For successful technology integration within the educational realm, ethics and vision are at the heart of garnering political support for increased funding. Manage conflict for productive results: Simerly (1999) argues that research on a paradigm shift or change within a complicated complex organizational structure demonstrates, "the type of paradigm shifts leading to the type of macro change associated with technology enhanced education always heightens the visible levels of conflict within the organization (Simerly, 1999)
For example, Section 504 provided new opportunities for children and adults with disabilities in education, employment and other settings. Section 504 also requires "reasonable accommodation" for persons with disabilities -- such as special study areas and assistance that is necessary for students to have a fair and complete education (Switzer, 2003; "Section 504," n
The article indicates that "in a reversal of the paradigm, these teachers grow into leadership practice and then learn leadership in more formal ways." (Donaldson, 15) This is to note that in many ways, the role of the teacher inherently guides those individuals best suited for leadership to adopt responsibilities, take on initiatives and assume the lead point in project actions that will ultimately elevate them to this role
The "family theoretical framework" for change management suggests all students regardless of ability or disability can learn to adopt a shared language, one that would foster support for one another and greater success, even in the event change seemed overwhelming or impossible. And critical to this family "theory" of change management is the idea that to survive, any organization, whether an educational facility or other, must adopt social and cultural change that facilitates positive communication and interaction among all members of the community, family and educational enterprise (Carson-Stern, et al
What happens when faculty and other members of the community contribute to evaluation? What happens is strategic management processes, where change occurs under the theoretical paradigm of cultural integrity. Organizations move toward creating organizations where strategic management views change in the way a family firm would approach change (Chrisman, Chua & Sharman, 2005)
Review Eckel & Kezar (2002) review the theoretical framework underlying many change processes within institutional settings, evaluating tools and methods that work to help overcome resistance to change in the educational environment. The authors suggest the dominant strategy leading to successful adoption of change at all levels of education is staff development or development strategies that promote self-reflection among staff members, which in turn promotes a culture more willing to adopt change (Eckel & Kezar, p
These ideas are echoed by other conceptualists including Greenwood, Suddaby & Hinings (2002), suggesting professional associations including teacher associations can help foster greater change especially among institutionalized fields like education. The authors suggest future managers must be open to the idea of ongoing change as something that is normal rather than exceptional, and that al involved in change, including staffers, students, teachers, family members and organizational management teams must have the opportunity to review curriculum development and renewal projects (Greenwood, Suddaby & Hinings, 2002)
School leaders must develop strategies to increase achievement with all learners. Successfully managing these charges requires skills in change and innovation (Kotter, 1996; Dundon, 2002; Fullan, 2001)
Another common element presented early in the research is the need for continuous training. While most faculty members, especially teachers, may feel tired with the constant pressure for continuing education, they may view change in a more positive light if the benefits of continuing education are highlighted to them in a way that presents change management as something beneficial to them personally, as well as to the organization and students as a whole (Reeve, 2006)
Steier & Ward use a theoretical framework and concept toward change suggesting good scholarship and change management in education occurs when educations build the foundation of change on the idea that the educational facility is a family, one that requires ongoing evaluation, inquiry and development from each member of the "family," including educators, teachers, students, families and all others involved in the educational process. Using the idea of a "family firm" or the model of a family business, the researchers propose that successful change management occurs when collectively, each member of the family or institution is provided the opportunity to provide commentary on emerging change and evaluate strategic and organizational change using empirical data and real life experience (Steier & Ward, 2006, p
Since the improvement programs initiated by a district are often influenced or mandated by the external environment, insight and ideas provided by local groups is essential to understanding, addressing, and supporting programs that will serve student needs. Efforts in the development of educational programs that reflect community values and are, in turn, supported by the local community can make a difference in the relationship of the student to the school and ultimately in student achievement (Beyer & Ruhl-Smith, 1998, p
For example, "The belief that effective school leadership can turn around individual schools and even an entire system has taken hold among a large majority of superintendents and principals. What's more, many say they are doing it: almost 9 in 10 of those superintendents who have moved an effective principal to shake up a low-performing school say their efforts were successful" (Farkas, Johnson & Duffett, 2003, p
Encouraging faculty, staff, and student involvement is just the beginning of collaboration. Schools must begin to work more effectively with parents, the business community, universities, and the wider profession (Fullan & Hargreaves, 1996)
"With a trained School Administration Manager (SAM) hired to handle the organizational overflow, the principal achieved her goal of getting into every classroom at least once a week to observe teachers and interact with students. Student achievement is the focus, but the only way you're going to move student achievement up is if you allow principals to get directly involved in the instruction and assessment" (Holland, 2008, p
Early research by Brookover (1979), Edmonds (1979), and Rutter, Maughn, Mortimore, and Ouston (1979) found that correlates of effective schools include strong leadership, a climate of expectation, an orderly but not rigid atmosphere, and effective communication. These researchers and others suggest that the presence or absence of a strong educational leader, the climate of the school, and attitudes of the teaching staff can directly influence student achievement (Kelley, Thornton & Daugherty, 2005)
Again the concept of the principal as a leader / collaborator / facilitator can be seen in from this excerpt: "Teaching and learning are viewed as highly individualized and fluid processes that require teachers to make hundreds of decisions each day. And decision makers can and gladly do accept responsibility and accountability when they are free to provide learning experiences that make sense in their individual classrooms and that best fit learners' individual needs" (Mcghan, 2002, p
However, as some educators emphasize, "School districts often are forced to consider candidates from the 'self-select' group. This pool is populated by people with administrative credentials but insufficient preparation to lead schools" (O'Neill, Fry, Hill and Bottoms, 2003, p
In the book Educational Leadership: Personal Growth for Professional Development, author Harry Tomlinson points to two types of behavior that are related to the handling of conflict. There is cooperativeness, which relates to the "extent to which one party wishes to satisfy the other" (Tomlinson, 2004, p
Meanwhile Pat Williams-Boyd explains in the Educational Leadership: A Reference Handbook, that corporate leadership styles and leadership approaches in the educational field are worlds apart. "True leadership is even more complex" in the education field (Williams-Boyd, 2002, p
Accordingly, the text argues "that renewed attention needs to be paid to the strategic dimension of leadership to ensure this sustainability." (Davies & Davies, 10) it is within the framework of this understanding that we are given a clearer impression of that which is meant by differentiating leadership and management