Week 6 Discussion 1: Your Initial Thread Is Due

Week 6 Discussion 1your Initial Discussion Thread Is Due On Day 3 T

Discuss the potential challenges or obstacles you predict facing in your current or future role as an educator when implementing positive change, based on Mills (2014). Describe how you would apply what you have learned regarding the challenges of implementing educational change to overcome these obstacles. Respond to at least two classmates with suggestions for overcoming their obstacles and reflect on new perspectives you gain. Follow up with your instructor's comments or questions by the end of the week.

Paper For Above instruction

Implementing positive change within educational settings is a complex endeavor that involves overcoming numerous challenges. As Mills (2014) discusses in Chapter 7, action researchers and educators often face obstacles such as lack of resources, resistance from staff or administration, reluctance to interfere with established practices, and difficulties in sharing or communicating findings. In my current or future role as an educator, I anticipate encountering several of these challenges, especially resistance to change from colleagues accustomed to traditional methods, limited time and resources to dedicate to action research, and potential unsupportiveness from administrative leadership.

Resistance to change is perhaps the most formidable obstacle. Change often engenders fear and uncertainty among staff, which can impede progress. To address this, I would emphasize collaborative approaches that involve stakeholders in the planning and decision-making process. By fostering a culture of trust and shared purpose, I could help mitigate resistance (Fullan, 2007). It is crucial to communicate clearly the benefits of change, provide sufficient support, and celebrate small wins to build momentum.

Resource limitations, such as insufficient funding, time constraints, and access to technology, also present significant hurdles. To counter this, I would leverage existing resources creatively, prioritizing changes that require minimal extra investment but have high impact (Hargreaves & Fullan, 2012). Additionally, integrating action research into existing professional development activities or collaborative planning periods can maximize time efficiency (Mertler, 2014).

Reluctance to interfere with colleagues’ practices or admit difficult truths can hinder authentic assessment and improvement efforts. Building a trusting environment is essential, where educators feel safe to share challenges and reflective practices without fear of judgement (Dana & Yendol-Herbert, 2019). Reflective dialogue and peer coaching can serve as platforms for honest conversations about instructional practices.

Similarly, finding suitable forums for sharing findings can be problematic. Utilizing digital tools and online platforms offers flexible means for disseminating action research outcomes beyond traditional meetings (Creswell & Creswell, 2018). Regularly scheduled meetings, webinars, and professional learning communities can afford ongoing opportunities for sharing successes and struggles.

Ultimately, five strategies are critical for overcoming obstacles: fostering collaboration, advocating for administrative support, efficiently utilizing resources, cultivating a culture of trust and honesty, and leveraging digital tools for communication and dissemination. Applying these principles aligns with the research suggesting that systemic support and collaborative culture are vital for sustainable educational change (Bryk, Sebring, Allensworth, Luppescu, & Easton, 2010).

In conclusion, while implementing educational change involves navigating numerous obstacles, a proactive, collaborative, and strategic approach can facilitate progress. Recognizing potential barriers early and employing targeted strategies increases the likelihood of successful change initiatives that ultimately improve student outcomes and instructional quality.

References

• Bryk, A. S., Sebring, P. B., Allensworth, E., Luppescu, S., & Easton, J. Q. (2010). Organizing schools for improvement: Lessons from Chicago. University of Chicago Press.
• Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). Sage Publications.
• Dana, N. F., & Yendol-Herbert, D. (2019). The reflective educator's guide to classroom research: Learning through practitioner inquiry. Teachers College Press.
• Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press.
• Gray, A. (2013). PowerPoint how-to guide [PowerPoint presentation]. College of Education, Ashford University.
• Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.
• Mertler, C. A. (2014). Action research: Improving schools and empowering educators (4th ed.). Sage Publications.
• Mills, G. E. (2014). Action research: A guide for the teacher researcher (5th ed.). Pearson.
• Research For Action. (2008). Links to learning and sustainability: Year three report of the Pennsylvania High School Coaching Initiative. Retrieved from https://researchforaction.org
• Hardy, I., & Ronnerman, K. (2011). The value and valuing of continuing professional development: Current dilemmas, future directions and the case for action research. Cambridge Journal of Education, 41(4), 389-404. https://doi.org/10.1080/0305764X.2011.607859