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Validation of the Standards is Required
It is strongly recommended that the proposed standards and rubrics be validated. One validation design that could be used is a “competency study.” The ultimate outcome of this kind of study is a validated model of change leadership competencies.
| Table 4: A National Framework of Professional Standards for Change Leadership in Education | |
| Performance Standards, Criteria and Rubrics for the Graduate-Level Change Leadership in Education Programs | |
| Standards of Performance | Sample Knowledge, Skills, and Dispositions for Each Standard |
| Standard 1.0—Systems Thinking: A change leader perceives school districts as intact, organic systems and explains how districts function as systems. | Knowledge …explains in detail the key features of school district as a system. Skill …analyzes in detail the functional properties of school districts as systems. Disposition …fully accepts that school districts intact, organic systems. |
| Standard 2.0—Focus of Systemic Transformational Change: A change leader understands that transforming an entire school district requires improvements in student, faculty and staff, and whole-system learning. | Knowledge …describes the importance of whole-system improvement in rich detail. Skill … Collects and interprets data about the need for change. Disposition …accepts the importance of whole-district learning and can explain that importance in rich detail. |
| Standard 3.0—Initiating Change: A change leader creates the case for systemic transformation within school districts and in communities by providing data to support the both the need for change and the opportunities that can be seized by engaging in change. | Knowledge …explains in rich detail a strong rationale for creating and sustaining whole-district change. Skill …explains in rich detail tools and processes for gaining and sustaining internal and external political support for change. Disposition …enthusiastically endorses the concept of whole-system change. |
| Standard 4.0—Assessing the Impact of Change: A change leader assesses the breadth, depth, sustainability and anticipated positive outcomes of a systemic transformational change strategy. | Knowledge …can explain in rich detail the breadth, depth, sustainability and expected returns from engaging in whole-system change. Skill …able to conduct an in-depth analysis of the breadth, depth, sustainability and expected returns from engaging in whole-system change. Disposition …accepts the fact that whole-system change is complex and requires careful planning and acts on this acceptance. |
| Standard 5.0—Facilitating Change: A change leader helps colleagues and community members gain insight into the human dynamics of system transformation and develops their confidence to achieve transformation goals. | Knowledge …possesses advanced level of knowledge of facilitation skills. Skill …possesses advance level of skill for facilitating interpersonal and group behavior. Disposition …is a strong advocate for helping people understand the nature of change prior to launching a change effort. |
| Standard 6.0: Developing Political Support for Change: A change leader develops political support for systemic transformational through effective change leadership. | Knowledge …explains in rich detail strategies and tactics for building political support. Skill …demonstrates sophisticated skills for developing political support. Disposition …is a staunch advocate for acting in a political way to gain political support for change. |
| Standard 7.0—Expanding Mindsets: A change leader engages in and shares with colleagues personal learning to deepen and broaden personal mindsets about why systemic transformation of school districts is necessary and about the best strategy for creating and sustaining transformational change. | Knowledge …provides a detailed and cogent rationale for engaging in personal learning. Skill …develops a detailed and feasible plan to engage in personal learning. Disposition …is a strong advocate for engaging in personal learning. |
| Standard 8.0—Planning Systemic Transformational Change: A change leader formulates and leads the implementation of a plan to create and sustain systemic transformation in school districts. | Knowledge …understands the complexity of planning for change and describes the key elements of change plans. Skill …possesses advanced skills for planning for system-wide change. Disposition …is a powerful advocate for engaging in good planning for change. |
| Standard 9.0: Demonstrating Disposition for Change Leadership: A change leader demonstrates high personal emotional intelligence while leading transformational change. | Knowledge …provides a powerful rationale for leading with a high level of emotional intelligence. Skill …demonstrates advanced skills for emotional intelligence. Disposition …is a strong advocate for the importance of leading change with a high level of emotional intelligence and teaches others how to develop their emotional intelligence. |
| Standard 10.0—Mastering the art and science of systemic transformational change: A change leader is familiar with and skillful in using a variety of change theories, tools, and methodologies derived from interdisciplinary perspectives on change leadership and systemic transformation. | Knowledge …can explain in great detail at least one methodology for creating and sustaining whole-system change; including tools and processes that are part of that methodology. Skill …can apply at least one methodology for creating and sustaining whole-system change; including tools and processes that are part of that methodology. Disposition …is a vocal advocate for the importance of change leaders knowing, understanding, and applying change theories and tools. |
Competencies are clusters of knowledge, skills, and dispositions required for job success. Job competency models are used to guide the professional development of employees. A competency model, according to Workitect (2008), is
…a description of those competencies possessed by the top performers in a specific job or job family. In effect, a competency model is a ‘blueprint for outstanding performance.’ Models usually contain 8-16 competencies with definitions, often grouped into ‘clusters’ along with behavioral descriptors.
Boulter, Dalziel, and Hill (1998) described a six stage competency development model. The six stages are:
Bernthal, Colteryahn, Davis, Naughton, Rothwell, and Wellins (2004, pp. 89-94) designed and conducted a competency study for the American Society for Training and Development (ASTD). Their study is an example of how to design and implement a competency study that results in valid competencies for guiding professional behavior. Their competency development methodology has four phases and specific tasks within each phase. The four phases and specific tasks are:
Phase 1: Needs Assessment and Data Collection
Phase 2: Development of Competency Model
Phase 3: Validate the Competency Model
Phase 4: Final Refinement of the Competency Model
The ten standards for change leadership presented in Table 4, I believe, satisfy the first stage of the Boulter, Dalziel, and Hill’s six stage competency development model and the first phase of the ASTD competency modeling process. The implication of this conclusion is that further research is needed to validate the ten standards of performance.
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