Table of Contents
The report on Globe Primary Scholl points out different issues that have led to the problem the school is facing, of not having an outstanding performance. One of the major problems that have been identified in the report is the fact that learning for some students does not progress at a faster pace as expected. Pupils in a school setting are gifted differently regarding the manner in which they grasp the things they are taught in class. Some can understand faster than others. However, despite the differences experienced, it is critical for the teachers to ensure that each pupil learns at the average pace. There might be such pupils who do not understand concepts taught in class faster, but with the help of the qualified personnel, it is easier for them to be on par with the average and above average pupils. It is important to note that the issue of the model of teaching is evident since it is the primary factor that reduces the speed at which most of the pupils learn new concepts. If the best teaching models were applied, it would work effectively since other schools have been outstanding as a result of the same.
Another issue that has been identified in the report is the aspect of pupils not making the required progress in writing. It has been evident among the pupils in the lower age bracket. Writing is one of the aspects that determine the progress of a child at school. Mostly at the early stage of the learning process, it is critical to lay a firm foundation on the writing skills of a child so that they do not struggle at the higher levels. It becomes critical for the teachers to use the appropriate model to ensure that there is sufficient pace in determining the progress of the pupil. When younger pupils do not show enough progress in their writing skills, it becomes a great problem since it will hinder their learning in the other classes. It will take a longer time than usual to fine-tune their skills and make them better pupils that can handle the curriculum at the other levels. As a result, it is a critical issue that ought to be addressed by determining the cause so as to make an effective recommendation. It is a problem that comes down to the teaching models that have been applied by the teachers in class.
The progress made in group works has also been a vital issue in the school because some pupils are being left behind regarding the progress of reading and writing. The pupils show different rates of progress which makes some of them disadvantaged and not getting the same access to learning as others. One of the factors that have led to the issue is that the teachers that coordinate the group work give more attention to some groups and less to other; hence, making some to lag behind in the learning process. Moreover, the availability of the learning materials is also a critical factor since some of the groups have prompt sheets to use in the learning process when others don’t. It is an issue that has made some of the pupils to be left behind in the learning process. The model of teaching has been a key contributor to the issue.
The inability of the pupils to think for themselves has also proved to be an issue at the school. In most of the classes, the pupils do not have the opportunity to interact with the teachers on various issues. They are subjected to long periods of listening without asking questions or responding to different concepts being taught. Moreover, the questions that are asked lead to answers such as yes or no; hence, not giving the pupils a chance to develop their critical thinking skills. It is the role of the teacher to ensure that the students can respond to different questions as well as make comments during class about the topic being addressed. It is a way of ensuring the mental growth of the pupil is achieved, and they can critically examine different concepts. The poor teaching models have been the cause of the inability to enhance critical thinking of the pupils.
Based on the issues that have been experienced in the school, one major problem has been identified. The poor teaching models have been the main factors that the school has faced the different challenges in ensuring they give the best education to the pupils. The teaching has used methods that have led to the disadvantage of some sections of the pupils, and this has had a detrimental effect on the performance as well as ensuring the school becomes outstanding in its grading. Therefore, it is important to address the problem effectively to ensure that the pupils’ progress at a greater pace. John Kotter’s change management model would be effective in addressing the problem significantly.
John Kotter’s Change Management Model
Create a Sense of Urgency
The first step in developing a change in the school would be to create a sense of urgency of the problem that has been identified. It is evident that the poor teaching models have detrimental effects on the well-being of the pupils and it might as well jeopardize the grading of the school in future (Jones, 2004, p.35). Therefore, the teachers are supposed to show the need to immediately change the teaching model so as to adopt those that will have a positive impact on the students as soon as possible (Appelbaum et al., 2012, p. 771). The creation of the urgency would be effective in creating an environment for change; hence, the teachers would begin to develop better teaching methods that they believe will have a major impact on the growth of the pupils academically. Moreover, different opportunities would be identified at this stage for the main stakeholders to exploit (Kotter, and Cohen, 2002, p.60).
Build a Guiding Coalition
After creating the urgency of the issue, it is critical to developing a coalition that will play the role of implementing the changes developed. In developing a coalition, the teachers will be the main stakeholders since they have the responsibility of teaching the pupils and making them understand all concepts taught (Cavalcante, Kesting, and Ulhøi, 2011, p.1333). An emotional commitment will be created so that they can know the essence of carrying out the changes and the impact it will have at last (Meyer et al., 2007, p.190). Moreover, showing that the changes will have a positive impact on the teacher’s career will be a key concern in developing a strong coalition that will own the implementation process and ensure the best results are achieved (Warrick, 2011, p.16). It is also critical to note that a strong coalition will be established after each team member feels that they have a role to play in enhancing the teaching models.
