ERIC Number: ED421781
Record Type: RIE
Publication Date: 1998-Apr
Implementing Block Scheduling: A Concern-Based Model of Change.
Salvaterra, Mary E.; Adams, Don C.
A study focused primarily on building-level leadership by observing how principals in 12 high schools (11 public and 1 Catholic) engaged in planning a structural change from a traditional schedule with 45-minute periods to the 90-minute periods of a block schedule. Using a concerns-based model of change, principals' behaviors and teachers' reactions are discussed, as teachers move through phases of the change model. Structured interviews were used to gather information from all 12 principals and 4 to 6 teachers in each restructuring school. Stages include awareness of the innovation, information gathering, personal concerns, management and control, consequences (evaluation of effects on student learning), collaboration with colleagues, and refocusing and acceptance. The change process is different for every teacher. Teachers highly committed to a change may move quickly to the refocusing stage, while reluctant teachers may languish a while in the personal or management stages. Effective implementation of change also depends on a principal's ability to foster conditions characteristic of healthy schools. Effective principals provide continuous communication of goals and ongoing feedback, identify teachers' needs and concerns in each phase, and target resources accordingly. Where leadership is shared between principals and teachers, effective change is more likely. (Contains 17 references.) (MLH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998).