Leading+Change

Textbook: Reeves, Doug, __Leading Change in Your School: How to Conquer Myths, Build Commitment and Get Results.__ Alexandria, VA: ASCD, 2009. []

Resumes - supporting documents
Cristine Wagner-Deitch - Patricia DiRienzo - Paula Hartman - Jarol DeVoge - Mara Linaberger - Su Verma -

ItQ - Opening Pages


GoogleDoc Version of the ITQ: http://docs.google.com/Doc?id=dmcmtx3_1grmh7gd9&hl=en GoogleDoc Version of the Program Outline: http://docs.google.com/Doc?id=dmcmtx3_2fxffbvnc&hl=en GoogleDoc Version of the Course Rubric: http://docs.google.com/Doc?docid=ddswmvz6_0dwfgmkgd&hl=en
 * Draft Versions**

Western Region ITQ Writing: Leading for Effective Change; 4 part series. Douglas Reeves book is the basis for the program. PIL Relationship: Core Standard 1.

Big Idea: Change is complex and requires strategic and intentional leadership. Key Concepts: school culture, shared vision, effective modelling, thoughtful planning and sense of urgency. Essential Questions: How can we use knowledge of the change process to engage educators in a pragmatic approach to improve teaching and learning? In what ways can the knowledge of practical steps for the implementation of change help systems of education avoid failure?

Program Outline: 4 Half-days. Text-based seminar.

Session 1 - Activity Sheet: Session 1. "Creating the Conditions for Change" (IU 27) Overview: Assumptions Basic to Successful Change Tools of Change Initiatives Activity. (see p. 14) Looking Deeper Activity. Personal Change Readiness Assessment (pp.20-23) Organizational Change Readiness Assessment (pp. 28-30) Focus Group Questions on Change Readiness Planning - Success is Intentional Imperatives of Cultural Change 1. Write a brief reflection of yourself as a change agent. Do you see yourself as a change agent? What, if any, barriers do you acknowledge that may inhibit your ability to affect change? 2. Identify at least two myths about leadership with respect to affecting change in an organization? What are two common misconceptions about the process? 3. Why is so difficult for educational organizations to implement change? What do you see as a stumbling block to affectively implementing change? 4. How does the culture of an organization affect the change process?

Session 2. " Planning Change" (IU 3)
 * 1) What are four key points that have been shown to have the greatest influence on student achievement?
 * 2) List three promising practices that can be used to make teacher and administrator interviews more performance oriented.
 * 3) Name three elements of effective planning.

Session 3. " Implementing Change" (IU 7)) 1) What are the important components of sustainable change? 2) How are the terms ‘implementation gap’ and the ‘transition’ stage of systemic change related? 3) What are leader support responses that combat ‘initiative fatigue’ and ‘implementation dips’?

Session 4. "Sustaining Change" (IU 1)