Module 4 Learning Resources Required Readings Fullan M 2016

Module 4 Learning Resourcesrequired Readings Fullan M 2016the

Consider the need for educational change facing the Grand City community and how members of the task force have begun working toward meeting that need. You have reviewed the data reflecting demographics for the community and reflected on how the data should inform decisions regarding changes to your specialization. While changes may be welcomed by some members in the community, as a leader of change, you must also take into account why some members resist change. Perhaps the issues facing Grand City are similar or reflective of the needs of your own community. How might you support your community in a change process?

How might you encourage change-resistant community members to work toward necessary change? For this Discussion, you will use data to develop a specialization-specific scenario representing a need for change in your educational or community setting. (BASED ON Early Childhood Education)

Note: You will develop the scenario in this Discussion for your colleagues to respond to and address the scenario from your perspective in Module 4 Discussion 2. To prepare: • Review the assigned Fullan (2016) chapters for this module. Consider the processes and concepts regarding change and how educational leaders can support both. • In the City Hall location in Grand City, revisit the media of the task force’s opening meeting. Think about the issues addressed by the members represented and how communities strive to meet the educational requirements of their children/students and the needs of their members. Think about how the issues raised in the video and those by your colleagues thus far in the course resonate with your specialization in your own educational or community setting. • Select an issue that represents a need for change in your educational or community setting and involves, or has the potential to involve, your specialization area. Locate and review the existing data related to this issue. What is the data telling you about the issue and potential educational and/or community changes? Note: If you are unable to determine an issue from your own educational setting or find data related to your issue, you can select an issue and review the data provided in Grand City. • Based on the data, develop a more detailed scenario of the issue for your Walden colleagues to respond to with evidence-based strategies for leading the change process.

Note: You may wish to base your scenario on a personal experience or on the information provided in Grand City.

Paper For Above instruction

Scenario Description: Addressing Early Childhood Education Challenges in a Community Setting

In the context of early childhood education, a significant issue currently warrants attention: the persistent achievement gap in literacy development among preschool and kindergarten children, particularly within socioeconomically disadvantaged communities. This problem has a historical basis—marked by systemic disparities—yet recent data reveal that these gaps are widening, undermining efforts toward equitable education. The data collected from local school districts and community assessments indicate that children from low-income families score significantly lower on early literacy assessments compared to their more affluent counterparts. For example, local testing reports show that only 45% of children from low-income households meet grade-level reading benchmarks by age five, versus 78% among higher-income families (Local Education Data, 2022). Additionally, demographic data highlight that a majority of these children lack access to quality early childhood programs, which further aggravates the literacy gap. The community demographics reflect a diverse population, including a substantial percentage of minority and immigrant families, which introduces an additional layer of language and cultural barriers impacting early literacy engagement and instruction.

This issue presents an urgent need for change within the early childhood education system in this community. The current situation underscores insufficient access to quality early learning environments and a lack of culturally responsive instructional strategies tailored to diverse populations. If unaddressed, these literacy disparities could have long-term implications, including limited educational attainment, decreased life opportunities, and increased social inequality. It is critical that community stakeholders, educators, and policymakers collaborate to implement targeted interventions—such as expanded access to preschool programs, culturally responsive curricula, and parent engagement initiatives—to mitigate these disparities and promote equitable literacy development from the earliest years.

Based on this data, the scenario involves a community-wide initiative to enhance early childhood educational services, focusing on culturally responsive pedagogy, resource allocation, and parental involvement. The challenge is to design an inclusive, evidence-based framework that addresses both the immediate literacy needs and the broader systemic inequities, facilitating sustainable change. Engaging community members who resist change, particularly those skeptical about new intervention approaches or resource investments, will require transparent communication, highlighting data-driven benefits, and involving community representatives in decision-making processes. By creating a shared vision grounded in empirical evidence and cultural sensitivity, educators and leaders can foster community buy-in and collaboratively work toward closing the literacy gap.

References

• Fullan, M. (2016). The new meaning of educational change (5th ed.). Teachers College Press.
• Local Education Data. (2022). Local assessment reports on early literacy development. Community Education Board.
• Gordon, R., & Chiu, L. (2021). Culturally responsive pedagogies in early childhood education. Early Childhood Education Journal, 49(2), 245-259.
• Harvard Graduate School of Education. (2020). Closing the early literacy gap. Harvard University.
• National Institute for Early Education Research. (2023). The state of preschool: Access and quality. NIEER.
• Smith, J., & Lee, T. (2019). Parental engagement strategies to promote early literacy. Journal of Early Childhood Research, 17(1), 88-104.
• The Annie E. Casey Foundation. (2022). Kids count data center: Early childhood education statistics. Casey Foundation.
• U.S. Department of Education. (2021). Strategies for embedding equity in early childhood programs. Department of Education Publication.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
• Williams, D., & Johnson, A. (2020). Overcoming cultural barriers in early literacy instruction. International Journal of Early Childhood, 52, 251-267.