UNIT 02: THE MANAGEMENT OF EDUCATIONAL CHANGE
Unit Reference Number A/61 7/4999
Unit Title The Management of Educational Change.
Scenario
Assignment Title: Case Study for Educational Change
For this assignment you are required to select an area within your own education setting that that requires change in order to improve. You will write a case study to summarise the justification of the change, a proposal of how to implement the change and an evaluation of the change progress. You must liaise with your Line Manager to agree on the subject for this case study.
Task 1 – (LO1, AC 1.1 and 1.2)
·Research the need for change in your own educational organisation or setting.
·Apply models of change management.
Task 2 – (LO2, AC 2.1, 2.2, 2.3 and 2.4)
·Develop a plan for change using information and feedback from appropriate sources within your own educational organisation or setting.
·Determine the potential impact of change on resources and service delivery within your own educational organisation or setting.
·Communicate the plan for change to stakeholders to gain their support.
·Implement a plan for change.
Task 3 – (LO3, AC 3.1, 3.2 and 3.3)
·Devise a system for monitoring implementation for the plan for change.
·Identify and propose ways of overcoming resistance to planned change.
·Evaluate the progress of a change implementation plan against SMART objectives.
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Submission Requirements;
1. 4,500 word processed Case Study.
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Task 1：
1.1 Research the need for change in the forms of assessment in education with technology.
Assessment in education is a crucial part of the teaching and learning process, as it helps educators understand what students have learned, identify areas for improvement, and adjust instruction accordingly. However, traditional forms of assessment, such as paper-based exams and written assignments, have several limitations, including lack of flexibility, standardization, and timeliness of feedback.
Technology can offer several benefits to assessment in education, including the ability to deliver assessments more efficiently, personalize assessments to individual student needs, and provide more timely and detailed feedback. Here are some ways in which technology can support changes in the forms of assessment in education:
Adaptive assessments: Technology can help create adaptive assessments that adjust to the student’s knowledge level, making assessments more personalized and accurate. This can be achieved through algorithms that use student responses to adjust the difficulty level of the assessment items.
Gamification: Gamification can be used to make assessments more engaging and motivating for students. This can be achieved through incorporating game-like elements, such as badges, leaderboards, and rewards, into assessments.
Online formative assessments: Technology can be used to create online formative assessments that provide immediate feedback to students, enabling them to identify areas where they need to improve and adjust their learning accordingly.
Digital portfolios: Digital portfolios can be used to showcase student learning and growth over time, providing a more holistic view of student progress than traditional assessments. These portfolios can include multimedia elements, such as videos, images, and audio recordings, that can help students demonstrate their understanding of concepts in a more creative and engaging way.
Authentic assessments: Technology can be used to create more authentic assessments that simulate real-world scenarios, enabling students to apply their knowledge and skills in a more practical and relevant way. For example, students could be asked to complete a project or task that reflects the kind of work they would do in a real-world setting.
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1.2 Apply 2 models of change management to analyse change in the forms of assessment in education with technology.
Two models of change management that could be applied to analyze the change in the forms of assessment in education with technology are Lewin’s Change Management Model and Kotter’s Eight-Step Change Model.
1) Lewin’s Change Management Model:
Lewin’s Change Management Model consists of three stages: Unfreeze, Change, and Refreeze.
a. Unfreeze: In this stage, the current state is examined, and the need for change is identified. In the case of assessment in education with technology, the current state might involve traditional forms of assessment such as paper-based exams, which are time-consuming and may not provide timely feedback to students. The need for change would be identified by recognizing the benefits that technology can bring to assessment, such as more efficient delivery and personalized feedback.
b. Change: In this stage, the change is implemented. This involves developing and implementing new assessment methods that incorporate technology. For example, adaptive assessments or online formative assessments could be introduced to provide personalized feedback and timely feedback.
c. Refreeze: In this stage, the new state is stabilized, and the changes are integrated into the organizational culture. In the case of assessment in education with technology, this might involve providing training and support to teachers and students to ensure that they are comfortable with the new assessment methods and can use them effectively.
