MD3 DISCCUSION 2
2
RESPONSE 1
Whitney Farley
WFarley Discussion 2 - Module 3 Initial Post
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The most memorable change that I can remember is when I proposed the changes to art processes within the preschool programs that I supervised. When I started working at the center, I noticed that there was a lot of product art. Product art provides children with a sample to follow and strict instructions for completion (Bongiorno, 2014). When walking into the preschool classrooms, one could tell that there were specific instructions provided. Within my specialization of early childhood education, process-focused art experiences are recommended as developmentally appropriate practices. Process art is primarily focused on the art experience and exploration of different art mediums (Bongiorno, 2014). As I began to explain this to the preschool teachers that I supervised and coached, they were very resistant to learning a different way of creating art experiences for children. In this scenario, my approach of providing a new teaching practice was not well accepted by staff.
To establish buy-in from the staff, I found it necessary to demonstrate respect and clarify expectations related to the mission and goals of the program. Leaders that demonstrate respect exhibit behaviors that allow for a mutual building of trust between them and their organizational members (Covey, 2009). I believe that by demonstrating respectful interactions, my staff members began to trust that I am coming from a safe and trusting space. In addition to demonstrating respectful interactions, I would also clarify expectations related to the mission and goals of the program. This strategy would come along with respectful interactions. Clarifying expectations allows for both the leader and organizational members to set the expectation and come up with a shared meaning as the basis for change (Gurley et al., 2015). As a new supervisor coming in, these two strategies were crucial for me to set the foundation towards change. Gaining the trust of the preschool staff members by demonstrating respectful interactions and clarifying the expectations of the program would be helpful with initiating the changes needed to transition from product art activities to more process-focused art activities.
When staff members pushed back as we began to implement the process-focused art practices, it was difficult to put into practice and maintain the changes. There were many times when either the primary teacher was absent, the teachers did not have the materials needed, or there was some other form of interruption to the day. Two strategies that I wish I had at the time to assist with the implementation stage are to create and discover clarity along the implementation journey as well as to apply more complex thinking around the various concepts that needed to be changed in reference to the practice of process art. A dilemma that can arise with gaining clarity is that it can be used as a prescribed solution (Fullan, 2016). The issue with this in my scenario is that I did not provide opportunities for staff to discover their own form of clarity around the new concept and how they can apply it to their own teaching styles and classrooms. This strategy would have been beneficial in gaining trust along with implementing this new concept. The other strategy that goes along with creating clarity during the implementation stage is adding a layer of complexity. Adding the layer of complexity allows the organizational members to seek out the various strategies, models, practices, and beliefs that need to change in order for effective implementation to occur (Fullan, 2016). Along with the classroom materials and activities that needed to change, I could have worked with the preschool teaching staff to implement changes to family involvement and support, the art practices of other age groups, lesson planning, and the daily schedule. Changes in these additional practices and beliefs would have aided in the successful implementation of process art practices within the preschool classroom.
References
Bongiorno, L. (2014). How process art experiences support preschoolers. Teaching Young Children, 7(3), 18-19.
Covey, S. (2009). How the best leaders build trust. LeadershipNow. Retrieved from http://www.leadershipnow.com/CoveyOnTrust.html.
Fullan, M. (2016). The new meaning of educational change (5th ed.). New York, NY: Teachers College Press.
Gurley, D.K., Peters, G.B., & Collins, L. (2015). Mission, vision, values, and goals: An exploration of key organizational statements and daily practice in schools. Journal of Educational Change, 16(2), 217-242. doi:10.1007/s10833-014-9229-x.
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RESPONSE 2
Michele Whitten
RE: Discussion 2 - Module 3
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As a first-grade teacher in my school, one thing that stands out is the district's new curriculum last year. This year, two new teachers were added to our team from another school district in Georgia. One of the new teachers continues to refuse the curriculum we use because she likes what she used in the other county. Our team has tried talking to her and letting her know that she needs to get on board with how we do things in our county, but she will not budge. She believes there is too much and is unsure how to use everything. We are getting away from Lucy Calkins and using Fountas and Pinnell. I love the new curriculum and prefer it over Lucy. As a teacher that used the new curriculum last year, I feel that we should have been given more training on how to use all of the new curricula. Chapter six states that change depends on teachers' thoughts and actions (Fullan, 2016).
One strategy I would use to establish trust and buy-in from the staff before implementing the change is to ensure the curriculum is implemented in conjunction with ongoing, job-embedded learning for teachers to understand how to adapt their teaching to the demands of the new curriculum. Another strategy would be to ensure that the district works closely with all the schools by communicating and implementing school-based professional learning that blends support for curriculum and instructional practice ((awarwick@niet.org), 2020). "This investment in reviewing alignment within the instructional system enhances district and school leaders' ability to analyze and address potential gaps among these elements, areas where the curriculum might not reach the level of rigor of the standards, or where additional resources and supports might be needed for students who are significantly above or below grade-level expectations" ((awarwick@niet.org), 2020, Blending Curriculum and Instructional section).
One strategy I would employ when staff members refuse or push back during the implementation of the change process is to spell out what the benefits are for the children. Discuss the vision for student success and select the best-fit professional development learning format, elements, and timeline for the teachers (Professional Development for K12 Educators, n.d.). The second strategy would be to provide a professional learning community where teachers can come together to get support from one another when they are struggling with using the new curriculum. Studies show that pursuing PLC builds and manages knowledge, creates a shared language and standards for practice and student outcomes, and sustains school culture (Fullan, 2016).
References
(awarwick@niet.org), A. W. (2020). Powerpoint presentation [PDF]. https://www.niet.org/assets/1da4c1fbd6/high-quality-curriculum-implementation.pdf
Fullan, M. (2016). The change leader - ascd. ASCD. https://www.ascd.org/el/articles/the-change-leader
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