3d Implementing Change

Introduction

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.

Artifacts

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

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

References

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