Implementing Changes for Positive Impact

There was a problem in an urban school district currently facing the challenges of high poverty and second language learners. An observant superintendent identified the core problem - the current system lacked a consistent system of accountability. There was a mindset from many teachers, “This is all we can accomplish”. As a result, the students suffered. 

She began the work of creating a safe data climate and developed a vision for district achievement. She started by setting consistent goals and developing a data profile to monitor those goals. School leaders were trained to understand the data and use it to identify root causes.

Results improved in the first year. As they moved into year two, the superintendent recognized an issue in performance in the district middle schools. They were not keeping pace with the growth and performance of the primary schools. However, there was one exception, Johnston Middle School (JMS).

The primary schools adopted a consistent research-based reading program. The principal at JMS analyzed her root causes in year one and recognized the need for instructional changes. However, she went one step further before identifying a solution. She looked at data from the district feeder school.

Together with her staff, they looked at solutions that aligned with the needs of both current as well as incoming students. The principal provided leadership for the change initiative to impact results. 

Proactive and reactive are the two main approaches leaders take to fixing issues and solving problems. Reactive leaders react to existing problems as they occur. They seek immediate solutions and the loudest noise takes priority and all their attention. 

This is also known as “putting out fires” as its goal is to resolve issues quickly and remove any symptoms from a problem as soon as possible. Others referred to it as the “quick fix”. There are times in emergencies when reactive leadership is required. 

Proactive leaders, on the other hand, seek to prevent the problems from reoccurring. They are focused on analyzing ways to prevent problems from reoccurring again and again. 

If you are not getting results, changes will need to be made. How do you approach those changes? Are you proactive or reactive?

Trust is built when leaders involve their staff in discussions about changes. Leaders should be open to accepting all possible solutions and implementing those changes. There are situations when the leader must make the decision alone. When this occurs communicating the rationale for the change is critical.

Transformation of results occurs when the school leader is strategic about change. The following questions are offered to help you think about solution changes at your school:

•  How do you use data to lead your staff through change? 
• When changes are required, do you explore change initiatives with staff members and give opportunities for staff to give input and feedback on those changes? 
• How are you attuned to the staff concerns during the change?
• How do you address resistance to change?
• Do you need to bring in an outside expert or facilitator to help you through the change process? (Sometimes this is necessary so that you as the leader can actively participate in the discussion.) 

Johnston Middle School adopted the middle-level version of the same reading program as the feeder primary school. They celebrate incremental and year-end success. Their results: (46 was the baseline year)

• Year 1: Ave. state reading data increased from 46 to 54 (8 points)
• Year 2: Ave. state reading data increased from 46 to 61 (15 points)
• Year 3: Ave. state reading data increased from 46 to 67 (21 points)

Armed with this success data, the Superintendent led the way to adopt the same reading program across all the middle schools in the district. She held conversations with the middle school leaders and encouraged the principals to share the information with their teachers.

Other schools were encouraged to do site visits to Johnston Elementary so that they could see the program in action. She continued to listen to potential implementation concerns and was proactive in addressing them. 

The Superintendent’s change efforts worked! In reading the district solution was aligned K-8. Within 3 years, the average district reading scores from their state assessment at the middle levels increased from 63 to 72 (9 points).

An effective school leader knows how to de-escalate potential problems in a major school or district change. They set a positive tone from the start and are strategic in how they optimize resources, time and support. One of the things they always keep in mind is that the school’s greatest asset is its people. They create a climate of data ownership and use the data to drive change and transformation in a positive supportive atmosphere. 

If you are interested in more information or would like assistance analyzing your data and identifying leadership strategies to help you through change initiatives, request a FREE consultation call. Fill in the Contact Form: https://debradurma.com/contact-us Type in "Request a FREE Consultation" in the "Additional Questions or Information Needed" box. You will receive a follow-up email with the next step to schedule a phone call to discuss your needs and questions.