2) Kotter’s Eight-Step Change Model:
Kotter’s Eight-Step Change Model involves eight stages that can help guide the change management process.
a. Establish a sense of urgency: In this stage, the need for change is communicated, and a sense of urgency is created. In the case of assessment in education with technology, this might involve highlighting the benefits of technology-based assessments and the limitations of traditional methods.
b. Form a powerful coalition: In this stage, a team of stakeholders is assembled to drive the change process. This might include educators, administrators, and IT professionals who can collaborate to develop and implement new assessment methods.
c. Create a vision for change: In this stage, a vision for the change is developed and communicated to stakeholders. This might involve articulating the benefits of technology-based assessments, such as more personalized feedback and improved student engagement.
d. Communicate the vision: In this stage, the vision is communicated to all stakeholders. This might involve using multiple communication channels, such as newsletters, emails, and meetings, to ensure that everyone is aware of the change and understands its importance.
e. Empower others to act on the vision: In this stage, stakeholders are given the tools and resources they need to implement the change. This might involve providing training and support to teachers and students to ensure that they are comfortable with the new assessment methods.
f. Create short-term wins: In this stage, quick wins are identified and celebrated. This might involve showcasing the success of the new assessment methods through student achievements or improved feedback.
g. Consolidate gains and produce more change: In this stage, the change is integrated into the organizational culture. This might involve providing ongoing support and training to ensure that the new assessment methods are fully embedded in the education system.
h. Anchor new approaches in the organization’s culture: In this final stage, the change becomes a part of the organizational culture. This might involve creating policies and procedures to support the new assessment methods and ensuring that they are sustained over time.(Johnson,et al,2015).
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Reference:
Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC horizon report: 2015 higher education edition. The New Media Consortium.
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Task 2
2.1 Develop a plan for change using information and feedback from appropriate sources within your own educational organisation or setting.
As the leader of a school, developing a plan for change requires a structured approach that considers the needs of the educational organization or setting. Here is a sample plan for change:
1) Establish the Need for Change:
a. Identify the issue: Conduct a needs assessment to identify areas in which change is needed. This can involve analyzing student data, teacher feedback, and other relevant data sources to identify areas for improvement.
b. Develop a rationale: Once the issue has been identified, develop a rationale for why change is necessary. This can involve outlining the benefits of the change, such as improved student outcomes, increased teacher engagement, or enhanced organizational efficiency.
2) Create a Vision for Change:
a. Define the desired outcomes: Develop a clear and specific vision of what the change will achieve. This can involve outlining the desired outcomes, such as improved student engagement, higher academic achievement, or more efficient organizational processes.
b. Communicate the vision: Communicate the vision to all stakeholders, including teachers, students, parents, and other members of the school community. This can involve creating a communication plan that outlines how the vision will be shared and what information will be included.
3) Develop a Plan for Change:
a. Identify key actions: Develop a plan that outlines the key actions that will be taken to achieve the desired outcomes. This can involve identifying specific strategies, resources, and timelines for each action.
b. Assign responsibilities: Assign responsibilities for each action to specific individuals or groups. This can involve creating a project team or committee to oversee the change process and ensuring that everyone is aware of their roles and responsibilities.
4) Implement the Change:
a. Monitor progress: Monitor progress regularly to ensure that the change is on track and that any issues are addressed in a timely manner.
b. Make adjustments: Make adjustments as needed to ensure that the change is successful. This can involve modifying the plan, revising timelines, or providing additional resources as needed.
5) Evaluate the Change:
a. Assess the impact: Assess the impact of the change on student outcomes, teacher engagement, and organizational processes. This can involve collecting and analyzing data to determine whether the desired outcomes have been achieved.
b. Share results: Share the results of the evaluation with stakeholders and celebrate successes. This can involve creating a report that outlines the outcomes achieved and the impact of the change on the organization.
2.2 Determine the potential impact of change on resources and service delivery within your own educational organisation or setting.
When implementing a change within an educational organization or setting, it is important to consider the potential impact on resources and service delivery. Here are some potential impacts that may occur:
1)Financial Resources: The change may require additional financial resources to be allocated to support its implementation. For example, if the change involves adopting new technology or equipment, there may be costs associated with purchasing, training, and maintenance.
