Thompson_Run_Elementary__in_the_Midst_of_Change

Identify the characteristics of Thompson Run Elementary that might impact efforts to initiate and sustain change. Thompson Run Elementary consists of a new principal, Shannon Ensman, whom has allowed nearly two years to pass before attempting to implement her educational visions for the school. Perhaps it would have been better to implement change at the beginning of the school year and not towards the end since this scenario began during the third nine weeks of the school year. The efforts to initiate and sustain change will not be realized until the succeeding school year. At the first faculty meeting of the third nine week period, many teachers were divided in response to Principal Ensman’s visionary stance to “promote and facilitate constructivist teaching and learning strategies and interdisciplinary approaches” utilizing hands-on materials and technology-based resources (Dawson, Pringle, and Marshall, 1). The faculty make-up itself will positively and negatively affect efforts to initiate and sustain change. Carla Fox, a first year teacher at Thompson Run Elementary School, was hired to be an instructional designer in addition to a classroom teacher. She has the track record most needed to lead the reform effort at Thompson Run Elementary School. Ms. Fox is a life-long learner that continually improves teaching and learning. “When the position at Thompson Run opened, Carla believed that it provided her with a good opportunity to integrate many of these skills into her work” (Dawson, Pringle, and Marshall, 1). Mrs. Hodge, a veteran teacher, is the most resistant to change. “Our students always meet the mean scores on state standardized tests, so what else really matters' All this talk of reform is an unnecessary waste of our valuable time” (Dawson, Pringle, and Marshall, 1). Mr. Schelgelmilch is reluctant to change as he values his time more than anything. He also wants to be compensated for any additional work that will ensue as a result of the reform efforts. Mr. Schelgelmilch stated, “I already give enough time to this school. I would expect compensation for any additional work we are asked to complete, and even then I don’t think I’d be happy about the additional demands on my time” (Dawson, Pringle, and Marshall, 2). Mr. Puskorious, a new teacher, needs classroom-management skills training. He stated, “I am all for reform, but right now I am directing all my energies into classroom-management issues. This is where I really need support” (Dawson, Pringle, and Marshall, 2). Mr. Zurovachak, a veteran teacher, notes the need for collaboration among the staff in order to shake up the status quo and the fact that the principal supports innovative teaching and learning strategies. He stated, “This is an opportunity to [welcome and support change] under supportive leadership and [with] collaboration between veteran and new teachers” (Dawson, Pringle, and Marshall, 2). And lastly, Mr. Fitzgerald, a first-year teacher, explained “Mrs. Ensman’s goals and vision convinced me to take this job because I wanted to grow and develop in a collaborative and innovative school environment” in addition to his desire to collaborate with his colleagues to share teaching and learning strategies (Dawson, Pringle, and Marshall, 2). It is the combination of new and veteran staff and their ability to collaborate effectively that will impact efforts to initiate and sustain change at Thompson Run Elementary. Describe your reaction to Carla’s thoughts as she observes her colleagues and their teaching methods. Carla notices the various teaching styles of her colleagues as she passes by their classrooms while simultaneously thinking of her collaborative relationship with Mrs. Lynn and the teaching approach that the currently use. I am a little concerned with Carla unwittingly discounting her colleagues teaching styles. It appears that her style is the only one worth using school-wide. For the teachers that had silent classrooms, they may have just completed a whole group assignment and now it was time for individual work or they could have been taking a test. Although I do not condone students doing worksheets all day long, they are sometimes needed. Perhaps Mrs. Hodge should have waited until her planning time to grade papers. Mr. Puskorious needs assistance with engaging student learning in his classroom and yelling is not the solution but part of the problem. Outline a plan for what Carla should do at the committee’s first meeting. Include who should be members of the ad hoc committee and why. First of all, there should be an announcement made that allows anyone that is interested to join the Ad Hoc Committee. The teachers should also decide who should lead the committee not the principal. This gives the impression that the teachers are in control as change agents and not administration. For the initial meeting, all members should be able to discuss the problems they are having and collectively find solutions to the problems. A timeline should be implemented to gauge the necessary steps needed to implement and solve the problems. There should be rewards and punishments established for not following the plan or the ability to make ongoing changes. State some indicators of progress that the committee should look for and a rationale for your choices. The committee should look for uniformity throughout the school. All classroom management and behavior management plans should look the same. In other words, if a child leaves his or her homeroom and goes to another class the standards and expectations should be the same. The quality of work that is placed on bulletin boards should be the same throughout the school with standards, rubrics, and grades clearly marked. Describe how culture and context influence the implementation of instructional design processes. Culture and context are important influences in the implementation of instructional design not only do educators need to use multiple intelligences to reach every student they also need to be aware of their teaching styles and perhaps leave their comfort zones to teach a style that is unfamiliar or undesirable to them. This is the reason that collaboration is necessary and having the ability to view various teaching styles that are currently being used in the school can lead to positive reform. Even teaching styles that are not conducive to the teaching and learning process can be scrutinized and steered toward a more conducive teaching and learning process. With diversity in student populations, teachers need to be more aware of multicultural education and cultural competence in particular. Identify issues that change agents face when they are members of the system in which change is implemented Change agents face a myriad of issues as members of school systems that are undergoing change or transformation. For example, when there are legal implications of change such as No Child Left Behind, accountability comes in to play. Where there were students that were left behind (special needs and second language learners) now they are receiving the help they need to become productive future citizens of the United States of America. Moreover, change agents must ensure that they are “highly qualified” in their respective subject area in order to ensure all students that they teach are knowledgeable in that particular subject area. The focus on reading and mathematics; however, has been detrimental to science and social studies. Physical education, art, and music have also taken a back seat in the teaching and learning process. Although technology has increased in the classroom, students need a more comprehensive education plan to alleviate disciplinary problems. Not having an outlet to release their energy such as participating in physical education on a consistent basis is a major contributing factor in classroom management problems. Reference Dawson, K., Pringle, R.M., Marshall, S. Case Study 3 – Carla Fox: Implementing Change in a K-12 Environment.