Chapter 9: Leaders’ Success Stories of Program Change

“Program” changes are often associated with curriculum changes, such as literacy and numeracy, language learning, special education, technology, or fine arts programs. They can also involve specific initiatives to address student problems such as impulse control, particular learning problems, and special needs (autism spectrum disorders, ADHD, hearing impairment – teaching strategies programs) to name a few. Implementation of programs frequently come with teacher guidelines, PD workshops, unit and lesson templates, and/or online resources. School infrastructure alterations such as renovations, storage or relocation of classrooms, and offices may also be encompassed within programmatic changes as the program requires specific spaces or infrastructure such as information communication technology, quiet spaces, wet rooms. It is evident that before a programmatic change is initiated, research with the participants to affirm that the right philosophical understanding is in place should be conducted prior to initiation. This research includes why the change is required and what is involved to gain the buy-in from stakeholders, as buy-in is essential for the change. Hence, frequently a blend of both people and program changes are necessary within a change process to address: the why we should change – both the philosophical and attitudinal readiness of participants to engage with the change – as well as the how and what we should change – that is the practical/pragmatic programmatic dimension of the change, in order to ensure optimal outcomes.