Research Article
Zengguan Chen, Charles M. Reigeluth
CONT ED TECHNOLOGY, Volume 1, Issue 3, pp. 233-254
ABSTRACT
Fundamental change, or systemic transformation, in public school systems is increasingly recognized as essential for best meeting all students’ needs in a digital, information-based society. The success of this kind of change depends to a large extent on the effectiveness of a district-wide Leadership Team (LT), which in turn depends on the communication practices of that team. This study describes the communication practices of the LT in a district-wide systemic transformation, focusing on the members’ values and beliefs about communication within the team, communication problems, communication channels, and communication sources. The purpose of the study was to improve the guidance offered by the School System Transformation (SST) protocol, a knowledge-base about the systemic transformation process, by identifying preventive measures that could reduce communication problems in a LT. Based on the findings, suggestions are made to improve several of the 18 continuous processes in the SST Protocol, namely sustain motivation, develop and maintain appropriate leadership, develop group-process and team-building skills, establish team spirit, engage in reflection, communicate with stakeholders, and foster organizational learning.
Keywords: Systemic transformation, Change process, Leadership team, Communication
Research Article
Roberto Joseph, Charles M. Reigeluth
CONT ED TECHNOLOGY, Volume 1, Issue 2, pp. 97-117
ABSTRACT
This paper provides a conceptual framework for a systemic change process, both to help researchers advance knowledge about how school districts can engage in paradigm change, and to help educators and policy makers understand the big picture for such change. The conceptual framework is comprised of key ideas that have emerged from the authors’ experiences in facilitating change in school districts, and from a review of the educational change literature. The authors first present an argument for the need for systemic change. They then present the conceptual framework, which is comprised of six elements that are important for any systemic change process to succeed: broad stakeholder ownership, learning organization, understanding the systemic change process, evolving mindsets about education, systems view of education, and systems design. The description of each element includes suggested activities for implementation. Finally, the authors recommend that policy makers address each of the elements within the framework, and that educators and scholars explore how the interrelationships and interdependencies of the elements can lead to successful educational reform.
Keywords: Systemic Change, Educational Change, Educational Reform, Conceptual Framework, Change Process