1.2 Change and the knowledge base of educational administration  (Page 3/16)

Fullan (2005) agreed that changing school cultures for the better is difficult but not impossible. Hesuggested that one way to increase the chances of system transformation and the sustainability of change efforts is toselect effective leaders and focus all educators on student achievement as a tool for ongoing improvement. Change naturallyproduces questions and disagreements. Because reform involves many people in many different positions within the usual bureaucracy ofschools, conflict is a predictable by-product of complex educational change. Although some commitments are non-negotiable,“successful districts are collaborative, but they are not always congenial and consensual”(p. 72).

Duffy (2004) suggested that leading system change is challenging because the path of complex change is not astraight line. Therefore, the old concept of managing change is obsolete. Today,“change needs to be navigated, not managed”(p. 22). Duffey also expressed the importance of creating a network ofteams to increase participation and accountability and to help leaders facilitate change. However, he advised against abdicatingcomplete control to teams because when bottom-up actions are thwarted, top leadership needs to intervene with its authority tokeep the process moving along.

When individuals are involved in either first or second order change, they learn best from peers, if there areopportunities for purposeful exchange (Wheatley 1992). Giving information a“public voice”and reflecting on varying perspectives serves to“amplify”the learning (p. 115). Through dialogue and its collective reflection, personal meaning evolves into shared-meaningand then into collective activity and finally to organizational renewal where generative learning keeps the processevolving.

According to Schwahn and Spady (1998) significant change happen in organizations if five overlappingprinciples are present. These principles include: (1) a compelling reason to change, (2) ownership in the change effort, (3) leadersthat model they are serious about the change, (4) a concrete picture of what the change will look like for them personally, and(5) organizational support for the change.

To assist with the implementation of these highly complex principles, leaders need to identify and developother leaders who are capable of“reculturing and restructuring”the educational landscape (Fullan, 2005, p. 10). Argyris (1990) warned of the defensiveness in organizations and how defensivebehaviors are hindrances to organizational change. He suggested teaching leaders to be open to learning from criticism so they canmodel that behavior with others.

Ultimately, leadership is a key to the preparation, implementation, and sustainability of significantchange. It takes powerful strategies for leaders to build a learning environment in which educators are willing to questiontheir values and beliefs and alter them. How leaders build a trusting environment in which these behaviors are present isillustrated in this article through the comprehensive education and other support provided to participants in preparation for thechange.