Module Eight Wiki Posting
The purpose of this paper is to reflect on the application of Fullan’s Change
Theory in developing a strategic plan to empower Taylor teachers in data driven decision
making using the D-3 Model of Assess, Plan, and Teach. Fullan discusses the importance
of five essential components that characterize leaders in developing cultural change in an
organization: moral purpose, understanding the change process, the ability to improve
relationships, knowledge creation and sharing, and coherence making. In addition, I will
also focus on Fullan’s six insights on understanding change which will give me insight
into how to positively influence my staff in the fall.
As Fullan states “ Moral purpose is the social responsibility to others in the
environment.” I need to communicate to my staff the following nonnegotiable beliefs: a.
All students can achieve high standards given significant time and support. b. All
teachers can teach high standards, given the right conditions and assistance. c. High
expectations and early intervention are essential. d. Teachers need to learn all the time,
and they need to be able to articulate both what they and why they do it. I also need to
model the moral purpose of education and begin to create a culture of high expectations
and providing for the needs of children using data driven decision making. Data is the
foundation for talking about students needs and opportunities for better instructional
planning and flexible grouping.
In understanding the change process Abrahamson 2004 states “ Change with less
pain involves knowing what already exists in the system that can be revised, as well as
knowing how you can redeploy and recombine existing elements in the system into new
configurations.” For example, I am building a culture of data driven decision making by
empowering my school leadership team: lead literacy teacher and union delegate, math
and technology teacher, and bilingual lead teacher in D-3 Model Assess, Plan, and Teach.
The three leaders in key areas of the school will help influence the staff in the beginning
stages of data driven decision making by being supportive and helping others.
Fullan talks about the importance of building relationships and becoming a
reflective listener in promoting change. Fullan states “ The purpose of the leader is to
create productive relationships that produce desireable results.” This means that I need
to be emotionally intelligent and determine what needs exist, how high a priority they are,
and what resources or structures can be put in place to support my teachers. For example,
in the formation of vertical and horizontal data teams. The staff is focused as a team in
analyzing student data using a common language the learning first reading assessments,
D.I.B.E.L.S., math bench mark assessments, extended response, and item analysis of the
I.S.A.T. I also want my teachers to collaborate on S.M.A.R.T. Goals. For example, to
improve reading comprehension the mean score of fifth graders will increase from
57.3% at the end of the first benchmark to 67.3% at the end of the second benchmark as
assessed by the Chicago Reading Benchmark Assessment. The goals are specific.
measureable, attainable, relevant, and time bound.
Fullan also discusses the importance of knowledge creation and sharing.
I want to create a culture in which teachers continually review student data and share best
practices with each other. The data driven decision making culture helps teachers build
instructional capacity and create a learning community. The learning community models
life long learning and encourages teachers to become action based researchers. I want to
expand my teachers competencies in analyzing multiple measures of data and identify
school wide patterns of strengths and weaknesses.
The final essential component is coherence making. The importance of the
faculty focusing on student learning as a unifying concept. In addition, the faculty needs
to be flexible to other resources that can further the vision of the school in data driven
decision making. For example, the first step in the fall will be to have the staff focus on
the big picture the moral purpose of data driven decision making. The process of making
the best decisions for children based on the appropriate analysis of relevant information
to improve instruction. In addition, data driven decision making is so important to overall
academic achievement and hitting all Taylor school targets in literacy, math, and science
as set by our 2006-2008 SIPAAA. The right data at the right time uses objective
information to make decisions about resources, grouping, and instruction. This D-3
Model can help Taylor meet A.Y.P. Adequate Yearly Progress requirements and comply
with the N.C.L.B. No Child Left Behind requires schools to collect more data, in more
detail and then disaggregate it to show progress toward achieving state standards.
The next step in the fall is to develop a strategic professional development
plan on the D-3 Model Assess, Plan, and Teach. I am using the Five Levels of
Professional Development by Thomas Guskey as rubric to measure the implementation
of the model.
I am currently at Level III Organization Support and Change. I want my teachers to be
more comfortable with the process of data driven decision making and see the results of
greater student achievement.