1

A LOOK AT THE CHANGE

PROCESS WHEN MOVING FROM

INITIATION TO IMPLEMENTATION

TOMLINSON & IMBEAU

Change Tools &

Evaluation

Assessing

Readiness for

Change

Moving from

Initiation to

Implementation

Trust &

Relational

Leadership

Relational

Change

Building

the

Teams

Coaching

Roles and

Processes

Data

Coaching

Using

Classroom

Tools

Knowledge &

Skill

Facilitation

Asking

the Right

Questions

Presentation

Skills II

Planning,

Alignment, &

Coherence

Curriculum

Design &

Planning

Assessing

Progress

Focused

Communication

Conflict

During

Change

The Coaches

as a Team

TOMLINSON & IMBEAU

THE CHANGE PROCESS

Initiation Implementation Institutionalization

TOMLINSON & IMBEAU

2

Teacher Changes

Student Learning

Organizational

Capacity

Initiation

Implementation

Institutionalization

TOMLINSON & IMBEAU

CHECKLIST FOR INITIATION:Concept:

1) Quality

2) Access to Information

3) Leader Advocacy

4) Teacher Advocacy

5) Problem Solving Orientation

Question:

1) How well designed is the initiative?

2) Where are the information networks?

How viable?

3) What is it and how is it perceived?

4) How are teacher networks formed

around the change?

5) Are there systems set up to address

issues with the change?

TOMLINSON & IMBEAU

CREATE AN INITIATION MAP:

� Divide into pairs.

� Address your assigned INITIATION CONCEPT.

� Ask yourselves the question, and map your response

on chart paper:

Concept Issue Location Action

TOMLINSON & IMBEAU

3

INITIATION CHALLENGES:

� Perceptions about the change agents

� Time for initiation

� Superficiality of teacher “buy in”

� Collaborative vs. Authoritarian

� Adoption or Adaptation?

TOMLINSON & IMBEAU

IMPLEMENTATION FACTORS:

Need Clarity Complexity Practicality

TOMLINSON & IMBEAU

IMPLEMENTATION CHANGE

FACILITATOR STYLES:� Clear vision

� Ongoing articulators

� High expectations

� Question and analyze

� Push

� Shelter or remove barriers

TOMLINSON & IMBEAU

4

IMPLEMENTATION CHANGE

FACILITATOR STYLES:� Responsive to people and situations

� Relationship-rich work

� Provide basic support for the change

� Teacher defenders

� Adapt to change impositions

TOMLINSON & IMBEAU

IMPLEMENTATION CHANGE

FACILITATOR STYLES:� Keep everyone content

� Teachers are strong professionals who

need little guidance

� Relationships are everything

� Immediate resolution to issues

� Checking with others

TOMLINSON & IMBEAU

HORD’S AND HALL’S

RESEARCH:� Teachers with Initiator leaders have the highest

levels of implementation success.

� Teachers with Manager leaders have some

success but not to the extent as teachers with

Initiator leaders.

TOMLINSON & IMBEAU

5

THE SIX DIMENSIONS OF CHANGE

FACILITATOR STYLE

Social & Informal

• Listening and appreciating staff

• Unrelated to work

Formal & Meaningful

• Task-oriented

• Substantive issues

TOMLINSON & IMBEAU

THE SIX DIMENSIONS OF CHANGE

FACILITATOR STYLE

Trust in Others

• Collaboration in resources & procedures

• Minimum structuring

Efficiency

• Clear procedures

• Formal analysis of needs

TOMLINSON & IMBEAU

THE SIX DIMENSIONS OF CHANGE

FACILITATOR STYLE

Day-to-Day

• Responses to issues

• Limited in scope

Vision & Planning

• Interactions centered on vision

• Intense facilitation

TOMLINSON & IMBEAU

6

A COMPARISON OF THE STYLES:

�High Formal/Meaningful

�High Admin. Efficiency

�High Vision/Planning �Evenly balanced

dimensions

�High Social/Informal

�High Trust in Others

�High Day-to-Day

TOMLINSON & IMBEAU

Your Style

School Context

HOW DOES YOUR NATURAL STYLE

COMPARE WITH WHAT

YOUR TEACHERS NEED?

TOMLINSON & IMBEAU

Social & Informal

Formal & Meaningful

Trust in OthersAdmin.

EfficiencyDay-to-Day

Vision & Planning

1) Create a line or bar graph.

2) Where are your natural change facilitator style

tendencies?

3) Show your preferences in terms of your

predictable “profile”.

4) How does this compare with your school’s

contextual needs?TOMLINSON & IMBEAU

7

BEFORE WE GET TOO WORN

OUT . . .

� What do you think of the change facilitator

styles?

� How does this relate to “heat” and

“light”?

TOMLINSON & IMBEAU

REFLECTIVE PRODUCT:

� How does your style relate to your

principal’s?

� Does the style need to change with the three

phases of change?

� What needs to change in your style so

change is deeper and more profound?

Create a graphic illustration of your

thoughts!TOMLINSON & IMBEAU

TWO LEADERSHIP PARADIGMS

Technical/Transactional Transformational

�Personal and political survival

�Technical competence

�Position

�Strategic

�Factual communication

�Training

�Vision survival

�Core values

�Behavioral integrity

�Action learning

�Symbolic communication

�Rebirth

TOMLINSON & IMBEAU

8

FOUR COMPLEX LEADERSHIP

ROLES

� Transformational

� Vision setting

� Motivating

� Transactional

� Taskmaster

� Analyzer

TOMLINSON & IMBEAU

-VISION SETTER

-MOTIVATOR

-TASK MASTER

-ANALYZER

DRAW A PIE CHART WHICH ILLUSTRATES

YOUR LEADERSHIP ROLE AT YOUR SCHOOL.

Dividing 100 percentage

points across the four roles:

TOMLINSON & IMBEAU

• Performance

• Results

• Solution Finding

• Require Change

• Set Policy

• Model DI

• Efficiency

• Evaluation of data

• Coherence

• Insert Professional Development

• Find Resources

• Moral Purpose

• The Future

• Trends

• Encourage Risk Taking

• Relationships

• Commitment

• Offer Challenges

• Find Successes

MotivatorVision

Setter

TaskmasterAnalyzer

TOMLINSON & IMBEAU

9

PRINCIPALS AND COACHES:� Create a chart (see example) to illustrate

“heat and light” at your school as you work

to implement differentiated instruction.

� Show the distinctions between the “heat

and the light” for each of you.

� Discuss:

� How are your roles similar?

� How are your roles different?

TOMLINSON & IMBEAU

RESISTING THE PULL

TOWARD TRANSACTIONAL

ROLES . . .

“The key to being a successful leader is the

ability to integrate and perform the roles of

vision setter, motivator, analyzer, and

taskmaster. This requires the use of BOTH

the transformation and transactional

paradigms.”

--Robert Quinn, 1996

TOMLINSON & IMBEAU

THOUGHTS, COMMENTS,

QUESTIONS?

� Reflection Time…..

� Take a moment and reflect on what has been

discussed that really resonates with you and you

believe will be helpful with your work.

� If you were to summarize our time together,

what are the key points that stand out for you

about leadership?

� What is one question that continues to come to

mind when planning your next steps?

TOMLINSON & IMBEAU