them? I don’t. We need to value their expertise and experience. I have yet to find one teacher who does not want to improve their classes. Not one!! A leader’s job is to set up the necessary structures and supports in order for the teachers to be effective in the classroom.
They might not want to do exactly what I want, but that doesn’t make them wrong.
Teachers who feel valued will go to the wall for the school and their students.
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