Tami Brass on 2008-03-28
Reminds me of my former principal - Tom LeCloux
This link has been bookmarked by 61 people . It was first bookmarked on 28 Mar 2008, by Patrick Higgins.
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18 Aug 09
Justin HudgensEvery blog, conversation, Ustream and conference session I engage in I always hear the same questions asked over and over-- How do we do this? It seems we know what and we know why- but PLEASE someone help us with...
technology implementation change leadership elearning education
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04 May 09
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16 Mar 09
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principles
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Long-term transformational change has four
primary
aspects:
scale (the change affects all or most of the school), magnitude (the
degree to which it challenges the status quo),
duration (the change is
incremental at first and then moves to
exponential), and strategic importance
(how
ready the culture is for adapting to change). - 4 more annotations...
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Teachers and leaders who champion the change need to be able to articulate why
and what they believe, as well as why it is in the best interest of children -
best change programs reinforce core messages through regular, timely advice that
is both inspirational and practical -
Ask yourself, do you know your school's readiness factor in terms of accepting
change? Does your school already have strategies in place for how to bring major
problems to the surface, identify conflicts, and negotiate outcomes? Do learning
teams, and ultimately your learning community know how to identify the core
values, beliefs, behaviors, and perceptions that must be taken into account for
successful change to occur? -
embedding 21st Century skills into the core curriculum or determining what new
literacies your students will need to know and how delivery of curriculum will
need to change in order for students to be successful in mastery.
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04 Mar 09
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03 Feb 09
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11 Nov 08
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14 Jul 08
Mark BlairLong-term transformational change has four primary aspects: scale (the change affects all or most of the school), magnitude (the degree to which it challenges the status quo), duration (the change is incremental at first and then moves to exponential), and strategic importance (how ready the culture is for adapting to change). Yet schools will only see significant change when the change occurs first at the level of the individual educational leader- be that principal, superintendent, or teacher. Real change, transformational change happens when there is personal ownership of the new technologies and concepts. Today's new economy is all about human capital, which starts with the educators in a school and then extends outward to all members of the school community.
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10 Jul 08
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08 Jun 08
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Lisa DumicichThis blog will be used to explore, exchange, and create ideas around 21st century collaborative learning and the environments and tools that make this learning possible--with the big goal of helping teachers and those who prepare teachers redesign teachin
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07 Jun 08
Demetri OrlandoSheryl's blog post includes 9 principles to help with shifting school culture.
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Jo McLeaySome would argue that the tension and irritation between "why" and "how" is by design. That these shifts are creating a permissive framework in education where there are no clear answers (Turner, 2004). And that in a changing educational environment the needed changes in education should be negotiated from a why approach rather than a how approach
change implementation 21stCenturySkills leadership elearning 21stcenturylearning
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21 May 08
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Which means- the leaders must do more than talk a good game. They themselves
must embrace the new approaches first, both to challenge and to motivate the
rest of the faculty.
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16 May 08
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02 May 08
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28 Apr 08
Vance StevensEvery blog, conversation, Ustream and conference session I engage in I always hear the same questions asked over and over-- How do we do this? It seems we know what and we know why- but PLEASE someone help us with the how!
paradigmshift change change_agent pp107tesol multiliteracies nussbaumbeach collaboration 21stcenturylearning webheads webheadsinaction writingmatrix
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26 Apr 08
arllennium arllennium9 Principles: people before things; start at the top; everyone is a player in the change game; garner buy-in; can't give away what you don't own; communicate often; know your culture and predict possible impact; expect the unexpected; as the individual grows, so will the collective wisdom of the community.
21stcenturylearning 21stCenturySkills change implementation thebigshift
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20 Apr 08
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18 Apr 08
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16 Apr 08
Tom BarrettReal change, transformational change happens when there is personal ownership of the new technologies and concepts. Today's new economy is all about human capital, which starts with the educators in a school and then extends outward to all members of the
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13 Apr 08
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11 Apr 08
Hugh Hughes9 Principles for Implementation: The Big Shift
change implementation 21st elearning leadership 21stCenturySkills
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07 Apr 08
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06 Apr 08
Dennis RichardsGeared to a leadership audience on principles for implementing change.
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05 Apr 08
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04 Apr 08
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But in the 21st Century, bottom line is that relationships are all that matter.
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03 Apr 08
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02 Apr 08
Chris WherleyGeared to a leadership audience on principles for implementing change.
