Effective Im plem entation
of Change

Aimee Mendelsohn Ed.S., M.Ed

School Improvement and Academic Specialist Educational Service Center of Lake Erie West amendelsohn@esclakeeriewest.org

● Highlight the challenges, issue, and practices associated with effective implementation of change.

● Explore deepening implementation in your current work.

Talk with your tablemates: Is your school making continuous progress, how do you know?

Thinking about your answer…

• What is the most important thing that you have learned :

• From what

• From what

has worked?

hasn’t worked?

• Both are valuable…

If you learn from them.

“The existing institutional structure of public education
does one thing very w ell:

it creates a normative environment that values idiosyncratic, isolated, and
individualistic learning at the expense of

collective learning

Elemore 2006

Focus on What is
Working

Focus on What is Working

Don’t do too many things:
• Focus on implementing a few important things well and deeply
• Monitor and provide feedback and support
• Learn as a system

Focus on What is Working

● Identify the right priorities ● Implement well
● Monitor well

● Provide feedback and differentiated PD ● Learn well

Identify the Right Priorities

● What are the right priorities?

○ What is the ONE thing that will improve performance? ○ What can the BLT do to improve instruction?
○ What is the one thing that Principals can do to strengthen instruction in their schools?

● Successful leaders strategically allocate time, energy, resources, and emotion among competing priorities.

Identify the Right Priorities

•How many priorities can YOU successfully address? Identify your current priorities
•How many priorities can your staff successfully address?

Discuss with your staff and re-focus.

•How important is it for the leader to model and provide focus?

Talk with your tablemates: Share an example of how you have provided focus at your school.

Identify the Right Priorities

● Clarifying and Limiting Priorities

○ Identify what specific steps you will take to limit the number and focus your priorities.
○ How will you know if you are focused enough? ■ What data will tell you this?

Implement Well

● Three essential components of implementing change. ○ Approach implementation as a process
○ Engage leaders at all levels throughout the process ○ Create a change-friendly school culture

Implement Well

Implement Well

Monitor Well

● The observation and recording of specific teaching and leadership practices for feedback and decision making.
● Effective Monitoring Includes Three Characteristics: ○ Frequent
○ Addresses adult actions ○ Constructive

Monitor Well

● Monitoring must be frequent.

○ The impact of frequency is nearly linear, meaning that the more frequent, the better schools do.
● Monitoring Involves Adult Action.

○ Monitoring that was most effective provided frequent and specific feedback to teachers and leaders.
● Monitoring must be Constructive

○ Monitoring must be informative and not evaluative.

Monitor Well

If you feel overwhelmed with the amount of monitoring data you are collecting and analyzing…

….. then you are monitoring too many things.

Talk with your tablemates: Discuss the role that feedback plays in learning for students, teachers, and principals.

Administrator

Administrators

Feedback

●Feedback between teachers and administrators should be based on:
○ OTES Goals ○ TBT Goals
○ Improvement Plans

○ Walk-throughs aligned to TBTs, OTES Goals, Improvement Plans

Differentiate PD

● Do teachers have a say in the PD they participate in? ○ Is PD aligned to individualized teacher goals?
■ TBT/OTES Driven.

○ Aligned to a State-Mandate?

○ Is PD aligned to the feedback we give to teachers?

Learn Well

● Principal impact on student learning has not be studied enough.
● Recent evidence suggests that principal effectiveness is just as/if not more important than teacher effectiveness.

Learn Well

● Leadership needs to focus on their learning, not just teachers and staff.
○ Participate in PLC with teachers to analyze data and plan lessons.
○ Participate in PD meaningful to their own leadership goals.
○ Participate in PD with teachers and staff.

Case Study Review: A Leadership Review

●Read the Case Study: A Leadership Review
● Reflect on the leadership challenges and determine if the leadership team was able to:
○ Identify the right priorities ○ Implement well
○ Monitor well
○ Provide feedback and differentiated PD ○ Learn well
● Discuss your answers with your tablemates.

● Work with your BLT to truly focus your work related to change.
● Share the workload. ● Communicate and
collaborate with all stakeholders.

●Scan the QR Code to complete the Evaluation.
● Contact Hour Certificates will be provided after you complete the Evaluation.