Form a Strategic Vision & Initiatives
The vision that will be created is to see the best out of each pupil’s performance in class as a result of the adoption of an all-inclusive teaching model. Moreover, the vision will consist of enhancing the grade of the school from good to outstanding in the next year of evaluation (Cummings, and Worley, 2014, p.46). However, the main motivation of the program is to ensure that the pupils get the best regarding the learning process so that they can exhibit fast pace progress in the future. The vision will be outlined by focusing on different forms of teaching models and choosing the best for effective use in the school (Hornstein, 2015, p.295). If a need arises, a combination of one model could be used to ensure the best results are achieved. The vision is supposed to be owned by all the stakeholders such that in their daily routines, they have a guideline that will determine the manner in which they undertake their responsibilities (Gupta, 2011, p.145).
Communicate the Vision
Communicating the vision frequently will play a critical role in ensuring that each stakeholder is aware of their expectations every day (Aiken, and Keller, 2009, p.105). Communication will ensure that the teachers continually use the new teaching model since there is a reminder every day of what is expected of them and the role they play in ensuring the vision is achieved (Stragalas, 2010, p.35). Moreover, it will be a way of dealing with the challenges that teacher face in the implementation of the new teaching models. When there is effective communication, the teachers will help each other out in tackling the different challenges that may be experienced while teaching. The challenges will be addressed openly so as to provide room for different views that will enhance the implementation of the vision (Gilley, McMillan, and Gilley, 2009, p.42). Communication also acts as a way of evaluating the performance of individual teachers and training them on areas that they might be struggling to produce desirable results.
Enable Action by Removing Barriers
In addressing the problem of poor teaching models, it is important to note that removing barriers would be significant in ensuring effectiveness (Gorran Farkas, 2013, p.26). One of the major barriers that might be experienced is teachers that are not willing to cooperate and change to the new teaching model. In such cases, help will be sought so that the individuals can be convinced of the need to achieve the vision for the school. If it is not possible to convince, drastic measures such as termination of employment will be sought though it will be the last resort (Quinn et al., 2012, p.56). Moreover, the process will involve rewarding the people that are making the change to be evident in an attempt to motivate others to follow the same route and have a significant impact. Removing any barrier identified will make it easier for the developing a teaching model that will be part of the school’s culture (Burke, 2013, p.32).
Generate Short-Term Wins
The implementation of the vision will require short-term goals which will form the basis of constant reviews and evaluation to ensure success (Self, and Schraeder, 2009, p.171). The short-term will be student-centered since it is the best way of ensuring effective results has been achieved. For instance, the teachers will be asked to ask more questions in class so as to enhance the participation of the pupils. Determining the number of questions and responses in class is a way of enhancing the teaching model which works towards achieving the vision. Moreover, the pupils will be offered critical thinking tests to determine the level that a pupil can think for themselves (Lunenburg, 2010, p.6). Having a timeline for the short-term goals will help in enhancing the achievement of the vision. It will also be a way of ensuring that effective changes are made if the goals have not be achieved within the set framework since it would have an effect on the main vision (Periyakoil, 2009, p. 329).
The short-term goals will constantly be reviewed so as to determine the strengths of the change process; hence, banking on it effectively (Holt et al., 2007, p.239). For instance, a particular teaching model that focuses on the needs of the pupils would be better as opposed to one that aims at achieving the grades of the school. Determining the strengths of the model would be critical in laying the foundation for its use in areas that have been challenged (Armenakis, and Harris, 2009, p.129). Building on the strengths is an effective way of ensuring that there is the sustainability of the change initiative. Moreover, the weaknesses that have been identified will be addressed effectively. If a teaching model has proved not to produce the required results, they will be replaced with the model that has had desirable results in attaining the short-term goals. New short-term goals can be established to ensure that there is continuous improvement in achieving the vision (Petrescu, 2010, p. 21).
After the improvements have been made, ensuring that the change becomes part of the culture at the school will be the last step (Kalyani, and Sahoo, 2011, p.280). Focusing on enhancing the new culture in the school will play a critical role since it will ensure that the problem will not be faced again. One of the ways that will be employed is to constantly remind the stakeholders about the success of the vision and the manner in which it has changed the lives of many children (Hamel, and Zanini, 2014, p.2014). Sharing the success stories will enhance the commitment to continue making the changes enforceable in the school (McKinney, and Morris, 2010, p.190). As new staff is recruited, they will be told the need to maintain the culture of the new teaching model and the effects it will have on the school’s grading as well as the development of the pupils academically (Nitta et al., 2009, p.476).
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