case study 1
TRANSCRIPT
Experienced Change in The Parma City School
DistrictThe Parma City School
District
Formal Setting
Composed of three distinct communities: The City of Parma, Parma Heights and Seven Hills
Total enrollment of 11,470 students
Range of educational services including formal education, special needs education, career and technical education,and adult education
Informal Setting = Instability Political scandal
Financial difficulties
Distrust between union and board (Politics!)
Changing Demographics
Change, Change, Change, Change, Change!!!!
2000-2001 2012-2013
≤ 5% free and reduced lunch
73% free and reduced lunch
Consolidation Restructuring
Close 3 building
s
Change
Redistricting
High School
8-12 Middle School
5-7Elementary School
K-4
Change is Messy!
Common Core Alignment
Realignment of Staff
Restructuring
Consolidation
Teacher Evaluation
RTI implementation
TBT
Teaming Realignment
Curriculum
Redistricting
Block Schedule
Setting/Culture
Change is Messy!
Common Core Alignment
Realignment of Staff
Restructuring
Consolidation
Teacher Evaluation
RTI implementation
TBT
Teaming Realignment
Curriculum
Redistricting
Block Schedule
construction
Block Schedule
Teleological change - Goal - increase instructional time; allow more time for individualized instruction; opportunities for intervention; increased test scores
Change Agent (Superintendent) instrumental
Internal organizational decisions motivated the change
Outcome = new structure to the middle school
Social Cognition
Cognitive Dissonance - values and actions clash
Ideal Outcome - 2nd Order Change; new paradigm
Leader - shapes change through interpretation and framing
Discussion Questions
What role did environment play in this change?
Federal Government
StateGovernment Community
Intended Outcomes
Increase instructional time
Reduce student load = Greater attention to intervention and individualized instruction (embedded RTI)
Expanded learning opportunities - more exploratory classes and eliminate study halls
Unintended Outcomes
conflict with the union (politics)
diminished student engagement with the arts
alienated and disenfranchised teachers
deprived students of special education services
teachers continuing to teach as they always had, but for a
longer time.
Discussion Question
How does the culture and described instability of the district affect the change process/outcome?
Discussion Questions
Is the change an example of reform? adaptation? innovation? diffusion?
Success?Too early to really evaluate, but so far it is not successful.
1st order change only
Not pervasive paradigm shift (There is not an increase in embedded interventions. Instead, we are seeing teachers continuing to teach as they always had,
but for a longer time.)
Not institutionalizedBased on our expertise due to our readings, what steps
have been missed or misguided? Can it get back on track?