The Importance of Change in Education: A Case Study

This essay explores the critical importance of change within learning organizations, emphasizing its role in improvement and development. It delves into innovation configurations, the SEDL, and professional learning communities, outlining a framework for development using CBAM's six levels of innovation. The essay presents a case study of culturally responsive teaching in high school English Language, highlighting strategies that promote equal opportunities and individualized learning experiences. The author recommends continuous professional development for teachers, including specific time for instruction, reinforcement of strategies, and action learning sessions. The essay references various sources, including studies on effective teacher professional development and the application of the CBAM model, and concludes by underscoring the significance of adapting to student needs and cultural diversity to enhance the learning process.

Running head: IMPORTANCE OF CHANGE
IMPORTANCE OF CHANGE
Name of the student
Name of the University
Author note

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IMPORTANCE OF CHANGE
The change in internal and external aspects is the most important thing for improvement
and development in a learning organization. The essay talks about the innovation configurations
and the SEDL and professional learning communities in respect to school and teaching method.
It provides an outline using CBAM’s six levels of innovation for development (Hord & Roy,
2013).
There is a case study of culturally responsive teaching in high school English Language.
The study includes emerging definition of learning experiences in Communicative and
Subjective English that is carried on in almost all high school students through the use of
culturally responsive teaching strategies (Isbell & Szabo, 2014).. These strategies are directed
towards the potentiality of all the students treated equally and served the education purpose.
Every student gets the equal attention and experiences the learning procedure to gradually
improve their selective knowledge. Their diversified culture is attended individually. Once a
student from non-English background raises a question that he could not solve (Lo, 2018). The
problem was addressed with an intention of not getting stuck again with the same problem.
These learning experiences are examples to actualize the relation between resolving the
individual student’s problem based on culture, their needs and utmost interests and thus
supporting that student in attainment exact English language learning goals. This keeps the
student’s interest intact in the classroom and thus after a responsive learning approach
experienced by that particular student will keep motivating towards that subject.
In my opinion, I would recommend the following types of professional development for
teachers at each levels to commensurate the best possible learning provided to the students.
Continuous instructions for teachers in specific period of time. Constant
professional development provide teachers time to enhance their knowledge

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IMPORTANCE OF CHANGE
and make them aware of new strategies. Studies have found that a teacher
regardless how experienced needs to upgrade knowledge and learning new
concepts even on the same subject of expertise. Also it is noted that
approximately 50 hours of time would be ample for a teacher for grasping
the instructions, learning, practice, and coaching to master a new teaching
strategy and to implement in classroom full of students.
Reinforce teachers for implementing strategies. An individual teacher may
take up to 20 separate sessions of practice to master a new skill, but the
duration may vary for complex and simple skills that they will follow (Darling-
Hammond, Hyler & Gardner, 2017). If teachers are reinforced then complex
learning may be simplified and completed within few instances.
Action learning sessions for teachers. These activities are exclusively for teachers for an
outstanding performance that suits their role in the classroom. Activities that may include
reading and recitation, voice testing, role-play as a narrator and public speaker, open-ended
discussions, live teaching and interactive classroom visits. These activities should be carried on
with the teachers to make them ease at work in order to decipher concepts and theories, practices
in learning as well as teaching the new concepts to the students in the class to keep them engage
and motivated to understand the subject taught in the class. These help teachers remain open and
adaptive to students.
CBAM’s six levels of concern about innovation are listed below.
1: Informational
2: Personal
3: Management

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4: Consequence
5: Collaboration
6: Refocusing (Sultana, 2015)

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IMPORTANCE OF CHANGE
References
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional
development.
Kelly, J., & Cherkowski, S. (2015). Collaboration, collegiality, and collective reflection: A case
study of professional development for teachers. Canadian Journal of Educational
Administration and Policy, (169).
Kennedy, M. M. (2016). How does professional development improve teaching?. Review of
educational research, 86(4), 945-980.
Sultana, N. (2015). Application of concerned based adoption model (CBAM) for launching the
information technology based teacher education programme at AIOU. Asian Journal of Social
Sciences and Humanities, 4(3), 153-166.
Lo, Y. Y. (2018). ENGLISH TEACHERS’CONCERN ON COMMON EUROPEAN
FRAMEWORK OF REFERENCE FOR LANGUAGES (CEFR): AN APPLICATION OF
CBAM. JuKu: Jurnal Kurikulum & Pengajaran Asia Pasifik, 6(1), 46-58.
Isbell, L. J., & Szabo, S. (2014). Understanding secondary teachers' concerns about RTI:
Purposeful professional communication. Delta Kappa Gamma Bulletin, 80(3), 11.
Hord, S. M., & Roy, P. (Eds.). (2013). Reach the highest standard in professional learning:
Learning communities. Corwin Press.