The Change Process

Fullan's chapter 4 discusses the three phases of the change process: 1) initiation, 2) implementation, and 3) continuation or innovation (systemic change). Many new-fangled ideas seem to make it to Phase I via a top-down approach and then fizzle out when it comes to practicing the change. Clearly one person having a "great idea" isn't enough; it takes a large number of people to collaborate and work on seeing change proceed.

Fullan mentions the importance of a lead administrator, such as the superintendent. The superintendnet in my district is excellent at making things happen if he supports them. He's also worked in the district for about 25 years, not the 3 years that Professor Domine told us was the norm. In my brief experience I've noticed the union as being the least supportive of initiatives. The idea of the union as protector is wonderful, but sometimes I see it as blocking development because it might mean what it perceives as more work for teachers.

Ultimately, a big part of change comes down to Fullan's identification of culture, or re-culturing. If it isn't driven from the administration, then the only way I see it happening is via professional learning groups - groups of teachers who spread the gospel and demonstrate change's effectiveness. I also agree with Fullan that sometimes the change will evolve through the course of effort. Maybe the original idea won't be the final outcome - sometimes ideas evolve. If the individuals don't feel "ownership," then change is going to be either unlikely or very painful.