Issue 141: Jul 11, 2011 Connections Newsletter

Understanding Myths About School Change

Bill Blynt
Jul 11, 2011

How do leadership myths affect a school change initiative?

In his book, Leading Change in Your School, Doug Reeves attempts to address seven myths that negatively impact efforts to lead change in schools. He suggests that if schools are going to successfully change, these myths must be confronted by it's leader.

Myth 1- Plan your way to greatness.
Well documented and extensive plans have not lead to substantial changes in schools. Schools who write extensive plans exert great effort, utilize countless hours of human resources and look good on paper but show very little gain on improving student test scores. The biggest gains come in those schools who have establish clear vision and values and can write their ‘plan’ on a single page of paper.

Myth 2- Just a little bit is good enough.
Implementing change incrementally has shown to be ineffective. Leaders have traditionally hoped that by introducing change results would improve incrementally. Research has shown that this has not been the case. Only when leaders commit to deep and sustainable change do results improve. Deep change requires a change in behavior by everyone. Incremental change allows many to opt out and not engage in the unpleasant task of implementing a change. Research is showing that “implementation precedes buy-in; it does not follow it.”

Myth 3- We want you to change….really.
Most people want everyone else to change. Change usually results in a loss to someone. Most people want the loss to be at someone else’s expense. Leaders must understand that change is only popular to those who are unaffected. Deep change in an institution is not going to be popular.

Myth 4- People love to collaborate.
People in general are congenial to one another; however, this is not collaboration. Collaboration is a difficult task and requires time, practice and accountability. Effective collaboration is not something people seek or particularly enjoy. Leaders attempting to develop a collaborative environment in their school must understand that just giving people time will not create the environment they envision. In order to be successful, collaborative meetings need to be focused and result in measurable adult actions. This takes time, persistence and coaching.

Myth 5- Hierarchy changes systems.
Change is schools will not result simply because the perceived leader has articulated a plan. The complexity of school’s today makes it impossible for one leader to make a difference alone. School leaders must cultivate networks of teachers and administrators who collectively can communicate accurately and efficiently, share effective practice and respond to change effectively. Technology can be used to improve the connectedness of school leaders and be used to share visions, communicate ideas or debate concepts.
 

Myth 6- Volume equals VOLUME.
Organizational change will always trigger opposition. Leaders cannot wait for universal buy-in before proceeding; however, it is necessary to acknowledge opposition while keeping it in perspective. Studies have shown that there are four categories of individuals that emerge during the change process; those willing to lead (17%), those willing to actively participate (53%), the “fence-sitters” (28%) and the Toxic 2 (2%) actively working against the change. It is recommended that leaders spend their time with the 70% representing the first two groups.

Myth 7- The leader is the perfect composite of every trait.
It is not the leader who needs to reflect all the key traits of quality leadership but rather that a team exhibits these traits and exercises them responsibly for the benefit of the organization.
The goal of understanding the myths outlined above is not to criticize leaders but to encourage an understanding that change in schools is difficult work. It requires the energy of many under the leadership of not one but many willing participants. Change requires action guided by the “imperfect work of groups of imperfect people who nevertheless seek to implement and sustain change” in an effort to reach their goals.
Source: Leading Change in Your School - How to Conquer Myths, Build Commitment and Get Results, Douglas Reeves, 2009

How are these myths affecting your school's efforts to make change and substantially improve student achievement?