Two Approaches to Leading Improvement: Bypass and Engage (Chapter 3)

Chapter 3 delves deeper in the difference between the 'Bypass' and 'Engage' approaches and also reinforces the need to reduce change in order to increase improvement. Understanding that all change involves two theories of action - the leaders alternative theory is the espoused theory and the teacher's is the theory in use.

(Robinson,V. 2018, The Bypass and Engage Approaches to Leading Improvement, Reduce Change to Increase Improvement)

Figure 3.1 clearly shows the difference between the two approaches, highlighting how the 'Engage Approach' allows for dialogue to occur where both theories of action are evaluated. This is very important as it shows a respect and trust between the different parties. Where as the 'Bypass Approach' doesn't take into account the teacher's theory of action or assumes everyone has the same desire to improve the current situation.

Chapter 3 also explained how critical it is to understand the beliefs and values that drive the current practice because if this doesn't happen you are more likely to experience objections towards the improvements.

An important aspect of this chapter to me was the importance of evaluating all theories of action - the current practice as well as the proposed practice. This really deepened my understanding of why some 'new' approaches don't succeed - especially ones that are presented in a top down manner, as they can't/ don't always seek to understand the theory of action currently in practice. It is easy to understand however why the bypass model would be the preferred approach , especially when it is implemented at a diocesan or national level (as mentioned in the book) as it is difficult to dig deeper into the theory of action of all stakeholders.

Although now it seems so obvious, the book also highlighted the importance of both parties to agree that the current situation is unsatisfactory and experimenting with an alternative methods is the best way for improvement to occur. Sometimes I feel I forget this aspect of leading change, especially when I feel passionate about the new method or can obviously see the positive impact it may have on student learning.

When reflecting on my own practice it made me realise the importance of not assuming others have the same theory of action as you and to spend time in dialogue with staff to develop an understanding of their theory of action. It also helped me see the importance of having a clear understanding of my own theory of action so it can be articulated with staff and evaluated. It also highlighted how important respect is in our roles. Respect is so important in order for a robust debate to occur around all theories of action so an agreed solution can be found.   This is clearly the only way to move from bypass to engagement and ensure improvement of student learning occurs. Hopefully I will continue to develop my skills in this area and deepen my own ability to embed this into my leadership.

Understand the Challenge of Improvement (Chapter 2)

When starting this chapter I found it a little confusing. The language of espoused and used theory and looping completely through me. That was until I got to page 20 and started relating the chapter to our introduction of the EMU strategies almost 7 years ago. As a school we sent people to be trained as leaders and specialists because the Diocese required it of our school/s because the data in numeracy needed to improve. Teachers values and beliefs were not taken into account at the Diocesan level but for implementation to be successful schools had to consider how best to move the school forward. Teachers who were the most successful in their implementation were the ones who wanted to do better than they had been up until that point and were open to change including the use of rich tasks, using data to drive the learning and allowing the students to verbalise their thinking to each other throughout the lesson and to the class during reflections. Others felt that what they were doing was working in its current form and therefore why change. It is important for any change to be successful that we need to meet teachers where they are at. Change cannot be forced or imposed if it is to impact on learning and leaders need to support staff by designing professional learning opportunities to build capacity. Leaders need to know their staff and give them a voice if implementation is to be successful. Collaboration and consultation needs to be included as part of any successful change.

To much change not enough improvement (Chapter1)

The first chapter focuses heavily on reducing change to increase improvement. The most interesting point I took out of this reading was that the more leaders focus their relationships, and their learning on the core business of teaching and learning the greater the influence on student outcomes. A key way to measure if a change in the school has made improvement is by the impact it has on learners. Teachers involved in any change need to be involved in ongoing inquiry into the impact of the change so those involved are able to make the change work for students in their own context. Schools make an impact with change when there are goals set that are based on curriculum and evidence based on student learners needs.