How Will We Sustain Momentum and Maintain Focus?

Pick battles big enough to matter, small enough to win. ~ Jonathon Kozol

The Northwest Regional Laboratory (1995) addressed the critical issues of leading and managing change and improvement; the publication discussed six important steps that effective leaders should follow in order to manage the process. Leaders should have 1.) A clear, strong, and collectively held vision and institutional mission, 2.) A strong, committed professional community within the school, 3.) Learning environments that promote high standards for student achievement, 4.) Sustained professional development to improve learning, 5.) Successful partnerships with parents, health and human service agencies, businesses, universities, and other community organizations, and 6.) A systemic planning and implementation process for instituting needed changes (NCREL, 1995). Dennis Sparks (1993), the Executive Director of the National Staff Development Council offered thirteen tips for managing the change process: 1.) E ducate the leaders, including both principals and teachers; 2.) Use a "systems" approach to ensure that all aspects of the school organization are considered when planning and implementing change; 3.) Use a team approach that involves many stakeholders. 4.) Share power with teachers and others; 5.) Make plans; however, be flexible; 6.) Develop plans and be flexible; leaders must realize that there can be tension between establishing readiness for change and the need to get people implementing new approaches; 7.) Provide considerable amounts of training and staff development; these activities can include everything from holding study groups to "on-the-dash" coaching; 8.) Choose innovative practices for and with teachers that are research-based and "classroom friendly"; 9.) Recognize that change happens only through people; 10.) Be prepared for the "implementation dip"; 11.) Help educators and others develop an understanding of the new practices; 12.) Seek out "paradigm shifters" and "idea champions" who are interested in making substantial changes in practice; and 13.) Take the long view; realize that change takes time and should not be forced to occur too quickly. In any situation that involves change, whether small or large, opposing sides will emerge. The drama that follows will involve protagonists and antagonists, pro and con positions, and all the other elements of conflict (Gerzon, 2006). Dedicate time and celebrate small wins. Other useful strategies to help educational leaders during this phase of the journey include the following:

•  Coping with Conflict

•  Venn Diagrams

•  Quick Writes

•  Talk Walks

•  Go for the Green

Conclusion: Build a Culture of Inquiry

Leadership is required during every phase of the educational change process, and

there are many qualities which educational leaders must possess in order to effectively help organizations reach the lofty goals of educating our youth and preparing them to become responsible educated adults in a global economy. Of the many skills that have been mentioned that are necessary for this endeavor, the ability to think in terms of systems, build relationships, and communicate helps organizations accept change and resolve conflicts.

Effective leaders use inquiry and solicit advice and opinions; they question shareholders and solicit their advice on certain matters (Blasé & Blasé, 2001). According to Daniel Goleman (2006), the socially intelligent leader takes the time to forge relationships that foster a better working environment. The positive interactions help leaders to be more effective.

Best practices include having input from all involved in the organization; this contribution from everyone creates trusting and caring relationships. It is the leader's responsibility to create an emotional climate that shows the way to positive, empathetic, and tolerant social interactions (Goleman, 2006). It is particularly important for those in power to be emotionally grounded and skilled in personal interaction, both as a model and as the source of an emotional ripple effect (Goleman, 2006). If school improvement efforts are to be successful, teachers, parents, community and business partners, administrators, and students must share leadership functions; the principal's role must change from that of a top-down supervisor to a facilitator, architect, steward, instructional leader, coach, and strategic teacher (NCREL, 1995).

Duke (2004) prescribes four propositions regarding leadership and change: 1.) Educational change requires both leadership and management; 2.) No single type or style of leadership is best for every situation involving educational change; 3.) Leadership may be required during every phase of the educational change process; and, 4.) Leadership may be required at every level of educational organization by those in designated leader roles as well as others.

These efforts can help all shareholders better understand the instructional needs and programs that are necessary for proper development; the organization then becomes more effective at providing the best education possible. Educational leaders must be able to know and understand how all of the models and strategies mentioned before work interdependently in their organization's strategic plan for achieving change for improvement.