Draft #2 of My Change Plan
Your culminating assignment, due next week, will help you reinforce what you have learned throughout this course by reviewing your practical application of the theory and processes that affect organizational change.
For this assignment, submit a nearly finished second draft of My Change Plan in the assignment area for instructor review and then immediately post an excerpted copy for peer review in the Week 5 discussion forum titled, “Peer Review of Second Draft of My Change Plan.†(Posting your draft immediately for peer review will give you additional time to coordinate peer review partners and provide quality feedback. See the instructions in Week 5 about the allowable excerpt.) Your instructorâ€
s graded feedback is the most important. The peer responses will help you check for clarity of ideas.
Support your statements with evidence from the required studies and your research. Cite and reference your sources in APA style.
My Change Plan
Assessment Context: This assessment is used at the end of the course in the Preliminary Administrative Licensure certificate, M.Ed. Administration, and M.Ed. Educational Leadership programs. The assessment measures knowledge regarding equitable practices in school systems in the context of instructional and assessment practices. The minimum passing score for this critical assessment is 104.5 points.
Note: This course includes this assignment as a critical assessment documenting your learning on the national standards listed below. Please see the course syllabus or further information on the critical assessment policy. It is important to review the materials below and the critical assessment rubric
before you begin this assignment.
Your culminating assignment will help you and your colleagues reinforce what you have learned throughout this course by reviewing your practical application of the theory and processes that affect organizational change. Important note: The focus of your assignment must be centered on issues of ensuring equity for your students in the context of instruction and/or assessment in the classroom.
You will demonstrate organizational change and leadership in a detailed action plan by selecting one of the following options:
Option 1
Rejuvenate an existing, but flawed change process focused on increasing equity in instruction and/or assessment: Select a conflict situation at your school, district, or work site that resulted from the introduction of a new change initiative, but has stalled or created disequilibrium and now requires resolution.
Identify the change that has caused issues.
Provide a brief background or history of the issue including:
Whose idea was it?
Was it a consensus or forced initiative?
Who “bought in†and who did not?
Clarify the situation and determine the true roadblocks by identifying such items as the driving forces, restraining forces, personal agendas, specific interest groups or cliques, varying agendas of the major players, etc. You decide. You may also want to consider the following:
Environmental forces (national, regional, state, or community level forces driving change at your school)
Strategic imperatives (action your school or district needs to take)
Organizational imperatives (changes needed in the school or district)
Cultural imperatives (school or district norms that need to change)
Leader and employee behavior (specific behaviors that need to change)
Mindset (assumptions, beliefs, and mental models that need to change)
Next, go to the “balcony†like David King at Kennedy High to gain insight. What do you see? Which frames are paramount and which are lacking?
Now you are ready to create a strategy based on your growing knowledge of organizational change and leadership to remedy the stalemate or disequilibrium that includes a minimum of:
5-6 action steps based on your knowledge of theory and framing
Address such items as what your role will be. Who else will be involved?
From which frames and organizational theorists will you borrow the heaviest?
Consider Kotterâ€s (1996) 8 steps for leaders outlined in earlier learning activities. How might these help?
Lastly, what intimidates you the most about becoming an agent of change and enacting this plan?
Option 2
Identify a new territory—an area either in your classroom, school district, or place of work—you consider in need of change. What type of change is required in your workplace, classroom, school, or district to improve equitable learning experiences by altering instruction and/or assessment practices?
Using that as a focus, develop an action plan for instituting your selected change initiative based on those skills and information gained during this course. Your task is to serve as change agent to design—and hopefully implement—a personal change initiative. In this process, you should:
1. Describe the change you want to implement and provide a brief rationale.
What do you immediately see as the three key benefits of this change?
