Blazing New Trails - Connexions

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230 CRITICAL ISSUES IN SCHOOL IMPROVEMENT coordinator submitted a formal request to the assistant superintendent that the model be revamped and continued for another year. This request was granted by the district leadership team. The implementation of a new system of training for all TLTs in the district became the responsibility of the professional development coordinator, one of the authors. ELEMENTARY TEACHERS LEADING TEACHERS TRAINING PLAN During the fall semester of the 2008-2009, the ground work for change was laid. In August, all campus principals submitted names of two identified TLTs for their campuses. Previously, the Teachers Leading Teachers at the elementary level had participated in a onehour training after school one day each month for six weeks. Under the new training program, TLTs would meet on a quarterly basis for half-day trainings in areas of interest the teachers themselves would identify. At the time that this study was completed, how this small scale change would be received at the district level could not be predicted. It was quickly apparent that efforts to save the TLT model and change the training to impact the teacher leaders’ work in a more effective way was an extremely political act because of the sense of ownership among those in the district office who had developed and implemented the original TLT model. As the person responsible for implementing the new training schedule, it became important to understand what challenges were involved in making the changes in professional development for teacher leaders and in negotiating the politics of change at the district level. RESEARCH QUESTIONS AND THEORETICAL FRAMEWORK This qualitative research study was completed utilizing a phenomenological framework. Phenomenology focuses on the person or people that have most directly experienced the phenomenon in question (Patton, 2002). This research study was conducted through the focus of these research questions: 1. What challenges are involved for a leader implementing district-level change of professional development for teacher leaders? 2. How does a district leader negotiate the politics of this change at the district level? A review of pertinent literature identified major topics through which questions regarding teacher leadership and effective professional development for teacher leaders could be addressed. The topic of educational change was relevant as school improvement efforts are often closely linked to the role of teachers and the leadership required to make lasting impact for student achievement. Administrative leadership and teacher leadership were also discussed in relation to their roles in the school improvement effort and types of leadership backgrounds that led to formalizing the roles of teacher leaders in schools. The goal of this literature was to provide a sound basis for understanding the change process in a political environment and the importance of professional development for teacher leaders in our schools.
Educational Change Navigating the Politics of Change in a Suburban School District: A Phenomenological Study 231 LITERATURE REVIEW Living in the current conditions of economic crisis, cultural struggles, and complex circumstances, leadership that promotes change becomes an increasingly challenging topic in the world of education. Understanding the change process was identified as one of Fullan’s (2001) components essential for leaders. He explained that successful changes, no matter how big or small, are based on the improvement of relationships. Purposeful interactions between people that are concerned about an issue stimulate efforts toward problem solving (Fullan, 2001). Hargreaves (2007) explained that long-term educational change is based in five central factors beginning with educational leaders putting learning first, even before achievement and high stakes testing. Second, leadership should be distributed to promote professional responsibility and avoid top-down control. Disseminated leadership roles ensure that the third factor is in place, that is, to sustain the change effort even when leadership is altered. The fourth and fifth elements necessary to experience educational change are collaboration among schools to raise the achievement standards, and, finally, to connect future changes to past achievements. In essence, Hargreaves (2007) stated that all educators should be involved in the change effort and should understand the change process as connected and relevant to the individual needs of the students, teachers, and campus. Because change efforts in schools are often the work of the teachers, educational change leaders must take into consideration the perspectives of the teachers to gain trust and buy-in to the innovation or new idea (Mitchell, 2008). As part of an on-going change effort that requires a leap of faith on the part of experienced teachers, coaching and communication are necessary to deeply integrate new ideas into their regular practice. Small-group dialogue is also essential to teachers feeling supported through a change (Mitchell, 2008). Teachers are consistently dealing with change in their worlds of education, and it is the job of educational leaders to identify models of leadership that are more democratic in thinking and to create collaborative work environments where teachers and administrators alike are striving together to respond to the diverse needs of the students in their schools (Beachum & Dentith, 2004). School improvement and educational change through leadership often rests on the ability of a leader to utilize power and influence for the purpose of gaining support for the desired outcome and the change process. The terms power and influence are often used interchangeably; however, in the educational system and in other formal organizational structures, the ability to influence change does not always reside in those with powerful positions. In order to understand this concept more fully, it is essential to identify the differences between power and influence and to clearly link leadership to both ideas. Power and Influence in the Change Process Power and influence are closely related within the change process, but cannot be confused especially when related to educational systems and political frameworks. Power and influence have been broadly referred to as the capacity to change the actions of others toward an intended purpose (Mowday, 1978). Researchers have used the terms synonymously (Mechanic, 1962; Mowday, 1978); however, even in these instances, writers refer to their definitions of power being about force (Mechanic, 1962). More recent definitions in research
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20 NCPEA 11 BLAZING NEW TRAILS: Pre
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NCPEA EXECUTIVE BOARD 2010-2011 Pre
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NCPEA HONOR ROLL OF PRESIDENTS, 194
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TABLE OF CONTENTS Contributing Auth
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Betty J. Alford, Stephen F. Austin
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xii Yearbook Reviewers Kenneth Rasm
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INVITED CHAPTERS PART 1
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4 PRESIDENT’S MESSAGE (3) The fed
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Shadows and Images II 7 LIVING LEGE
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Shadows and Images II 9 see little
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Shadows and Images II 11 settings,
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Shadows and Images II 13 into the m
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16 INVITED CHAPTERS Purpose of the
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18 INVITED CHAPTERS do not recogniz
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20 INVITED CHAPTERS Research Proced
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22 INVITED CHAPTERS Political maneu
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24 INVITED CHAPTERS CONCLUSION This
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26 INVITED CHAPTERS Johnson, R. B.,
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Complexities in the Workload of Pri
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47 CRITICAL ISSUES IN SHARED LEADER
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Professional Learning Communities:
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Special Education Director Burnout
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Superintendent Decision-making and
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CRITICAL ISSUES IN CRITICAL ISSUES
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Administrative Functions The Admini
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The Administration of Special Educa
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CRITICAL ISSUES IN PROMOTING ACADEM
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The Effective Practices and Beliefs
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CRITICAL ISSUES IN PROMOTING ACADEM
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Creating Shared Meaning in High Per
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The Social Justice Implications of
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The Social Justice Implications of
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285 CRITICAL ISSUES IN SCHOOL IMPRO
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Name Exton Gateway Experiences with
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Experiences with PTELL in Six Illin
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Part 5 CRITICAL ISSUES IN EDUCATION
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298 CRITICAL ISSUES IN EDUCATION LE
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CRITICAL ISSUES IN EDUCATION LEADER
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Service to the Profession: The Forg
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Qualitative Data Service to the Pro
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