Change processes implemented at two urban high schools as initiated by an external agency
The purpose of this study was to use the KSH analytic framework, a blend of the work of Kotter (1996), Senge (2006), and Heifetz (1994, 2002), as a tool to provide insight into the organizational change process that, when considered, might result in lasting and significant school change. Leadership, vision, teamwork, and action implementation are the four cornerstones of the KSH analytic framework. In this qualitative multi-case study of two urban comprehensive high schools, the researcher not only described the initiation and implementation strategies of reform by an external agency, but also described the lasting impact of the reform five years after the large nonprofit foundation left the schools. Through interviews, focus groups, and document analysis the researcher was able to explore the implementation and lasting impact of reform. The major research question addressed in this study was: to what extent do leadership, teamwork, vision, and action implementation impact the school reform process initiated by an external agency as experienced by two urban high schools? The results of this study found that leaders must be consistent and constant in an institution to facilitate school reform. The vision needs to be clear and inspiring for stakeholders to believe in necessary change. School stakeholders need to communicate clearly and work together in order to create change. With appropriate support and necessary resources, while at the same time considering the role of tradition, change can occur within a school.
Educational tests & measurements
0449: Educational leadership
0514: School administration