AERA Symposium 65.065

A Stakeholder Process for District-Wide Systemic

Transformation

Charles M. Reigeluth, Indiana UniversityRoberto Joseph, Purdue University

Kurt Richter, Indiana UniversityYun-Jo An, Indiana University

An Overview of the Systemic Transformation

Project

Charles M. ReigeluthInstructional Systems Technology Department

Indiana University School of Education

The Project

Research on the Systemic Transformation Process

MSD Decatur Township in Indianapolis

Guidance System for Transforming Education

The GSTE

The Big Picture

Core Ideas (values about the change process)

Process (phases, continuous events, principles)

Core Ideas

Importance of …. process vs. product mindset change stakeholder ownership leadership/political support participatory/developmental leadership a culture for change

- collaboration, consensus, systems thinking, trust, disclosure, no blame

idealized design focusing on redesigning the learning

experiences first

I. Initiate an Effort

II. Develop Starter Team

III. Develop a District-Wide Framework

IV. Create Ideal Designs

V. Implement and Evolve the New System

The Revised GSTE Process

I. Initiate an Effort

1. Facilitators assessed and enhanced their own readiness for the process and formed a Support Team at IU. (No change)

2. Facilitators explored working with four school districts and established a relationship with one. (No change)

3. Facilitators assessed and enhanced Decatur’s readiness. (No change from 3.1)

4. Facilitators did not develop a contract for Phase II. (Old 3.2)

The Revised GSTE Process

II. Develop Starter Team

5. Facilitators & superintendent formed the Starter Team (No change)

6. ST designed and held a retreat to develop Starter Team dynamic. (No change)

7. Developed Starter Team understanding of the systemic change process, systems design, dialogue, and small-group facilitation. (No change)

(Continued)

The Revised GSTE Process

II. Develop Starter Team (Cont.)

8. Used community forums to assess and enhance district and community capacity and culture for change. (Old 4, 10, 11)

9. Did not develop a contract with the Starter Team and School Board for a systemic change process and funding, scope out resource needs, and plan a proposal for external funding. (New) – Not needed

10. Starter Team partially developed a compact with all stakeholders to engage in a systemic change process; did not have a large public signing ceremony. (New)

The Revised GSTE Process

III. Develop a District-Wide Framework

11. Starter Team expanded into Leadership Team. (Old 13)12. Did not hold a retreat to develop the Leadership Team dynamic.

(Old 13)13. Facilitators are developing Leadership Team understanding of

systems, design, mental models, systemic change process, dialogue, and small-group facilitation. (Address throughout Events 14-15.) (Old 13)

14. Leadership Team began to develop a district-wide frame-work with broad stakeholder participation (community forums). This entailed identifying changes in the community’s educational needs. (Old 11, 17, 18)

(Continued)

The Revised GSTE Process

III. Develop a District-Wide Framework (Cont.)

15. Leadership Team is finishing the district-wide framework with broad stakeholder participation (community forums). This entails developing core values or beliefs for an ideal school system. (Old 11, 17, 18)

16. Leadership Team identifies current and recent change efforts and decides what relation those should have with this effort. (Old 9)

17. Leadership Team develops a change process strategy, including district office capacity building, leadership development, and budget, and gets funding for Phase IV. (New)

The Revised GSTE Process

IV. Create Ideal Designs

18. Leadership Team forms and capacitates school-based Design Teams and conducts workshops on the framework. (Old 19)

19. Design Teams create ideal designs for their schools and evaluation criteria with broad stakeholder input. (Old 20).

20. Leadership Team forms and capacitates a district-level Design Team. (New)

21. District Design Team creates a design for ideal district administrative and governance systems, and criteria for evaluating that design, with broad stakeholder involvement. (Old 24).

The Revised GSTE Process

V. Implement and Evolve the New System

22. Design Teams create building-level processes for evolving as close as possible to their ideal designs. This includes identifying existing programs and resources, and identifying gaps where they must design their own. (Old 25)

23. Design Teams prepare for implementation with remodeling, equipment installation, resource procurement, teacher training, etc. (Old 26)

24. Everyone carries out implementation plans, formative evaluations, and revisions of the evolving designs and the implementation processes. (Old 26)

25. Periodically evolve the ideal designs (Old 26).

The Revised GSTE Process

Research Studies Events 1-3: Joseph, R., & Reigeluth, C.M.

(submitted). Formative Research on the Initial Stage of the Systemic Change Process in a Small Urban School System. Journal of Educational Change.

Events 5-7: Joseph, R., & Reigeluth, C.M. (in final preparation). Formative Research on Building a Starter Team for Systemic Change in a School District.

Event 8: Rokopou, C., Hwang, J., & Reigeluth, C.M. (in progress). Community Forums: Their Value and Alternative Ways for Effective Planning and Conducting.

Event 9: Richter, K., & Reigeluth, C.M. (in preparation). Formative Research on Identifying Competing Change Efforts for Systemic Change in a School District.

Research Studies

Event 11: Essex, C., & Reigeluth, C.M. (in progress). Formative Research on Expanding a Starter Team into a Leadership Team for Systemic Change in a School District.

Events 13-15: Richter, K, & Reigeluth, C.M. (in progress). Formative Research on Integrating the Decision-Making Process and Learning Process in a Newly Formed Leadership Team for Systemic Change in a School District.

Events 7 & 13: Pascoe, S.M., Sari, D., & Reigeluth, C.M. (in progress). Aspects and components of Mindset Change in the Systemic Transformation of a School District.

Research Studies

Joseph, R. (in progress). Formative Research on Student involvement in a Systemic Change Process in a School District.

An, Y.J., & Reigeluth, C.M. (in progress). An Electronic Performance Support System (EPSS) for Systemic Change Efforts.

Pascoe, S.M., & Reigeluth, C.M. (in progress). Formative Research on a Support Team for a facilitator of Systemic Transformation of a School District.

Information about the Decatur Project:

www.indiana.edu/~syschang/decatur/index.html

Charles M. Reigeluthreigelut@indiana.edu

Presenters

Roberto Joseph, Purdue UniversityFormative Research on Student involvement in a Systemic Change Process in a School District.

Kurt Richter, Indiana UniversityFormative Research on Integrating the Decision-Making Process and Learning Process in a Newly Formed Leadership Team for Systemic Change in a School District.

Yun-Jo An, Indiana UniversityAn Electronic Performance Support System (EPSS) for Systemic Change Efforts.