Change Proposal Project

Name: Aisha Ahmed Yahya

ID: H002727262
Course Code: EDU 4103
Course teacher: Basel Badran
Table of content
Content Page
number
Description of the school context 3
The level of independency 6
Change proposal overview 7
Description of proposal change 9
Change models management 14
Involved power in school 18
Potential challenges 19
Conclusion 23
References 24
Description of school context:

Numbers of classes:

Year 2:12 classes.

Year 3:12 classes.
Year 4:14 classes.

Population:

55 teachers.
1200 students.
 Authority and mission of the stakeholder:

Head of the primary: School activities- assembly- deal with

teachers problems.
Head of primary assistance: Helping head of the primary.
Receptionist: Attendant- Information about the school.
Head of each year: Weekly plan- assembly/meetings/ duties
arrangement- activity.
Head of Arabic: Weekly plan- meeting arrangement.
 Arabic teachers: Teaches all levels
Classroom teachers: Teaches their classes)
Teachers assistance: Help teachers and their heads.
Activity teachers: Teaches all levels
Librarian teacher: Books/ borrowing- set reading levels.
Nurses: Give treatment.
Reading teachers: Students guided reading
The level of independency

Rely on GEMS (Global Education Management

Systems).
The power is shared between the principal, vice
principal and the head of each level.
Change Proposal Overview
Changing the materials of the projects.
By: using recycled materials that are in the boxes.
Encouraging students participatory to put unwanted
materials.

Benefit:
Teachers
Lower cost
Students
Parents
Environment.
Some inspirations for my change
Description of the
proposal change
 Timeline
Action Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7
Searching about the power X X
and agencies
Communicating with my X X
colleagues + staff
Getting agreement X
Announce the idea in the X
assembly
Doing the rehearsal in the fun X
activity class
Placing the boxes in the X
classes
Applying the box in project X X
class
Applying the box to the X X
displaying board.
Resources

12 huge candies or chips boxes. (placed in each grade 3

class).
Work as a paradigm (We reused the box to make our
recycling box).
Staff

Principal
Head of year 3
Year 3 teachers
Art teacher
Desired output

Cope with the global warming and environmental issues.

A positive consequence of decreasing the cost of projects
materials.
Availability of materials in the class.
Increase the awareness of the environment.
Increase the participatory of projects that are linked to the
environmental issues.
Change model of management
 Leadership style
Leadership styles What I need What I avoid
Transformational Have clear vision ignore the details.
leadership encouraging
creative ideas
Motivator
convince others to
build on the idea

( Cherry, 2017).
 Kotters Model The 8 Stage Process:

Kotters Model The 8 Stage Application

Process:
Step 1: create Urgency Communicating quickly
Discussing fund and environmental issues.

Step 2: Build a guiding team My colleagues

Receptionist
Art teacher
Step 3: Create a vision for a Note down:
change Impact on environment and the fund.
Ways of increasing environmental awareness
and participation.
Kotters Model The 8 Stage Process: Application

Step 4: Communicate the change vision Explain deeply the procedure that meets the
vision.
Give examples.

Step 5: Remove obstacles Time (meeting and applying the activity)

Teachers agreement
Step 6: Create short term wins Doing rehearsal.
Apply in in my activity (I didnt think about
it).
Apply it in one class.
Apply it to the school.
Step 7:Consolidate gains and produce more Learning from the resistance -mistakes
change Build on the change.
Step 8: Anchor the new approaches in the Monitor the project.
culture. Establishing team (1 teacher and students).

(mind tools content team, 2012)

 Involved power in the school:
Involved power Power type What do I need
Principal positional power Take permission to set
the box in the school.
Doing the trial in fun
activity.
Head of year 3 positional power Take permission to
place the box in year 3
classes.
Grade 3 teachers positional power Take permission to
place the box in their
classes.
Art teacher Expertise power Develop the box
presentation.
Potential challenges
Initiation
Potential challenges Suggestion
Some students will put Clear instruction with
food leftover plates examples
Discussion in the
assembly.
Teachers resistance Putting the boxes in the
corridor
Learn from their opinion.
Teachers meeting doing separate meetings.
The problem in Communicating when the
communicating with a children leave.
head of primary and
grade 3.
 Implementation:
Potential challenges Suggestion

No enough time to do the Plan the project earlier.

rehearsal and apply it in project

Not suits GEMS criteria Coloring the papers in white

with spray.
Using them in printer
Draw pictures
Cutting the pictures and
information in newspapers.
Continuation

Potential challenges Suggestion

Staff lose their motivation Motivate the staff and the

students
Monitor students projects.

The box might be thrown Developing the box

presentation and the idea.
Conclusion

The importance of doing the change.

References:

Cherry, K. (2017, 7 21). What Is Transformational Leadership?

Retrieved 9 11, 2017,from verywell:https://www.verywell.com/what-is-
transformational-leadership-2795313

Mind tools content team. (2012). Kotter's 8-Step Change Model.

Retrieved 11 11, 2017, from Mind Tools:
https://www.mindtools.com/pages/article/newPPM_82.htm