AU Leadership Portfolio: 3d Implementing Change

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Leadership and Learning Plan

1a Philosophical Foundations

1b Ethics, Values, and Spirituality

1c Learning and Human Development

2a Effective Communication

2b Mentor/Coach

2c Social Responsbility

3a Resource Development: Human and Financial

3b Legal and Policy Issues

3c Organizational Behavior, Development, and Culture

3d Implementing Change

3e Evaluation and Assessment

4a Reading and Evaluating Research

4b Conducting Research

4c Reporting and Implementing Research

5 Servant Leadership in Technology Facilitation and Collaboration

Synthesis Paper




































































































































Change: Celebrating the seasons
Change: Celebrating
the seasons

Leadership involves working with others in order to collaboratively shape the vision and strategy for change, as well as being capable of facilitating the change process.

**Proficient Competency Level

The artifacts for this competency begin with a reflection on collaboratively shaping the vision, continue through my work in implementing change, and end with change theory summaries within my contributions to my Leadership and Learning Group.


Evaluations or verification artifacts are indicated with this icon.
Leadership and Learning Group contributions are indicated with this icon.




A. Learn about “collaboratively shaping the vision and strategy for change” and apply it in my work at Berrien RESA.

At Berrien RESA, I support the 18 schools in Berrien and Cass county in integrating technology in the curriculum, specifically integrating videoconferencing in the curriculum. I do well with facilitating the change, helping my districts use videoconferencing and supporting them. But I have not learned to collaboratively shape the vision and strategy. The historical model at my work has been to acquire a grant for the districts and implement it for them without really planning with them.

Competency Connection
This reflection shows my ability to connect concepts on change best practice, particularly shaping the vision, to my current experiences.

Artifact Descriptions
My current implementation of change is under a vision already set by others above me. This reflection helped me consider ways to shape the vision in my current situation.

Some files unlinked for confidentiality, privacy, or intellectual property reasons.

i. Shaping the vision mini-reflection.

B. Workshops and online classes

To support the constant educational technology change required for our schools, I offer workshops and resources to support teachers.

Competency Connection
These workshops show how I support the change in implementing videoconferencing. In particular, you can see how the coordinators moved up the Concens Based Model of Adoption (CBAM), a popular education change model.

Artifact Descriptions
i. This outline is of the initial training offered to videoconference coordinators.

ii. These planned formative and summative evaluations based on the CBAM model show the growth of the videoconference coordinators over a two-year period.

iii and iv. These online courses were also part of the training that teachers and videoconference coordinators received. The materials are a sample set from one week of each course.

i. Workshop outline: Videoconference Coordinator Training

ii. Evaluations from RUS Grant Coordinator Trainings and from the End of Year 2007 & 2008

iii. Planning Interactive Curriculum Connections

iv. Kid2Kid Videoconference Connections and a sample week introduction movie

C. Adapting policies and procedures to manage the explosive unmanageable growth

The use of videoconferencing in our districts grew so much in 2006-2007 that we are now changing policies and procedures to manage the growth and allow it to continue without current procedures holding back increased use.

Competency Connection
This document describes the way we changed and modified policies to manage explosive growth.

Some files unlinked for confidentiality, privacy, or intellectual property reasons.

i. Evidence of past and new procedures that show the changes made to accommodate growth.

ii. Evidence of current procedures: Teacher registration form, mini-grant application form, our scheduling database, the districts' view of the VC calendar.

D. Evaluating evidence of the change

Every year I collect data on how much the districts are using videoconferencing. I use this data to consider current practices and how to change and adapt our procedures and services to best meet the needs of our districts.

Competency Connection
This project shows my ability to adapt my services to changing circumstances in the schools I serve.

Artifact Descriptions
i. These are the annual reports for our videoconference program. I prepare these each spring.

ii. This reflection on my blog is an example of the thinking and planning that I do based on the end of year data.

i. Annual Reports from 2000 to the present

ii. 2007 Report Reflections

E. An article ready to publish.

Jazzing Up Your Curriculum with Videoconferencing: a grassroots collaboratively designed workshop. It has grown from 3 sites representing 2 states in July 2005 to 21 sites representing 6 states and 3 countries in 2009.

Competency Connection
This article shows my ability to connect change theory to a lively loosely organized group producing an amazing workshop annually.

Some files unlinked for confidentiality, privacy, or intellectual property reasons.

i Article ready for publication.

F. LEAD 756: Advanced Studies: Implementing Change

In this section, I share my learning with my Leadership and Learning Group. An international award is also included.

Competency Connection
These artifacts show my ability to connect change theory to my practice.

Artifact Descriptions
i. These are book and article summaries shared with my LLG in Moodle.

ii. This PowerPoint is the presentation that I shared with my LLG on Sept. 20, 2009 and their comments are also included.

iii. Polycom, a manufacturer of videoconferencing equipment, nominated the Berrien RESA videoconferencing program for this award which was presented in Washington DC in May 2009. This is an expert evaluation.

Some files unlinked for confidentiality, privacy, or intellectual property reasons.

i. LLG Contribution: Book and article summaries

ii. LLG Contribution: 3 Models of Change and Sustainability and LLG member comments.

iii. Computerworld Honors Laureate: Case Study, Certificate, and Note from State Representative

Reflection Paper

In this reflection paper, I share how my understanding of change has broadened. I also reflect on several components of the change process that emerged from my reading: the wider context of educational change, the vision for change, planning and implementation, collaboration for change, barriers and resistance, and sustainability. These components comprise my own personal synthesized change theory. Finally I also consider the change and improvement to my own implementation of change and my goals for future learning.