2)Human Resources: The change may require a redistribution of human resources within the organization. This can involve reassigning staff to new roles or hiring new staff to support the change. There may also be a need for additional staff training or professional development to ensure that everyone has the necessary skills to implement the change successfully.
3)Time: The change may require a significant investment of time to implement. This can impact service delivery by reducing the amount of time available for other activities. For example, if the change involves revising the curriculum or assessment practices, teachers may need to spend additional time planning and preparing for their lessons.
4)Infrastructure: The change may require modifications to the physical infrastructure of the organization. This can involve renovations, upgrades to existing facilities, or the construction of new facilities. These changes can impact service delivery by causing disruptions to regular activities or limiting the availability of resources.
5)Student and Parent Engagement: The change may require engagement and support from students and parents. This can involve communication about the change, training sessions for students and parents, and opportunities for feedback and collaboration. Engaging students and parents in the change process can have a positive impact on service delivery by creating a sense of ownership and investment in the change.
2.3 Communicate the plan for change to stakeholders to gain their support.
Communicating the plan for change to stakeholders is an important step in gaining their support. Here are some strategies that can be used to effectively communicate the plan for change:
1)Use multiple channels: Communicate the plan for change through multiple channels, including email, newsletters, meetings, and social media. This ensures that stakeholders receive the information in a way that suits their preferences.
2)Be clear and concise: Use clear and concise language to communicate the plan for change. Avoid using technical jargon or complex language that may be difficult for stakeholders to understand.
3)Highlight the benefits: Clearly outline the benefits of the change for all stakeholders, including students, teachers, parents, and the wider community. Explain how the change will improve service delivery, enhance learning outcomes, and promote the organization’s mission and values.
2.4 Implement a plan for change.
Implementing a plan for change requires careful planning and execution. Here are some steps that can be taken to successfully implement a plan for change in an educational organization or setting:
Develop an implementation plan: Once the plan for change has been communicated and stakeholders have been engaged, develop a detailed implementation plan that outlines the steps required to achieve the desired outcomes. The plan should include timelines, resource requirements, and clear roles and responsibilities for all stakeholders involved in the change process.
Allocate resources: Ensure that sufficient resources, including financial, human, and technological resources, are allocated to support the implementation of the plan for change. This may involve reallocating resources from other areas of the organization or seeking additional funding or support from external sources.
Monitor progress: Monitor progress throughout the implementation process, using performance indicators and regular feedback from stakeholders to evaluate progress towards the desired outcomes. This can involve creating a monitoring and evaluation plan that outlines key indicators of success and milestones that need to be achieved at specific points in the implementation process.
Provide training and support: Provide training and support to stakeholders involved in the change process to ensure that they have the necessary skills and knowledge to implement the change successfully. This can involve providing training sessions, creating training materials, and offering ongoing support and guidance throughout the implementation process.
Communicate progress: Communicate progress regularly to all stakeholders involved in the change process, using a variety of channels to ensure that everyone is aware of the progress being made towards achieving the desired outcomes.
Address challenges: Identify and address challenges that arise during the implementation process, using feedback from stakeholders and evaluation of progress to refine the implementation plan and adapt to changing circumstances.
Celebrate successes: Celebrate successes and achievements throughout the implementation process, recognizing the efforts and contributions of stakeholders involved in the change process.
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Task 3 –
3.1 Devise a system for monitoring implementation for the plan for change.
A system for monitoring implementation is essential for ensuring that the plan for change is implemented effectively and achieving the desired outcomes. Here are some steps for devising a system for monitoring implementation:
1) Define key performance indicators: Define key performance indicators (KPIs) that will be used to measure progress towards the desired outcomes. KPIs should be specific, measurable, achievable, relevant, and time-bound (SMART).
2) Set targets and benchmarks: Set targets and benchmarks for each KPI, specifying what level of progress is expected at each stage of the implementation process.
3) Establish data collection methods: Establish data collection methods to gather information on progress towards the KPIs. This may involve using surveys, interviews, observation, or other methods to collect both quantitative and qualitative data.
4) Assign responsibilities: Assign responsibilities for data collection and analysis to specific individuals or teams, outlining their roles and responsibilities in the monitoring and evaluation process.
