Strategy for Managing Change in School Environment

When the PLC has concluded that it is necessary to implement change in the school’s academic environment, one of the most challenging steps is to manage the embedding process. Change, however beneficial, is an initial irritant to the environment, and thus its implementation can have disruptive effects, including the formation of a culture that is detrimental to education. This is why it is critical for leaders and PLCs to carefully manage the implementation and create a framework to guide the development of the process. In this context, as an educational leader who seeks to implement change painlessly, I must begin by clearly identifying why the school environment needs transformation in the first place, what its weaknesses are, and how change can cover these points. In other words, the initial phase of all strategies should be to conceptualize and operationalize processes. To ensure effective communication and discussion of all possible problems with preventive adjustments, my strategy includes weekly meetings of educational leaders and PLCs, at which not only are views exchanged, but progress is also recorded. One form of such fixation within the strategy will be a monthly survey of opinions among students and teachers, aimed at exploring the dynamics of satisfaction with the changing environment; this will also allow revealing potentially hidden problems and shortcomings of change. It is not unreasonable to hold general meetings with parents since adults are an integral part of the life of teenagers and influence the educational process, and they can also give tips on how to build the school environment better. The norms set for the institution can be applied not only to one school but to all schools in the neighborhood: in this case, it is necessary to maintain a competitive spirit through motivation for educational leaders and to celebrate the progress of each school. Thus, my strategy would be to ensure effective communication, motivated by competition and encouragement, fixated on the progress and results of students and teachers, and taking into account the interests of all potential parties.