Blog-Forum 2: The Six Secrets of Change and Potential
Road Blocks
I
believe that leaders should solve more problems than they create. Especially,
when leaders are the catalyst for change in the school building. Therefore, when
planning for change implementation is purposeful from beginning to end. The Six
Secrets of Change begins by recognizing the issues, creating the process to
improve the culture, and making future adjustments (Sheninger, 2014). Michael Fullan (2008) identified these six
change agents to guide leaders.
Beginning with Fullan
Change Secret 1: Love Your Employees, implies that leaders should love their
employees through supporting their skills they bring to the profession. As
Glickman, Gordon, and Ross-Gordon (2014) reminded us, we can view “supervision
as the glue of a successful school” (p.9). Like the glue, the administrator
must work with their teachers to keep the harmony in the learning environment.
Fullan Change Secret 2: Connect Peers with Purpose, guides the administrators
to arrange for intentional peer connections during working hours and outside of
working hours (Sheninger, 2014). When I think of this change secret, at our
school the administrator assigns game duty for all teachers and staff members.
It’s been my experience that I’ve had great opportunities to meet fellow
colleagues on a personal level. Sometimes even shared our faith and courageous
conversations about our students, schools, and lives. Fullan Change Secret 3:
Capacity Building Prevails discusses teachers and administrators working
through the required changes of instructions and management for school
improvement (Sheninger, 2014). Fullan Change Secret 4: Learning Is the Work
falls in the school culture that professional development promotes
life-learners. One way to ensure a positive effect on student achievement is
through Professional Learning Communities (PLCs). However, the core of genuine
PLCs is the foundation to improve student learning by improving teaching
practice (Vescio, Ros, & Adams, 2008). Fullan Change Secret 5: Transparency
Rules involves observations for teachers by their coaches and mentors will improve
the teacher’s effective practices and the students benefit (Sheninger, 2014).
While watching the movie, “Waiting on Superman”(2010), the overall theory that
came from the successful schools was highly effective teachers with improved
instruction; which improves student learning and student achievement. Educators
in this environment do not operate with a closed-doors mentality where teaching
methods, successes, and failures are guarded secrets. And finally, the Fullan
Change Secret 6: Systems Learn implies that teachers are able to move the student
beyond basic competency to promoting understanding of academic content at much
higher levels by incorporating 21st learning. This is due to
students being able to collaborate with others which keeps students engaged in
learning (Raymond, Jacob, Lyons, 2016). Educators must engage the students with
intentional lesson plans that highlight the students’ collaboration and
communications to embrace the advancements of technology.
A Christian educator, as
a living example of Christ, should lead the school setting in a Christ-like way.
In 1 Corinthians 10:31, it tells us that whatever we do, do it all to the glory
of God. As the educator becomes
convinced that “we do what we do for the students”, the learning environment
becomes productive and relevant.
References
Glickman, C. D.,
Gordon, S. P., & Ross-Gordon, J. M. (2014). SuperVision and instructional
leadership: A developmental approach (9th ed.). Upper Saddle River, NJ: Pearson
Education. ISBN: 9780132852135.
Guggenheim, D.
(2010). Waiting for Superman [DVD]. Santa Monica, CA: Paramount Pictures.
Sheninger, E.
(2014). Digital leadership: Changing paradigms for changing times. Thousand
Oaks: Corwin. ISBN-10: 1452276617.
Hi Audra,
ReplyDeleteAs I read and reflected on your post, one word came to mind – relationship! I believe that building genuine relationship with our colleagues and supervisors is the best way to demonstrate love for others. This might be achieved through simple acts, such as a word of encouragement or a favorite coffee on the day of their birthday. As you mentioned, it relationships are also built through daily interactions, thus the importance teachers sharing their stories of success as well as those not-so-successful lessons. I absolutely agree with you regarding the need for regular professional development opportunities as a mean to improve practices. As educators, we must be in the constant pursuit of learning in order to enrich the lives of those we touch. At my school, teachers have four days in addition to the in-service week prior to the beginning of the school year. These four days are devoted to the professional development of teacher's choice. This includes attending conferences, workshops, or even taking a day to visit fellow teachers and learn from them. In addition, you made a very good point regarding collaboration. Teachers, by nature, have a collaborative heart and mind. An effective administrator will allow and promote collaboration opportunities for the team. Collaboration also alleviates the burden teachers often carry. Our team of Kindergarten teachers for example team-plan the lessons. This strategy is effective and beneficial in many ways. One benefit is that it ensures that all teachers hold each other accountable in a positive manner by ensuring that they stay on pace with the curriculum. It also sends parents the message that all teachers are equally effective. Not to mention the fact that it prevents teacher burnout from planning for so many different subjects. Finally, we are called to support one another as stated in Proverbs 27:17, "Iron sharpens iron, so one man sharpens another" (NIV). As educators, it is our responsibility to model collaboration to our students.