ETL504 

Preparing for Change

CBAM

A personal approach (Roach 2009; Hall 2011; Khoboli 2012)as provided by the CBAM model will assist all learners involved in the development and integration of the new program into the current curriculum.

The CBAM model is based on many years of research considered to be robust and empirically grounded (Anderson 1997) and has been used extensively in school environments and is reported that new practices alone are not often incorporated as part of the classroom structure (Hall 2011).  Having this knowledge provides essential knowledge for planning new programs into a school.  Thus this will be a part of the total process when staff involved in the change process are introduced to the CBAM model and used in the implementation and setting up of (AR)

As there will be a range of teacher abilities within the group the decision was made to start at the very bottom of the learning tree and introduce the CBAM approach as to why literacy could be a great addition to our current literacy programs.  Included here will be reference to the research that strongly supports the fact that boys are visual learners and are very competitive in their modus operandi.  Being a visual based program as well as allowing quick escalation of points within the structure are both components of the program.

Underpinning CBAM model are several assumptions as discussed in the literature (Anderson 1997; Newhouse 2001; Christou 2004; Hollingshead 2009). 

These assumptions deal with change as being:

·           Is a process, not just an event

·           Can be accomplished by individuals

·            Is a highly personal process

·            Involves a growth in feelings and skills

·            Can be facilitated buy direct interventions to the individual.

           

        Interesting article by:

        Work by Fullan Essential Read

        Introduction

Planning, implementing and evaluation are the key points that require consideration when change is being considered.  Change knowledge is vital to best facilitate educational reform.  Sharing processes of change with all members of staff involved allows ownership of the desired reform.  A leader is required to facilitate change and a leader who is not visionary will not be able to manage effectively the future of schools.  

      Discussion of the Fullan Article

      The eight points of consideration in the Fullan article (Fullan, 2005) provide simple explicit guidelines, while realistically reminding us of the complexity of the change processes. 

·          engaging people’s moral purpose,

·           building capacity,

·          understanding the change process,

·          developing cultures for learning,

·          developing cultures of evaluation,

·          focusing on leadership for change,

·          fostering coherence making, and

·          cultivating tri-level development.

    Understanding the core concepts as they are articulated provides structure and process. As Fullan states, “only knowing-by-doing, reflecting,and re-doing will move us forward”.

     Fullan and his colleagues point out that change, while a work in progress, will always be an ongoing process.  Schools are constantly changing environments and are subject to many changes for a variety of reasons.  Importantly, then increasing awareness of the core concepts responsible for modelling change greatly improves the chances of success.

    Leaders at any level need to have a well defined style of management and should articulate clearly their expectations of others involved in change, and should inspire others to follow (Fullan 2010; Allison 2011; Hall 2011).  Meaningful change processes need involvement and interaction at many differing levels and all stakeholders need to take on responsibility. This is engagement – or the ‘buy-in’.  From the viewpoint of a middle level leader the following points for consideration need to be addressed in regard to educational change.