Sustaining the Culture and the School Improvement Process
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In studying many change efforts of organizations, from the few that are successful and others that are complete failures, Kotter found that “most fall somewhere in between, with a distinct tilt toward the lower end of the scale” (Kotter, 1999. 75). He noted two general lessons to be learned from those more successful cases:
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- The change process requires a considerable length of time; skipping steps never produces desirable results.
- Critical mistakes can have devastating results on hard-won gains (p. 76).
Although there are challenges in initiating change in a school, sustaining change until the desired results have been achieved is far more demanding.
More InformationMore information can be found in the Chapter 2 of Building An Organizational Learning System: The Baldrige Principal's Handbook for Guiding the School Improvement Process under the following subsections. These subsections will be available for download in the near future.
- Why do efforts at school improvement or transformation fail?
- What strategies can be used to sustain the school improvement process?
- What strategies can be used to embed change in the culture of the school?
More About Developing the School Culture
- Introduction: Developing the School Culture
- Developing the School Community's Vision and Mission
- Developing the Baldrige Core Values/Best Practices for the School
- Developing a Culture of Shared Leadership, Decision-Making, and Accountability
- Developing a School Learning System (SLS) or Professional Learning Community (PLC)
- Sustaining the Culture and the School Improvement Process
Related Topics in Baldrige for Leadership
- Introduction to the Principal's Handbook
- The Baldrige-guided School/Office Improvement Process
- Developing the School/Office Culture
- The Essentials of Baldrige
- Meeting the Requirements of the Baldrige Categories (Overview)