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If educators plan to transform their schools into institutions that promote 21st century learning skills, systemic change must occur. I came across this graphic while reading Darren Kuropatwa’s blog which I think wonderfully summarizes the sorts of leadership principles that are necessary to promote meaningful educational reform.
Preparing a school or district for significant change also requires building organizational capacity for this type of change.
Perhaps the most difficult challenge facing school leaders is the general resistance to change that is often expressed by teachers. Another important roadblock for school leaders to avoid is frustration that results from a lack of resources.
Ensuring that day-to-day work is done while implementing changes to structures, systems and processes is a significant challenge for managers and leaders.
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This sort of change will not only require significant resources,  but the type of transformation we are looking for demands highly effective leadership– leadership that fosters meaningful change.
Effective change requires a clear vision, appropriate skills, meaningful incentives directly related to outcomes, necessary resources, and a well thought out action plan.
Simply put, administrators and teachers must have the knowledge, skills, and resources necessary to make change happen.
Many schools face the seemingly insurmountable task of convincing their faculties of the necessity of implementing the sort of systemic change discussed earlier.
With the terrible budget cuts facing most schools, building organizational capacity for change is as difficult as ever. The sticky part is that having a very specific vision is difficult, because technology advances at an amazing rate.
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When team members lack these skills,  a sort of professional anxiety results which usually cripples an organization. Without meaningful incentives, resistance naturally occurs, particularly when the extent of the organizational change is significant. Building a 21st century learning environment sounds great when teachers have fast computers, a network that is reliable, the technological resources necessary, and worthwhile professional development. But, how many administrators have access to the sort of capital that would enable them to build the type of  infrastructure necessary to transform their schools?

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