As a leader in your school, you may be asked to develop action plans in the implementation of a variety of initiatives. In this assignment, discuss your ideas for presenting a plan of action to a diverse group of stakeholders, including colleagues, decision makers, parents, and community members.

Instructions

Part 1: Plan

Address the following in your plan:

• Briefly describe the plan you will be promoting in your presentation.
  • Your plan should involve the implementation of an educational innovation, preferably related to educational technology.
• Analyze the makeup of the stakeholder audience to which you would present your plan of action; this group could include colleagues, decision makers, parents, and community members.
• Provide a rationale for your choice of occasion and venue for the presentation.
  • For example, would you present to the school faculty at a faculty meeting? Or would you present to the school board at a board meeting?
• Justify the topics you would address with this group at this occasion and venue.
• Analyze the main points that would be needed to persuade all stakeholders.
  • How could you address their key concerns? How will you support your contentions? Will you refer to the professional literature or personal experience? Why or why not?
• Write a 3-minute introduction designed to grab your audience’s attention and persuade them to listen attentively to your presentation.

Resources: The Process of School Change

• PRINT
• Change in schools has been studied from various models, including Systems Theory, Fullan’s Educational Change Model, and Rogers’ Diffusion of Innovation Theory. From these resources, you will examine varying and divergent views on how educational change occurs. You are encouraged to pay close attention to the roles and responsibilities of individuals and groups who engage in and impact the change process.
  • Gundy, M. S., & Berger, M. J. (2016). Towards a model supporting educational change. International Journal of Information and Education Technology, 6(3), 232–235. Retrieved from http://www.ijiet.org/vol6/691-EI1006.pdf
  • Loogma, K., Tafel-Viia, K., & Ümarik, M. (2013). Conceptualising educational changes: A social innovation approach. Journal of Educational Change, 14(3), 283–301.
  • Moreno, C., Luria, D., & Mojkowski, C. (2013). The latest twist on spreading innovation: One school at a time. Phi Delta Kappan, 95(3), 8–11.
  • Ogawa, R. T. (2015). Change of mind: How organization theory led me to move from studying educational reform to pursuing educational design. Journal of Educational Administration, 53(6), 794–804.
  • Stoll, L. (2013). Systemwide reform under pressure: A global perspective on learning and change. Journal of Educational Administration, 51(4), 564–570.
  • White, D. G., & Levin, J. A. (2016). Navigating the turbulent waters of school reform guided by complexity theory. Complicity, 13(1), 43–80.
  • Wood, P. (2017). Overcoming the problem of embedding change in educational organizations: A perspective from normalization process theory. Management in Education, 31(1), 33–38.

Resources: Stakeholders and Sustainable Innovation

• PRINT
• A rationale is a justification. As such, it must go beyond verification—the citing of examples that support your contentions. Stakeholders who are being asked to commit time and energy to a change initiative are less interested in how the innovation worked in other settings than they are in seeing how it would work in their own situation and why. That explicit alignment emerges from a critical analysis of the specifics of the culture into which you are proposing to intrude with your innovation, and that analysis must reflect theory and best practice from the professional literature.
  • Collinson, V., & Cook, T. (2013). Organizational learning: Leading innovations. International Journal of Educational Leadership and Management, 1(1). Retrieved from http://dx.doi.org/10.4471/ijelm.2013.03
  • Iriti, J., Bickel, W., Schunn, C. & Stein, M. K. (2016). Maximizing research and development resources: Identifying and testing “load-bearing conditions” for educational technology innovations. Educational Technology, Research and Development, 64(2), 245–262.
  • Paxton, D., & Van Stralen, S. (2015). Developing collaborative and innovative leadership: Practices for fostering a new mindset. The Journal of Leadership Education, 14(4), 11–25.
  • Schultz, K., & McGinn, K. C. (2013). “No one cares about this community more than us”: The role of listening, participation, and trust in a small urban district. Urban Education, 48(6), 767–797.
  • Research Guide – Education Technology and Innovation

Through these resources, you will examine how stakeholders can engage in and sustain change and how to persuade them to do so.

Resources: Persuasion and Credibility

• PRINT

PERSUASION AND CREDIBILITY

PERSUASIVE SPEECH STRUCTURE

**Plan for Presenting Educational Innovation**

 

**Brief Description of the Plan:**

The plan involves implementing a flipped classroom model in which traditional lecture-based learning is supplemented with online resources and activities. This educational innovation aims to enhance student engagement, promote active learning, and cater to diverse learning styles through the integration of technology.

 

**Analysis of Stakeholder Audience:**

The stakeholder audience includes colleagues (teaching staff), decision-makers (school administrators and board members), parents, and community members. Each group has unique perspectives and interests regarding educational initiatives, with teachers focusing on pedagogical effectiveness, administrators considering resource allocation and policy implications, parents concerned about their child’s learning experience, and community members interested in the school’s impact on the local area.

 

**Rationale for Occasion and Venue:**

The presentation will be held during a faculty meeting to address colleagues, decision-makers, and potentially interested parents/community members. This occasion allows for direct engagement with teaching staff and decision-makers who play a key role in implementing and supporting the innovation. Additionally, involving parents and community members demonstrates transparency and fosters a sense of collaboration and accountability.

 

**Topics to Address:**

– Introduction to the flipped classroom model and its potential benefits for student learning.

– Overview of the research supporting the effectiveness of educational technology and active learning strategies.

– Discussion of how the innovation aligns with the school’s mission, goals, and curriculum standards.

– Explanation of the implementation process, including training for teachers, technology integration, and assessment strategies.

– Addressing concerns related to access to technology, equity, and student support.

– Opportunities for collaboration and input from stakeholders in shaping the implementation plan.

 

**Main Points for Persuasion:**

– Addressing Concerns: Acknowledge potential concerns raised by stakeholders such as workload, technological challenges, and student engagement. Provide evidence-based responses and examples from successful implementations to alleviate concerns and build confidence.

– Highlighting Benefits: Emphasize the potential benefits of the flipped classroom model, including improved student engagement, deeper learning, and increased teacher effectiveness. Share success stories and testimonials from educators who have implemented similar approaches.

– Engaging Stakeholders: Invite stakeholders to participate in the planning and implementation process, fostering a sense of ownership and investment in the initiative. Demonstrate a commitment to ongoing support, professional development, and evaluation to ensure sustainability and success.

 

**Introduction (3-Minute):**

“Ladies and gentlemen, esteemed colleagues, decision-makers, parents, and community members, I stand before you today with an exciting opportunity to transform the educational experience for our students. Imagine a classroom where every student is actively engaged, where learning extends beyond the walls of the school, and where technology enhances rather than replaces traditional teaching methods. This is the vision of the flipped classroom model, an innovative approach to teaching and learning that has been proven to increase student achievement and engagement. As we embark on this journey together, I invite you to join me in exploring the potential of educational technology to revolutionize education and empower our students for success in the 21st century.”

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