Board Report: Implementing an Imposed Change in the Kelsey Unified School District William A. Childress
University of Phoenix
Board Report: Implementing an Imposed Change in the Kelsey Unified School District Resistance to change by the staff in an organization is one of the leading causes of the failure of a change process. Miller, G. and Deis, P. (2006) noted, the ability to create buy-in from the organization’s staff will often determine whether a change succeeds or fails. A previously written research article highlighted on-going problems at the Kelsey Elementary School (KES). It has come to the attention of District administration that there are similar experiences throughout the entire Kelsey Unified School District (KUSD). In the pages of this report to the KUSD Board of Directors, an exploration of three deficient areas requiring change will be presented. Following that will be a presentation of an eight-step model for organization change, the Kotter Eight Step Change Model (as cited in Anderson, 2015, p. 89). Following that, the implementation and evaluation plan will be presented. Last, Strategies for assessing the success of the change and implications for future change are presented. Deficient Areas: Classroom Management, Teacher Preparedness, and Teaching Effectiveness
The first area to be explored is classroom management. In the original article, teacher one, according to KUSD (2011), has been a teacher for eleven years. She appears to be unprepared as an elementary school teacher. Several written complaints were recently filed by parents with both the teacher and the principal, asking for their assistance. Teacher one appears to have several classroom management issues. She received a disciplinary report for consistently sending students to the office, inability to engage with her students, and a lack of learning in her classroom. According to Johnson, Musial, Hall, Gollnick, and Dupuis (2008), teachers should appreciate the importance of displaying considerate behavior and communicating professionally. Student self-esteem is enhanced when teachers treat students with respect. Creating a healthy learning environment and reducing class interruptions promotes positive student behavior. An investigation into the allegations by parents at the Kelsey Elementary School has brought a much larger problem to the surface. Several teachers in the school demonstrate the same issues as teacher one. This is a district-wide problem that could paint the wrong picture to the stakeholders. This issue must be addressed with a heightened sense of urgency to preserve the school’s good reputation with the local public, the parents, the teachers, and the students. The Kotter Eight Step Change Model: The Process the Organization Should Experience According to RapidBI (2007), the most critical aspect of change is the people within the organization. Change usually fails because management failed to account for the psychological impact on the people involved. To assist the KUSD in implementing the necessary changes, the Kotter Eight Step change model is the suggested method to obtain the necessary buy-in from the teachers. As noted by RapidBI (2007), KUSD leadership must remember that some teachers will accept the changes, some will reject the changes, and a few will embrace the changes. 80 percent will be negative or can go either way. The targets of the changes are this 80 percent of the teachers. What follows, as noted by TIE575ChangeModel (2014), are Kotter’s eight steps: Step one: Establish a sense of urgency
This is creating a sense of need for forward progress of the needed change. With no sense of urgency, the people who the change is directed toward may not put their time into changing. In the case of the targeted teachers at the KUSD, this step may be THE most important step. These teachers may be so resistant to change that without a sense of need, told to them the...
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