Facilitating the Change Process

Debbie Cargill
Oct 27, 2008

Change is inevitable. People and organizations vary both in their capacity for change and their comfort level with change. Any new implementation which requires significant change can create a sense of uncertainty and unease for those involved. Effective leaders recognize that movement from the status quo to a new way of doing is a process, and the process must be supported.

In The Balanced Leadership Framework: Connecting Vision With Action, Waters and Cameron identified 21 leadership responsibilities. Two of those responsibilities are directly related to the leader's role in the change process. The role of change agent is the extent to which the principal willingly and actively challenges the status quo. In this role, the principal "consciously challenges the status quo; is comfortable with leading change initiatives with uncertain outcomes; and systematically considers new and better ways of doing things." The role of optimizer is the extent to which the principal inspires and leads new and challenging innovations. In this role, the principal "inspires teachers to accomplish things that might seem beyond their grasp; portrays a positive attitude about the ability of the staff to accomplish substantial things; and is a driving force behind major initiatives."

Change can be stressful, chaotic, confusing, and overwhelming; but change can also be challenging, exciting, invigorating, and successful. How does an effective leader guide change while providing an appropriate amount of pressure and expectation as well as the support necessary for success?

In any new implementation, expectations must be clearly communicated and monitored. What is expected? How often? When? In addition, support must be provided in the form of training, collaborative planning, conferencing, and resources, etc.

While the school leader is responsible for directing and sustaining change efforts within the school, school-based coaches can be a tremendous part of the support needed for successful implementation of any new initiative. The coach's role is to support the teacher to meet the expectations set forth.  That support can take many forms - providing models (sample lessons and units, templates), demonstration lessons, modeling think alouds and scaffolding, and providing resources. Working together, the school leader and School-Based Learning-Focused Coach can move teachers to the next level of successful implementation.

Learning-Focused provides detailed implementation guides and tips. Check out these resources on our website.