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    Key Facets

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    of 2

    62 ADELMAN AND TAYLOR

    FIGURE 2 Prototype implementation and scale-up: Phases and parallel and linked
    tasks. Updated from “Toward a Scale-Up Model for Replicating New Approaches to
    Schooling,” by H. S. Adelman and L. Taylor, Journal of Educational & Psychological Con-
    sultation, 8, 197–230. Copyright 1997 by Lawrence Erlbaum Associates, Inc.

    and linked tasks related to each of the four phases. Again, the intended na-
    ture and scope of focus shapes the costs and the degree of importance as-
    signed by policymakers with respect to ensuring that effective systemic
    changes are designed, implemented, sustained, and taken to scale.

    Key facets. Whatever the nature and scope of the work, the various
    facets require careful planning based on sound intervention fundamentals.
    SYSTEM CHANGE 63

    Key facets include social marketing; articulation of a clear, shared vision


    for the work; ensuring there is a major policy commitment from all partici-
    pating partners; negotiating partnership agreements; designating leader-
    ship; enhancing/developing an infrastructure based on a clear articulation
    of essential functions (e.g., mechanisms for governance and priority set-
    ting, steering, operations, resource mapping and coordination; strong fa-
    cilitation related to all mechanisms); redeploying resources and establish-
    ing new ones; building capacity (especially personnel development and
    strategies for addressing personnel and other stakeholder mobility); and
    establishing standards, evaluation processes, and accountability proce-
    dures (Adelman & Taylor, 2003).

    Creating readiness for systemic change. Common deficiencies associ-


    ated with systemic change interventions are failures to address major as-
    pects of the considerations outlined in Figure 2. Perhaps the most flagrant
    failures are not giving sufficient attention and time to strategies for (a) cre-
    ating readiness among a critical mass of stakeholders, especially principals
    and teachers; and (b) accommodating leadership and staff changes.
    Any move toward substantive systemic change should begin with ac-
    tivity designed to create readiness by enhancing a climate/culture for
    change. Organizational researchers in schools, corporations, and commu-
    nity agencies have clarified factors related to creating an effective climate
    for institutional change (e.g., Argyris, 1993; Fullan & Stiegelbauer, 1991;
    Replication and Program Services, 1993; Sarason, 1996). In reviewing this
    literature, we have extracted the following points as most relevant to en-
    hancing readiness for change:

    • A high level of policy commitment that is translated into appropriate


    resources, including leadership, space, budget, and time.
    • Incentives for change, such as intrinsically valued outcomes, expecta-
    tions for success, recognition, and rewards.
    • Procedural options from which those expected to implement change
    can select those they see as workable.
    • A willingness to establish mechanisms and processes that facilitate
    change efforts, such as a governance mechanism that adopts ways to
    improve organizational health use of change agents who are per-
    ceived as pragmatic—maintaining ideals while embracing practical
    solutions.
    • Accomplishing change in stages and with realistic time lines.
    • Providing progress feedback.
    • Institutionalizing support mechanisms to maintain and evolve
    changes and to generate periodic renewal.

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