Step one: a clear vision

Creating a vision as the first step should be started correctly. It has to be well formalized and

informed. Started by me, deeply understanding the whole concept of the change proposal may lead to

successful implementation in each steps that allows the possibility of a successful change. Moreover,

describing the whole change step by step into a diagram gives a clearer view of every advantage and

disadvantage the implementer may face when introducing the change. According to Lewis (2000), it is

important to plan the change in "more procedural" way to "provide a better guidepost for researchers

to identify important behaviors involved in establishing vision" (p. 15). Because of my position on the

bottom line of the hierarchical, considering a small change is more effective rather than a big one. I

would recommend the change in the first order change, which is relevant to my position, not

complicated, focused and problem-solution oriented. According to Waters, Marzano and McNulty

(2003), the first-order change "might be new classroom instructional practices, instructional materials,

curricular programs, or data collection and reporting systems that build on established patterns and

utilize existing knowledge" (p. 7). Furthermore, according to Reger, Gustafson, Demarie and Mullane

(1994, as cited in Lewis), change "should not be so radical that organizational members either fail to

comprehend the change or perceive it to be unacceptable" (p. 143). Therefore, I propose a vision that is

likely acceptable because it is based on the existing knowledge and skills of the teachers; the classroom

methodology (student participation).

Step two and step three: communicating vision and establishing the legitimacy

These two steps are interlinked because it is about how I apply the communication both to the

principal and my biology colleagues. Communication is the most important thing to be given attention

because it is the most difficult aspect in leading change. However, it is relatively easier to talk about the

change to my principal rather than the communication with my colleagues. As the principals performs
the managerial leadership, he would support any activities that support the school’s target to help the

students pass the National Standard. Coleman and Earley (2005) state that managerial leadership aims

for “efficient achievement of goals” (p. 15).

Communication should be handled with care because it is the core of building a sustainable

relationship to aim for a successful change. Considering the basic human need is important to ensure

the communication is effective, for example: including food in every meeting to smoothen the

conversation. Food has been proven to promote better understanding in conversations and

relationships. Moreover, communication should also consider values and culture. Gill (2010) points out

that values and culture should be taken into account when leading change. For example, seniority and

age as cultural-related issues in Indonesia, should be considered. The ways to talk to the teachers with

long years of teaching experience or the older teachers should be careful. The tone voice should be

applied properly to avoid the feeling of being underestimated by me (the implementer of change).

Lewis (2000) points out that “implementers struggled with problems related to creating and

communicating vision, sense-making and feedback, establishing legitimacy, and communicating about

goal achievement” (p. 142). In terms of sense-making and feedback, I should describe the details of the

procedural focused proposal very clearly to make it easier for my colleagues to understand it. Covin and

Kilmann , 1990, as cited in Lewis, state the importance of sharing information adequately about the the

changes to avoid negative impact. Furthermore, feedback from the teachers is also important because

the implementer can gather the data of the participants (the biology teachers), how they view the

change or their expectations. “Research reveals that feedback serves a number of needs for individuals

and for organizations including improving performance, reducing uncertainty, enhancing self-image, and

managing self presentation goals (Ashford & Cummings, 1983, as cited in Lewis, 2000, p. 146).
Step four-Introducing ‘lesson study and explaining student participation

It is the step where the implementer gives presentation on the proposed focus, which is lesson

study focusing on student participation. Lesson study was first introduced in Japan. The aim is to”

engage teachers to improve the quality of their teaching and enrich students’ learning experiences”

(Fernandez & Yoshida, 2004, p. 2). Lesson study consists of three main and two optional steps. Step one

is teachers plan the lesson together; the collaborative environment of this session are sharing ideas on

what the best lesson plan should be used in the teaching; sharing resources, textbooks and observations

on students. The final result of this session is the shared lesson plan that will be used in all classes of

these teachers.

Step two of lesson study is the observation session, where all teachers have opportunities to be seen

and received feedback on their teachings. In my case, I recommend an alternative. If the teachers are

not confident enough to be observed when teaching, I would teach and others would observe me. The

aim of this option is to give time for the teachers to have the confidence. By doing this, it is hoped that

the teachers would be encouraged and would be willing to be observed without feeling under-

pressured. The third step of lesson study is discussing the presented lessons, which the teachers sit

together and share each observation on their peer’s teachings. Fernandez and Yoshida state that, in this

session, the teachers come up with reactions and suggestions on their teachings. The other two optional

steps of lesson study are “revising the [l]esson and teaching the new version of the [l]esson” (p. 8).

It is clearly seen from the above explanation of lesson study that it benefits teachers. The first

advantage that the lesson study promotes learning communities. The biology teachers would have a

media to share any aspect of teachings. For example, the teachers will be able to discuss the best

pedagogy approach to teach students, or collaborating thinking and finding solutions for the students’
learning disabilities in the classrooms. The second advantage is, as professionalism is an issue in the

biology department and needs to be encouraged, the use of lesson study is likely to improve the

professionalism of the biology teachers. It is because lesson study bolsters the teachers’ curiosity that

may increase their existing skills and knowledge, which is the core aspect of teachers’ professionalism.

According to Merideth (2007) “sharing ideas” will “challenge and affirm critical thinking and inquiry,

resulting in the establishments of human networks that not only seek answers but also ask hard

questions. Meredith states that “[H]uman networks offer experientially rich learning contexts as well as

opportunities for promoting [c]ollegiality, [r]isk-[t]aking, and [e]ffectiveness with a group of professional

educators”(p. 87). The third advantage is the use of lesson study can initiate leaderships in teachers. As

teachers in Indonesia are likely to avoid leadership roles, the sharing opportunities in lesson study can

train the teachers become teacher-leader, which will be a good preparation for the school to shift to a

distributed/participant leadership in the future.

Moreover, in this step four of the change proposal, I should prove to the teachers that lesson

study and student participation have advantages. The advantages are to provide a learning community

for biology teachers and to overcome students’ achievement-related issues (e.g., motivation,

collaborative learning).