So many seem to believe that schools as a big industry, and their child's school specifically, that needs to change. The changes needed are either unspecified or contradictory, but any change must be better than what is currently happening. How could we have gotten to this position in life? Todd Whitaker in his latest book, Leading School Change: 9 Strategies to Bring Everybody on Board does not worry about what the changes should be; rather Whitaker addresses the issue of how to get a school community to make the changes. The content is very specific: this book does not give the reader theoretical concepts to dwell on; rather Leading School Change gives the reader step‐by‐step advice in analyzing the faculty and staff, as it relates to their ongoing contributions to the school, their likelihood to embrace change, and the influence they will have on their peers.
The analysis is very practical and addresses such taboo issues as managing faculty and staff who are “Mediocre” or “Whiners”, using “Backbone” and “Super Star” faculty and staff to best effect while not isolating them from the faculty and staff generally. Whitaker uses humor to underline his points but he is very clear about how to engage every member of the school community Whitaker has held a variety of positions in K‐12 education, including teaching math, coaching basketball, principal at all levels of education, before joining the educational leadership faculty at Indiana State University in Terre Haute, Indiana. His writings have been consistently focused on teachers and principals and how to attain the highest levels of performance from each.
This book is divided into nine sections mirroring the nine strategies in the title. One could pick up the book and read it cover‐to‐cover, and enjoy the experience as Whitaker is able to both inject his sense of humor and present the material in such a personal manner that the reader feels as though he/she is conferencing with a favorite mentor. He positions his examples from real life, including beyond the hallowed halls of the local elementary school. Sections on strategies are around 15 pages giving each strategy a rapid means of calming fears, presenting how the strategy works and then the component parts of the strategy. The strategies start with identifying the change(s) to be made and escalate through the first exposure to the change, analyzing the support of faculty and staff for the change, reducing resistance, getting support and putting it all together.
In strategy one, “Identify the Change,” Whitaker works the reader through the basics of analyzing the problem setting off the need for change. He reviews this analysis from the view of procedure, structure and culture, clarifying the differences in approach would dictate. He finishes the section by cheerleading the reader to set their sights high and not just settling for a makeshift change. He then progresses to setting the stage for making the change and the importance of everyone's first exposure to the change or to the process for making the change. He unapologetically compares that first exposure to launching a new product or service in the commercial world. There are no second changes at making a first impression! Thus that first exposure must be well‐planned to account for as may variables as possible while controlling those things that lend themselves to being managed and reducing the impact of those things that cannot be managed.
In strategy three Whitaker subsequently addresses those on the faculty and staff. He divides how he sees his faculty and staff into “Superstars,” Backbones,” and “Mediocres.” Who was to know that not everyone employed in a school is equally talented or would have various levels of buy‐in to change! After recognizing that there will be different levels of talent and dedication, the author proceeds to lay out strategies for dealing with each type of faculty/staff. By section four, Whitaker turns his focus to “Finding the Entry Points,” or where to start. Change in a school can be amazingly overwhelming. Deciding where to begin can stop the change from even starting. This section helps decide how much to take on and how to get started.
Strategy five focuses on the key element of reducing resistance to change. Many times we want to believe that our idea for change is exciting and wonderful ‐ that everyone will support the change for its ease of implementation and the amazing results that will be brought about by the change. In the real world, various faculty and staff will approach change from their own perspective which may be a lack of understanding, a lack of interest or a feeling that we tried this some years ago and it did not work then, so why would it work now? Then there is the issue of friends supporting one another's position, regardless of their own beliefs. And Whitaker address many of these issues of resistance, with both tried‐and‐true methods, and novel approaches – but always focused on what are the issues of the individuals involved in the resistance.
Fearlessly, the book then advances to strategy six in which the emotional component of change is addressed. This is certainly a section that could be read out of order as the emotional impact on change or the impact of change on emotions is constantly lurking in this process. Strategy seven then goes past buy‐in by supporters to the actual actions people are taking. It is, indeed, easy to say you support change but then someone has to get their hands dirty effecting the change.
Like any good manager or behaviorist, strategy eight is addressed at “Reinforcing changed behaviors.” Implementing change is an important step in the process but it certainly is not the last step. Once the faculty and staff have implemented the change in the school, they must be reinforced for the behaviors required in the new order of work or relatively quickly old styles of operation will take over again. Strategy nine holds some surprises as the author discusses the entire process and evaluates the impact of the change – sometimes you have to back away from the change that was made and return to the status quo while considering a different direction to go. The real message is to stay focused on what you want to accomplish and not marry the process.
Addressing the management of school faculty and staff who are presented with a change in the environment in which they spend the greatest amount of their waking day could be an endless library as there is a near infinite variety of challenges that can develop on the way to changing a school, or any business entity. By limiting his book to nine strategies, Todd Whitaker has made the whole process possible – not too large to approach and use. Whittaker's strategies look good for preventing a lot of problems from popping up by cutting them off before they can get a start. His focus as the nuclear family of the school community is on faculty and staff. Parents, the local business community and the district are strategies that need to be addressed and certainly have been in other books. To have addressed every contingent in change would have defied the strategy three on “Who matters most” – those closest to you who will be the most affected by the change certainly qualifies.
Leading School Change: 9 Strategies to Bring Everybody on Board is a nuts and bolts approach to making school change. Whitaker recommends no specific changes to make as those changes are unique to each district and school. Instead he provides specific recommendations on what to consider regarding implementation of change. Both experienced and new school leaders would benefit from this book as its strategies are so well‐grounded in knowing your faculty and staff and recognizing what each can bring to school change, the threats that change will present to some and how to bring everybody on board by personalizing the change to what each can bring to it. The book is a highly recommended volume.
