Change Implementation in Arizona Schools

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Introduction

Change is always implemented systematically in tandem with institution’s future goals and expectations. It ensures an institution moves steadily in its processes of implementing a given solution to better its operations and service delivery. This paper addresses the change of introducing two full time mentors in two district schools, in rural Arizona. These schools, in the district, have been facing a challenge of academic underperformance as a result of not attaining the academic threshold evaluated under the AIMS scale. For example, about 50% of 3rd – 8th grade students recorded low-performance criterion on reading under the benchmark evaluated by Arizona State. Consequently, in the year 2009- 2010, the schools showed dismal performance on Adequate Yearly Progress, AYP, as revealed by AIMS benchmark. Because reading is fundamental in all areas of pupil growth and development, the schools introduced the School Improvement Plan, SIP, to support pupils improve their reading and language Arts, and be prepared to underscore the standard required by AIMS. However, to fulfill this strategy, mentorship program is being proposed as a strategy to strengthen the teacher’s success thus directly influencing pupil’s performance in reading and language art Interviews

Interview carried out for Smooth Change Implementation in Two Schools, in Rural Arizona

Interview with the Leader Implementing the Change

What change strategies are essential for smooth implementation of Mentor program in Schools?

Strategies are varied, they include; creating urgency, forming change team, establishing change vision, communicating change strategy, empower an action and adopt proposed change plan

Are change strategies implemented in order?

For effective and desired change outcomes, the order has to be embraced.

What alternatives exist, in achieving benefits of change initiative in a school like ours?

Alternatives and benefits are distinct; the change can be broken down into benefits time frames which can guarantee short and long-term benefits.

Interview with Staff

Do you think the change being implemented will benefit the school?

Yes, I believe it would strengthen the school performance by absorbing new ideas

What is the direct benefit of this change on your part?

Well, I think the change won’t grant be any benefit, because, I perceive that more responsibilities will be added to my current roles.

Are you willing to be involved in Change implementation strategy currently taking place in your school? Why?

Yes, I would love to, because, I will be able to express my views and concerns

The steps taken by leadership and stakeholders to incorporate change

Various methodologies have to be undertaken by schools’ leadership, and stakeholders to ensure change process occurs smoothly as envisioned. One of the steps is increasing the urgency for the proposed change. Urgency is realized by assessing current interpolation of the schools importance compared with other similar schools in the District having the interpolation information; the school leadership and stakeholders will be strategically placed to pinpoint specific areas, which need improvement. Additionally, the leadership and stakeholders need to create a “change team”. The change team has to understand the current position of the school, with school management support; the change team has to provide the way forward for the change process (Hargreaves and Fullan, 2009).

Moreover, establishing a change vision should be embraced. Common understanding of the change to be effected is important for management and stakeholders. The change team, school management and stakeholders, can discuss the proposed changes and arrive at mutual understanding. The team has to fix school objectives, stipulate time frame in consultation with the school stakeholders; this will facilitate change management process. Additionally, communicating change process will be critical for successful change implementation process. Communication will assist in assessing management and stakeholder’s awareness about the anticipated change. The team will needs appropriate skills to communicate the need for change in the school, besides; communications should be planned and address the specific needs for the school (Ian and Dunford, 2005). The change management will also empower an action this will occur when the school leadership management and stakeholders recognizes the reasons behind the change. Finally, the change implementation team will adopt the proposed changes and incorporate them in the institution to guarantee completion (Ian and Dunford, 2005).

The management of the issues relating to the change

Implementing a given change always encompasses issues and challenges. To handle the same, the senior management in the institution in connection with stakeholders should determine why a change is imperative. In this case, problems and opportunities have to be critically evaluated, and define change in tandem with the structure and institution values (Hargreaves and Fullan, 2009). Moreover, the management and stakeholders have to determine whether a change is due to internal or external influence.

To familiarize with why change is required, the management and stakeholders have to embrace assessment methods to determine the ability of institution readiness. The assessment can involve assessing the magnitude of change in terms of how big or complex it is, evaluating the institution impact as a result of the change. This can include the value and background it brings to affected groups, the competency of change management team, and the impact of sponsors.

The potential challenges that might need to be addressed to integrate the change effectively

Without strategically addressing key challenges prior to integrating change, potential setbacks can be realized. Hence, the school has to address the issue of staff resistance to change, finance to effect the change, support from stakeholders and sponsors, capability of the change team among other potential issues (Hargreaves and Fullan, 2009). Therefore, to integrate change effectively, the management has to identify and provide mitigation measures to address the aforementioned issues (Hargreaves and Fullan, 2009).

Ways to improve the process of implementing the change

The school management will benefit by incorporating training in their implementation strategy. The management in collaboration with change management team has to develop training needs anchored on knowledge, skills and behaviors needed for effecting change (Ian and Dunford, 2005). Besides, through training, the school values, ethics and compassion and skills will be strengthened besides identifying employee’s needs. Also, post implementation monitoring will be beneficial for the school. Change process should be monitored to determine if it adheres to preliminary plans, or other barriers have crept in. Monitoring should be a continuous process, hence; this will ensure any slight discrepancy is noted and appropriate measures instituted

References List

Hargreaves, A., & Fullan, M. (2009). Change wars. Bloomington, IN: Solution Tree.

Ian, P., & Dunford, R. (2005). Managing Organizational Change. New York, McGraw- Hill.

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