Administrator as a Change Leader: Theory of Change

Theory of Change

Fullan (1999) notes that it is important "to examine change efforts in terms of their theories of education, i.e., what pedagogical assumptions and associated components are essential to the model, and their theories of change or action, i.e., what strategies are formed to guide and support implementation" (p. 20). The context, such as readiness for change or capacity to change, is a variable that needs to be included in a program's theory of change or action. It is important to be explicit about the assumptions concerning how the program's activities will impact the desired outcomes. Insights about change can be gained by enhancing what the best approaches are for implementing the program.

Figure 2 provides a sample of a principal's role in staff development leading to theory of change (Killion, 2002, p. 216).

Figure 2: Principal's Role Leading to Theory of Change

Principal creates awareness of need and expectations for success.

Principal receives training with teachers.

Principal builds and maintains a culture for learning.

Principal works with other principals to resolve implementation problems.

Principal coaches teachers about classroom practice.

Principal extends his/her coaching skills to support teachers.

Principal regularly coaches teachers.

Principal and teachers conduct assessment of school-wide implementation in walk-throughs.

Teachers feel more competent with the new instructional changes.

Student learning increases.

Figure 3 identifies and defines five different types of changes (KASAB).

Figure 3. Types of Changes (Killion, 2002, p. 81)

		KASAB Chart

		KASAB Chart

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Types of Changes	Definition	Student	Teacher	Principal





Knowledge	Conceptual understanding of information, theories, principles, and research.



Attitude	Beliefs about the value of particular information or strategies.



Skill	Strategies and processes to apply knowledge.



Aspiration	Desires, or internal motivation, to engage in a particular practice.



Behavior	Consistent application of knowledge and skills.

A theory of change approach to planning, implementing, and evaluating a complex initiative identifies a series of actions linking the resources and activities to the desired outcomes. The series of actions define the relationship between the program's goals and objectives; its resources (inputs) and activities; and how the program is expected to work (Killion, 2002; Patton, 1997). Patton adapted Bennett's model (1982, 1979) to clarify the components that guides a series of actions:

		Logic Model 1

		Logic Model 2

		Logic Model 2

		Logic Model 3

		Logic Model 3

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Inputs (resources) must be assembled to get the program started.
Activities are undertaken with available resources.
Program participants (clients, students, beneficiaries) engage in program activities.
Participants react to what they experience.
As a result of what they experience, changes in knowledge, attitudes, and skills occur (if the program is effective).
Behavior and practice changes follow knowledge and attitude change.
Overall impacts result, both intended and unintended (Patton, 1997, pp. 233-234).

Figure 4 identifies the components of a logic model, which identify the types of changes

KASAB according to the desired outcomes.

Figure 4. Logic Model




Inputs	Activities	Initial Outcomes	Intermediate Outcomes	Results





		Knowledge Attitudes Skills Aspirations	Behavior

Administrator as a Change Leader