2. Identify key restraining forces and driving forces.
Clarify the situation and determine potential roadblocks by identifying such items as the driving forces, restraining forces, personal agendas, specific interest groups or cliques, varying agendas of the major players, etc. You decide. You may also want to consider at least some of the following:
Environmental forces (national, regional, state, or community level forces driving change at your school)
Strategic Imperatives (action your school or district needs to take)
Organizational Imperatives (what needs to change in the school or district)
Cultural Imperatives (what school or district norms need to change)
Leader & Employee Behavior (what specific behaviors might need to change)
Mindset (what assumptions, beliefs, and mental models need to change)
Consider how you can provide ownership early in the change process to prevent alienation and bring everyone aboard.
3. Now you are ready to create a strategy based on your growing knowledge of organizational change and leadership to remedy the stalemate or disequilibrium that includes a minimum of:
5-6 action steps based on your knowledge of theory and framing
Address such items as what your role will be. Who else will be involved?
From which frames and organizational theorists will you borrow the heaviest?
Consider Kotterâ€s (1996) 8 steps for leaders outlined in earlier learning activities. How might these help?
4. Explain the reasons for your approach (be bold and honest, indicating where you are not certain).
5. How will you measure the success of your change?
6. Lastly, what intimidates you the most about becoming an agent of change and enacting this plan?
Support your statements with evidence from the required studies and your research. Cite and reference your sources in APA style.
Final Assignment Parameters
The use of graphics (pictures, charts, graphs, videos, PowerPoint, etc.) is encouraged.
Outlines and bullets may be acceptable for certain elements of your change strategy (you decide which).
Reference a minimum of two scholarly sources other than your text, and a minimum of two organizational theorists.
Make certain to address the requirements listed in your option selection.
Final Assignment Suggestions
Be bold with this assignment and do not view it as simply a head exercise. Instead, be hopeful of eventual implementation, always remembering what Einstein said: “Great spirits have always encountered violent opposition from mediocre minds.â€
The Eight-Step Process by Kotter (1996) that you explored will be a huge help as you grapple with that all-important question: Where do I start?
Note: In addition to submitting this assignment to your instructor, post it as a reply to your initial post in the “Peer Review of Second Draft of My Change Plan†discussion board to prompt further dialogue with your peers. Peer responses are not required.
This course includes this assignment as a critical assessment documenting your learning on the national standards described below. For information on the critical assessment policy, please review the course syllabus. Be sure to review the rubric for the assignment.
NELP StandardsStandard One: Mission, Vision, and Core Values – Program completers who successfully complete a building level educational leadership preparation program understand and demonstrate the capability to promote the success and well-being of each student, teacher, and leader by applying the knowledge, skills, and commitments necessary for: 1) a shared mission and vision; 2) a set of core values; 3) a support system; and 4) a school improvement process.
1.3 (Support System): Program completers understand and demonstrate the capability to build, maintain, and evaluate a coherent system of academic and social supports, discipline, services, extracurricular activities, and accommodations to meet the full range of needs of each student.
1.4 (Improvement): Program completers understand and demonstrate the capability to engage staff and school community to develop, implement and evaluate a continuous, responsive, sustainable, data-based school improvement process to achieve the mission of the school.
Standard Three: Equity and Cultural Leadership – Program completers who successfully complete a building level educational leadership preparation program understand and demonstrate the capability to promote the success and well-being of each student, teacher, and leader by applying the knowledge, skills, and commitments necessary for: 1) equitable protocols; 2) equitable access; 3) responsive practices; and 4) a supportive school community.
3.1 (Equitable Protocols): Program completers understand and demonstrate the capability to develop, implement, and evaluate equitable guidelines, procedures and decisions that ensure each stakeholder is treated fairly, respectfully, and with an understanding of culture and context.
Standard Four: Instructional Leadership – Program completers who successfully complete a building level educational leadership preparation program understand and demonstrate the capability to promote the success and well-being of each student, teacher, and leader by applying the knowledge, skills, and commitments necessary for: 1) learning system; 2) instructional practice; 3) assessment system; and 4) learning supports.
4.1 (Learning System): Program completers understand and demonstrate the capability to develop, align, and implement coherent systems of curriculum, instruction, and assessment that are responsive to student needs, embody high expectations for student learning, align with academic standards within and across grade levels, and promote academic success and social emotional well-being for each student.
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