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Change efforts in schools are based on a set of assumptions (Fullan, 1991; Glickman et al., 2001). These assumptions include: |
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- Do not assume that your version of what the change should be is one that should be implemented.
- Assume any significant change requires implementers to work out their own meaning.
- Assume that conflict and disagreement are not only inevitable but fundamental to successful change.
- Assume that people need pressure to change--but only under conditions that allow them to react, form their own position, to interact with others, to obtain technical assistance, etc.
- Assume that effective change takes time. It is a process of development in use. It requires persistence.
- Do not assume that reason for lack of implementation is outright rejection of the values embodied in the change or hard core resistance to all change. Assume that there is a number of possible reasons: value rejection, inadequate resources, insufficient time elapsed.
- Do not expect all or even most people or groups to change. Complexity of change is such that it is impossible to bring about widespread reform in any large social system. Progress occurs when we take steps that increase the number of people affected. We should be encouraged by improvements that do occur.
- Assume that you will need a plan based on the above assumptions and that addresses the factors known to affect implementation. Evolutionary planning & problem coping models based on knowledge of change process are essential.
- Assume that no amount of knowledge will ever make it totally clear what action should be taken. Action decisions are combinations of valid knowledge, political considerations, on-the-spot decisions, and intuition.
- Assume that changing the culture of institutions is the real agenda, not implementing single innovations (Fullan, 1991, pp. 105-107).
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