Building a Coalition

There are five stages to help implement a school-wide change. The first is “becoming informed” and this is the stage that centers on research and information gathering. The goal of the principal is to educate him/herself as much as possible so that he/she can better understand the benefits, concerns, and effectiveness of trying a new program in the building. This is also when any testing or screening would need to happen so that the principal can get a clearer picture of the needs within the school based on the current student population. The second stage is “building support” which is just as the name suggests. The goal of the administrator is to build support for the new changes and to have faculty buy-in so that teachers and staff members are motivated to make the change. Furthermore, this is a key time for the administrator to act as a leader and model so that he/she may inspire others to act and make positive choices in regards to the program. The next phase is “creating an action plan” which is usually with a small group of people hand selected by the administration. This group figures out the nuts and bolts of bringing the change into the school by looking at the schools readiness for such a program, funding, and gaining commitment from the staff. Also during this time, the administrator is setting goals, problem-solving, and finding ways to delegate and support those working on the plan. The fourth phase is “implementing the plan” and may seem like a time

According to Michael Fullan (2016) in his book, The New Meaning of Educational Change, successful organizations that demonstrate change followed principled concepts of change. The reason for their success if that there is tangible proof of alignment in keeping components of actions. Fullan (2016) stated that successful change incorporates five factors. In this essay, three of the five factors will be discussed and an example of an organization using components of the change be revealed. Often when organization shave to go through the process of change it means either they have gone through change to repair broken areas or they are going through change as a reflective exercise before embarking on a larger scope of practice perhaps to expand into new growth within their organization. In either course, the larger concern is that organizations must embrace change and engage in meaningful constructed ways to promote the best growth with the fewest steps to reach accomplishment. A key decision factor to change is whether an organize will change because they adopt a model and see a better way or whether they want to save their resources. Fullan (2016) suggested that the reason for the change is largely to work is because, the organizations, “Define closing the gap as the overarching goal,” “Assume that lack of capacity is the initial problem and then work on it continuously,” and “Stay the course through continuity of good direction by leveraging leadership,” (Fullan, 2016,

The group process broke down because there was never a group. This group began with a group of five individuals who had strong opinionated views as of the relevancy of their professions and experience. Instead of getting together as a group and mutually deciding how

There is an intersection between career and political executives in the Federal government. As discussed in Chapter 2, career and noncareer senior executives are subject to the same executive core qualifications (ECQs) and performance criteria, even though some of them serve at the pleasure of the President. However, their respective spans of control and expectations associated with performance differ.

Teaching demands a lot of creativity and being able to adapt to different situations and environments. However, in order to experience lasting success, more than pot luck, charisma and spontaneity are required. Planning is essential. Planning and preparation gives a certain level of confidence. Whether it is a single lesson or a whole course, planning allows you to design the learning journey you wish to take your students on. In designing, you can make sure that you are catering for all your learners’ needs. This includes sufficient differentiation; for SEN needs as well as your gifted and talented students. In planning you can ensure that your lessons have a definite beginning, middle and end and have clear aims and targets. At this stage you will also prepare and plan resources. Also, you must plan your assessments. How will you know when the students have learned what you set out to teach? How will they know? How are you going to prove that learning has taken place at the end of the course? All these points will be addressed in the planning stage of the teacher training cycle.

Havelock’s model of change will be used for this project. Perception of need, diagnosis of the problem, identification of the problem, devising a plan of action, gaining acceptance of the plan, stabilization, and self-renewal are all steps included in Havelock’s model of change (Kearney-Nunnery, 2012). Leadership is also an important part of the change process. In order to have a positive outcome, the leader must incorporate the staff in the change process.

Corey, G., Corey, M., & Haynes, R. (2014). Groups in action: Evolution and challenges (2nd

To implement the change project there are multiple steps that must be taken. Education is the first step in implementing the change project. Education is a major part of the process because it brings knowledge and information regarding right ways of implementing the change.

When organisations want to implement change they need to have a plan, taking into consideration existing information that leads to the change, stakeholders views have to be followed for successful implementation, the public views is important, service user’s expectations have to be met by appointing a service team.

| One of the main learning points that I read was that communication needed to be thorough and maintained through the course of the changes to ensure that complacency didn’t set in or any regression in the implementation of the changes. Another is that consideration should be given to the concerns of the individuals that will be directly affected.  It is important to note these because these are sometimes the breaking points for an unsuccessful implementation. Especially considering the individuals affected, it so simple just a little extra time understanding how and what the change will affect will ease the process in the

The class still lacks a vision, among other weaknesses. Teachers are just barely entering into the acceptance stage of The Change Curve (nd)--a few occasionally revert back to the anger stage when frustrated by the lack of direction and planning. The principal speaks about collaboration often, but this change initiative was not a collaborative effort. Acknowledging that, the principal may have been able to better support the staff through the change by at least listening to teachers through the Denial Stage and supported them through the Doubt Stage, as advised by Gentry in “Coaching People Through the Change Curve” (nd). Time has allowed the teachers to accept that advisory is now a part of our semester. But, looking ahead to next week, we still only know which group of students will come to our room for thirty minutes on Monday and to check our emails for lesson

1. Diagnose the problem. 2. Assess the motivation and capacity for change. 3. Assess the resources and motivation of the change agent. This includes the change agent’s commitment to change, power, and stamina. 4. Choose progressive change objects. In this step, action plans are developed and strategies are established. 5. The role of the change agents should be selected and clearly understood by all parties so that expectations are clear. Examples of roles are: cheerleader, facilitator, and expert. 6. Maintain the change. Communication, feedback, and group coordination are essential elements in this step

My feelings about the group process was a little mix at first but, at the end I felt like we actually brought it together. Beginning of the group member were all over the place and had no direction, when we were able to take a breather in just think ideas started to flow. I felt like that took the communicator to make it happen. By reinsuring the other group members that everything will go smoothly if we just don’t overthink everything.

The key issues of lack of collaboration and teamwork, lack of reward for job performance, lack of fairness, and lack of feeling supported are all problems that relate to the diversity of the GSU team. Because it would be difficult if not impossible to change the composition of the team, it is necessary to find ways to reduce or eliminate the feelings of isolation and separation that are clearly present in the GSU.

The primary problem is each groups has their own interest and concerns. It appears that each team is struggling with the differences amongst the team. Ultimately, this will hold them back from progression. They all feel that the children are important, but not working together