Bell, M., & Bell, W. (2005). It's installed ... now get on with it! Looking beyond the software to the cultural change. British Journal of Educational Technology, 36(4), 643-656. doi:10.1111/j.1467-8535.2005.00541.x

Clariana, R. (2000). Change in instruction-related web sites in an 18-month period. British Journal of Educational Technology, 31(3), 251-253.

Conlon, T. (2000). Visions of change: Information technology, education and postmodernism. British Journal of Educational Technology, 31(2), 109-117.

Constantinides, P., & Barrett, M. (2006). Large-scale ICT innovation, power, and organizational change: The case of a regional health information network. Journal of Applied Behavioral Science, 42(1), 76-90.

Covey, S. R. (2008). The leader in me. New York, NY: Free Press.

Cuban, L. (November 2, 2009). Which school is better? Traditional or progressive? Retrieved from

Cuban, L. (November 8, 2009). Getting students to think requires more than a wash and wax job. Retrieved from

Dalton, D. (2006). Educational research: The gold standard? Retrieved from

Davidson, E. (2006). A technological frames perspective on information technology and organizational change. Journal of Applied Behavioral Science, 42(1), 23-39.

Dawson, K., & Dana, N. F. (2007). When curriculum-based, technology-enhanced field experiences and teacher inquiry coalesce: An opportunity for conceptual change? British Journal of Educational Technology, 38(4), 656-667. doi:10.1111/j.1467-8535.2006.00648.x

Durant, R. F. (2007). Toxic politics, organizational change, and the "greening" of the U.S. military: Toward a polity-centered perspective. Administration Society, 39(3), 409-446.

Ertmer, P. A. (1999). Development - addressing first- and second-order barriers to change: Strategies for technology integration. Educational technology research and development, 47(4), 47.

Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass.

Fullan, M. (2005). Leadership and sustainability. Thousand Oaks, CA: Corwin Press.

Fullan, M. (2007). The new meaning of educational change (Fourth ed.). New York, NY: Teachers College Press.

Fullan, M. (2008). The six secrets of change: What the best leaders do to help their organizations survive and thrive. San Francisco, CA: Jossey-Bass.

Hargreaves, A., & Fullan, M. (1998). What's worth fighting for out there? New York, NY: Teachers College Press.

Hargreaves, A., & Goodson, I. (2006). Educational change over time? The sustainability and nonsustainability of three decades of secondary school change and continuity. Educational Administration Quarterly, 42(1), 3-41.

Kerr, S. T. (2005). Why we all want it to work: towards a culturally based model for technology and educational change. British Journal of Educational Technology, 36(6), 1005-1016. doi:10.1111/j.1467-8535.2005.00570.x

Kostka, I. (2008, September 8). Re: Janine Lim - a servant leader. Retrieved from message posted to LEAD 638 class discussion in

Kotter, J. P. (1996). Leading change. Boston, MA: Harvard Business School Press.

Kotter, J. P., & Rathgeber, H. (2005). Our iceberg is melting: Changing and succeeding under any conditions. New York, NY: St. Martin's Press.

Kowch, E. G. (2005). Do we plan the journey or read the compass? An argument for preparing educational technologists to lead organisational change. British Journal of Educational Technology, 36(6), 1067-1070. doi:10.1111/j.1467-8535.2005.00577.x

Lim, J. (2009). The development of an instrument for K12 coordinators implementing curriculum videoconferencing and a model to predict utilization of videoconferencing. Retrieved from ProQuest Digital Dissertations. (AAT

Lines, R. (2005). The structure and function of attitudes toward organizational change. Human Resource Development Review, 4(1), 8-32.

Owston, R. (2007). Contextual factors that sustain innovative pedagogical practice using technology: an international study. Journal of Educational Change, 8(1), 61-77. doi:10.1007/s10833-006-9006-6

Pascale, R. T., Millemann, M., & Gioja, L. (2000). Surfing the edge of chaos. New York, NY: Three Rivers Press.

Patterson, J. (1995). Upside down leadership: The rules have changed. Menasha, WI: Transitions Press.

Porter, B. E. (2005). Time and implementing change. British Journal of Educational Technology, 36(6), 1063-1065.

Rath, T. (2007). Strengths finder 2.0. New York, NY: Gallup Press.

Rath, T., & Conchie, B. (2008). Strengths based leadership. New York, NY: Gallup Press.

Reyna, V. (2006). The logic of scientific research. Retrieved from

Senge, P. M. (1999). The dance of change: the challenges of sustaining momentum in learning organizations (1st ed.). New York, NY: Currency/Doubleday.

Sorge, A., & van Witteloostuijn, A. (2004). The (non)sense of organizational change: An essai about universal management hypes, sick consultancy metaphors, and healthy organization theories. Organization Studies, 25(7), 1205-1231.

Sweeny, B. (2003). The CBAM: A model of the people development process. Retrieved from

Whitworth, A. (2005). Colloquium: The politics of virtual learning environments: environmental change, conflict, and e-learning. British Journal of Educational Technology, 36(4), 685-691. doi:10.1111/j.1467-8535.2005.00549.x

Wu, J. (2008, September 6). Re: Janine Lim - a servant leader. Retrieved from message posted to LEAD 638 class discussion in


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