A firm grounding in change theory can provide educational leaders with an opportunity to orchestrate meaningful organizational improvements. This article provides an opportunity for practicing leaders to review four major theories of organizational change—continuous improvement, two approaches to organizational learning, and appreciative inquiry. These four theories were selected because of their emergence within the field of education, possible adaptability to school systems, and potential to support organizational change. Such theories can provide clear guidelines for successful organizational transformation, promote effective change management, and facilitate operative decision making.
ArgyrisC.SchönD. A. (1996). Organizational learning II: Theory, method, and practice. Reading, MA: Addison-Wesley.
2.
CityE. A.ElmoreR. F.FiarmanS. E.TeitelL. (2009). Instructional rounds in education: A network approach to improving teaching and learning. Cambridge, MA: Harvard Education Press.
3.
CooperriderD. L.WhitneyD. (2007). Appreciative inquiry: A positive revolution in change. In HolmanP.DevaneT.CadyS. (Eds.), The change handbook: The definitive resource on today’s best methods for engaging whole systems (2nd ed., pp. 73-88). San Francisco, CA: Berrett-Koehler.
4.
CooperriderD. L.WhitneyD.StavrosJ. M. (2005). Appreciative inquiry handbook: The first in a series of AI workbooks for leaders of change. Brunswick, OH: Crown.
5.
DanielsonC.McGrealT. L. (2000). Teacher evaluation to enhance professional practice. Alexandria, VA: ASCD.
6.
DemingW. E. (2000). Out of the crisis. Cambridge: MIT Press.
7.
EvansL. M. (2010). The congruence of mental models amongst district and site level administrators of walkthroughs as a vehicle for system-wide school improvement. (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3404728)
FullanM. (2008a). The six secrets of change: What the best leaders do to help their organizations survive and thrive. San Francisco, CA: Jossey-Bass
10.
FullanM. (2008b). What’s worth fighting for in the principalship (2nd ed.). New York, NY: Teachers College Press
11.
GagliardiP. (1986). The creation and change of organizational culture: A conceptual framework. Organization Studies, 7, 117-134.
12.
GreenwoodR.HiningsC. R. (1996). Understanding radical organizational change: Bringing together the old and the new institutionalism. Academy of Management Review, 21, 1022-1054.
13.
HamayanE.MarlerB.Sanchez-LopezC.DamicoJ. (2007). Special education considerations for English language learners: Delivering a continuum of services. Philadelphia, PA: Caslon.
14.
HammondS. A. (1998). The thin book of appreciative inquiry (2nd ed.). Bend, OR: Thin Book.
15.
HargreavesA.ShirleyD. (2009). The fourth way: The inspiring future for educational change. Thousand Oaks, CA: Corwin Press.
16.
KelemenM. L. (2003). Managing quality: Managerial and critical perspectives. Thousand Oaks, CA: Sage.
17.
KnowlesM. (1980). The modem practice of adult education: From pedagogy to andragogy. San Francisco, CA: Jossey-Bass.
18.
MarzanoR. J.FrontierT.LivingstonD. (2011). Effective supervision: Supporting the art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
19.
MilitelloM.RallisS. F.GoldringE. B. (2009). Leading with inquiry and action: How principals improve teaching and learning. Thousand Oaks, CA: Corwin Press.
20.
PallotJ. (1992). Elements of a theoretical framework for public sector accounting. Accounting, Auditing & Accountability Journal, 5(1), 38-50.
21.
ReevesD. B. (2010). Transforming professional development into student results. Alexandria, VA: Association for Supervision and Curriculum Development.
22.
SchrumL.LevinB. B. (2009). Leading 21st century schools: Harnessing technology for engagement and achievement. Thousand Oaks, CA: Corwin Press.
23.
SengeP. M. (2006). The fifth discipline: The art & practice of the learning organization. New York, NY: Doubleday.
24.
SparksD. (1994). A paradigm shift in staff development. Journal of Staff Development, 15(4), 26-29.
25.
SpillaneJ. P. (2000). Cognition and policy implementation: District policymakers and the reform of mathematics education. Cognition and Instruction, 18, 141-179.
26.
WellmanB.LiptonL. (2004). Data-driven dialogue: A facilitator’s guide to collaborative inquiry. Sherman, CT: MiraVia.
27.
WhitneyD. (2004). Appreciative inquiry and the elevation of organizational consciousness. In CooperriderD. L.AvitalM. (Eds.), Advances in appreciative inquiry: Vol 1. Constructive discourse and human organization (pp. 125-145). Oxford, England: Elsevier.