21stcenturylearning 21stcenturyskills ProfessionaDevelopment Implementation Leadership
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But in the 21st Century, bottom line is that relationships are all that matter
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01 Apr 08
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31 Mar 08
Jeff Wassermanschool change process in context of elearning
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Sarah Puglisischool change process in context of elearning
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30 Mar 08
Jocelyn Chappellschool change process in context of elearning
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Christy Tucker9 principles for implementing transformational change in education, changing the culture to support 21st century learning. Principles include "People before Things (or test scores)" and "As the Individual Grows so Will the Collective Wisdom of the Community"
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But in the 21st Century, bottom
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line is that relationships are all that matter.
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Some would argue that the tension and irritation between "why" and "how" is by design. That these shifts are creating a permissive framework in education where there are no clear answers (Turner, 2004). And that in a changing educational environment the needed changes in education should be negotiated from a why approach rather than a how approach.
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It is no longer about information management and prescriptive outcomes, but rather about building capacity- in ourselves, our faculty, our staff and in our students and then being able to contextualize the collective wisdom we gain through those relationships to making the world a better place.
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29 Mar 08
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William FerriterAn SNBeach bit on how to introduce 21st Century changes to schools and districts. Notice the emphasis on people skills, PLCs and human relationships. That's more important than most anything in this work.
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28 Mar 08
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Rather in an era that is not about precision or predetermined ways of doing things- we need to adopt a anticipative approach, not a prescriptive approach.The great thing about this shift is that even if we get some of it wrong-- (and we surely will) that those wrong approximations in and of themselves will help to create climate to support the needed shifts.
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I am going to attempt to give you principles (not how to prescriptive steps) by which to guide your why approach to managing the needed changes in your schools and school systems.
- 20 more annotations...
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Long-term transformational change has four primary aspects: scale (the change affects all or most of the school), magnitude (the degree to which it challenges the
status quo), duration (the change is incremental at first and then moves to exponential), and
strategic importance (how ready the culture is for adapting to change). Yet schools will only see significant change when the
change occurs first at the level of the individual educational leader- be that principal, superintendent, or teacher. Real change, transformational change happens when there is personal ownership of the new technologies and concepts. Today's new economy is all about human capital, which starts with the educators in a school and then extends outward to all members of the school community. -
1. People before Things (or test scores)
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Trust will be developed overtime within the local community under an effective community leader. Once that happens, the community will become self-directed in how they help others through the change, and the leadership in the learning community will become shared.
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2. Start at the Top
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Which means- the
leaders must do more than talk a good game. They themselves must embrace the new approaches first, both to
challenge and to motivate the rest of the faculty. They develop their own online voice and model the desired behaviors. -
3. Everyone is a Player in the Change Game
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At each layer of your school, create professional learning teams with leaders who have a shared vision and are motivated to make
change happen and understand how the change relates to their area of influence and control. -
4. Garner Buy-in
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Teachers and leaders who champion the change need to be able to articulate why and what they believe, as well as why it is in the best interest of children.
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5. Can't Give Away What You Do Not Own
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Ownership is often best created by involving people in identifying potential problems and crafting solutions- which happens naturally in a community of practice.
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6. Communicate and Often
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The best change programs reinforce
core messages through regular, timely advice that is both inspirational
and practical. Often this will
require overcommunication through multiple, redundant channels. -
7. Know Your Culture and Predict Possible Impact
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making it critically important that leaders understand and
account for culture and behaviors at each level. -
8. Expect the Unexpected
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Data driven decision-making will help inform your strategies somewhat, but realize along the way that much of this is so new- that we do not know what we do not know.
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9. As the Individual Grows so Will the Collective Wisdom of the Community
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But the truth is- so much of this change is emergent that we simply do not know how to answer these important questions. To quote Peter Vaill,"... it as if we are all in constant whitewater."
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But in the 21st Century, bottom line is that relationships are all that matter.
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Caroline O'BannonGeared to a leadership audience on principles for implementing change.
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Sheryl Nussbaum-BeachGeared to a leadership audience on principles for implementing change.
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Patrick HigginsEssential 9 for implementing school change from Sheryl.
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Every blog, conversation, Ustream and conference session I engage in I always hear the same questions asked over and over-- How do we do this? It seems we know what and we know why- but PLEASE someone help us with the how!
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Remember- change is caught- not taught.
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whether they want to commit personally to making change happen.
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