| The educational process is like most processes. | | | | Success with the warm-up project will |
| Once you have worked the process a few times, | | | | demonstrate that change is beneficial, breakdown |
| it begins to take on a rhythm. This is true for | | | | some of the resistance to change, and provide |
| individuals as well as the entire parochial school. | | | | the team with a sense of accomplishment and |
| That of course means that next year will move | | | | confidence. |
| at the same pace this year has. However, the | | | | Next, take the first segment of the most |
| rate of change in our society continues to | | | | beneficial project and schedule it. Set the |
| accelerate. The implication is that without | | | | timeframe for the project on the aggressive side |
| accelerating activity in the Christian school it will fall | | | | of reasonable. This will challenge the team to be |
| behind. | | | | innovative and encourage them to attach urgency |
| A crisis always causes the pace to increase. More | | | | to their work (both project related and everyday |
| things need attention and there is a sense of | | | | tasks). Again, facilitating their success is important. |
| urgency. A crisis often drives innovation because | | | | Every classroom teacher uses this process. Giving |
| the old ways are inadequate. However, creating a | | | | the students confidence early and increasing the |
| crisis just to inject more energy and innovation | | | | challenges as the year progresses is the only way |
| into the process is a bad idea. | | | | to pack all of the material into a school year. This |
| There needs to be a positive way to infect the | | | | is an example of non-crisis leadership induced |
| school with a sense of urgency. The goal must be | | | | urgency. It is pressure and speed without |
| to create a positive atmosphere, a desire for | | | | significant stress. |
| change, a sense that success is possible, | | | | Next Steps: |
| encourage innovation, and renewed urgency. | | | | Create the list of processes and prioritize the list |
| One could list the major processes at the school | | | | two ways |
| two ways. One list prioritized by the impact of | | | | Select and budget the top three projects on each |
| the change (most beneficial to the mission or | | | | list |
| students at the top of the list). The second list | | | | Mix the projects so that some of the easier, |
| prioritized by effort required to make the changes | | | | quicker projects precede the more difficult |
| (cost, time, and talent) with the least expensive | | | | segments of the larger projects (the quicker and |
| at the top. | | | | easier become confidence builders) |
| The high-impact projects are probably large and | | | | Publically (newsletters, internal memos, etc.) |
| might benefit from segmentation. The segments | | | | celebrate each successful completed project |
| will be easier to budget and will provide a sense of | | | | regardless of the size |
| accomplishment and confidence as each segment | | | | Re-evaluate the process list every summer |
| is completed. A sense of confidence and | | | | This process will create constant renewal. It will |
| accomplishment makes change easier to accept | | | | keep the school on a parallel path with the |
| and confirms that success is possible. A sense of | | | | changes in society. It will create a renewed |
| accomplishment also creates a willingness to take | | | | energy. When the staff is reporting one success |
| on the next challenge. | | | | after another the students will realize (by |
| Obviously, taking on a new project will strain the | | | | example) that they too should be successful, |
| current resources. So would a crisis if it should | | | | change accepting, innovative, and purpose driven. |
| happen to arise. The strain on resources is one of | | | | Purpose driven is urgency at its best. |
| the forces that encourages innovation. | | | | After four or five projects, you will have changed |
| As a warm-up project, take the first process | | | | the culture of the school. Before the cultural |
| from the least-effort list. Set a reasonable | | | | change occurs, the perception of the school will |
| timeframe and create a project team. The ideal | | | | change. Each success will confirm that the school |
| project team is one that consists of a mix of | | | | is on the move. It is or soon will be a leader in the |
| enthusiastic individuals and those who are change | | | | community. Each success also adds to the |
| resistant. Do everything possible to help them | | | | sustainability of the school. |
| succeed. | | | | |