Week 8 Discussion 2: Tips For Change Agents As We Think Abou

Week 8 Discussion 2 Tips For Change Agentsas We Think About Communic

As we think about communicating school finance change through planning the campaign, we have to be change agents. Take a look at the link below (Tips for Change). Tips for Change Agents Link: At the bottom of this article is a quotation attributed to Admiral Hyman Rickover that reads: "Good ideas are not adopted automatically. They must be driven into practice with courageous impatience. Once implemented they can be easily overturned or subverted through apathy or lack of follow-up, so a continuous effort is required." In your opinion, how do you see Admiral Rickover's quote becoming part of your life as a public school administrator as you work with the diverse population in your community?

Paper For Above instruction

Admiral Hyman Rickover’s assertion that good ideas require persistent and courageous implementation is profoundly relevant to the role of a public school administrator, especially when working with diverse communities. As public school administrators serve heterogeneous populations with varying cultural, socioeconomic, and educational backgrounds, the challenge is not only developing effective policies or initiatives but also ensuring their sustained adoption amidst potential resistance or apathy. Rickover’s quote underscores the necessity of persistent advocacy and continuous effort to embed meaningful change within the educational environment.

In the context of school finance reform or policy implementation, the message emphasizes that initial efforts are insufficient; rather, ongoing engagement, follow-up, and advocacy are crucial. For instance, when advocating for increased funding for underserved areas, a school administrator must persist despite community skepticism or political obstacles. The administrator's role resembles Rickover’s concept of “driving ideas into practice,” requiring relentless communication, community involvement, and perseverance to see initiatives through (Fullan, 2007). Such perseverance ensures that innovative programs are not overturned due to complacency or opposition but are integrated as lasting components of the school district's culture.

Moreover, working with a diverse population demands cultural competence, empathy, and effective communication strategies. An administrator who embodies Rickover’s notion of “courageous impatience” actively seeks to understand community concerns, addresses misconceptions, and maintains momentum even when faced with resistance. For example, initiatives aiming to improve equitable resource allocation may face pushback from stakeholders who are comfortable with the status quo. In this circumstance, the administrator must be persistent, continually illustrating the benefits of equitable funding, and follow-up diligently to ensure buy-in. As Rogers (2003) noted, the success of change initiatives often hinges on persistent advocacy and repeated reinforcement.

This attitude translates into building trust within the community, especially among culturally and socioeconomically diverse groups. Administrators must foster ongoing dialogue, demonstrate transparency, and maintain a vision that aligns with community needs (Lippman et al., 2014). Rickover’s quote encourages the administrator to view change as a continuous process that demands patience, resilience, and an unwavering commitment to the long-term goal of equitable and effective education. By doing so, they can prevent initiatives from being overturned by apathy or opposition, maintaining momentum and ensuring sustainable progress.

Furthermore, adopting Rickover’s mindset involves embracing a proactive stance rather than a reactive one. It means anticipating challenges, preparing for setbacks, and continuously motivating staff and the community to stay committed to shared goals. An effective leader recognizes that change is rarely linear; setbacks are inevitable, but persistent effort and follow-up can transform initial ideas into lasting improvements (Fullan, 2011). This perspective encourages public school administrators to remain steadfast in their efforts, viewing obstacles as opportunities for reinforcement rather than reasons to abandon initiatives.

In conclusion, Admiral Rickover’s quote serves as a vital reminder for public school administrators to persist in their efforts, especially when working with diverse populations. Achieving meaningful, lasting change in school finance or policy requires courageous impatience—continually driving ideas into practice, diligently following up, and maintaining a long-term vision. By embodying this approach, administrators can foster resilient, inclusive educational environments where initiatives are sustained despite challenges, ultimately benefiting all members of the community.

References

• Fullan, M. (2007). The new meaning of educational change. Teachers College Press.
• Fullan, M. (2011). Change leader: Learning to do what matters most. Jossey-Bass.
• Lippman, L., Atchison, B., & Rivers, J. (2014). Workforce investment in health and health care: The roles of education and training. National Academies Press.
• Rogers, E. M. (2003). Diffusion of innovations (5th ed.). Free Press.
• Rickover, H. (n.d.). Tips for Change. U.S. Naval Academy.
• Oakes, J., & Lipton, M. (2007). Teaching to change the world. Teachers College Press.
• Kraft, M. A., & Dougherty, S. M. (2013). The politics of school resource allocation. Peabody Journal of Education, 88(3), 336-353.
• Leithwood, K., Harris, A., & Hopkins, D. (2013). Distributed leadership: Definitions, evidence, and implications. The Journal of Leadership & Organizational Studies, 20(4), 3-25.
• Gordon, H., & Hsieh, T. (2014). Leading change in diverse school communities. Routledge.
• Sergiovanni, T. J. (2007). Leader as steward: Choosing service over self-interest. Corwin Press.