What Is Effective And Ineffective Instructional Resources?

According to Michael Fullan (2016) in his book, The New Meaning of Educational Change, successful organizations that demonstrate change followed principled concepts of change. The reason for their success if that there is tangible proof of alignment in keeping components of actions. Fullan (2016) stated that successful change incorporates five factors. In this essay, three of the five factors will be discussed and an example of an organization using components of the change be revealed. Often when organization shave to go through the process of change it means either they have gone through change to repair broken areas or they are going through change as a reflective exercise before embarking on a larger scope of practice perhaps to expand into new growth within their organization. In either course, the larger concern is that organizations must embrace change and engage in meaningful constructed ways to promote the best growth with the fewest steps to reach accomplishment. A key decision factor to change is whether an organize will change because they adopt a model and see a better way or whether they want to save their resources. Fullan (2016) suggested that the reason for the change is largely to work is because, the organizations, “Define closing the gap as the overarching goal,” “Assume that lack of capacity is the initial problem and then work on it continuously,” and “Stay the course through continuity of good direction by leveraging leadership,” (Fullan, 2016,

Overcoming resistance to change: By having an open mind and welcoming, not necessarily accepting, many new ideas.

Change should be seen as a challenge and embraced with enthusiasm (Marquis & Huston, 2012). In my professional and personal life, I view and respond to change as a way to make improvements to existing regulations and circumstances. I embark upon the quest with determination to succeed at whatever task is presented to me. Life without change can become unchallenging and stagnant (Marquis & Huston, 2012). As society and technology advance, you must incorporate the necessary transformations that arise with it.

The purpose of this report is to propose change within an organization and evaluate 1) Knowledge, 2) Skills, and 3) Dispositions as they apply to the change process. This report is structured in a fashion to allow a school to reflect on how it provides teaching and learning

A third assertion says organizations are more adaptive when diversity of input is present. This is an easy statement to understand. If people with different backgrounds give input, there will be a wider range of thoughts and ideas. If an organization takes these diverse perspectives into account, they will be better able to adapt to changing thoughts and societal norms. The final assertion given is related to Wheatley’s notion of new and old science. Wheatley suggests that old science is a mechanistic view that is no longer relatable and that her idea of new science is one that needs to be followed (Wheatley, 2006, pg. 15). On the other hand, Wielkiewicz and Stelzner say that instead of just rejecting old science, there should be a tension between the two approaches. One needs to find a resolution between the traditional “industrial approach” and the lesser known neglected “ecological approach”.

in our fast paced world, things and environments change rapidly. In order to meet the needs and demands of an ever changing marketplace, organizations also need to change and adapt very quickly. With success hinging on the ability of the institution to analyze, predict and adjust in order to meet the market demands and successfully cope with rapidity of change (IKM, pg 7) "establishing a sense of urgency" as explained by Kotter would be critical (Leading Change, pg 35). To influence anyone or any organization to move towards any type of behavior requires the three critical factors of direction,

The goal for using this model is to increase student learning growth by improving the quality of instructional, administrative, and supervisory practices.

Applying this reactionary philosophy of organizational change to post-secondary public school systems is the exact jumpstart that this environment truly needs. Indeed, this particular approach is especially applicable to post-secondary public school systems because it places a strong focus on the change aspect of organizational change, taking steps to improve with every failure. This is useful because this environment is one of "live and learn." That is, post-secondary public school systems oftentimes rely on management theories that must be tweaked and changed as weaknesses or flaws emerge in them. On the other hand, this particular organizational change theory would essentially anticipate these failures, and pre-construct varying concepts and theories around these failures, essentially preparing for them before they even occur (Weick & Quinn, 1999).

This program has grown from an isolated unit functioning on its own accord out of a singular office, to one that now engages both student and academic affairs personnel. The program has grown significantly in size, from an initial 75 students served to an approximate 250 students served. The program has led the university in a direction towards a more cohesive attitude and effort as it relates to retention and completion goals. Based on gains made through the Academic at Risk Mentoring Initiative, the newly modified strategic plan now challenges the institution to grow from its 15 year average of 70-75% freshman to sophomore retention rate to an 80% average over the next five years. Thus far, the student mentoring aspect of this initiative has been reduced and the mentor-mentee ratio has been reduced. It has called for fine tuning of old position descriptions and training agendas to fit the needs of the program. Moreover, it has called for the hiring of new personnel all together to compensate the programs expansion. The program relies on res life directors and hires from a diverse array of backgrounds including Communities and Schools to effectively fill mentor positions in ways that work with the mission of the program. The philosophy behind this approach being, “If we are approaching students the right way and helping them to be successful, then retention is the measurement of that. It’s not really the

Witmer, H., & Mellinger, M. (2014, February 7). Organizational resilience: Nonprofit organizations' response to change. Work, 54(2), 255-265.

Leading and managing change require a solid theoretical foundation. This assignment will research the theoretical elements of change and change management. Addressed will be the following: Organic Evolution of Change, Formulating Strategic Development Approaches, Leadership and Management Skills and Gathering and Analyze Data. As societies continue to evolve and changing demand creates the need for new products and services, businesses often are forced to make changes to stay competitive. The businesses that continue to survive and even thrive are usually the ones that most readily adapt to change. A variety of factors can cause a business to reevaluate its methods of operation. According to literature from the past two

Administrators are challenged to develop professional development programs for their schools with the ultimate goal of addressing student achievement through improving or reinforcing current teaching practices. Unfortunately many administrators have a difficult time navigating the complicated process of deciding what needs to address as well as how to address them. In his article, “Leadership for Effective Change: Creating Intentionality Using Staff Development”, S. Michael Putman addresses how the Intentional Teaching Model (INTENT) gives administrators an almost step-by-step guide for developing professional development opportunities and activities to achieve their ultimate goal: student growth and achievement. The INTENT model is broken down into four interdependent phases: examinining the beliefs of the participants, identifying and establishing goals, deliberately modifying instructional practices, and consitatantly demonstrating goal aligned behaviors.

Organizations that strive to excel in aspects of innovation, competitiveness, and performance must have clearly defined core values that are executed by specific learning disciplines (Senge, 2010). Giesecke and McNeil (2004) stated, "A learning organization is an organization skilled at creating, acquiring, and transferring knowledge and at modifying its behavior to reflect new knowledge and insights" (p. 55). In the pursuit of defining specific practices that would produce an ideal learning organization, Senge (2008) proposes five disciplines that include, "...systems thinking, mental models, personal mastery, shared vision, and dialogue" (p. 1). In this application paper I will analyze each of the five disciplines discussed by Senge (2008) and discuss how they can be applied in an organization such as the high school where I am currently teaching to address specific areas in need of improvement.

Many companies emphasize a culture of continuous improvement. While never being satisfied with the status quo can drive

According to Cotton, as a person with leadership qualities, I should develop an action plan that not only brings an absolute change in the educational policy of the institute but also the curriculum of the educational entity(Cotton, 2003). The problem in hand needs severe actions in order to fully address the situation. According to Elmore, education does not suffer as much from the inadequacy of supply of good programs as compare to the lack of demand for the efficient and effective good programs. Elmore has brought light to the lack of demand as the root cause of the major educational problem that is currently faced by the educational entities (Elmore,2000).