CHAPTER 2:

CURRICULUM
COMPONENTS AND DESIGN

by: Edma, Euconniza & Bucol, Eddie Rose

 PROCESS
0F
EDUCATIONAL
CHANGE
The Process of Educational Change

Kurt Lewin's Work

Peter Senge's Work
Jeff Hiatt’s Work
Michael Fullan's Work
Hargreaves and Shirley’s Work
Kurt Lewin's Work
Three step process in his change model:
1) Unfreezing current practice:

 getting ready for the change

This is when the weighing up of pros and

cons must happen before further action is taken.
2) Change the practice:
Lewin calls this process ‘transition’.
This step is a challenging one
A clear picture of the desired change
must be communicated to the people who
will be affected so they do not lose sight
of where they are heading.
3) Refreezing new practice:
This step is the establishment of stability.
Change is finally accepted
and people become comfortable.
 more concerned about reinforcement
and sustainability of change
Peter Senge's Work

Five assumptions about educational change:

1. Capacity to change in schools is not
constant.

2. Schools represent communities of

learners.
4. Principal’s role in a learning organisation
is that of "head learner."

5. System leader’s role is to create a

context that fosters ability to learn and cha
nge on a continuous basis.
 Senge (1990) identifies five learning disciplines
for change in schools.
They are:

Personal mastery
• This discipline requires people within the
organisation and community to realize
their potential, their skills.
Mental models
• This discipline requires people to look at
visualizing the big picture.
• Many times, people are short-sighted ab
out things and cannot easily see the
benefit of change.
Shared vision
• This requires the leader to share the vision he/s
he has with the rest of the community, so they
all understand the vision.
Team learning-
• Once they understand the vision, the team can
communicate and work together towards
achieving the shared vision and enhancing
learning in the community.
System thinking
• These four disciplines above will then be
able to provide for the system thinking,
which is the fifth discipline if utilized
effectively in an organisation. As it is the
system, it concentrates on the whole
organisation.
 Jeff Hiatt’s Work
ADKAR model, for successful change management:

A- Awareness of the need for change

D- Desire to support and participate in the
change
K- Knowledge of how to change
A- Ability to implement the change
R- Reinforcement to sustain the change
First step
• mostly to do with explaining why there needs to
be a change.
• This is vital; when it is understood well, the rest
of the steps can then be successful.

Second step
• to participate and support the change
voluntarily and without force.
 Third step
• when individuals have the knowledge of the
change
• how they can be supported through training and
formal coaching;

Fourth step
• to do with how they can perform in the change.
Fifth step
• the sustainability of the change which is
crucial together with its reinforcement
• ensures the maintenance of change and
that new outcomes are measured (Hiatt,
2003).
 Michael Fullan's Work
Three different phases or stages:
 Factors affecting each of the stages during
the change process:
A. Initiation
• the existence and • external change agent,
quality of innovations • community pressure (s
• access to information, upport,
advocacy from • opposition, apathy)
central and school • new policy and funds
administrators • problem solving and b
• teacher advocacy ureaucratic orientations.
B. Implementation-

• Local factors related to the change (need,

clarity, complexity, and practicality)
• External factors (school district, board
and community, principal, role of teacher)
C. Institutionalization-
• lack of interest and support by higher authorities
including the principal of schools, which can influe
nce whether the change
i) gets embedded
ii) has skilled and committed administrators and te
achers during the
institutionalization/continuation, and
iii) has established procedures for ongoing mainte
nance.
 Hargreaves and Shirley’s Work
Fourth Way platform:
This Fourth Way consists of:
A. Six pillars of purpose and partnership that su
pport change
1. An inspiring and inclusive vision
2. Strong public engagement
3. Achievement through investment
4. Corporate educational responsibility
5. Students as partners in change
6. Mindful learning and teaching
B) Three principles of professionalism that drive
change –

1. High quality teachers

2. Positive and powerful professional associations
3. Lively learning communities
C. Four catalysts of coherence that sustain chan
ge and hold it together:
1.Sustainable leadership
2. Integrating networks
3. Responsibility before accountability.
4. Differentiation and diversity