Step One: A Clear Vision

Step one: a clear vision
Creating a vision as the first step should be started correctly. It has to be well formalized and
informed. Started by me, deeply understanding the whole concept of the change proposal may lead to
successful implementation in each steps that allows the possibility of a successful change. Moreover,
describing the whole change step by step into a diagram gives a clearer view of every advantage and
disadvantage the implementer may face when introducing the change. According to Lewis (2000), it is
important to plan the change in "more procedural" way to "provide a better guidepost for researchers
to identify important behaviors involved in establishing vision" (p. 15). Because of my position on the
bottom line of the hierarchical, considering a small change is more effective rather than a big one. I
would recommend the change in the first order change, which is relevant to my position, not
complicated, focused and problem-solution oriented. According to Waters, Marzano and McNulty
(2003), the first-order change "might be new classroom instructional practices, instructional materials,
curricular programs, or data collection and reporting systems that build on established patterns and
utilize existing knowledge" (p. 7). Furthermore, according to Reger, Gustafson, Demarie and Mullane
(1994, as cited in Lewis), change "should not be so radical that organizational members either fail to
comprehend the change or perceive it to be unacceptable" (p. 143). Therefore, I propose a vision that is
likely acceptable because it is based on the existing knowledge and skills of the teachers; the classroom
methodology (student participation).
Step two and step three: communicating vision and establishing the legitimacy
These two steps are interlinked because it is about how I apply the communication both to the
principal and my biology colleagues. Communication is the most important thing to be given attention
because it is the most difficult aspect in leading change. However, it is relatively easier to talk about the
change to my principal rather than the communication with my colleagues. As the principals performs
the managerial leadership, he would support any activities that support the school’s target to help the
students pass the National Standard. Coleman and Earley (2005) state that managerial leadership aims
for “efficient achievement of goals” (p. 15).
Communication should be handled with care because it is the core of building a sustainable
relationship to aim for a successful change. Considering the basic human need is important to ensure
the communication is effective, for example: including food in every meeting to smoothen the
conversation. Food has been proven to promote better understanding in conversations and
relationships. Moreover, communication should also consider values and culture. Gill (2010) points out
that values and culture should be taken into account when leading change. For example, seniority and
age as cultural-related issues in Indonesia, should be considered. The ways to talk to the teachers with
long years of teaching experience or the older teachers should be careful. The tone voice should be
applied properly to avoid the feeling of being underestimated by me (the implementer of change).
Lewis (2000) points out that “implementers struggled with problems related to creating and
communicating vision, sense-making and feedback, establishing legitimacy, and communicating about
goal achievement” (p. 142). In terms of sense-making and feedback, I should describe the details of the
procedural focused proposal very clearly to make it easier for my colleagues to understand it. Covin and
Kilmann , 1990, as cited in Lewis, state the importance of sharing information adequately about the the
changes to avoid negative impact. Furthermore, feedback from the teachers is also important because
the implementer can gather the data of the participants (the biology teachers), how they view the
change or their expectations. “Research reveals that feedback serves a number of needs for individuals
and for organizations including improving performance, reducing uncertainty, enhancing self-image, and
managing self presentation goals (Ashford & Cummings, 1983, as cited in Lewis, 2000, p. 146).
Step four-Introducing ‘lesson study and explaining student participation
It is the step where the implementer gives presentation on the proposed focus, which is lesson
study focusing on student participation. Lesson study was first introduced in Japan. The aim is to”
engage teachers to improve the quality of their teaching and enrich students’ learning experiences”
(Fernandez & Yoshida, 2004, p. 2). Lesson study consists of three main and two optional steps. Step one
is teachers plan the lesson together; the collaborative environment of this session are sharing ideas on
what the best lesson plan should be used in the teaching; sharing resources, textbooks and observations
on students. The final result of this session is the shared lesson plan that will be used in all classes of
these teachers.
Step two of lesson study is the observation session, where all teachers have opportunities to be seen
and received feedback on their teachings. In my case, I recommend an alternative. If the teachers are
not confident enough to be observed when teaching, I would teach and others would observe me. The
aim of this option is to give time for the teachers to have the confidence. By doing this, it is hoped that
the teachers would be encouraged and would be willing to be observed without feeling under-
pressured. The third step of lesson study is discussing the presented lessons, which the teachers sit
together and share each observation on their peer’s teachings. Fernandez and Yoshida state that, in this
session, the teachers come up with reactions and suggestions on their teachings. The other two optional
steps of lesson study are “revising the [l]esson and teaching the new version of the [l]esson” (p. 8).
It is clearly seen from the above explanation of lesson study that it benefits teachers. The first
advantage that the lesson study promotes learning communities. The biology teachers would have a
media to share any aspect of teachings. For example, the teachers will be able to discuss the best
pedagogy approach to teach students, or collaborating thinking and finding solutions for the students’
learning disabilities in the classrooms. The second advantage is, as professionalism is an issue in the
biology department and needs to be encouraged, the use of lesson study is likely to improve the
professionalism of the biology teachers. It is because lesson study bolsters the teachers’ curiosity that
may increase their existing skills and knowledge, which is the core aspect of teachers’ professionalism.
According to Merideth (2007) “sharing ideas” will “challenge and affirm critical thinking and inquiry,
resulting in the establishments of human networks that not only seek answers but also ask hard
questions. Meredith states that “[H]uman networks offer experientially rich learning contexts as well as
opportunities for promoting [c]ollegiality, [r]isk-[t]aking, and [e]ffectiveness with a group of professional
educators”(p. 87). The third advantage is the use of lesson study can initiate leaderships in teachers. As
teachers in Indonesia are likely to avoid leadership roles, the sharing opportunities in lesson study can
train the teachers become teacher-leader, which will be a good preparation for the school to shift to a
distributed/participant leadership in the future.
Moreover, in this step four of the change proposal, I should prove to the teachers that lesson
study and student participation have advantages. The advantages are to provide a learning community
for biology teachers and to overcome students’ achievement-related issues (e.g., motivation,
collaborative learning).

Step One: A Clear Vision

Uploaded by

Copyright:

Available Formats

Step One: A Clear Vision

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Step One: A Clear Vision

Uploaded by

Copyright:

Available Formats

Step one: a clear vision

methodology (student participation).

for “efficient achievement of goals” (p. 15).

distributed/participant leadership in the future.

You might also like

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.