Susan Edwards Walker

Situation #12

PROBLEM: Establishing Curriculum Advisory Groups

SITUATION: Observing, Meeting, and Deciding - "Flashback"

The administrator in the case study experienced success because he allowed open communication with parents, involved all who would be affected by the change, with the primary focus being on the experienced and historically successful teachers involved. Decisions were made based on data collected that was research based. Several options were discussed and the administrator had the foresight to involve the system curriculum coordinator and the local school reading specialist. The final decisions were based on what the administrators, reading specialist and teachers considered to be in the best interests of the children.

The principal was willing to listen to a parent”s concern and investigate the situation. The principal knew his staff well enough and realized that any change would meet some resistance, possibly severe. This principal still considered what would be best for students and decided change needed to take place. He used resources that were available to him and enlisted the advice of a reading specialist and the district curriculum coordinator. A team including teachers, specialists, and the principal was formed and all were given the opportunity to share their philosophy, beliefs and ideas and all input was discussed and considered. A shared vision was formed. Decisions were made on data collected prior to the meeting. The team met again and options and strategies were considered. A plan for implementation was formed and put in place. The responsibility was divided among the staff, extra help was assigned specific duties and all shared the work and the success. The reading specialist who was already well respected by the kindergarten staff and who had a long and successful history working with them helped shape the new curriculum so that it would be beneficial to all of the students. The assessments made prior to the changes demonstrated the need for change to the somewhat stagnant and resistant kindergarten staff. The procedures, specifically of dividing the students into groups and having special reading times with them on their various ability levels was acceptable to all of the staff, primarily because everyone had invested into the decision to make the change. The communication was well handled by the principal because all staff had a part in the decision to make a change. Everyone also had a chance to give his or her feedback on the success or failure of the program.

Change is inevitable and a strong leader must involve all who are directly affected by the change. A successful administrator always considers the advice of people who have special abilities and are respected by those who are affected by the change. In this case, the need for change was clearly demonstrated to all who were affected and a program was designed and implemented that met those needs. It was practical and acceptable to all the participants. Open communication was maintained throughout the process and the progress was evaluated through observation as the changes materialized. Feedback was also considered objectively throughout the change.