Change principles
Change is learning
Change is a process
The school is the primary organisational unit for change
Organisation adopt change
Interventions are key to the success of the change process
Appropriate interventions reduce resistance to change.
District and school based leadership is essential to long term change success.
Facilitating change is a team effort.
Mandates can work.
Both internal and external factors greatly influence implementation success.
Adopting, implementing, and sustaining are different phases of the change process.
And finally, focus.
Staff knowledge and skills needs to be changed. This can be achieved with meetings and training (Hall & Hord, 2006).
It requires multiple resources, multiple amount, and energy with multiple actions to ensure successful implementation (Hall & Hord, 2006).
Consistent, enduring, and uninterrupted attention is required to achieve goals and intended results of each change initiative (Hall & Hord, 2006).
Staff members move more forward as they gradually learn (Hall & Hord, 2006).
It takes three to five years for an organisation to have the knowledge (Hall & Hord, 2006).
The dynamics needs to be understood (Hall & Hord, 2006).
A school or its leader can make or break a school whether it is initiated form the inside or outside (Hall & Hord, 2006).
Successful change stops and end at individual level (Hall & Hord, 2006).
Some staff members will grasp the change process immediately, some on additional time and a few will avoid the change (Hall & Hord, 2006).
Training, workshops, and meetings is an example of interventions (Hall & Hord, 2006).
The most important interventions are the little ones (Hall & Hord, 2006).
Some staff members will resist change, and some will sabotage it (Hall & Hord, 2006).
You need to find the reason why they are resisting change (Hall & Hord, 2006).
It is usually a sense of loss where they need to come out of their comfort zone (Hall & Hord, 2006).
Some implementers feel that they don't need any advice from those above them as they have the best ideas (Hall & Hord, 2006).
More upper administration support must be garnered (Hall & Hord, 2006).
Change is a team effort. Not only does the principal play a crucial role in implementing change but all the staff members does (Hall & Hord, 2006).
Mandate is an example of a strategy (Hall & Hord, 2006).
When a mandate is accompanied by communication, ongoing learning, coaching, and time for implementation it can work (Hall & Hord, 2006).
Internal factors.
External factors.
It includes multiple policies and procedures that must be address (Hall & Hord, 2006).
It is the history of past attempts to change as well as characteristics f the current innovation (Hall & Hord, 2006).
Physical features: size, resources, spaces, technology, and schedules (Hall & Hord, 2006).
People factors: beliefs, attitudes, values, perceptions, and expertise (Hall & Hord, 2006).
Mistakes that is being made is where decisions are announced with the expectations by the first day of the new school year, a change is made (Hall & Hord, 2006).
By using the new way continually with quality requires structural changes as well as ongoing attention by both internal and external leaders (Hall & Hord, 2006).