Challenges Associated With Change Management Via A Needs Analysis

An experienced Detroit-area educational administrator and consultant, Vivian Palmer holds a bachelor of arts in secondary education with a concentration in mathematics from the University of Detroit Mercy and a master of arts in education with an emphasis in instruction technology improvement from Wayne State University. Vivian Palmer’s professional history includes tenures as a professional development administrator with Detroit Public Schools and a director with the Education Achievement Authority of Michigan. She has also held a range of administrative and advisory positions in greater Seattle, Washington.

Heather Ruha grew up in a “pretty rough” suburb on Chicago’s west border; this background has allowed her to connect with the hardships that her urban students face. Her interest in education was sparked by an incredibly influential teacher’s assistant in one of her classrooms, who Heather described as “giving” but always pushed her to do her best and challenge herself. She graduated from Northeastern Illinois University in Chicago with a major in Elementary Education and a minor in Psychology. Ms. Ruha has been working in the Kenosha Unified school district since 2006, originally as a teacher in elementary classrooms, until she discovered a true passion for working with middle school students.

A sit-down interview, in the interviewee’s classroom, on April 22, 2017, results in responses from Rachel, a female Elementary Education teacher at Deerfield Elementary School, in Deerfield, Wisconsin. Containing eight initial questions and two response follow-up inquiries, this interview represents a 4-year Kindergarten grade level perspective, and utilizes eleven years of teaching experience. As a University of Wisconsin-Madison graduate, Rachel began her career in Milwaukee before accepting her current position of nine years. With extensive knowledge of the field, Rachel qualifies as an excellent resource, both when actively pursuing plans to become an Elementary Education

The Case of Randy Harris describes the lesson of a middle school mathematics teacher, and how he uses diagrams, questions, and other methods to guide his students to a better understanding. Throughout his case study, Harris’ methods could be easily compared to that of the Effective Mathematics Teaching Practices. There are eight mathematical teaching practices that support student learning, most of which are performed throughout Randy Harris’ lesson. Harris didn’t perform each teaching practice perfectly, despite doing the majority of them throughout his lessons. The following are examples of how Randy Harris implemented the eight mathematical teaching practices into his lesson, and how the ones that were neglected should have been

For this instructional supervision experience, I chose to evaluate Mrs. Melissa Dalton. Mrs. Dalton is 25-year veteran mathematics teacher at Rural Retreat High School. She has taught mathematics at Rural Retreat High School for 24 years. She also taught mathematics at Oak Hill Academy in Mouth of Wilson, Virginia her first year out of college. Mrs. Dalton graduated from Emory and Henry College in 1985 with a degree in Mathematics. In 1990, she earned a Master’s Degree in Mathematics and Curriculum and Instruction from Virginia Tech. She is currently working on a second Master’s Degree in Counseling and Human Development from Liberty University. Mrs. Dalton certainly fits

My field experience took place at S Bryan Jennings Elementary in Mrs.Reid 's second grade classroom for a little over a month. During my time within the classroom I observed the subjects: reading, mathematics, and phonics, science, and writing. I also observed a teacher planning period. When I was within the classroom I observed the techniques the teacher used in the subjects, the programs used, the children’s abilities with the subject and/or topic, the students struggles within the subject and/or topic, the teachers struggles with students who did not understand, and the stereotypes that applied and/or did not apply to the classroom, teacher, and students. Within this dissertation, I will describe and focus on these observations in a more specific way following with observed examples.

Introduction In the fall of 2017, I was assigned my first field experience as a student in the college of education at The University of North Georgia. My opportunity to spend 20 hours observing and assisting in a fourth grade math class in a public school setting allowed me to see firsthand the implications of my coursework and readings in Education 2130. Through observing and supporting the teacher by conducting small group re-teaching sessions, I was able to more deeply understand topics including student motivation, assessment and evaluation, learning styles and techniques of instruction including direct instruction and student-centered approaches. Field Experience

Every day teachers overcome obstacles in the classroom, problem-solve on the go, address failures and challenges, work to create better ways to engage students, and improve methods of educating. Yet, so many of these moments, these everyday victories and triumphs go unnoticed. Teachers are constantly working to support their students and create more accessible and diverse opportunities. In our small district, many of these new ideas and efforts are personally and individually spearheaded by the teachers themselves, who lead, implement, and follow through to make their vision a reality. Thankfully community partners, parents, businesses and individuals readily and graciously offer support and resources to support teachers and students.

After hearing Kristina’s background of her road to becoming a teacher, I began to ask her questions about her teaching experience. The first question that I asked Kristina was what influenced her decision to become a teacher? Kristina’s response to this question connected greatly to my own influences. She had known that she wanted to teach from about second grade. Kristina nannied and babysat for multiple kids when she was younger. The experience she had with watching kids had an impact on what she wanted to do in her life. Having the opportunity to relate to children

Served as Lead Mentor for new faculty as well as mentored individual new teachers and new instructional coaches

Welcome to Mrs. Gayle Harmon’s classroom! Mrs. Harmon has been teaching in a classroom since 1994, and has taught in many different states. Mrs. Harmon is a graduate of Concordia College and is a very proud educator. She currently is teaching second grade at Matoka Elementary school in Virginia for 8 years now, and is the team leader of her section at Matoka. Being that Mrs. Harmon has taught for quite some time now my first question was “How have your teaching skills evolved since first teaching a class?” Mrs. Harmon chuckled and smiled before responding, she says that “With time, comes wisdom and learning”. She is not nearly as naïve as

Leading and managing change require a solid theoretical foundation. This assignment will research the theoretical elements of change and change management. Addressed will be the following: Organic Evolution of Change, Formulating Strategic Development Approaches, Leadership and Management Skills and Gathering and Analyze Data. As societies continue to evolve and changing demand creates the need for new products and services, businesses often are forced to make changes to stay competitive. The businesses that continue to survive and even thrive are usually the ones that most readily adapt to change. A variety of factors can cause a business to reevaluate its methods of operation. According to literature from the past two

CBAM is considered a widely applied theory and methodology for studying the change process of educational change (Anderson, 1997). CBAM is developed under the assumptions that (1) change is not an event but is a process; (2) change is carried out by individuals; (3) change is a highly personal experience; (4) changes involves in both developmental growth of feeling and skills; (5) change can be facilitated by interventions directed toward individuals. (Anderson). There are sever stages of concerns that describe the feeling and motivations of individual might have about the change (Anderson).

Change is a common thing that happens all around us on a daily basis sometimes even without us noticing. It can range from family level to international levels, likewise in time frame it can happen on a daily basis, a monthly, yearly or even a decade. In the words of Senior & Fleming (6) Change can be simply defined as process of moving from one state to another. It is this transition that creates distress to the people due to fear of the unknown. We can not stop change but rather we can only manage it. So then what is change management?

The change management for organizations is a structured approach to transition and shift teams and employees from a current state to a desired state of future. It is organizational process, which help organizations to accept and embrace