What should a leadership team know about the change process?
In initiating a school improvement process, administrators and leadership teams should have an understanding of what changes may or may not be needed to move the school in a positive direction. Focused school improvement involves identifying desired outcomes and whether or not getting there would be the result of performing certain practices better (first order change), or implementing a completely new practice or strategy (second order change). First order change is typically an extension of past practices and focuses upon doing a better job at what is already being done. A second order change, however, is related to change that goes beyond existing paradigms and requires the acquisition of new knowledge and skills. Below are characteristics of both first and second order change.
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First Order Change
Listen to hear Eric Johnson (principal of Columbia Hickman High School) as he shares an example of a second order change within his school and how his leadership team is working to address this change. Following the video, either individually or with a team, consider a desired outcome in your school, and whether or not it will involve a second order change to achieve the desired outcome.
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Second Order Change
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Activity: Consider a recent change you have implemented at your school. Would you categorize it as first order? Second order? Perhaps it was approached as first order change, and it evolved into second order change. Were you satisfied with its implementation?
Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From research to results. Alexandria, VA: ASCD.
Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From research to results. Alexandria, VA: ASCD.