Systemic Change
Systemic Change
In a school system, there is going to be many times that systematic change must be made to better prepare students for the future. With that change, there can be many unintended consequences. Razik and Swanson (2010) discussed that “systems are by definition complex and adaptive; they can be expected to behave in unpredictable ways” (p. 42). Through observation I have seen that leaders try their best in making best decisions concerning staff members and students, but there is always the possibility of unpredictable consequences like making some members of the school community unhappy or having staff members have a difficult time with “buying-in” to change.
A few years back, the school district that I work for wanted to implement a new curriculum into our special education program. The leader asked for Stakeholders within the school district to be a part of the decision making process and go observe other districts within the state to decide what would work best for our students and our school district. I was one of the members of the decision making process, which helped me to “buying in” to a systematic change. After the change occurred there has been little to no feedback to the district supervisor about how the implementation has been in the classroom. Although I was one who “voted” and was for the change in the system, I also agree with Razik and Swanson (2010) that ongoing feedback is crucial for regular maintenance of the system change. There are many parts of the curriculum that are working in the classroom, but there are also many things that are weighing me down as a teacher. Open communication and feedback opportunities would help in this systematic change that has occurred within my district.
Some other unintended consequences that could occur with systematic change could include leaders making decisions without other stakeholders including faculty members and parents. It is important to keep parents up to date on changes
In a school system, there is going to be many times that systematic change must be made to better prepare students for the future. With that change, there can be many unintended consequences. Razik and Swanson (2010) discussed that “systems are by definition complex and adaptive; they can be expected to behave in unpredictable ways” (p. 42). Through observation I have seen that leaders try their best in making best decisions concerning staff members and students, but there is always the possibility of unpredictable consequences like making some members of the school community unhappy or having staff members have a difficult time with “buying-in” to change.
A few years back, the school district that I work for wanted to implement a new curriculum into our special education program. The leader asked for Stakeholders within the school district to be a part of the decision making process and go observe other districts within the state to decide what would work best for our students and our school district. I was one of the members of the decision making process, which helped me to “buying in” to a systematic change. After the change occurred there has been little to no feedback to the district supervisor about how the implementation has been in the classroom. Although I was one who “voted” and was for the change in the system, I also agree with Razik and Swanson (2010) that ongoing feedback is crucial for regular maintenance of the system change. There are many parts of the curriculum that are working in the classroom, but there are also many things that are weighing me down as a teacher. Open communication and feedback opportunities would help in this systematic change that has occurred within my district.
Some other unintended consequences that could occur with systematic change could include leaders making decisions without other stakeholders including faculty members and parents. It is important to keep parents up to date on changes