100 Posts in 100 Days
For the past several days, I’ve been writing and posting about different states of dependence and how they might play out amongst teams and individuals in schools. (If you haven’t read posts 71-74, go to www.learningattheheart.com to access them.) Throughout these posts, I’ve repeatedly acknowledged the importance of clarity and communication.
In yesterday’s contribution, “Easier Said Than Done”, I noted that careful planning and communication about the intended plans of any given initiative get us to a certain point. My experience has been that the hardest challenges weren’t in the planning, but came in the implementation. And so, I listed three recommendations:
- Have a model for change in your school,
- Cultivate a schoolwide culture of growth mindset, and
- Get specific about your own role and behavioral changes.
In this post, I will elaborate on having a change model for your school.
Why have a change model?
Change models are essential for managing the work in schools. Having one that is familiar to your school community creates shared language and experiences. Additional benefits to a common change model include:
- Serving as a roadmap and compass for the work that will take place. When implementation hits a rough patch, the model can help you get back on track.
- Providing processes for anticipating potential areas of reluctance and resistance and planning to minimize those challenges.
- Understanding how individuals experience change allows leaders and colleagues to better plan supports and interventions, if needed.
- When conditions change or new ideas surface, you can respond and integrate them without losing sight of the original destination or goal.
- A clear change model also allows for a more clear communication model and strategy. (See the example at the end of this post.)
What are some change models used in schools?
There are a number of different change models, some designed for business, some designed for schools, and some used for both.
- William Bridges Transition Model has 3 phases and a number of transition-management techniques. I’ve personally had success applying his ideas to the educational setting and find it easy to remember because it has 3 phases.
- Dr. John Kotter’s 8 Step Process for Change is one of the most widely used in the world across industries. I’ve seen it used in many international schools.
- Edward De Bono’s Six Thinking Hats is one that I have experienced as a participant and a team leader. It helps to look at a change or an initiative from many different perspectives.
- The Concerns-Based Adoption Model (CBAM) was designed with schools in mind and includes a comprehensive collection of tools for managing change. It is one I’ve seen used widely in the United States.
I’ve compiled links to more information on these change models into one document (screenshot to the left), “Frameworks for Change Management”.
An Example from William Bridges Transition Model:
In an example from my time as an elementary principal, our school (and district) was developing professional learning communities (PLCs) using Solution Tree’s PLC-at-Work model. In preparing for communicating about the work ahead to teachers, I planned communication and talking points using the 4P’s tool from William Bridges Transition Model. This tool is designed to help leaders frame the work by explicitly communicating the purpose, picture, plan, and part for stakeholders.
I felt good about the initial introduction to teachers. Our rationale and goal were established and specific roles for teachers were outlined. When I shared the work that was to come, teachers could “see” themselves in the process. For the most part they were receptive. The planning and early communication were successful.
In my next 2 posts, I’ll continue to elaborate on the execution of work in schools by sharing some ideas about mindsets and behavior change.