CONCLUSIONS/CONCLUSIONES

There are certain factors which the School Management Teams have to take into consideration when managing change in relation to the implementation of the National Curriculum Statement (NCS).

Fullan (1991: 65) asserts that “educational change is technically simple and socially complex. While the rationale for change may be clear and the type of change well defined, its interpretation within the school or subject area may create difficulties because of the social processes involved. Although the change process itself may be thought of as a linear and logical process, in reality it is iterative and messy.” Miles, Saxl and Lieberman describe the change process as having three major components:

 Initiation

 Implementation

 Institutionalisation

These three components are not linear, but merge into each other as the change process unfolds. Fullan (1993: 12) suggests that an important element of initiation is raising awareness among staff of the need for change and possible plans for implementation. Hopkins, Ainscow and West (1994: 6) suggest that these three phases are overlapping and mutually exclusive. However, in order for subject leaders to manage the change process effectively, it is important not only to understand what each phase involves, but also to consider how they interact. These three phases are discussed below:

2.7.1 Initiation

The initiation phase is the point at which the proposed change is introduced. There may be various methods of reaching this stage. For example, the proposed change may emerge from a subject area review, be imposed by the senior management team or may result from a problem within the subject area. The origin of the change is important because it will have a direct effect on the way in which the change is introduced and

understood (Hopkins, Ainscow and West, 1996: 21). There are many variables influencing both „if‟ and „how‟ a change is introduced. Fullan (1991: 17) has identified a range of barriers that affect initiation of change. There are two barriers of direct relevance to subject leaders.

The first barrier to change is the lack of access to information about the change itself.

For teachers, a change is simply imposed from above or externally generated. As a result, they are rarely given the opportunity to share in the decision-making processes that have led to the change. Consequently, initiation of that change by subject leaders can be difficult. Where teachers are kept informed of proposed changes, and are part of the decision-making process, a greater sense of commitment and support for the change is generated (Fullan, 1991; Hargreaves, 1994). It may not always be possible for subject leaders to keep all team members informed of every discussion or development, but where important and major changes are concerned, the primacy of access to information cannot be underestimated.

A second barrier to the initiation of change is the competing pressures and demands upon teachers‟ time. Increased curriculum demands upon teachers meant they have less time to meet with each other educators to discuss new ideas (Ball, 1999). The research evidence demonstrates the potency of teachers working together, but also indicates that teachers have less and less time to do so (Day, 1999). It is clear that school development and improvement occurs when teachers:

 engage in frequent, continuous and concrete talk about teaching and best practice;

 frequently observe and provide feedback to one another; and

 plan, design and evaluate teaching material together

(Little,).Where such norms of collaborative practice are not in place, innovation and the initiation of change become more difficult to achieve. Consequently, where possible, subject leaders should encourage and plan for teachers to work together.

In this way, the initiation and implementation of change has a more secure basis, and is, therefore, more likely to succeed.

2.7.2 Implementation

Whether or not a change happens in practice is largely dependent upon the quality of implementation. This is the phase where the change or innovation is put into practice.

It is the stage where planning stops and where action commences. For a large number of innovations, this is where change flounders and loses momentum. Fullan (1991) suggests that there are a range of factors that casually influence implementation and contribute to the process of successful change (e.g. quality and practicability of the change, clarity of the proposed change and the effect of the change on individuals).

For subject leaders, the main tasks during the implementation phase are the carrying out of action plans, developing and sustaining commitment, checking progress and overcoming any problems. During this phase, there will be a need for the combination of pressure on, and support for, teachers from subject leaders. There has to be enough pressure to ensure that the momentum of change continues, and that action takes place. Conversely, there needs to be technical, emotional, and professional support to ensure team members feel equipped to take on tasks related to change (Stoll and Fink, 1998). If there is too much pressure, stress will result. If there is too much support, complacency will follow. It is important that subject leaders retain a balance between pressure and support in order to encourage positive change throughout the implementation phase.

During the implementation phase, there will be a crucial time where the change appears to be making little progress. Fullan (1991) has termed this the implementation dip, which inevitably occurs in most change processes. Subject leaders need to recognise that this is an intrinsic part of the change process, and that it does not mean that the change has failed. Instead, it indicates that the change is at a critical stage and that additional effort is required to mobilise the change. In some respects, as people grapple with the meaning and skills of bringing about change, things may get worse before they get better. (Joyce and Showers, 1988).

The primary factors for success at this stage are the following:

 Shared clarity about the purposes and intentions of the change:

 shared control over implementation (i.e. team responsibility):

 a mix of pressure and support:

 early feedback on progress made: and

 teacher trust and collegiality.

These factors have to be entrenched and promoted by subject leaders. In the process of developing and implementing these factors, both the subject leaders and the teachers will be equipped with skills and knowledge to ensure that the implemented changes are sustained.

2.7.3 Institutionalisation

This is the phase where the change is not regarded as being anything new because it has been embedded into both the system and the culture of the subject area. While it might be assumed this will happen automatically, in practice it requires that the change is monitored and evaluated to ensure it is making the intended impact, and that this impact is sustained. The role of the subject leader will be to ensure that the appropriate monitoring and evaluation mechanisms are put in place to provide feedback not only on the initial impact of the change, but also on the extent to which it is still in operation, as intended.

As Huberman and Miles (1984: 14) note, “Innovations are highly perishable goods.

Taking continuation for granted assuming magically that it will happen by itself - or will necessarily result from a technically mastered, demonstrable effective project- is naïve and usually self-defeating.”

The impact and outcomes of change will be dependent upon the quality of the initiation and implementation, including continuous monitoring and evaluation. One common misapprehension about evaluation is that it occurs at the end of a change or new development. While summative evaluation is important, it is formative evaluation that

contributes most to effective implementation and continuation. This feedback loop ensures that the process of change is sustained, and that evidence about the impact of the change process at difficult stages is systematically recorded.

Change can result from a wide variety of sources. It might occur as the result of policy directive, from feedback or review data, or in response to a particular issue or problem within the subject area. Whatever the impetus for change, it necessitates careful planning and systematic evaluation in order to succeed.