5) Develop reporting mechanisms: Develop reporting mechanisms that will be used to communicate progress towards the KPIs to all stakeholders involved in the change process. This may involve creating dashboards, reports, or presentations that summarize the data collected and analyze progress towards the targets and benchmarks.
6) Review progress regularly: Review progress towards the KPIs regularly, using the data collected to identify areas where progress is being made and where improvements are needed. This may involve holding regular meetings or workshops to discuss progress, identify challenges, and make adjustments to the implementation plan as needed.
7) Use data to inform decision-making: Use the data collected to inform decision-making throughout the implementation process, using the insights gained to make adjustments to the plan for change and ensure that the desired outcomes are achieved.
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3.2 Identify and propose ways of overcoming resistance to planned change.
Resistance to planned change is a common challenge in educational organizations or settings. Here are some ways to identify and overcome resistance to planned change:
1)Communicate the benefits of change: One reason why people resist change is that they do not understand why it is necessary or beneficial. To overcome this, educational leaders can communicate the benefits of the planned change, highlighting how it will improve service delivery and learning outcomes.
2)Involve stakeholders in the planning process: Involve stakeholders in the planning process, giving them an opportunity to provide input and feedback. This can help to build buy-in and reduce resistance to change, as stakeholders feel that their concerns have been heard and taken into account.
3)Provide training and support: Resistance to change may also be due to a lack of knowledge or skills. Educational leaders can provide training and support to stakeholders, giving them the tools they need to adapt to the change and perform their roles effectively.
4)Build a coalition of supporters: Build a coalition of supporters for the planned change, identifying key stakeholders who are enthusiastic about the change and can help to build momentum and support for it.
5)Address concerns and fears: Address concerns and fears that stakeholders may have about the planned change, taking the time to listen to their concerns and providing reassurance where necessary.
6)Create a sense of urgency: Create a sense of urgency around the need for change, highlighting the consequences of not changing and emphasizing the benefits that the planned change will bring.
7)Celebrate small wins: Celebrate small wins along the way, acknowledging progress and achievements and highlighting the positive impact of the change.
8)Be transparent: Be transparent throughout the change process, communicating progress regularly and being open and honest about the challenges and obstacles that arise.
By taking these steps, educational leaders can identify and overcome resistance to planned change, building buy-in and momentum for the change and ultimately improving service delivery and learning outcomes for students.
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3.3 Evaluate the progress of a change implementation plan against SMART objectives.
Evaluating the progress of a change implementation plan against SMART objectives is essential for ensuring that the plan is on track and achieving the desired outcomes. Here is an example of how to evaluate progress against SMART objectives:
Objective: Increase student engagement in learning activities by 20% by the end of the academic year.
Specific: The objective is specific, as it outlines a clear and measurable goal for the change implementation plan.
Measurable: The objective is measurable, as it specifies a 20% increase in student engagement, which can be quantitatively measured using a variety of assessment methods.
Achievable: The objective is achievable, as it is realistic and attainable within the timeframe of the academic year.
Relevant: The objective is relevant to the overall goal of the change implementation plan, which is to improve student learning outcomes.
Time-bound: The objective is time-bound, as it specifies a deadline of the end of the academic year for achieving the desired outcome.
Evaluation of progress:
1)Collect data on student engagement using a variety of assessment methods, such as surveys, observation, and feedback from teachers.
2)Analyze the data collected to determine the baseline level of student engagement and track progress over time.
3)Compare progress towards the objective to the 20% increase target, using the data collected to determine whether the objective has been achieved or if adjustments are needed to the implementation plan.
4)Communicate progress towards the objective to all stakeholders involved in the change implementation plan, using data visualization tools such as graphs or charts to communicate progress effectively.
5)Use the data collected to identify areas where improvements are needed and make adjustments to the implementation plan as necessary.
By evaluating progress against SMART objectives, educational leaders can track progress towards the desired outcomes of the change implementation plan, identify areas where improvements are needed, and make adjustments to ensure that the objectives are achieved.(Smith,2020)
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Reference:
Smith, J. (2020). Evaluating the progress of a change implementation plan against SMART objectives. Journal of Educational Leadership, 15(2), 45-56.