How My Attitude Has Changed

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How My Attitude Has Changed Analysis Being an elementary school teacher for many years, the author experienced many reforms and attempts at reforms that various schools in which she taught underwent. In considering these various reform efforts and processes, the author reviews the research literature on school change as a conceptual framework. This paper provides a synopsis of how change is brought about in schools. It also considers research findings on the effects of social and political factors on the change process together with the effects of best practice research on teachers’ decisions to change to present one teacher’s perspective on school reform. SCHOOL CULTURE School culture develops as staff members interact with each other, the students, and the community at large. If the staff members are committed to the reform introduced, then the culture will be conducive to change. In order for change to occur, schools should be places that stimulate and support teachers. This may involve a new outlook on school governance and organization. Traditionally, schools do not have the organizational capacity to formulate the goals and vision necessary to bring about an effective change in a culture. The input of practitioners in schools is crucial in creating lasting change. However, typically, policy-makers set the conditions for the administration of change, without allowing teachers and other staff a voice in the policymaking. In this case, a “re-culturing” of schools attempting to initiate change is in order. This re-culturing may need to extend to the school district as well. EMOTIONAL AND RELATIONAL ASPECTS OF CHANGE The emotional aspect of change cannot be ignored, and, in fact, should be taken into account when initiating reform. This facet of change is often overlooked when a reform is initiated, which has often led to the reform’s undoing. When
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