OrganizationalChangeChapter9EducationalLeadership.pptVIP

Copyright (c) Allyn Bacon 2007 Organizational ChangeChapter 7 This Multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program. Organizational Change Educational organizations are expected to be vehicles for social change, as well as preserving and transmitting values. Thus schools must integrate stability and change. In 1990, Seymour B. Sarason wrote The Predictable Failure of Educational Reform: Can We Change Before It’s Too late? To change schools, we must change the power relationships in schools. Aims of Educational Reform Sarason listed five aims that would constitute major change in the inner core of assumptions that are difficult to bring about: To reduce the achievement gap among social classes and racial groups. To get students to enjoy school. To enable students to acquire knowledge and skills in ways that relate learning and give purpose to each student. To engender interest in human accomplishments, past and present, and to enlarge their own identities: personal, social, and as citizens. To acquaint students with the domain of career options and how schooling relates to the fast-changing world of work. The Tradition of Change in American Education Paul Mort indicated, in late1950s, that change in education proceeded very slowly. He noted that schools were generally 25 years behind the best practices of the time. Example: Kindergartens. Mort’s work led to viewing higher per pupil expenditures as reliable indicators of change and superior school output. Other researchers noted, however, that there is most likely a curvilinear relationship where after an optimum funding point increases in school output slow. Three Strategies of Planned Change Robert Chin’s taxonomy of cha